CYCLE TASK: TASK 3

DIDACTICS OF SCIENCE

GROUP 551033_12

STUDENTS

LUIS FERNANDO ÁLVAREZ CODE: 71312617

OLGA MILENA RESTREPO A. CODE: 42106200

JÉSSICA TAMAYO PÉREZ CODE 1040323417

MARISOL SÁNCHEZ RINCÓN CODE 1120373742

TUTOR

DINA ESPERANZA BONILLA

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD

PROGRAM OF ENGLISH AS A FOREIGN LANGUAGE

YOPAL, AUGUST THE 02ND - 2018

 MATRIX AND PLANNING SCHEME

GENERAL INFORMATION

TOPIC: The water cycle

LANGUAGE FOCUS: Speaking and writing

CLASS: 4Th grade.

LESSON OBJECTIVES:

 To teach students the water cycle

 To learn key words
 To talk and share information of the topic.
 To encourage students to learn through their own experience
 To write appropriately words and phrases about the topic.
 To use a second language to say different ideas
 To improve their skills on L2.

DIDACTIC STRATEGY: Teaching by discovery

ASSESSMENT STRATEGY:

 Formative.
 Questions and answers Session
 Observation.
SPECIFIC COMPETENCES:

 Communicative competence
 Science competence
 Social competences
 Cultural awareness

CLASS LENGTH: 2 hours. (At midday)

MATERIALS: workbook-pencils-markers-whiteboard-internet connection to access to YouTube,

books
 MATRIX

SUBJECT CONTENT DIDACTIC METHODOLOGY ACTIVITIES COMPETENCES RESOURCES

Students who The water cycle Deductive learning. Speaking Speaking and workbook
are in fourth Explaining writing. pencils
grade of any Basic vocabulary Meaningful learning. Question-answering markers
public institution with regard to the Role-playing board
in Colombia. water cycle. Pair-work. internet

STEP TIME TASK(TEACHER) TASK INTERACTION PURPOSE

(STUDENTS)
Opening 5-10 minutes Introduction to the topic” The water Listen to the T T↔Ss Motivate Ss to talk
cycle” T asks Ss this questions: Answer questions T: Teacher about the water
 Where can we find rivers or lakes from experience Ss: students. cycle.
in the town?
 Name some water characteristics. AS: Ss ask
 What happen with water when questions to the
you put on stove? teacher related to
 What happen when you put water the water cycle.
on the freeze?
 What do you know about the
water cycle?
 In which states have you known
water?
 What happens with the rain
water?
T asks Ss to help him or her to write
some words related to this cycle on the
board, to better relate the topic to the
new learning topic
Practice 10-15 minutes T shows Ss a video related to the Ss watch the video T↔Ss To understand by
water cycle which is on the link: with great interest. Video and Ss and means of a visual
https://www.youtube.com/watch? T. tool the water cycle.
v=ncORPosDrjI

T pauses the video and asks Ss Ss answer the Ss↔T

question about the water cycle. questions asked by
the T. AS: Ss want to
Ss get feedback from know why these
the T. stages happen.
2 hours Ss can research more information
about water cycle with an T↔Ss
experiment for understanding this
concepts:
Evaporation, it is a physical
process that consists of the slow Ss↔Ss
and gradual step from a liquid state
to a gaseous state
Condensation, it is the change of state
Production 15 minutes of matter that is in gaseous form and Ss take part in acting T↔Ss To give Ss
goes to liquid form. out the water of cycle AS: They carry out Time to produce and
Precipitation, is any form of either in pairs or in demonstrations in see what they have
hydrometeor that falls from the
groups. class. Learned.
atmosphere and reaches the earth's
surface
Ss write down the
water cycle in their
own words. To raise awareness of
understanding the
water cycle.
T tells the Ss to take turns to
Closure 5 minutes Ss listen.
explain in their own words the
cycle of water.
T gives Ss some paper sheets to
write down the water cycle and put
it into their workbook.
 T sums up the importance of
knowing the water cycle.

Interaction: T↔Ss means that the teacher interacts with the entire class.

Assessment Strategy: AS
 EXPERIMENT

Data Collection Process

Data collection process take 2 hours. First of all, students are divided in groups of three students

 Each group is given (1) one ziploc baggy, a little water, food coloring and masking tape.
  The students fill the baggy just a little bit with water trying to keep it off the edges as
much as possible
 Then add a few drops of food coloring to the water
  Close the Ziploc baggy
 Each group hang the baggy on the window using the masking tape.
 The baggies will be check each hour
 Each  group will report what they see to teacher
 During the class, the students answer some question about pre - knowledge and prediction
about water cycle.
 After two hours the students will talk and give their opinions about what they can see. (It is
a sunny day and the evaporation is occurring, there are water droplets on the side of the
bags - condensation).
 It is important to notice that despite the fact the water is blue, only the water is evaporating,
so the water droplets themselves are clear. So the students must hypothesize why that is.
 Then, the students just going to tap the bag gently to see what happen when the drops get
together. (The water fall down as rain – precipitation).
 Finally, the student report on their notebooks all the process and socialize their learnings.
So errors and mislearnings will be found and corrected.

Assessment:

At the end of the class students draw the water cycle on their notebooks.
 REFERENCES

BARLIA, L. l. (2016). Patterns of Conceptual Change Process in Elementary School Students'

Learning of Science. Journal Of Turkish Science Education (TUSED), 13(2), 49-60.

doi:10.12973/tused.10167ª. Retrieved from:

http://bibliotecavirtual.unad.edu.co:2051/login.aspx?

direct=true&db=eue&AN=116904741&lang=es&site=eds-live

Lindquist, B. w., & Loynachan, C. c. (2016). LEARNING SCIENCE IN A Second Language.

Science & Children, 54(3), 47-51. Retrieved from:
http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
direct=true&db=eue&AN=119126773&lang=es&site=eds-live

Mehler G. (Producer). (2012). Water Cycle_Water Cycle in a Bag [Video]. Retrieved from
https://www.youtube.com/watch?v=4WQBtAJxMbY

Türkmen, H. h., & Topkaç, D. D. (2015). Effects of Learning Cycle Model in Preschool Kids
Learning of the Growth of Plant. Participatory Educational Research, 2(3), 32-42.
doi:10.17275/per.15.31.2.3. Retrieved from
http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
direct=true&db=eue&AN=111952328&lang=es&site=eds-live