grade 5 water cycle instructional unit

8/13/2019 Grade 5 Water Cycle Instructional Unit

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Water CycleInstructional Unit

Crystal DeVetteRachel Giesler

Jamie Reith

Aimee Veenstra

December 1, 2006



ub!ect"#o$ic

%ur to$ic is the &ater cycle' tu(ents &ill stu(y the )arious com$onents o* the &ater cycle

an( ho& they all &or+ to ether to *orm a continuous cycle' #he unit on the &ater cycle &ill

inclu(e an intro(uction o* &here &ater is *oun( on earth an( )arious states o* &ater, e)a$oration,

con(ensation, clou(s, $reci$itation, trans$iration, in*iltration"conser)ation, an( an assessment'

tu(ents &ill be in *ourth or *i*th ra(e an( &ill ha)e basic bac+ roun( +no&le( e o* the (i**erent

states o* &ater' #his unit &ill ta+e ten -. minute class $erio(s' #he intro(uction lesson an( the

assessment lesson each &ill ta+e t&o -. minute class $erio(s' #he trans$iration lesson &ill nee(

to be re*erre( bac+ to (aily *or a *e& &ee+s as stu(ents continue to ma+e obser)ations' #his unit

is best tau ht in s$rin , summer, or early *all &hen it is &arm enou h *or e)a$oration to ta+e $lace

/uic+ly an( stu(ents can o outsi(e to obser)e the clou(s'

Rationale" ur$ose

#he continuous mo)ement o* &ater on earth +ee$s our &ater *resh' resh &ater is

essential *or li*e on earth &ithout it li*e coul( not e3ist' ince the &ater cycle is a close( system

no ne& &ater can enter it' #here*ore it is )ery im$ortant that stu(ents un(erstan( ho& the &ater

cycle &or+s an( &hat a**ect choices they ma+e concernin the en)ironment ha)e on &hether there

&ill be enou h *resh &ater a)ailable *or *uture enerations to sur)i)e'

#his unit is in/uiry base( an( allo&s *or stu(ent (isco)ery an( interaction &ith (i**erent

as$ects o* the &ater cycle' tu(ents &ill be acti)ely in)ol)e( in their learnin &hich &ill +ee$

them intereste( an( hel$ in the retention o* ne& in*ormation' Chil(ren are naturally curious an(

learn in a )ariety o* &ays' #he in/uiry4base( a$$roach to science e(ucation ta$s into this natural

curiosity an( allo&s *or many (i**erent styles o* learnin to be a((resse('



I(enti*ication o* Goals"%b!ecti)es5

General %b!ecti)es Co niti)e75#he stu(ent &ill ras$ the conce$t that the &ater on earth is in a close( system an( is beinconstantly recycle( in the earth8s ecosystem' #hey &ill be able to (escribe this conce$t'#he stu(ent &ill be able to (escribe the ma!or elements o* the &ater cycle9 con(ensation,e)a$oration, an( $reci$itation' #hey &ill be able to (escribe ho& these elements areinterrelate( an( (e$en(ent u$on one another'#he stu(ent &ill be able to e3$lain ho& $lants are connecte( to the &ater cycle throu htrans$iration'#he stu(ent &ill be able to (escribe ho& animals an( the earth are connecte( to the &atercycle usin the terms a/ui*er, roun( &ater, an( absor$tion'

A**ecti)e : sychomotor %b!ecti)es5;;;#he *inal lesson is a culti)ation o* all o* the oals in this section an( all o* the General an(

tate oals;;;#he stu(ent &ill (e)elo$ an a$$reciation *or the role o* &ater in our ecosystem'#he stu(ent &ill (e)elo$ +een obser)ation s+ills'#he stu(ent &ill (e)elo$ an a$$reciation *or the $rocess o* the &ater cycle an( &ill be ableto i(enti*y s$eci*ic e3am$les o* the &ater cycle ta+in $lace in the &orl( aroun( them'

tate %b!ecti)es5<I =enchmar+s5II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in (ecisions scienti*icallyII'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl('IV'2'el'15 Describe common $hysical chan es in matter4 si>e, sha$e, meltin , *ree>in ?4279(issol)in , e)a$oratin @4.7

V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *allsV'2'el'@5 I(enti*y sources o* &ater an( its uses

ocal %b!ecti)es5?C- ?ent County Collaborati)e Core Curriculum7.5@ # W in)esti ate )arious *orms an( mo)ement o* &ater on the earth8s sur*ace inclu(in theGreat a+es re ion'

In(i)i(ual esson %b!ecti)es5

esson 15 Where on Barth is Water oun(

# W tell the three states o* &ater an( i)e an e3am$le &here each is *oun( on earth# W (emonstrate that &ater mo)es *rom $lace to $lace

esson 25 Where (oes the Water Go 5 B)a$oration

# W be able to e3$lain the $rocess o* e)a$oration'# W (escribe the $rocess o* the &ater cycle'



esson @5 Where (oes that Water come *rom esson in Con(ensation

# W (escribe &hat con(ensation is'# W (escribe &here con(ensation comes *rom an( ho& it ha$$ens'# W i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air'

esson -5 Clou( ormation

# W be able to (escribe the clou( *ormation $rocess'# W be able to use $ro$er terms &hen (escribin clou( *ormation e)a$oration, con(ensation,&ater )a$or, etc'7'

esson .5 reci$itation

# W be able to e3$lain &hy $reci$itation occurs'# W be able to name (i**erent ty$es o* $reci$itation

esson 65 o$ =ottle #errarium5 A esson in #rans$iration

# W (escribe &hat trans$iration is an( ho& it &or+s'# W (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able toe3$lain that same mo)ement in the atmos$here'

esson 5 oa+ It U$5 In*iltration

# W illustrate ho& in*iltration is a $art o* the &ater cycle usin $ro$er labels# W i(enti*y soils that are more $orous an( less $orous# W e3$lain ho& ty$es o* soil e**ect the *lo& o* &ater

# W (escribe the im$ortance o* roun(&ater to all li)in thin s

esson E5 #he i*e o* a Dro$ o* Water5 Assessment

# W (escribe the $rocess o* the &ater cycle'# W relate the &ater cycle to their (aily li*e'# W use a multi4sensory a$$roach to $ortray the in*ormation o* the &ater cycle'# W inte rate the &ater cycle &ith other content areas'



about e)a$oration an( (emonstrates ho& $lant lea)es are another source o* e)a$oration'

tu(ents &ill (isco)er in reater (etail &hat ha$$ens to the &ater that *alls to the roun( an(

ho& it com$letes the &ater cycle $rocess' tu(ents &ill be i)en a (ia ram at the be innin o*

the unit that they &ill *ill in as each $rocess is tau ht' #his &ill also hel$ to sho& ho& the

(i**erent sta es o* the &ater cycle &or+ to ether' #he *inal lesson is an assessment that &ill

allo& stu(ents to choose a metho( to (emonstrate ho& the &ater cycle &or+s' #hey &ill be

e3$ecte( to use all the terminolo y tau ht o)er the course o* the unit' #he stu(ents &ill also

re4ans&er the /uestion as+e( in the intro(uction about &hether the &ater they (rin+ coul( be

the same &ater (inosaurs &al+e( in'



Title: Where on Earth is Water Found?

Subject/Grade level:• Water can be *oun( in (i**erent *orms in (i**erent $laces on Barth an( is continuously

mo)in• Gra(es -".

Rationale/Purpose:#he $ur$ose o* this lesson is to intro(uce stu(ents to the conce$t o* the &ater cycle'

Without &ater there &oul( be no li*e on Barth' Water is one o* our most )aluable resources an( isuse( in many (i**erent &ays to sustain li*e' ?no&in &here &ater is locate( an( &hat state o*matter it is in &ill ai( in the un(erstan(in o* the cyclin o* &ater on earth' #his &ill i)e the*oun(ation on &hich to buil( ne& in*ormation'Benchmar : CI'V'2 All stu(ents &ill5

1' (escribe characteristics o* &ater an( (emonstrate &here &ater is *oun( on earth92' (escribe ho& &ater mo)es

!bjectives: #he learner &ill5• tell the three states o* &ater an( i)e an e3am$le &here each is *oun( on earth• (emonstrate that &ater mo)es *rom $lace to $lace

"ontent:• e)enty $ercent o* the Barth8s sur*ace is oceans or seas' #hey hol( about F "100 o* all o*

Barth8s &ater' %cean &ater is salty an( is not able to sustain most *orms o* li*e' #he salt*oun( in oceans an( seas is *rom runo** that carries salt *rom lan(' alt is not able to

e)a$orate or *ree>e so it (oes not et into the atmos$here or the rest o* the &ater cycle' #herest o* Barth8s &ater is *resh' 2"100 o* the *resh &ater is *oun( in laciers or ice ca$s an(1"100 is *oun( in soil &ater, roun( &ater, la+es, $on(s, streams, ri)ers, atmos$here, $lantsan( animals' #here is almost 20 times more roun( &ater than all o* the &ater in la+es an(ri)ers' Water is *oun( in the atmos$here &hich is ma(e u$ o* ases that surroun( theearth' In the atmos$here &ater is in a as state an( is calle( &ater )a$or' ome $lacesha)e more &ater )a$or in the atmos$here than others (o' ome $laces ha)e more &aterthan others also' #here is more &ater )a$or in the atmos$here o)er lar e bo(ies o* &ateran( less o)er a (esert' Water is *oun( in li/ui( *orm in oceans, la+es, ri)ers, roun( &ater,rain, clou(s, $lants, animals, $u((les, an( soil &ater' #he &ater in the roun( is calle(

roun( &ater an( the $lace it is store( is calle( an a/ui*er' Water ets to these $laces by

soa+in into the soil &here it is use( by $lants' #he rest o* the *resh &ater that *alls to theroun( mo)es throu h the soil into the un(er roun( roc+s' #hese roc+s ha)e crac+s &here&ater can see$ throu h an( collect' A small amount o* Barth8s &ater can also be *oun( in

