Teaching objective: at the end of the lesson student can explain the water cycle by mentioning every stages using the pictures provided logically and clearly
Teaching material: Explanation: water cycle
Teaching aids: printed pictures of the sun, the sea, the mountain, the animal, clouds
For some senior high Indonesian students explain natural phenomena in English such as Tsunami, Photosynthesis, butterfly metamorphosis, and water cycle is not easy task to do. The problem arises as in explaining the phenomena as the students need to employ certain technical words related to the phenomena being explained. Besides, lack of technical vocabularies also becomes another major problem in explaining a phenomenon.
To help the students speak and at the same time pay full attention during the lesson, the simple method called “Listen and Repeat” may come as one of the methods to use.
First, teacher prepares all the teaching aids stated above. Then, she sticks the picture of sea and the sun. Ask the students what they are in English. Let them in chorus say ‘the sun, the sea, the ocean”. Then the teacher introduces the word ‘solar’ to replace ‘the sun’. The teacher continues and says, ‘the water cycle begins when the solar heat touches the surface of the earth, it causes water in oceans and seas evaporate ’. As the teacher says ‘evaporate’, she stops and writes ‘evaporate’ near the stick picture near the sun. The teacher continues the lesson by asking the students to repeat what she said. To make sure that the students listen and at the same time they understand what is the lesson about, the teacher asks ‘what evaporation is’. In so doing, it is hoped that the students comes with the definition such as ‘Evaporation is the process by which water is converted from its liquid form to its vapor form and thus transferred from land and water masses to the atmosphere’.
The teacher explains every phenomenon in the water cycle helped by the picture. Stop for while, ask the students to repeat. The teacher stops writing the technical words as soon as the cycle explained.
The explanation to be given more or less as follows.
The sun, which drives the water cycle, heats water in oceans and seas. Water evaporates as water vapor into the air. Ice and snow can sublimate directly into water vapor. Evapotranspiration is water transpired from plants and evaporated from the soil. Rising air currents take the vapor up into the atmosphere where cooler temperatures cause it to condense into clouds. Air currents move water vapor around the globe, cloud particles collide, grow, and fall out of the upper atmospheric layers as precipitation. Some precipitation falls as snow or hail, sleet, and can accumulate as ice caps and glaciers, which can store frozen water for thousands of years. Most water falls back into the oceans or onto land as rain, where the water flows over the ground as surface runoff. A portion of runoff enters rivers in valleys in the landscape, with streamflow moving water towards the oceans. Runoff and groundwater are stored as freshwater in lakes. Not all runoff flows into rivers, much of it soaks into the ground as infiltration. Some water infiltrates deep into the ground and replenishes aquifers, which store freshwater for long periods of time. Some infiltration stays close to the land surface and can seep back into surface-water bodies (and the ocean) as groundwater discharge. Some groundwater finds openings in the land surface and comes out as freshwater springs. Over time, the water returns to the ocean, where our water cycle started (Wikipedia)
After all the stages are explained, ask the student to re-explain the cycle.
Here is the example
Three volunteers come and stand near the whiteboard. The teacher sticks a cardboard. The students are given all the aids to explain the water cycle. Since the students had already remembered each phase, they stick the pictures and they explain the process of water cycle. Volunteer no.1 sticks the pictures of the sun, the sea, the animals, and all basic aids to explain the water cycle. While he is sticking the picture he must say words or sentences to explain what he is trying to do.
Volunteer no.2 explains how the sun heats the earth surface and causes the air vapor to evaporate. Let volunteer 2 (V2) to use most of the vocabularies employed in the explanation given by the teacher especially the technical terms. The V2 is also invited to add his own vocabularies to make the explanation clearer. Their friend may come and help him
Volunteer no.3 explains the next phase so that the whole phase is explained
Volunteer no.3 explains the next phase so that the whole phase is explained.
The phase of listen and repeat helps student to mention the phenomenon being learned. For the next stage, ask the student to find a natural phenomenon to be shared with the class. Let them use picture to help them to speak.