Design properties

Name
Explaining a complex concept (water cycle)
Topic
The water cycle
Learning time
3 hours and 10 minutes
Designed time
3 hours and 10 minutes
Size of class
30
Description
Students revise their understanding of the system or process; Prepare their own account of it; Collaborate to produce an agreed account; Present and discuss it in class; and Revise their account. Exported to Googledoc here: https://docs.google.com/document/d/1nMAqVvdi3VXFOjiTEZhWU6yosTBAZaJ5g18L6I1vON0/edit#heading=h.syt6u13t5qvg
Mode of delivery
Wholly online
Aims
Students able to give an account of the water cycle
Outcomes
Explain
Editor
Administrator
Derived from
Explaining a complex concept (water cycle) by diana

Timeline controls

Timeline

Revise your understanding of the system or the process
30 minutes)
  • Read Watch Listen
    30
    1
    1
    Work through the 'water cycle' video to ensure you understand the role of the critical factors in the water cycle, and feel ready to explain it to others.
Notes:
Resources linked: 0
Prepare your account of the system or the process
40 minutes)
  • Practice
    20
    1
    1
    Prepare your own animation describing the water cycle, focusing in particular on what you feel are the critical factors, and the role they play. Explain just the basics, as if to someone who has no experience of the water cycle. Use your own ppt software for this exercise, and save it for sharing later.
  • Investigate
    10
    1
    0
    Use the 'water cycle' video to check that you have done a good description that covers all the critical factors.
  • Produce
    10
    1
    0
    Revise and improve your animation to make sure it is as clear as possible
Notes:
Resources linked: 0
Collaborate to produce an agreed account
50 minutes)
  • Collaborate
    20
    3
    1
    Share your animation with the other members of your group, and look through what they provide to you, noting any similarities and differences, preparing the questions you would ask of them, and the reasons why you have something different, if appropriate.
  • Discuss
    20
    3
    0
    Vote on the quality of the other presentations and discuss in plenary the issues that have come up, noting how you might improve your group's animated powerpoint as a result.
  • Produce
    10
    3
    1
    Produce a screencast to share your group's animated powerpoint for presentation to the class. Prepare any questions or comments you have for the teacher that have arisen as a result of your collaboration
Notes:
Resources linked: 0
Present and discuss in class
50 minutes)
  • Produce
    30
    30
    0
    Present the screencast of your animation to share your group's animation with the other members of your class, and look critically at what they provide to you, noting any similarities and differences, preparing the questions you would ask of them, and the reasons why you have something different, if appropriate.
  • Discuss
    20
    30
    0
    Vote on the quality of the other presentations and discuss in plenary the issues that have come up, noting how you might improve your group's animation as a result.
Notes:
Resources linked: 0
Revise your account
20 minutes)
  • Produce
    20
    1
    1
    Revise your animated powerpoint in the light of the class discussion and the teacher's summary, and submit it to the teacher.
Notes:
Resources linked: 0

Learning Experience

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Social learning graph will not display correctly, because one or more learning types do not have group size set.