$lants an( animals' #he &ater *rom $lants cycles bac+ into the atmos$here throu h a $rocess calle( trans$iration' It also can enter the &ater cycle throu h the $lant bein eatenan( the animal i)in o** the &ater throu h $ers$iration or elimination' #he &ater cycle isa close( system an( &ater is continuously cyclin throu h it' Water can be *oun( in itssoli( state on an ice ca$" lacier, a la+e or ri)er *ree>in o)er, or throu h $reci$itation inthe *orm o* hail, sno&, or sleet'



• Conce$ts bein tau ht are5o Water can be *oun( in li/ui( state in $lants, animals, ri)ers, la+es, oceans, rain,

clou(s or &ater (ro$lets *orme( in the atmos$here'o Water can be *oun( in soli( state as hail, sleet, *ro>en la+es"ri)ers, in laciers, ice

ca$s, or sno&o Water can be *oun( in as state as &ater )a$or in the atmos$here or &ater )a$or

comin *rom $lants lea)es or $ers$iration o* animals &hich starts out (ro$lets an(turns to as'

o Water is continuously mo)in throu hout the Barth in a )ariety o* &ays an( $atterns

#aterials: i ns &ith (i**erent $laces &ater can be *oun(, blue, reen, an( yello&colore( mar+ers, trans$arency o* (inosaur &ith o$enin /uestion, one co$y o* /uestions toans&er at each station, cli$boar(s, $a$er an( $encil, lar e chun+s o* ice, . tubs, lobe,com$uter o to htt$5"" &ma$'rs is'msu'e(u , a ma$ o* <ichi an la+es an( ri)ers, a ri(trans$arency o* <ichi an, a ma$ &ith <ichi an &ells, mirror, !u o* &ater an( a cu$,san(&ich ba &ith (ehy(rate( a$$le slices, san(&ich ba &ith *resh a$$le slices, enou ha$$le slices *or e)ery $erson to ha)e one to eat' $% inside5 a tub o* &et soil, tub o* salt&ater, tub o* *resh &ater, smaller chun+s o* ice, $lastic !ar &ith li(, hot &ater to *orm aclou(7

Strate&ies and 'ctivities

En&a&e:a)e trans$arency u$ as+in i* the stu(ents thin+ it is $ossible they coul( be (rin+in

&ater the (inosaur8s &al+e( in thousan(s o* years a o' Do not ha)e them ans&er this/uestion' Instea( as+ them to (escribe all the $laces they ha)e seen &ater' What about&ater that you can8t see Is there more &ater in some $laces on Barth than in others I*you li)e( in the (esert, &here mi ht you *in( &ater Do you thin+ it is $ossible *or $eo$leto breathe &ater Why or &hy not

E(plore:tu(ents &ill be i)en a sheet o* $a$er on &hich they &ill create a *lo& chart o* $laces

&ater is *oun( an( &hat *orm &ater is *oun( in that area' #hey &ill also ha)e re*lection/uestions to ans&er at each station'

i3 stations &ill be set u$ outsi(e i* the &eather $ermits' %ne station &ill be oceans"seas'tation t&o &ill be atmos$here"clou(s' tation three &ill be ri)ers an( la+es' tation *our

&ill be soil an( roun(&ater' tation *i)e &ill be ice ca$s an( laciers' inally, station si3is $lants an( animals' tu(ents &ill be i)en /uestions to ans&er at each station an( .minutes to e3$lore the /uestions an( areas &here &ater can be *oun(' Bach rou$ &ill beassi ne( numbers *or rotatin an( the teacher &ill blo& a &histle to in(icate time to rotate'

irst &histle is at *our minutes so stu(ents +no& they nee( to &ra$ u$ an( et rea(y tomo)e to the ne3t station'



E(plain:Bach rou$ &ill tell &hat they *oun( at their *irst station an( &hat their cycle &as that they*ollo&e(' A*ter each rou$ is *inishe( sharin , stu(ents *rom other rou$s may as+/uestions or a(( to the in*ormation i)en be*ore the ne3t rou$ shares' tu(ents &ill beencoura e( to &rite (o&n any ne& in*ormation they learn as the class is sharin ' #heteacher &ill &rite on the boar( +ey &or(s or i(eas that come u$ to re*er bac+ to (urintime o* elaboration'#he last three /uestions &ill be o$en to the class as a &hole to ans&er'

ee the tation &or+sheets *or the (etails'

Evaluate:tu(ents &ill be i)en . minutes to res$on( to the /uestion5 Usin the in*ormation an(

$ro$er terms you learne(, e3$lain ho& it is $ossible that the &ater *rom the (inosaur a ecoul( still be aroun( to(ay'

Plan %or $ndividual di%%erences:#he stu(ents &ill be mi3e( ability rou$e(' #here &ill be a list o* (uties an( each stu(ent&ill be i)en a chance to si n u$ *or a !ob' #he area &e &ill be &or+in in is barrier *reean( stu(ents *rom the rou$ &ill be as+e( to assist those &ith mobility issues' At eachstation there &ill be $ictures as &ell as li)e e3am$les to loo+ at' #he stu(ents &ill alsocreate a ra$hic or ani>er"*lo& chart to )isually re$resent &hat they &ill be obser)in '



Oceans and Seas Toss the globe back and forth between your group members.

Each time a person catches the globe notice where their fingersare and record this information on the chart.Place each name next to a row then record how many fingers are

touching land, ocean, lake, or river. Each person should go twice.

Name Land cean Lake !iver

Totals

"hich column had the most points# $$$$$$$$$$$$$$$$$$$ "hat does that tell you about the amount of water found on earthcompared to the amount of land#$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

%. &ow does water get out of the ocean# $$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

'. &ow does water get back into the ocean# $$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

(. "hat form or state is the water in# )olid, Li*uid, +as

. -s the water salty or fresh# $$$$$$$$$$$$$$



Atmosphere and Clouds

-s the water in this location visible or invisible# $$$$$$$$$$$$$$$

%. o you think breathing water is possible# $$$$$

'. /re you breathing water right now# $$$$$$$ &ow could you support your answer# 0se materials at thisstation to come up with support for the idea that you could bebreathing water.Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

(. 1orm or state of water is the water you are breathing# )olid,Li*uid, +as

. "here is the water located# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

2. "hat does breathing water have to do with clouds# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

3. "hat are clouds made of# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

4. &ow do you know this# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

5. "hat state or form of water is in the clouds# )olid, Li*uid,+as



6. /re clouds fresh or salt water# $$$$$$$$$$Explain$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

Lakes and !ivers

Look at the map of 7ichigan Lakes. 0se the transparency to figureout how much of 7ichigan is covered with lakes and rivers. Therivers are the dark lines on the transparency. 8lue9 how many

s*uares of the grid are covered with blue# 8ompare that to thenumber of s*uares there are total. ivide the total s*uares by thenumber of s*uares covered this will give you the decimal amount.7ultiply that by %:: and you will get the percent.

%. &ow much of 7ichigan is covered in water# $$$$$$$$$

'. -s this water fresh water or salt water# $$$$$$$$$$ &ow do you

know that# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

(. -s there more than one state of water found in 7ichigan;s lakesand rivers# $$$$$$$$$$$8ircle9 solid, li*uid, gas

. Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

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2. "here does the water in lakes and rivers come from# $$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

3. &ow does water move out of lakes and rivers#

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Soil water and ground water

%. Pick up some soil. oes it feel wet or dry# $$$$$$$$

'. "hy do you think it feels this way#

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$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

(. -s there more than one source that could make the soil wet#

$$$$$$

Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

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. 1ill the cup with water and pour it on the soil. "here do you

think the water is going#

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2. oes the water from the ground ever get back up onto the

surface# $$$$$$$$$$&ow#

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4. -s soil<ground water salty or fresh#

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Take a look at the map of 7ichigan. -t shows where wells arelocated. The dark s*uares mean the wells are deep and water is down along ways. The light colored s*uares mean the wells are shallowand water is closer to the surface.8an you find the general area where you live#/re the wells near you deep or shallow# $$$$$$$$$$$$$$$$$$$ "hy do you think that is#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

-f there is time go to the computer and touch the mouse pad tobring the screen back up. This program shows where waterunder the ground is found in 7ichigan. 1ollow the directions9

• n the right, right click +! 0N "/TE! -N=ENT !>click +! 0N "/TE! LE=EL) then "/TE! T/?LE EPT&.

• This will give you a color coded map. 1or the key click the @#A next tothe place where you clicked "/TE! T/?LE EPT&. +o to the top ofthe page and click Boom -n. Then go to the map and click the areathat is close to where you live. Ceep clicking that area until you canread the words and find Cent 8ounty. Then go to that area of the mapand Doom in more until you can read street signs. 1ind the area whereyou live. "hat does it tell you about how far down the water is nearyou# $$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

This is an awesome site that you might want to explore more at home. -f sohere is the web address9 http9<<gwmap.rsgis.msu.edu -t is free There areplaces that tell you how far down the a*uifers are in your area, where thebedrock is and what type of bedrock it is. /fter you

8lick BACK TO START PAGE8lick START THE V E!ER on the left of the screen

"hat do the maps tell you about where the water in the ground goes# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

http://gwmap.rsgis.msu.edu/

http://gwmap.rsgis.msu.edu/



ce caps and glaciers

-n the cooler is a mountain of ice other wise known as a babyglacier Take out one of the glaciers and place it on the tray%. &ow long do you think it would take for this to melt if we put it

outside today# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Explain$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

'. Think about where glaciers are located. -s it cold or warm#

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(. Take a look at the picture on the poster. /re glaciers big or

small#

$$$$$$$$$$$$$ &ow long would it take for a glacier to melt#

$$$$$$$$$

"ould it melt at all# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

&ow# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

. "hat state is the water# )olid, li*uid, gas



2. oes this water ever get into the water cycle# $$$$$$$ &ow#

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$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

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3. -s the water in the glacier fresh or salt# $$$$$$$$ &ow do youknow this#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

Take a look at your glacier. &as it melted at all# &ow can you tell# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$-magine if it was a real glacier and in the freeDing cold of the northand south poles.

o you think this is a water source that provides lots of water tothe earth or a little# $$$$$$$$$$ "hy#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

PL/NT) /N /N-7/L) Take an apple slice from the pile and bite into it. "hat do youthink the li*uid that fills your mouth is made of#

$$$$$$$$$$$$$$$$$$$$$$$$

Now look at the two bags of apples slices. They are the same siDeapple.

oes one feel heavier than the other#$$$$$$ "hy# $$$$$$$$$$$$$$$$$$

pen up bag F' and feel the apple slices.&ow do they feel different from the slice you Gust ate#

$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$



"hat do you think happened to the water that was in the appleslices in bag '#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

?reak off a leaf from the plant. "hat does it feel like inside# $$$$$$$$$$ "hat state is this water in# )olid, li*uid, gas-s it fresh water or salt water# $$$$$$$$$$$$$$ &ow does the amount of water in a plant compare to the amountof water in a lake or puddle#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does water get into the plants#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

&ow does it get back into the atmosphere# $$$$$$$$$$$$$$$$$$$$$$$$ Explain $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does this show that plants are a source of water#

$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ /nimals are a source of water too."here is water found in animals#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ &ow does it get there#$$$$$$$$$$$$$$$$$$$$$$$$$$HLook at thepictureI&ow does the water found in animals get back into theatmosphere#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$H&int what happens to you when you get really hot#I

Choose "our group #o$%

&&&&&&&&&&&&&&&&&REA'ER%you will read all the instructions for

each station. >ou will also be responsible for keeping things

moving.



