MODULE 4. ASSIGNMENT FOR BLOCK 3

MODULE 4

BLOCK 3

THE 6E MODEL

The water cycle:

1-ESTABLISHING:

First of all, children are shown a wordcloud with different key vocabulary for the lesson, in order to activate the prior knowledge about the topic and to get ready for the lesson. 

 

 SS expose their ideas about these words and their meanings if they know. They share, expain each others...

Secondly, children are encourage to complete a KWL chart, they complete the column of: "What I know" and "What I wonder" at this moment.

2-EXPLORE:

The teacher records a voki  introducing SS to a situation and asking them some questions. They have to help the character ask these questions:

-Where can we find water in a solid state?

-Where can we find water in a liquid state?

-Where can we find water in a gaseous state?

-Can water change its state? How?

Then, SS work in groups of 3. Each member of the group have one category: solid, liquid and gas.

Children who are solids go together in a new group, children who are liquids go together in another new group, etc. 

In these new groups children become experts on their category. They are shown a video and a short text with pictures and schemas explaining it about their topic.

After that, pupils come back to the initial groups and they have to explain each other their ideas, comparing and contrasting the different categories. While doing this, they are given the following graphic organizer to complete:

3-EXPERIENCE:

Class is divided into 4 different groups. Children carry out 4 different experiments. First of all they are given this sheet about the scientific method. Their experiments are guided by these following questions:

-What can we do to turn water into solid?

-What can we do to turn water into gas?

-What can we do to make water condensate?

-What can we do to make ice melt?

etc.

The experiments will be the following ones:

-Melting of ice: Children put ice cubes in three different glasses. One glass will be put in the fridge, one in the freezer and the other on the table of the class. What happen?

-Freezing: Pupils pour the same quantity of water in two glasses. One of them will be put in the fridge and the other in the  freezer. What happen?

-Evaporation: Children pour some water in a saucepan and they heat it. They put some water in another saucepan and they do nothing. What happen?

-Condensation: Children put a glass of water in the fridge and the other on the class heater. Then both glasses of water are put in a big bowl with very heat water. What happen? 

 

4-EXPLAIN:
At this point each one of the four groups explain their experiments to the rest of the class. They can chose between:

-Doing a Chroma Key imitating, for example the news, some members ask questions and the rest of the group have to answer explaining their results and conclusions after the experiments. 

-Create a Prezi or an infographic explaining the experiment with pictures of the process.

5-EXTEND:
Tell children: As we can see, water can adopt different states. We have seen ice cubes, vapour when heating water, liquid water in a glass... Do you know what we use the water for? 
Transmit pupils that water have so many uses and its importance. Thus, we have to use it wisely!

It could be created activities about:
-Uses of water.
-How to save water?

 For example, they could create their own rules to save water, design them and stick on the class walls, or explain to other classes or grades, stick on the school corridors' walls, invite families to explain the importance of water and how to save them and then try to apply the rules created at homes, etc.

6-EVALUATE:

Teacher evaluates the process through direct observation, field notebooks and rubrics and the what I've learned column of the KWL charts.