Technology Integration Plan 4th Grade: The Water Cycle

By Matthew Goodwin

Phase I: Relative Advantage

• I would like my students to see the steps inherent in the water cycle

• Using the internet, the students can safely be exposed to scientific activities that can take a long time to occur in nature and that is not accessible to many urban environments

• The internet is rich with information regarding the water cycle, because practically every student in the country studies it. The information is reliable, safe, and for the most part free. It is extremely easy to get as well

Phase II: Objectives and Assessments

• My objective is to have students understand what the steps in the water cycle look like, how they actually take place, and why the cycle is important for life on Earth

• The internet and technology can help by:• Showing the students videos • Letting students complete interactive water cycle

phases via SMART board• Making students more aware of the cycle’s impact on

them

Phase II: Objectives and Assessments

• Students can be assessed based on:• Ability to put together their own water cycle on a

computer/SMART board and on paper• Recognition of the phases of the water cycle• Correct categorization of a phase of the water

cycle based on real-life examples seen in video clips online

Phase III: Integration Strategies

• Instruction will be largely student directed as I want them exploring the cycle and its components on their own, although I will be providing a great deal of technological support.• Technology will act more like support than

necessarily source of information• Technology will add a more visual and

experimental element to instruction

Phase III: Integration Strategies

• Use of interactive weather sites can be modeled to prepare students

• Introduction activity: Students will begin by watching a video on the water cycle. Water Cycle video

• Sample activity : water cycle game• Playing this game will allow them to interact with water

cycle, and will go well with initial videos found and shown on sites such as discovery education

• Students are well versed in playing educational games such as this one online

Phase III: Integration Strategies

• Sample Activity Cont.• After playing the game, students will break into partner groups

of two students. Each student in the pair will take a large piece of construction paper and either fill out the bottom (ocean/ground) half of the water cycle or the top half (sky, clouds, mountains). This will include names of processes, captions, and illustrations. It will assess whether they not only understand different components of the cycle, but how they interact and come together as a whole.

• This will also help them to learn how to transfer information gathered via technology, such as the internet, into physical work in the form of their water cycle, which is an extremely necessary skill to develop

Phase III: Integration Strategies

• Sample Activity Cont.• They will also be asked to complete this webquest

regarding recycled water and how the water cycle helps in this effort.

• This will help them see the more direct affect the water cycle has on their well being and will effectively incorporate technology into my unit

• Recycled Water

Phase IV: Instructional Environment

• Students will have access to computers, SMART board so that I can model tasks, pencils/crayons, and paper

• I want the students to have open space so that they do not feel confined when creating their personal renditions of the water cycle

• Links should be checked and videos watched before hand for sake of relevance and availability. Because of the abundance of resources for the water cycle, this will not be an issue

Phase V: Self Evaluation

• The students will enjoy the interactive aspect and the fact that information will be displayed in a variety of manners

• It would work better if I was able to take the kids somewhere to better observe the water cycle occurring in nature• Might become too focused on technology