&&&&&&&&&&&&&&&&SPEAKER%you will be the person who

presents your group information to the class ( -f you have time for

the computer at station you will be the one to navigate.

&&&&&&&&&&&&&&&&RECOR'ER%you will write the answers to the*uestions and enter data on the graphs .

&&&&&&&&&&&&&&&&TOO) *A+,!O*A+%get the supplies and

return them. Hpick up supplies for your first station and put the

supplies away from your last stationI >ou will also be responsible

for making sure the group knows where to go next.

Choose "our group #o$%

&&&&&&&&&&&&&&&&&REA'ER%you will read all the instructions for

each station. >ou will also be responsible for keeping things

moving.

&&&&&&&&&&&&&&&&SPEAKER%you will be the person who

presents your group information to the class ( -f you have time forthe computer at station you will be the one to navigate.

&&&&&&&&&&&&&&&&RECOR'ER%you will write the answers to the

*uestions and enter data on the graphs .

&&&&&&&&&&&&&&&&TOO) *A+,!O*A+%get the supplies and

return them. Hpick up supplies for your first station and put the

supplies away from your last stationI >ou will also be responsiblefor making sure the group knows where to go next.

!eflection *uestions9

&ow did the state of water differ from place to place#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$



$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

"here might water stay in one place for a long time#

$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

/ short time#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

"hy#$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

"hat might have caused the change of state from one location to

the next#

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

id you know#9

• "ithout water there would be no life on earth• /ll the food you eat needs water to grow

• 64J of Earth;s water is located in the ocean K salt water

• 'J of Earth;s fresh water is located in glaciers



• %J of Earth;s fresh water is located in all the other areas

combined.



"rite the names of the different stations in each s*uare.0se arrows to show the station where you started and where youwent next. /t each station add what state the water was in thatlocation.



esson 1 Intro(uction %utline

#itle5 Where on Barth is Water oun(

I' Bn a ea' #rans$arency is it $ossible you coul( be (rin+in the same &ater (inosaursste$$e( in

b' Describe all the $laces you ha)e seen &ater' What about $laces you can8t see&ater but you +no& it is there'

c' I* you li)e( in the (esert &here &oul( you *in( &ater(' Is it $ossible *or humans to breath &ater

II' B3$lore si3 stationsa' tation 1 oceans an( seas toss a lobe an( recor( number o* *in ers on lan(,

ri)er or ocean7

i' o& much o* the earth is oceanii' Is this *resh &ater or salt &ateriii' What is the state o* the &ater

b' tation 2 atmos$here an( clou(s use materials at station to sho& there is &aterin the atmos$here7

i' Is the &ater )isible or in)isibleii' What state is the &ater in

iii' Do you thin+ it is $ossible to breathe &ater Are you breathin it ri htno&

i)' What (oes breathin &ater ha)e to (o &ith clou(sc' tation @ la+es an( ri)ers usin a ma$ o* <ichi an la+es an( ri)ers, *i ure out

ho& much o* <ichi an is co)ere( &ith &ater7i' o& much o* <ichi an is co)ere( &ith &ater

ii' Is it *resh &ater or salt &ateriii' What states can the &ater in location be

(' tation - soil &ater an( roun( &ater outsi(e interactin &ith soil, a(( &ater7i' Does the soil *eel &et or (ry Why

ii' Is there more than one source that coul( ma+e the soil &et Whatiii' Where is the &ater oin that you $oure( on the soili)' Is the &ater in the roun( salty or *resh o& (o you +no&

e' tation . ice ca$s an( laciers mountain o* ice in a cooler7i' o& lon (o you thin+ it &oul( ta+e *or this to melt i* &e $ut it outsi(e

to(ay B3$lainii' Where laciers are locate( is it col( or &arm Are they bi or small

iii' Woul( it melt at all o& lon &oul( it ta+ei)' What state o* &ater is the lacier)' Is the &ater *resh or salt &ater o& (o you +no&

*' tation 6 $lants an( animals a$$le slices both *resh an( (ehy(rate(7i' #a+e a bite o* a$$le' What (o you thin+ the li/ui( that *ills your mouth

is



ii' oo+ at the t&o ba s o* a$$le slices' #hey are both the same si>e a$$le'Does one *eel hea)ier than the other Why

iii' o& (o they *eel What (o you thin+ ha$$ene( to the &ater that &as inthe (rie( out slices

i)' What is the state o* &ater Is it *resh or salt

)' o& (oes the &ater *rom the $lant et into the air)i' Where is &ater *oun( in animals)ii' o& (oes &ater *oun( in animals et bac+ into the air

III' B3$lorea' Bach rou$ &ill share &hat they *oun('

b' Discuss *ollo&4u$ /uestions5i' o& (i( the state o* &ater (i**er *rom $lace to $lace

ii' Where mi ht &ater stay in one $lace *or a lon time A short timeWhy

iii' What mi ht cause the state o* &ater to chan e *rom one location to the

ne3tc' tu(ents &ill com$lete a *lo& chart sho&in the or(er o* the stations they &ent to'Bach *lo& chart is (i**erent !ust li+e the cycle &ater *ollo&s is (i**erent' #here isno set $attern'

IV' B)aluatea' #a+e a *e& minutes to !ot (o&n the three states o* &ater an( &here that state o*

&ater &as *oun( on earth' ist all the locations that a$$ly *or each state o* &ater' b' #he teacher &ill (o an in*ormal assessment o* stu(ents un(erstan(in that &ater

mo)es aroun( by listenin to their e3$lanation o* their *lo& charts'



Where )oes the Water Go?

Subject/Grade *evel• Curriculum area5 Water Cycle• or &hat ra(e le)el is this a$$ro$riate5 - th4. th Gra(e

Rationale/Purpose:• tu(ents shoul( learn this material because it is im$ortant to +no& ho& *resh &ater (oes

not run out' tu(ents nee( to +no& that &hen &ater is on the Barth8s sur*ace it (oes not !ust (isa$$ear'

• #he )alue to the stu(ent is to see ho& the &ater cycle a**ects our e)ery(ay li)es an( ho&the &ater is constantly chan in states an( mo)in *rom one $art o* the en)ironment tothe other' When the stu(ents ha)e an un(erstan(in o* the &ater cycle it &ill allo& thestu(ents to ha)e a better un(erstan(in o* ho& the en)ironment &or+s'

• <ichi an Curriculum rame&or+ =enchmar+ o cience tran( II' Content tan(ar( 1' Blementary'

=enchmar+ -5• De)elo$ an a&areness o* an( sensiti)ity to the natural &orl('

o cience tran( IV' Content tan(ar( 2' Blementary'=enchmar+ 15

• Describe common $hysical chan es in matter4 si>e, sha$e, meltin ,*ree>in ?4279 (issol)in , e)a$oratin @4.7'

!bjectives: • # W be able to e3$lain the $rocess o* e)a$oration'• # W (escribe the $rocess o* the &ater cycle'

"ontent: • #he bac+ roun( content the teacher nee(s to un(erstan( to teach this lesson is to be

*amiliar &ith the &ater cycle, s$eci*ically e)a$oration' Water mo)es *rom one $art o*the en)ironment to another' B)a$oration is a )ital com$onent o* the &ater cycle'B)a$oration is the $rocess in &hich a li/ui( chan es to a as' B)a$oration is the

$rimary &ay that &ater mo)es *rom a li/ui( state bac+ into the &ater cycle asatmos$heric &ater )a$or'

• #he &ater cycle is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &aterresources *resh because it8s continuously mo)in ' #he hy(ros$here inclu(es all the&ater on earth' B)a$oration occurs &hen the heat o* the sun hits the sur*ace o* the&ater turnin the li/ui( &ater into a as calle( &ater )a$or' #he &ater )a$or rises an(meets &ith col(er air causin it to con(ense' #he con(ense( &ater becomes &ater(ro$lets &hich attach themsel)es to $articles in the air, *ormin clou(s' Win( blo&sthe clou(s s$rea(in the con(ense( &ater to other $laces on the lobe' When theclou(s become too *ull o* (ro$lets they are release( in the *orm o* $reci$itation' #he

$reci$itation *alls to the roun( &here some o* it becomes runo**, some lan(s in bo(ieso* &ater, some is absorbe( by $lants, an( some in*iltrates the soil' lants sen( &ater

bac+ into the air in a $rocess calle( trans$iration' ome o* the &ater the $lants absorb



they use an( some is e)a$orate(' Water (oes not cycle throu h each com$artment inor(er' #hese $rocesses occur simultaneously'

• #he conce$t that I am tryin to teach is ho& the &ater cycle occurs an( ho& it a**ects oure)ery(ay li)es' I am also tryin to teach &hat role e)a$oration $lays in the &ater cyclean( ho& e)a$oration ta+es $lace'

