Learning Goals: For students to understand the water cycle (H20). This includes: what students will Understand the pools and fluxes of H20 cycle. know, understand, Understand how human activities impact pools and fluxes of H20 cycle. and be able to do; Appreciate the ethical consequences of human activities on the H20 includes content cycle. knowledge, attitudes, & skills Learning Students can: Construct a diagram of H20 cycle. (previous class) Outcomes: Student behaviors Rank the relative magnitude of each pool of global H20 (previous or performances class) that will indicate Predict how several activities will alter the H20 cycle they have (qualitative/quantitative). successfully Assess the global ethical implications of human activities on H20 cycle. accomplished the goals Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively How teachers will measure How the unit is designed to in learning the concepts learning; how students will include participants with a variety learning of experiences, abilities, and characteristics Activities outside of class: Pre-assessments:None. All students participate. Includes clicker question and Take home written exam. discussions so not biased against most physical dispositions. Activities in class: Post-tidbit assessments: Clicker question to connect past Discussion and take home content to current class meeting. written exam. Group discussions of concepts and predictions. Consensus building among groups to create consensus poster of impacts on water cycle. Volunteer to present each consenss model to entire class.
Learning Goals: what students will know, understand, and be able to do; includes content knowledge, attitudes, & skills For students to understand the water cycle (H20). This includes: Understand the pools and fluxes of H20 cycle. Understand how human activities impact pools and fluxes of H20 cycle. Appreciate the ethical consequences of human activities on the H20 cycle. Learning Outcomes: Student behaviors or performances that will indicate they have successfully accomplished the goals Students can: Construct a diagram of H20 cycle. (previous class) Rank the relative magnitude of each pool of global H20 (previous class) Predict how several activities will alter the H20 cycle (qualitative/quantitative). Assess the global ethical implications of human activities on H20 cycle. Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively in learning the concepts How teachers will measure learning; how students will learning How the unit is designed to include participants with a variety of experiences, abilities, and characteristics Activities outside of class: Take home written exam. Activities in class: Clicker question to connect past content to current class meeting. Group discussions of concepts and predictions. Consensus building among groups to create consensus poster of impacts on water cycle. Volunteer to present each consenss model to entire class. Pre-assessments:None. Post-tidbit assessments: Discussion and take home written exam. All students participate. Includes clicker question and discussions so not biased against most physical dispositions.
biogeochemical_cycling_global_water_cycle_tidbit_framework_west_coast_2013_0.docx