For our interactive learning resource regarding the water cycle for grade 2 students, we have decided to take a centres based approach. This was done to include many ways of learning for all students to have an opportunity to thrive. This also promotes learning through exploring, and lets students have the chance to explore at their own pace. By setting up a variety of activities for students to work through, this creates an inclusive classroom environment where everyone is supported. With a combination of these steps taken, it will also ensure that the needs of all learners are met.
The selected activities we have outlined in our blueprint for our interactive resource are below. As a group, we tried to keep the activities as interactive and as integrated as we could.
Activity 1 – Solar Still: water, bowls, heat, lamp, plastic wrap, rock/weight
Activity 2 – Vocabulary: Vocabulary cards
Activity 3 -Evaporation: Thick paintbrush, water dropper, lamp, timer, buddha board, ruler, pencil,
Activity 4 – Condensation: Teacher Made model, Water, Student graphic organizer, Zip-Lock baggies, Sharpie markers
Activity 5 – Precipitation: Glass Jar, Water, Eye dropper, Shaving Cream, Blue food colouring, Student graphic organizer
Activity 6 – Collection: Plastic bottle, Water, Rocks, Sand, Clay, Bin/bucket
Activity 7 – Water cycle model: Tea kettle, piece of cardboard, beaker, oven mitts, pencil, recording sheet,
Activity 8 – Water molecule game: Water cycle environment signs, 6-8 pre-made die, Water cycle record sheet
Activity 9 – Water wheel: Pre Cut blank water wheels, Pre Cut water wheel covers, Colour pencils, Brass fasteners
Most activities we are able to tweak and change to suit the direction we take going forward with this resource. In any activity with an experiment element, it could be a barrier for student success. This is because if a step is messed up in the process of creating the experiment, the outcome could be wrong. These stations also involve a bunch of safety concerns, and it would be challenging for a teacher to mange that in a large class of students. To reduce that barrier, it would be easy to make a few adjustments so that the experiment was simple, and easy for the students to follow. It would also be helpful to limit the number of experiments going on at one time to make safety the number one priority.
I am excited to develop of interactive learning resource on the water cycle for grade 2 students. Stay tuned to see the final outcome!