#aterials: • =lac+boar(• Wet s$on e• air(ryer• ieces o* $a$er to recor( obser)ations• Dishes o* &ater• mall $ot or tea +ettle• eatin (e)ice sto)e7• cales

Strate&ies and 'ctivities: Engage: I &ill tell the stu(ents that &et clothes o into a (ryer &et, but come out (ry an( as+

them &here the &ater oes' I &ill i)e the stu(ents a chance to (iscuss $ossibleans&ers &ith their $artners an( then &e &ill o o)er the ans&ers they came u$ &ithas a class' As a class &e &ill &rite (o&n the ans&ers the stu(ents come u$ &ith'

Explore: I &ill be in the lesson by &i$in the blac+boar( &ith a &et s$on e an( as+in themi* the &ater is still there the ne3t (ay' We &ill &atch as the &ater (isa$$ears' I &illha)e the stu(ents thin+ about &here the &ater may ha)e one' I &ill ha)e thestu(ents e3$lore the /uestion H&here (oes the &ater o I &ill as+ $robin

/uestions li+e can you thin+ o* anythin you can (o to ma+e it o a&ay any *aster'I &ill allo& the stu(ents to use any e/ui$ment they &ant that they thin+ may a**ectthe e)a$oration $rocess' I &ill instruct the stu(ents to recor( their obser)ations asthey try )arious metho(s o* ma+in the &ater (isa$$ear' I &ill e3$lain theobser)ation sheet &here they &ill recor( &hat amount o* &ater they starte( &ith,the metho( they use( to ma+e the &ater (isa$$ear, obser)ations they ma(e &hilethe &ater &as (isa$$earin , an( the amount o* &ater they en(e( &ith'

Explain: I &ill ha)e the stu(ents et into $artners an( tal+ about their e3$eriments usin the&ater (ishes, hair(ryer, an( other metho(s that they trie( to ma+e the e)a$oration

$rocess ta+e $lace /uic+er' Another o$tion is to ha)e the stu(ents *orm small

rou$s an( then e3chan e members *rom their rou$s to another rou$ an( e3$lain&hat they (i('7 #hen, as a &hole class &e &ill tal+ about &hat the stu(ents(iscusse( in their $artners or small rou$s' We &ill recor( the obser)ations on the

boar( about our e3$eriments an( tal+ about &hat ha$$ene( an( &hy &e thin+ itha$$ene( that &ay' We &ill also re)isit the ans&ers that &e &rote (o&n earlyabout &hy &et clothes o into a (ryer &et an( come out (ry an( see i* &e still a ree&ith &hat &e &rote (o&n an( &hy'



#erms that &e &ill *ocus on are5o B)a$oration4 &hich occurs &hen the heat o* the sun hits the sur*ace o* the

&ater turnin the li/ui( &ater into a as calle( &ater )a$or'o Water )a$or4 is a as9 rises an( meets &ith col(er air o Water cycle4 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s

our &ater resources *resh because it8s continuously mo)in '

ince some stu(ents may ha)e trouble ras$in onto the conce$t o* &ater )a$or I&ill try to i)e them a concrete e3am$le by $lacin a small $ot or tea +ettle on aheatin (e)ice an( ha)in the stu(ents &atch as the H&ater )a$or rises *rom the tea+ettle' As a class &e &ill (iscuss &hat causes this to ha$$en an( ho& it relates toe)a$oration'

Elaborate: #he stu(ents &ill use the terminolo y about e)a$oration an( the &ater cycle thatthey ha)e learne( to loo+ *or other e3am$les o* e)a$oration an( other )ariables thatmay a**ect it' #hey &ill be i)en another sheet to recor( their obser)ations an( the

o$$ortunity to try ne& e3$eriments &ith other )ariables' #hen stu(ents &ill bei)en a chance to (ra& a $icture that $ortrays the &ater cycle, s$eci*ically *ocusinon e)a$oration base( on their obser)ations o* their e3$eriments' We &ill com$ileall the stu(ents8 $ictures into a bi boo+ *or stu(ents to loo+ throu h' or stu(entsthat $re*er not to (ra& $ictures they &ill be allo&e( to &rite a small boo+ usin theterms &e stu(ie( an( the in*ormation they recor(e( *rom their obser)ations on thee3$eriments'

Evaluate: I &ill +no& i* my stu(ents ha)e achie)e( the learnin ob!ecti)es base( on thecon)ersations they ha)e &ith their $artners about the &ater cycle an( e)a$oration' I&ill also loo+ o)er their obser)ations that they recor(e( about the e3$eriments they

con(ucte(' I &ill e)aluate the stu(ent8s $ictures or small boo+s *or the use o* theterms that &e stu(ie(' I &ill o aroun( an( ha)e in(i)i(ual stu(ent con*erences toma+e sure that the stu(ents un(erstan( &hat they are bein tau ht' I &oul( ta+eanec(otal notes (urin the class (iscussion an( ha)e the stu(ents &rite (o&n a *e&sentences about &hat they learne('

Plans %or $ndividual )i%%erences: • Assist stu(ents in namin the )arious com$onents o* the &ater cycle i* the lesson

contains bran( ne& in*ormation'• Allo& the stu(ents to &or+ in $airs &hile (oin their obser)ations o* the &ater (ishes i*

the stu(ents ha)e e(ucational han(ica$s'• Write the (irections on the boar( or at the to$ o* the $a e *or stu(ents &ho ha)e trouble

listenin '• lace stu(ents in rou$s &ith (i)erse learners so they can o**er (i**erent $ers$ecti)es to

hel$ stu(ents see the )arious learnin styles an( e)eryone has somethin to contribute'• or stu(ents &ho are )isually im$aire( allo& them to touch the &ater an( *eel the

sur*aces that &ater are s$rea( o)er &hile &ater is bein s$rea( an( a*ter it e)a$orates'



Sources:• =rooten, ?risty' HWater Cycle Unit5 esson 2 B)a$oration '

htt$5""&&&'lesson$lans$a e'com"more" cience%WaterCycle2B)a$orationA-'htme$tember 1E, 2006'

• htt$5""en'&i+i$e(ia'or "&i+i"B)a$oration e$tember 1E, 2006'



ame5 KKKKKKKKKKKKKKKKKKKKKKKKKKKKK

B3$eriments an( %bser)ations about B)a$oration5

B3$eriment 15<easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK

<etho(5

%bser)ations5o

o

o

<easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK

B3$eriment 25<easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK

<etho(5

%bser)ations5o

o

o



<easure Amount o* Water you en(e( &ith5 KKKKKKKKKKKKKKKKKKKKKKKK B3$eriment @5

<easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK

<etho(5

%bser)ations5o

o

o


B3$eriment -5<easure Amount o* Water you starte( &ith5 KKKKKKKKKKKKKKKKKKKK

<etho(5

%bser)ations5o

o

o




B)a$oration

I' Bn a e

a' As+ stu(ents &hy &et clothes o into a (ryer &et an( come out (ry

b' a)e stu(ents (iscuss their ans&ers &ith a $artner, then (iscuss as a class

II' B3$lore

a' B3$eriment &ith blac+boar(s an( &et s$on es

b' As+ &here the &ater oesc' B3$lain obser)ation sheets

III' B3$lain

a' B3$eriment &ith (i**erent metho(s5 hair(ryer, s$on es, etc

b' <easure amount o* &ater stu(ents start &ith an( en( &ith, recor( metho(s an(

obser)ations

c' Discuss (i**erent metho(s an( obser)ations as a class

(' Go o)er terms5 e)a$oration an( &ater )a$or

e' ho& e3am$le o* &ater )a$or &ith the tea +ettle

IV' Blaborate

a' tu(ents &ill try other metho(s o* e3$erimentin &ith e)a$oration

b' tu(ents &ill (ra& a $icture o* the &ater cycle *ocusin on e)a$oration

V' B)aluate

a' oo+ o)er obser)ation sheets an( $ictures

b' ol( in(i)i(ual con*erences &ith stu(ents



c' a)e stu(ents &rite (o&n a *e& sentences about &hat they learne(

(' #a+e anec(otal notes (urin (iscussion

Where does that Water come %rom?

*esson in "ondensation

Subject/Grade *evel:cience4Water Cycle4Con(ensation4- th Gra(e

Rationale/Purpose:tu(ents must learn this conce$t in or(er to be able to tie conce$ts o* the &ater cycle to ether'

Con(ensation is an inte ral $art o* the &ater cycle an( must be un(erstoo( in or(er to un(erstan(the &hole $rocess'

<I =enchmar+s5

II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in (ecisions scienti*icallyII'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl('IV'2'el'15 Describe common $hysical chan es in matter4 si>e, sha$e, meltin , *ree>in ?4279(issol)in , e)a$oratin @4.7V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *allsV'2'el'@5 I(enti*y sources o* &ater an( its uses

<I Curriculum rame&or+sy(ros$here B 7 V'2

Describe how water exists on earth in three states Key concepts: i/ui( ?427L)isible, *lo&in , meltin , (e&' oli( ?427Lhar(, )isible,*ree>in , ice' Gas @4.7Lin)isible, &ater )a$or, moisture, e)a$oration see C<4IV'2e'l'

Real-World contexts: B3am$les o* &ater in each state, inclu(in (e&, rain, sno&, ice, e)i(enceo* moisture in the air, such as H*o on col( bathroom mirrors9 e3am$les o* meltin , *ree>in ,an( e)a$oratin '

!bjectives:# W (escribe &hat con(ensation is'# W (escribe &here con(ensation comes *rom an( ho& it ha$$ens'# W i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air'

"ontent 5Con(ensation re*ers to the $rocess in the &ater cycle &here &ater )a$or as7 turns into li/ui('#he root &or( is Hcon(ense an( this is a oo( &ay to loo+ *or a (e*inition o* con(ensation'Con(ense means to Hma+e more (ense an( &hen con(ensation ha$$ens, &ater molecules in theair con(ense to ether to *orm li/ui(' HWhen air is coole(, molecules in the air slo& (o&n' #hemolecules o* &ater )a$or in the air also slo& (o&n' I* they slo& enou h, &ater )a$or moleculesthat colli(e stic+ to ether an( chan e to li/ui( (ro$lets on cool sur*aces' Con(ensation is thechan in o* a as into a li/ui(' Mou see con(ensation on sho&er (oors, on col( (rin+ lasses,an( as (e& on rass in the early mornin <cGra&4 ill D1 7'



