Teachers Weather Sourcebook
First, classroom teachers are selected to write the activities with the assistance of education specialists. Teams of teachers are then given the task of developing and writing the activities for each of the five instructional chapters. The second step involves testing the activities in the classroom. Other teachers are selected to use the activities in their classrooms, and each activity is tested by at least three of them.
The teachers involved in this unit are early childhood teachers from several states. From the evaluations provided by the testing teachers, revisions are made. Finally, technical reviews, editing, and illustrations are completed and the Water Sourcebook is published. Each activity details 1 objectives, 2 subject s , 3 time, 4 materials, 5 background information, 6 advance preparation, 7 procedure including activity, follow-up, and extension , and 8 resources.
A glossary section is included at the end of the guide to help teachers deal with concepts and words used in the text which may be unfamiliar. The approximate number of minutes needed to complete the main exercise s.
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More time may be needed for the follow-up and extension exercises. List of materials needed to complete activity.
Alternatives and optional materials are listed where appropriate. If the basic materials are not immediately available in your classroom, they can often be borrowed from other classes in the school, or local college or university science departments, local government agencies, or area businesses. Background specific to the activity for the teacher's use.
Directions for the teacher to prepare materials in advance.
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Complete directions to conduct the entire activity, including follow-up and extension ideas. Includes teacher sheets and student sheets.
Setting the Stage: Introduction of the main ideas of the activity to the students. This ends with questions to demonstrate that students understand what they have done. Conclusion of the activity by summarizing the information and drawing conclusions if applicable. May be used as evaluation of the stated objectives. This part of the activity is optional. Some may be used as ongoing projects, while others may be used as additional classroom work for advanced students or for extra credit. These special notations appear within some activities: Note: Further explanation about a procedure, used to clarify or reemphasize important directions.
Optional: Optional procedure or materials that may enhance part of the activity. You will need to take into account the number of students or student teams in your class es. Many materials are readily available, but some may need to be borrowed or purchased ahead of time. Each activity contains ready-made masters for these. These teacher and student sheets can be easily removed from the binder and replaced after photocopying.
Some activities also contain suggestions to make a transparency for use with an overhead projector. Transparencies may be made by a thermofax, a photocopier, or by tracing. If you plan to have the students do part of all of the extension suggestions, you will want to add additional materials to your list. You may also need to locate other sources of information or telephone numbers to complete the extension. Some extensions can be started simultaneously with the regular activity.
As you read through the activity, highlight any NOTE and decide whether you will do optional suggestions. Check the suggested time for completion of the activity and add time needed to do any extension activities. The time needed may vary from class to class. These activities have all been field tested in elementary school classrooms.
Project WET Resource List - NYS Dept. of Environmental Conservation
However, you might want to do a trial run of the activity yourself to evaluate the time needed and areas where minor problems might occur. It is also a good idea to mark points in the text where natural breaks can be taken to divide the activity into class periods. Further reading may be found in the list of resources at the conclusion of each activity. If these resources are not readily available, you may want to check other books on environmental concerns.
Teacher's Weather Sourcebook
For example, the "Introduction" chapter begins with page 1 -1, the "Drinking Water and Wastewater Treatment" chapter begins with , and so on. X X x Water is Very Special; p. Sifting Through.
Describe, orally or in writing, ways people have depended on water during different periods of history. More than two hundred years ago many people came to America to start new lives. They had to cross the ocean to get here. The trip took many weeks. They had to bring fresh water in barrels for drinking and washing while they were on the ship. During the next years, many of the new settlers moved farther and farther across America to find new places to live.
When selecting a place to settle, one of the main considerations was a fresh water supply. Most of them chose land near rivers, lakes, and springs. They needed the water for drinking, growing crops, raising farm animals, washing, and cooking. By , in addition to using water for drinking, washing, and cooking, people also began using water to manufacture products.
During this period of history, factories were built and many machines were invented. Water was used to make steel and paper; it was used to create steam and to cool products. Today we use water in many ways. In our homes, we use water for drinking, cleaning, cooking, and flushing. Irrigating farms, golf courses, and our lawns requires a tremendous amount of water. Industries use water to manufacture metal, glass, and wood products. They use water in canned foods, soft drinks, and many other products. Water is used to produce electric power.
We enjoy the beauty of nature's rivers, lakes, and oceans. We use the bodies of water for swimming, boating, and fishing. Water is also used by firefighters to save lives and property. Gather materials. Setting the stage A. Share background information. Activities A. Divide the class into groups with 3 or 4 children in a group.
Give group assignments. Each group will make a life size character by tracing around the body of one group member on butcher paper. Each group will research a different time period 's; 's; early 's and today and use crayons to draw appropriate time period clothing on their character. The other four 4 groups will also research the same time periods see above and design a poster showing the ways water was used during that time period.
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Tape each character to the wall with the corresponding poster. Follow-Up A.
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Decorate invitations. Send them to other classes inviting the students to visit the display.