MultiMedia Tools

Lesson Idea Name: The Water Cycle

Content Area: Science
Grade Level(s): 4th grade
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle. b. Develop models to illustrate multiple pathways water may take during the water cycle
(evaporation, condensation, and precipitation).

Technology Standard Addressed: 1- Empowered Learner

Selected Technology Tool:

☒ Movie (list application): iMovie
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Universal Design for Learning is addressed in this lesson by allowing students the opportunities to access the
videos and watch at their pace anytime they wish by having them online on the blog. Students are also filling
out graphic organizers and will be assisted in doing so based on their needs.

Lesson idea implementation:

This lesson serves as a continuation and review of our unit of the Water Cycle.
To begin the lesson, we will discuss what students know about water and the Water Cycle by filling out a KWL
chart. Then we will watch the video in class, and re-watch it as we point out what each part of the Water
Cycle each picture in the video represents. We will then engage in an experiment where students will be given
a clear plastic container, shaving cream, and food coloring. Students will be instructed to fill up the container
halfway with water, squirt a layer of shaving cream on top, and drop a few drops of food coloring on top of
the shaving cream. Students will be filmed while completing the experiment.

After the experiment, we will re-watch the video and connect the experiment to the part of the water cycle
that each part of the experiment represented. We will then complete the KWL chart with what we learned.
We will have a discussion along with filling out the chart about other impacts of the Water Cycle in our lives.
Students will then fill out a graphic organizer with the Water Cycle where they label each part and do a quick-
write about what each part of the Water Cycle does.
The video of the students completing the experiment will be posted on our classroom blog, as well as the
video so students can go online and see both videos as many times as needed to review the content.
Importance of technology:

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 MultiMedia Tools
The use of technology in this lesson allows students to explore the content in new ways. Applying science and
content to hands-on experiments is so great for student learning and allowing them to experience the
experiments and what they learned again and again online is great for review and learning.

Inspiration (optional): N/A

Internet Safety and Student Privacy:

The important thing to focus on is student privacy in the video of the class completing the experiment. This
video will be posted on a password-protected page on the classroom blog, as well as, edited to have student
faces out of frame. In doing this, students’ identities are protected, and students and parents must have a
password in order to see the video of students.

Reflective Practice:
In designing this lesson, students are gaining new learning by applying their learning of the Water Cycle to the video and
an experiment. They are given the opportunity to watch the video as many times as necessary and videos can be
referenced at home and in class anytime to review content.
To extend learning, students can be guided in making their own videos based on other content areas and these can be
posted as well.

Spring 2018_SJB