Key concepts:Con(ensation#em$eratureWater Va$or

#aterials:<etal !uice canCrushe( ice

u+e&arm &ater #hermometer

tirrer" stra& *or stirrin $ur$oses7Recor(in sheet

to$ &atch

Strate&ies and 'ctivities:

Engage:As+ the stu(ents about last time they too+ a sho&er or a really hot bath' As+ them &hat theynotice( about the air in the bathroom' What ha$$ene( to the mirror Coul( you see or *eelanythin (i**erent in the bathroom What about early in the mornin &hen you &al+ outsi(e onthe rass What ha$$ens to your *eet Di( it rain (urin the ni ht

Explore 5e$arate the class in rou$s o* 24@' B3$lain the *ollo&in $roce(ure be*ore allo&in stu(ents to

collect materials5 Gi)e each rou$ a metal can &ith the label remo)e( *ille( &ith lu+e&arm&ater9 a cu$ o* ice9 a stirrer9 an( a thermometer' a)e the stu(ents $lace the thermometer in the&ater in the can' our the ice into the can an( stir &ith the stirrer' B)ery minute stu(ents are torecor( the tem$erature o* the &ater an( &rite any obser)ations they ha)e re ar(in the can onthe recor(in sheet' tu(ents may re*er to the sto$&atch in or(er to +ee$ trac+ o* time' A*ter the

$roce(ures are e3$laine( ha)e the stu(ents come an( collect their materials' #ell the stu(entsthey are not to start until you i)e them the Ho+' Wal+ aroun( the classroom an( ma+e surestu(ents un(erstan( &hat they are (oin , &hen it seems li+e they (o, let them +no& they can

be in'

Explain 5A*ter 10 minutes &hich is am$le time *or con(ensation to ta+e $lace7' =rin the class to etheran( as+ them &hat they obser)e( an( at &hat tem$erature they obser)e( it' As+, What (i( theice (o to the &ater What (i( you notice as the tem$erature (ro$$e( o$e*ully, stu(ents &illreco ni>e that at a certain tem$erature, (ro$lets be an to *orm on the si(e o* the can' Recor( thattem$erature on the boar( *or each rou$' As+ the stu(ents &hat ha$$ene( to the can &hen the&ater &as hi her than that tem$erature an( as+ them &hat continue( to ha$$en &hen thetem$erature &as cooler than that tem$erature' As+ the stu(ents &here they thin+ the &ater came*rom' Remin( them that be*ore they learne( that e)a$oration chan es li/ui( &ater into as an(sen(s it throu hout the air' #his ha$$ens &hen the surroun(in s are &arm' In this situation &ema(e the surroun(in s cool an( the &ater be an to (o &hat orm a ainN Reiterate to thestu(ents that the col( &ater in the can ma(e the air surroun(in the can col( an( there*ore the



&ater molecules in the air con(ense( to ether a ain to *orm &ater (ro$lets' Use this time to (ra&on the boar( the cycle as they +no& it thus *ar li/ui( &ater e)a$oratin to &ater )a$or

as7 con(ensin bac+ into li/ui( &ater7' #al+ about ho& at that tem$erature somethinha$$ene(9 &ater &as able to chan e its *orm an( con(ense bac+ into a li/ui( *rom a as'

Elaborate 5a)e the stu(ents (ra& a bar ra$h o* e)ery minute &ith the tem$erature on the y4a3is an( theminutes on the 34a3is' #ell them to (ra& a line across the ra$h at the tem$erature &herecon(ensation too+ $lace an( &ater (ro$lets *orme(' #hen ha)e the stu(ents color coor(inate their

bars into t&o colors' %ne color o* bars shoul( be those that *all abo)e the line or sim$ly thetem$erature &here con(ensation ha( not occurre( yet7 an( the other color shoul( be those barsthat are belo& the line &here con(ensation &as occurrin 7'

Evaluate 5Collect the bar ra$hs to see ho& &ell the stu(ents un(erstoo( the conce$t' =e sure to as+ *or/uestions throu hout the lesson to ma+e sure stu(ents are ras$in the conce$t'

Plans %or $ndividual )i%%erences:I* stu(ents are not ras$in the conce$t, (ra& a &ater cycle $icture on the boar(, or re*er to onein a boo+' B3$lain that e)a$oration ta+es $lace &hen tem$eratures are &arm an( &ater chan es*rom a li/ui( to a as' Con)ersely, con(ensation ha$$ens &hen tem$eratures are cooler an( the

as turns into a li/ui(' tu(ents &ill &or+ in small rou$s (urin this lesson, e)en *or the ra$h(ra&in $rocess so that they can bounce i(eas o** one another an( inter$ersonal learners can beaccounte( *or' #his is also &hy this is a han(s4on acti)ity *or the +inesthetic learners' #he au(iolearners &ill be accommo(ate( *or in the class (iscussion an( the )isual learners &ill be able toma+e sense o* the cycle (ra&n on the boar('

ources5<cGra&4 ill' Science: Teacher’s Edition ' ational Geo ra$hic ociety' <acamillian <cGra&4

ill, e& Mor+5 2002'

Allen, Dorothea' Science De onstrations !or the Ele entary "lassroo # ar+er ublishinCom$any, West yac+, e& Mor+5 1FEE'

icture *rom5 +++,poleira,com/,,,/poleira,br/analise/aih,htm

http://www.poleira.com/brasil/Le_catalogue_de_l_IRA_fichiers/poleira.br/analise/aih.htm





Clou( ormation

Gra(e e)el•

-th

".th

Gra(e

ub!ect• cience"Weather"Clou(s

Rationale" ur$ose• <C V'@'1

o All stu(ents &ill in)esti ate an( (escribe &hat ma+es u$ &eather an( ho& itchan es *rom (ay to (ay, *rom season to season an( o)er lon $erio(s o* time5

Describe &eather con(itions' Key concepts 5 Atmos$here is a blan+et o*air aroun( the earth, air is a substance9 see <B4IV'1 e'1 attributes o*substances7' Air has tem$eratureLcol(, hot, &arm, cool' Clou( co)erL clou(y, $artly clou(y9 *o y' reci$itationLrain, sno&, hail, *ree>inrain' Win(Lbree>y, &in(y, calm' e)ere &eatherL thun(erstorms,li htnin , torna(oes, hi h &in(s, bli>>ar(s' Tools 5 #hermometer, &in(soc+, rain au e' Real 4world contexts 5 Daily chan es in &eather9e3am$les o* se)ere &eather

• <C V'2'1o Describe ho& &ater e3ists on earth in three states' Key concepts 5 i/ui( ?4274

)isible, *lo&in , meltin , (e&, soli( ?4274har(, )isible, *ree>in , ice, as @4.74in)isible, &ater )a$or, moisture, e)a$oratin ' ee C<4IV'2'e'1' Real-worldcontexts 5 B3am$les o* &ater in each state, inclu(in (e&, rain, sno&, ice,e)i(ence o* moisture in the air, such as H*o on col( bathroom mirrors9 e3am$leso* meltin , *ree>in , an( e)a$oratin '

• #his lesson &ill allo& stu(ents to e3$lore clou( *ormation throu h an e3$eriment'Rea(in an( (iscussion &ill i)e names to the conce$ts they learn in the e3$erimentan("or en a e the stu(ents in (esirin to learn more an( /uestion their obser)ations to*in( out ho& clou(s *orm' #hey &ill also learn the be innin to the $rocess o*

$reci$itation, $re$arin them *or the ne3t lesson'

%b!ecti)es• # W be able to (escribe the clou( *ormation $rocess'•

# W be able to use $ro$er terms &hen (escribin clou( *ormation e)a$oration,con(ensation, &ater )a$or, etc'7'

Content• #he teacher &ill nee( to un(erstan( the clou( *ormation $rocess, inclu(in terms such as

&ater )a$or, e)a$oration, con(ensation, an( the basics o* the &ater cycle in eneral'Con(ensation an( e)a$oration &ill be co)ere( in the $re)ious t&o lessons in theinstructional unit, as &ell as the basics to the &ater cycle, so the teacher shoul( ha)e a



oo( un(erstan( o* these *rom com$letin those lessons' #he teacher &ill also nee( to+no& the e**ects o* the air tem$erature on clou( *ormation' ?no& the relationshi$

bet&een $reci$itation an( clou(s as &ell, because it may come u$ in (iscussion by one o*the stu(ents' reci$itation &ill not nee( to be (iscusse( thorou hly in this lessonho&e)er, because it &ill be co)ere( *arther in the ne3t lesson o* the instructional unit'

•

+ills stu(ents &ill learn5o Critical thin+ino In)esti atino Writin

<aterials• ar e !ar 1 *or teacher, O o* stu(ents in class (i)i(e( by 27• lastic ba *ille( &ith ice 1 *or teacher, O o* stu(ents in class (i)i(e( by 27• itcher o* &arm &ater 17• =lac+ $a$er 1 sheet *or teacher, O o* stu(ents in class (i)i(e( by 27•

lashli ht 1 *or teacher, O o* stu(ents in class (i)i(e( by 27• <atches enou h *or teacher an( O o* stu(ents in class (i)i(e( by 2, ma+e sure there are $lenty e3tra in case some o* the matches (o not &or+ $ro$erly7

trate ies an( Acti)ities Engage: Go outsi(e an( loo+ at the clou(s' While you are outsi(e, as+ stu(ents5

• Where (o you thin+ clou(s come *rom• What are clou(s ma(e o*• Why (o &e ha)e clou(s• Is it more clou(y in the &inter or summer ;see attache( article *or more

in*ormation on this, so you can ans&er /uestions the stu(ents may ha)e about this/uestion7

• Any other /uestions to $romote critical thin+in an("or (iscussion'• ;Mou can ha)e one stu(ent be the scribe, &ritin (o&n the ans&ers stu(ents i)e

to the /uestions' It may be hel$*ul to ha)e the /uestions alrea(y &ritten (o&n ona $iece o* $a$er *or this stu(ent, other&ise they can !ust &rite as you o'

