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Learning Styles Plan #1

Scott Krause ED 381

Rainy Day Hike

Learning Styles Plan sing the Variation Approach

This model uses the work of Kathleen Butler based on the typology of Anthony Gregorc

Lesson Activity: Rainy-Day Hike

Grade Level: Upper Elementary, Middle School

Aim:

Students will develop awareness about the water cycles.

Goals:

Students will identify the watershed in which their school is located.

Students will explain the role the schoolyard plays in the watershed.

Materials: (30 Students)

Maps of the local community, showing streams, lakes, and topography (15)

Drawing paper

2 sets of copies of the Legend (30)

Waterproof Outerwear

Clipboards or sturdy cardboard with rubber band to secure paper.

Time Frame:

Part I- 50 minutes

Part II- 50 minutes

Content Focus: Important background information

Lecture on watersheds and non-point pollution

Side activities can include watching weather reports and trying to predict when it will rain.

Lesson Focus: Watersheds, non-point source pollution

Surface runoff: Precipitation that flows overland to surface streams, rivers, and lakes.

Surface water: Water above the surface of the land, including lakes, rivers, streams, ponds, floodwater, and runoff.

Watershed: The land area from which surface runoff drains into a stream channel, lake, reservoir, or other body of water; also called a drainage basin.

General Procedures:

Have students create a map of the school grounds. Divide the map into sections and assign a group to each area.

Remind groups to include: school buildings, parking lots, designated playgrounds, natural areas, and other areas like streams or ponds.

If group has a school building in their area ask them if they can determine where the water from the roof goes.

Make two copies of the maps, one for the fair day and one for the rainy day hikes. Students will make predictions about the rainy day hike (Where does the water go?)

Have students survey their area for point and non-point water contamination.

Assemble the map sections and post in classroom.

Part II. Rainy day hike: Take the students outside on the rainy day and have them make observations about where the water is coming from and where it is going. Note the areas of point and non-point source pollution. Ask them how close were their predictions.

(Project WET p. 186-189.)

Learning Styles Procedures:

Concrete Sequential: Students survey their school and constructing a map to show relationships of various objects and their affect on the water cycle.

Abstract Sequential: Students will research topics such as point and non-point pollution problems. Students can also research ways to predict the weather, such as barometers.

Abstract Random: Students will use personal choices and their imaginations as they create presentations on the information that they found about the section of the school that they had.

Concrete Random: Students will brainstorm ideas about where the water will run once it falls. They will make predictions and show them on their maps.

Evaluation:

Assessment will be based on whether or not the students:

Predicted the movement of water and possible contaminants across their school grounds

Identified the school’s location within a watershed or in relation to a body of water.

Listed ways the school grounds positively affect water passing through the watershed.

Located sources of point and non-point source pollution on the school grounds.

Created a presentation to show their findings.

Assessment will also be graded on cooperation and effort put in by each group member.

Resources: Project WET: Curriculum and Activity Guide (6^th ed.). 2000. Montana. The Watercourse.