• ;I* there are no clou(s outsi(e, you may (o this insi(e as &ell'

Explore: =ac+ insi(e the classroomPDo an e3$eriment to *orm a clou( in a !ar in theclassroom' roce(ure5

• We are oin to (isco)er ho& a clou( *orms to(ay'•

Teacher 7 Get one o* the lar e !ars an( ta$e the blac+ $a$er to one si(e o* the !ar,then $our in the &arm &ater until the !ar is about one thir( *ull'• Teacher 7 i ht a match, hol(in it in the !ar *or a *e& secon(s be*ore (ro$$in it

in the !ar' Quic+ly co)er the !ar &ith the ba o* ice'• A secon( stu(ent )olunteer alrea(y chosen7 &ill then shine the *lashli ht on the

!ar'• A*ter com$letin the e3$eriment, ha)e enou h stations set u$ to be able to $ut the

stu(ents in rou$s o* 24@ to (o the e3$eriment on their o&n' When they et to the



ste$ &ith the matches, o aroun( an( i)e a match to in(i)i(ual rou$s an( &atchas they com$lete this $art' I* a rou$ o* stu(ents (oes not *eel com*ortable &ithusin the match, or i* you (o not *eel com*ortable &ith the stu(ent usin it, then(o the match $art *or them'

• Gi)e each stu(ent a han(out &ith the /uestions *rom the e3$lain section to *ill out

once they com$lete the e3$eriment' ee attache( han(out7

Explain: o& that you ha)e &atche( the e3$eriment, let8s (iscuss &hat ha$$ene('• What (i( you see in the !ar a clou(7• Where (i( the clou( come *rom the &ater in the bottom o* the !ar7• o& (i( the &arm &ater e**ect the clou( *ormation cause( the &ater to

e)a$orate an( &arme( the air, causin it to rise7• What (i( the ice cubes (o to hel$ the clou(s *orm coole( the air"ma(e the &ater

)a$or con(ense7• What role (i( the match an( its smo+e $lay in the clou( *ormation a)e the

&ater somethin to con(ense or rab on to7• o& &hat &oul( you say a clou( is ma(e o* small &ater (ro$lets"&ater )a$or7• Gi)e a short summary o* the in*ormation (iscusse( *rom these /uestions, so the

stu(ents can hear it all $ut to ether'• As+ a stu(ent to then (escribe the clou( *ormation as best they can *rom &hat

they !ust learne('• A*ter the stu(ent i)es their (escri$tion, (ra& on the boar( the clou( *ormation

$rocess &ith $ro$er terminolo y &ater )a$or, e)a$oration, etc'7'• hortene( (escri$tion5 Clou( *ormation results &hen &arm, humi( air rises an(

cools, causin the &ater )a$or in the air to con(ense an( *orm clou(s'• <ore in4(e$th (escri$tion5 unli ht causes &ater to e)a$orate into the

atmos$here' #his air containin the &ater )a$or is heate( at the sur*ace o* theearth an( rises' As it rises, it cools an( the &ater )a$or con(enses on some *ormo* $articulate matter such as (ust, ash, or smo+e to *orm clou(s' =oth(escri$tions ta+en (irectly *rom the lesson $lan on &&&'lesson$lans$a e'com *rom a lesson by usan ensha&7

Elaborate: • o& that you +no& ho& clou(s are *orme(, can you thin+ o* some *unctions or

$ur$oses o* clou(s Ans&ers may inclu(e5o ha(e *rom the suno reci$itation rain"sno&, etco #o be $retty

• H reci$itation rain, sno&, etc'7 is a )ery im$ortant *unction o* clou(s' It is one&ay nature $uts the e)a$orate( &ater bac+ into the &ater cycle' In our ne3tlesson, you &ill et to learn more about the ty$es o* $reci$itation an( ho& it&or+s'

Evaluate:

http://www.lessonplanspage.com/

http://www.lessonplanspage.com/



• #a+e notes on the stu(ent8s res$onses to the /uestions a*ter the e3$eriment'Com$are these res$onses to the ans&ers to the /uestions be*ore the e3$eriment tochec+ *or a reater un(erstan(in o* the clou( *ormation $rocess'

• I* you *in( areas any o* the stu(ents are stru lin to ras$ base( on theres$onses, o o)er those s$eci*ic conce$ts a ain in more o* a lecture *orm also

usin (ra&in on the boar( or $ictures, then re$eat the /uestions as necessary'• a)e the stu(ents in(i)i(ually &rite a one $a e $a$er rammatically an(

structurally correct7 (escribin the clou( *ormation in the &ater cycle' Write&or(s on the boar( they must use in the $a$er, let them +no& they may inclu(emore, but not less' B3am$les o* &or(s you may &ant to $ut on the boar(5e)a$oration, &ater )a$or, clou(s, $reci$itation, etc' <a+e sure the &or(s you useha)e been co)ere( &ell enou h in class *or the stu(ents to be able to reco ni>ethem'

lans *or In(i)i(ual Di**erences• #he stu(ents &ho un(erstan( the conce$t /uic+ly can ans&er /uestions *rom the stu(ents

&ho (o not seem to un(erstan( so rea(ily' Goin outsi(e, (oin the e3$eriment, as+in/uestions, an( lecturin &ith $ictures &ill co)er many ty$es o* learnin styles, so thestu(ents can all learn the material to the best o* their ability'

; ome i(eas an( the e3$eriment came *rom a lesson $lan on the &ebsite&&&'lesson$lans$a e'com, sli htly mo(i*ie( *or my lesson'

B3tra In*ormation *or #eacher8s ?no&le( e *romhtt$5""&&&' s*c'nasa' o)" s*c"e(uc"science"1FF."0@1EF6'htm

%n a)era e, about .F o* the BarthSs sur*ace is co)ere( by clou(s at any i)en time, risin tonearly 100 on the (ay you ha)e an outsi(e acti)ity sche(ule(' Clou(s ha)e lon been thou htto ha)e a mystical nature' #he Bn lish $oet helley sai( o* clou(s that they are Tli+e a chil( *romthe &omb, li+e a host *rom the tomb'T

ere in orth America, as &e mo)e *rom &inter to&ar( s$rin , the tem$eratures an( the amounto* (ayli ht increase, but &hat about the amount o* clou(iness Althou h there may be *e&ercom$letely clou(y (ays in summer than &inter, there are also *e&er com$letely clear (ays' #heshort ans&er to the *irst /uestion is that, at least *or the mi(4latitu(e lan( masses, there is usuallya reater $ercenta e o* sunshine in summer than in &inter, but $ara(o3ically, there are also moreclou(s in the summer' #hose $u**y, $o$corn4li+e cumulus clou(s that are a re ular *eature o*summer a*ternoons usually (onSt com$letely bloc+4out the un, an( they only ma+e uest

a$$earances (urin the &intertime'

Global clou(iness is or ani>e( into rou hly three ban(s5 one about the e/uator, an( one at hi herlatitu(es a$$ro3imately -.460 (e rees7 in each hemis$here' In bet&een these ma!or clou( ban(sare t&o relati)ely clou(4*ree areas, one in each hemis$here, &here the &orl(Ss reat (eserts are*oun(' #he $olar areas are )ery (i**erent in terms o* clou(iness' Whereas the orth ole issurroun(e( by the Arctic %cean, the outh ole is near the mi((le o* Antarctica an( is lessclou(y, $rimarily because the ele)ate( lan( mass $re)ents the $assa e o* ocean storms'

http://www.gsfc.nasa.gov/gsfc/educ/science/1995/031896.htm

http://www.gsfc.nasa.gov/gsfc/educ/science/1995/031896.htm



Antarctica is the (riest as &ell as the col(est continent' #he oceans are almost al&aysclou(ier than the lan( masses'

Clou(s re ulate the BarthSs thermostat' In eneral, clou(s +ee$ un(erlyin areas cooler (urin the(ay by re*lectin sunli ht short&a)e ra(iation7 bac+ to s$ace' At ni ht, ho&e)er, clou(s +ee$

un(erlyin areas &armer since they are able to interce$t an( re4emit lon &a)e ra(iation heat7*rom the BarthSs sur*ace, &hich &oul( normally be lost to s$ace' #his is +no&n as theT reenhouse e**ect'T Areas &ith $ersistent clou(iness, the north&est U' ' *or e3am$le, ten( toha)e small tem$erature )ariations *rom (ay to ni ht'

=ecause the entire Barth, o)er the course o* a (ay, a month or a year, e3$eriences as many hourso* (ayli ht as (ar+ness, is the Barth then &armer or cooler because o* the $resence o* clou(sRecor(s *rom satellite obser)ations in(icate that lobal tem$eratures are sli htly cooler becauseo* clou(s' #he reason *or this is the lar e amount o* coolin that results *rom the clou( masses*oun( o)er ocean areas' #hese clou(s are $articularly e**icient at (e*lectin incomin sunli ht

bac+ to s$ace'

$re the continents ore cloudy in the winter or the su er% and do clouds a&e the Earthcooler or war er'

()*+),

Clou( ormation B3$eriment

1' What (i( you see in the !ar

2' What cause( &hat you sa& in the !ar

@' What &as the $ur$ose o* the &arm &ater

-' What &as the $ur$ose o* the ice cubes

.' What &as the $ur$ose o* the match



Clou( ormation

I' Bn a e

a' Go outsi(e o$tional7

b' As+ /uestions about clou(s

II' B3$lore

a' Do !ar clou( e3$eriment

b' Com$lete han(out &ith /uestions

III' B3$lain

a' Discuss han(out /uestions &ith entire class

b' #ell class clou( *ormation $rocess all to ether see lesson7

IV' Blaborate

a' As+ stu(ents the $ur$oses o* clou(s

b' #ell stu(ents some $ur$oses

V' B)aluate

a' #a+e notes on stu(ent res$onses

b' Re$eat any in*ormation they may ha)e misse(

c' Write one $a e $a$er (escribin clou( *ormation



reci$itation

Gra(e e)el• - th". th ra(e

ub!ect• cience"Water Cycle" reci$itation

Rationale" ur$ose• <C V'@'1

o All stu(ents &ill in)esti ate an( (escribe &hat ma+es u$ &eather an( ho& it

chan es *rom (ay to (ay, *rom season to season an( o)er lon $erio(s o* time5Describe &eather con(itions' Key concepts 5 Atmos$here is a blan+et o*air aroun( the earth, air is a substance9 see <B4IV'1 e'1 attributes o*substances7' Air has tem$eratureLcol(, hot, &arm, cool' Clou( co)erL clou(y, $artly clou(y9 *o y' reci$itationLrain, sno&, hail, *ree>inrain' Win(Lbree>y, &in(y, calm' e)ere &eatherL thun(erstorms,li htnin , torna(oes, hi h &in(s, bli>>ar(s' Tools 5 #hermometer, &in(soc+, rain au e' Real 4world contexts 5 Daily chan es in &eather9e3am$les o* se)ere &eather

• <C V'2'1o Describe ho& &ater e3ists on earth in three states' Key concepts 5 i/ui( ?4274

)isible, *lo&in , meltin , (e&, soli( ?4274har(, )isible, *ree>in , ice, as @4.74in)isible, &ater )a$or, moisture, e)a$oratin ' ee C<4IV'2'e'1' Real-worldcontexts 5 B3am$les o* &ater in each state, inclu(in (e&, rain, sno&, ice,e)i(ence o* moisture in the air, such as H*o on col( bathroom mirrors9 e3am$leso* meltin , *ree>in , an( e)a$oratin '

• #his lesson &ill i)e the stu(ents an o$$ortunity to e3$lore the conce$t o* $reci$itation'It is a continuation o* the $re)ious lesson, &hich &as about clou( *ormation' o& thatthe stu(ents ha)e learne( the conce$ts $rece(in $reci$itation, they &ill better un(erstan(the conce$ts $resente( in this lesson' #hey &ill be in learnin about $reci$itationthrou h e3$loration &ith a s$on e an( &ater'

%b!ecti)es• # W

Content• #he teacher &ill nee( to un(erstan( the clou( *ormation $rocess *rom $re)ious lesson7

an( the cause o* $reci$itation' Water (ro$lets accumulate in clou(s, an( &hen the clou(



is *ull o* &ater (ro$lets, $reci$itation occurs' #he ty$e o* $reci$itation rain, sno&, orhail7 (e$en(s on the tem$erature'

• H#here are a )ariety o* (i**erent ty$es o* $reci$itation but &e8ll only treat *our o* themore common ones here' #he +in( o* $reci$itation recei)e( (e$en(s on the )ariation o*tem$erature abo)e the sur*ace' Rain is $reci$itation in li/ui( *orm' Snow is $reci$itation

in soli( *orm as ty$ically7 a he3a onal crystal sha$e' i>e an( sha$e o* the crystal is(e$en(ent on moisture content an( tem$erature o* the air' Recall that in the mi((le an(hi h latitu(es rain be ins as sno&' I* the air tem$erature near the sur*ace is abo)e*ree>in , the sno& &ill melt into rain an( *all in li/ui( *orm' I* the air tem$eratures are

belo& *ree>in on its !ourney to&ar( the sur*ace, $reci$itation &ill be in the *orm o*sno&' Sleet occurs &hen sno& *alls throu h a &arm layer o* air an( melts' =e*orereachin the roun(, the $reci$itation $asses throu h a col( layer o* air causin the &aterto re*ree>e an( *all as sleet' Freeing rain occurs &hen sno& melts u$on $assin throu ha &arm layer o* air an( then *ree>es on the sur*ace &hose tem$erature is at or belo&*ree>in ' i ni*icant amounts o* *ree>in rain coats the sur*ace &ith a la>e o* ice ma+inroa(&ays treacherous an( to$$lin trees an( (o&nin $o&er lines' Hail *alls as roun(e(

$ellets or balls o* ice *rom se)ere thun(erstorms' Vertical motions u$4an(4(o&n throu hthe storm create concentric rin s o* ice aroun( the hail stone' *romhtt$5""&&&'u&s$'e(u" eo"*aculty"ritter" eo 101"te3tboo+"atmos$hericKmoisture"*ormsKo*K$reci$itation'html 7 #his in*ormation is *or the teachers use, but (oes not all ha)e to betau ht in (e$th in the lesson'

<aterials• Dam$ s$on es, shoul( be enou h to tell it8s &et, but not enou h *or any &ater to (ri$

one *or each stu(ent7• Dishes o* &ater one $er e)ery 24@ stu(ents7• ie tins one *or each stu(ent7• a$er to&el *or &ater s$ills7

trate ies an( Acti)ities Engage:

o #o(ay &e are oin to (isco)er &hy $reci$itation occurs' Does anyone +no& aty$e o* $reci$itation #a+e ans&ers' #hey may not +no& the term $reci$itation,so in that case, tell them some ty$es o* $reci$itation are sno&, rain, hail, etc' It isthe (i**erent ty$es o* &ater, &hether li/ui( or soli(, that *alls *rom clou(s7'

o o&, let8s start our lesson &ith an e3$eriment to (isco)er more about rain'

Explore:o I am oin to $lace a s$on e in a $ie tin in *ront o* each o*, but I &ant you to

lea)e it there until I e3$lain &hat &e &ill (o ne3t' ass out $ie tins : (am$s$on es7

o %+, no& each o* you can $ic+ u$ your s$on e' #hese s$on es are oin tore$resent clou(s' What is one o* the *irst thin s you notice about your clou(s

#he ans&er you &ant to et to is they are &et, but ma+e a list o* all the thin sthey come u$ &ith on the boar(7

http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/atmospheric_moisture/forms_of_precipitation.html






o #he &etness re$resents the &ater )a$or that ma+es u$ the clou( con(ensin ,chan in states to &ater (ro$lets' #he clou(s are hol(in on to the &ater (ro$letsin them' What (o you thin+ &oul( ha$$en i* you $ut your s$on e in a (ish o*&ater an( then $ulle( it out &ithout s/uee>in it #a+e res$onses, they shoul(*i ure out the &ater &oul( (ri$ *rom it, i* they (o not, !ust o on to the ne3t ste$

an( they &ill (isco)er &hat ha$$ens'7o We8re oin to try it out no& an( see &hat ha$$ens' #&o to three o* you &ill

share a (ish o* &ater' e$arate them into rou$s, $re*erably at tables, rather than(es+s, i* a)ailable' %ther&ise, you can ha)e them sit to ether on the *loor, or atthe (es+s i* they are set u$ in a &ay that there &oul( be enou h room, i* they ha)eto mo)e *rom &here they are at, ma+e sure they brin their s$on e an( $ie tin&ith them7' When you et your (ish o* &ater, each o* you can (i$ your s$on e init, then hol( it o)er your $ie tin to see i* your i(eas &ere ri ht, but be care*ul notto s$ill the &ater on the *loor or the (es+s' #here are $a$er to&els sittin sho&them &here7 i* anyone (oes acci(entally s$ill' ass out (ishes o* &ater'7

o Gi)e the stu(ents some time to (o the e3$eriment an( see &hat ha$$ens'o Alri ht, no& that you ha)e seen &hat ha$$ens to the s$on es, let8s see ho& this

relates to clou(s'

Explain:o Why (o you thin+ the &ater, or rain, *ell *rom your clou(s a*ter you (i$$e( them

in &ater, but not &hen you *irst ot them, e)en thou h they &ere &et Writestu(ent res$onses on the boar(7

o #he clou(s &ere able to hol( onto the amount o* &ater that &as in them to be in&ith, but &hen you $ut them in the &ater, they ha( so much they coul(n8t hol( itin anymore, so it came out in the *orm o* Hrain' #his is the basic i(ea o* &hatha$$ens &hen clou(s outsi(e et a lot o* &ater )a$or in them, &hich con(enses

an( turns into &ater (ro$lets'o #he ty$e o* the $reci$itation &e e3$erience thou h is base( on the tem$erature

outsi(e' I* the tem$erature is abo)e *ree>in , it &ill *all as rain, but i* thetem$erature close to the earth is belo& *ree>in , it &ill *all as sno&' Does anyoneremember &hat tem$erature it has to be to be belo& *ree>in #a+e res$onses, i*they (on8t +no&, you can !ust tell them it is @2 7

Elaborate:o o& that &e ha)e (isco)ere( the ty$es o* $reci$itation an( their cause, let8s

(iscuss some o* the bene*its an( $roblems o* the t&o most common ty$es o* $reci$itation5 rain an( sno&'

o What (o you thin+ some bene*its o* rain are Water $lants, *un to $lay in it, $uts&ater bac+ in the oceans, la+es, $on(s, etc'7

o What are some harm*ul e**ects o* rain too much &ater can (estroy $lants, cancause *loo(in , can8t (o certain thin s outsi(e7

o What are some bene*its o* sno& sno& (ay, *un to $lay in, $rotects $lants in the&inter7



o What are some harm*ul e**ects o* sno& can cause electricity, $hones, an("oras su$$ly to shut (o&n, ma+e the roa(s sli$$ery, sno& (ay, can (estroy $lants i*

it comes be*ore *armers e3$ect it7

Evaluate:o %bser)e an( ma+e notes &hile the stu(ents are (oin the e3$eriment &ith thes$on es an( &ater' Also, ma+e notes &hile they are ans&erin the /uestions

throu hout the lesson'o Gi)e them the short &or+sheet attache( an( ha)e them com$lete it in(i)i(ually'

lans *or In(i)i(ual Di**erences• Gi)e e3tra assistance to any stu(ents &ho may not be able to (o the s$on e acti)ity on

their o&n' I* a stu(ent is blin(, they coul( *eel the s$on e an( &ater comin *rom it &iththeir han(s as another stu(ent &hom you $air them &ith7(oes the e3$eriment *or them'

• With i*te( stu(ents &ho may +no& more about this $rocess, ha)e them hel$ e3$lain it tostu(ents &ho are ha)in (i**iculty &ith the sub!ect'



ame5 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKDate5 KKKKKKKKKKKKKKKKKKK

'ns+er each -uestion in complete sentences,

1' ame at least three ty$es o* $reci$itation'

2' What is rain *orme( *rom

@' ame at least t&o bene%its o* sno& an( at least t&o bene%its o* rain'

-' ame at least t&o problems &ith sno& an( at least t&o problems &ith rain'



reci$itation

I' Bn a e

a' As+ /uestions on &hy $reci$itation occurs

II' B3$lore

a' B3$eriment &ith s$on es, &ater, an( $ie tin

III' B3$lain

a' As+ /uestions about &hat ha$$ene( in e3$eriment

b' ho& stu(ents ho& this relates to clou(s an( $reci$itation

c' Discuss (i**erent ty$es o* $reci$itationIV' Blaborate

a' As+ stu(ents bene*its o* (i**erent ty$es o* $reci$itation

b' As+ stu(ents the $roblems o* (i**erent ty$es o* $reci$itation

V' B)aluate

a' #a+e notes &hile stu(ents ans&er /uestions an( (o the e3$eriment

b' a)e them com$lete the &or+sheet ee en( o* $reci$itation lesson7



Pop Bottle Terrarium:' lesson in Transpiration

Subject/Grade *evel:cienceLWater CycleL. th Gra(e

Rationale/Purpose:tu(ents shoul( learn this conce$t in or(er to be able to tie conce$ts o* the &ater cycle to ether

an( in or(er to un(erstan( ho& $lants are $art o* this cycle'

<I =enchmar+s5II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in (ecisions scienti*icallyII'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl('IV'2'el'15 Describe common $hysical chan es in matter4 si>e, sha$e, meltin , *ree>in ?4279(issol)in , e)a$oratin @4.7V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *alls

V'2'el'@5 I(enti*y sources o* &ater an( its uses

!bjectives:# W (escribe &hat trans$iration is an( ho& it &or+s'

# W (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able toe3$lain that same mo)ement in the atmos$here'

"ontent:#rans$iration is a *orm o* e)a$oration that ta+es $lace in $lants' Durin the &ater cycle, &aterenters $lants throu h the roots in the roun(, e)a$oration then ta+es $lace throu h the lea)es o*the $lants an( the &ater is a ain release( in the atmos$here, &here the cycle continues'B)a$oration is &hat ha$$ens &hen the &ater molecules heat u$ an( become as an( enter the air'#rans$iration is sim$ly &hen this ha$$ens throu h the )ehicle o* a $lant' #errariums are sel*4enclose( eco systems in &hich &ater continually recycles itsel*' When settin u$ the terrarium asmall amount o* &ater is $ut in the bottle' #he $lants use this &ater an( then the &ater trans$ires*rom the lea)es an( enters the air o* the terrarium' #he &ater con(enses an( collects in (ro$letson the si(e o* the terrarium &here it *alls bac+ (o&n into the soil &here it is a ain use( by the

$lant' #he cycle &ill continue an( the &ater (oes not nee( to be re$lenishe( *or months at a time'

"oncepts: see attache( conce$t ma$ *or unit conce$ts7;#rans$iration;B)a$oration;Con(ensation

#aterials:• a t&o liter $o$ bottle cut . in *rom the bottom all the &ay aroun(• ra)el• small $lants suite( to your ro&in con(itions7• roc+s, branches, moss



ha)e all your stu(ents &or+ on this at the same time, ha)e them mo)e on to another acti)ity an( brin them out in small rou$s to buil( their terrarium' Usin a t&o liter bottle ha)e the stu(ents buil( their o&n terrarium usin the *ollo&in ste$s5 17$ut a layer o* $ebbles at the bottom o* thecontainer 27 $ut t&o inches o* to$soil on to$ o* the $ebbles @7$ut a *e& bi er roc+s &ithin theterrarium -7 $ut branches, moss, $lants, an( (rie( lea)es in the soil .7use a s$ray bottle to

moisten the terrarium 67$ut the to$ hal* bac+ o)er the bottom hal* an( ta$e shut i* necessary" $utthe ca$ bac+ on 7 i* &orms an("or insects are use( then the hole at the to$ must be co)ere( &itha screen ho&e)er, the insect o$tion allo&s *or more e)a$oration outsi(e o* the terrarium an(there*ore nee(s *re/uent &aterin ' et the terrariums a*ter they ha)e their names ta$e( to them7

by a &in(o& in the room, or ha)e stu(ents ta+e them home to obser)e' #he stu(ent must obser)etheir o&n terrarium *or a cou$le o* &ee+s in or(er to un(erstan( the conce$t better an( throu htheir o&n eyes'

B)aluate5 a)e the stu(ents &rite in a !ournal their obser)ations each (ay o* their terrarium' Atthe en( o* their obser)ation time the stu(ents must (escribe the !ourney o* a &ater molecule&ithin their terrarium, usin the &or(s an( conce$ts that they ha)e no& learne(' #hey may e)en

(ra& out the li*e o* a (ro$let in a story but they nee( to be sure to hi hli ht the +ey conce$ts asthey o alon &rite them on the si(e ne3t to the $icture7'

Plans %or $ndividual )i%%erences:

tu(ents &ill be allo&e( to obser)e their o&n $ro!ect at their o&n $ace' #here &ill also be $lentyo* time to share i(eas i* stu(ents are au(io learners an("or inter$ersonal learners' In a((ition, thisis a )ery Hhan(s4on acti)ity an( so +inesthetic learners are en a e('

htt$5""&&&'hobbyscience'com"earth'html

ources5htt$5""&&&'instructor&eb'com"lesson"ma+eterrarium'as$O B % K RI #A= B

#rans$iration5 o$ =ottle #errarium

http://www.hobbyscience.com/earth.html

http://www.instructorweb.com/lesson/maketerrarium.asp#LESSON_PRINTABLES

http://www.hobbyscience.com/earth.html

http://www.instructorweb.com/lesson/maketerrarium.asp#LESSON_PRINTABLES



I' Bn a e

a' ho& stu(ents an alrea(y ma(e #errarium an( e3$lain that you ha)e not &atere(it *or a monthLbase the (iscussion aroun( that

II' B3$lore

a' #a+e stu(ents outsi(e in rou$s o* 2 &ith a #u$$er&are container

b' tu(ents obser)e in their science !ournal &hat ha$$ens &hen they $lace thecontainer o)er the rass *or a $erio( o* time

III' B3$lain

a' a)e stu(ents (iscuss their results in the class

b' Re*er bac+ to the e)a$oration an( con(ensation conce$ts they ha)e alrea(ylearne(

c' B3$lain that the same thin is ha$$enin in the terrarium

IV' Blaborate

a' a)e each stu(ent buil( their o&n terrarium by mo)in to (i**erent stations *or*our to *i)e $eo$le7 &hich are all *ully e/ui$$e( to buil( a terrarium

b' =uil( outsi(e i* $ossible

V' B)aluate

a' tu(ents ma+e obser)ations in their !ournal (aily *or a cou$le o* &ee+s

b' At the en( o* a *e& &ee+s stu(ents &rite out the Hli*e story o* a (ro$let o* &aterin their terrarium

Title: oa+ It U$



Subject: In*iltrationGrade level: - th an( . th

Rationale/Purpose: #he $ur$ose o* this lesson is to e3$lore ho& &ater *lo&s throu h (i**erentty$es o* soil an( e3$lain ho& &ater tra)els throu h the roun(' Water *lo&s throu h the roun(

an( is store( in un(er roun( ri)ers calle( a/ui*ers' A/ui*ers hol( roun(&ater' Groun(&atermo)es more slo&ly than sur*ace &ater' #his mo)ement is )ery im$ortant because as &atermo)es throu h soils an( the $ebbles belo& the soil it is *iltere( an( $uri*ie( ma+in it anim$ortant source o* (rin+in &ater'E., ,0,0,el All stu(ents &ill trace the $ath that rain &ater *lo&s a*ter it *alls' Bs$eciallytouchin on the conce$t that rain &ater *lo&s (o&nhill to ri)ers an( into the roun('

!bjectives: #he learner &illP

• Illustrate ho& in*iltration is a $art o* the &ater cycle usin $ro$er labels• I(enti*y soils that are more $orous an( less $orous• B3$lain ho& ty$es o* soil a**ect the *lo& o* &ater • Describe the im$ortance o* roun(&ater to all li)in thin s

"ontent:#he rate at &hich &ater &ill soa+ onto the soil (e$en(s on the intensity o* the rain*all,

an( the $orosity, $ermeability, thic+ness, an( current moisture le)el o* the soil' oil that is )ery $orous &ill allo& &ater to (rain throu h but soil that is com$acte( &ill not easily or /uic+lyabsorb &ater causin the &ater to run o** or e)a$orate' ar( $ac+e( soil or clay allo&s )erylittle &ater to see$ in' oils that are saturate( (o not easily absorb more &ater so e3cess &ater

becomes run o**' #his can be com$are( to a s$on e that &ater runs out o* &hen it is saturate('When rain *alls, $art o* it *lo&s (irectly into ri)ers an( other &ater sources' #he rest ets soa+e(into the roun( an( becomes soil &ater or roun(&ater' Gra)ity is res$onsible *or $ullin &ater(o&n into the a/ui*ers' When &ater hits the soli( roc+ belo& the be(roc+ it be ins to *ill in thes$aces bet&een the $ebbles creatin the a/ui*er &here roun(&ater is store(' #he $rocess o*&ater soa+in into the roun( an( !oinin roun(&ater is calle( in*iltration or $ercolation'"oncepts bein& tau&ht: $orous soil, non4$orous, in*iltration, runo**, soil &ater, roun( &ater,a/ui*er



#aterials needed:

6 o* each o* the *ollo&in @ lb' co**ee cans &ith both en(s remo)e(, 2 liter bottle *ille( &ith&ater, measurin cu$, sto$ &atch, (i in tool such as tro&el, scre& (ri)er somethin to loosen

$ac+e( (o&n soil7, acti)ity sheet, $encil, cli$ boar(, (ia ram o* &ater cycle *rom $re)iouslessons, an( a $iece o* line( $a$er' #he teacher &ill nee(5 o)erhea( $ro!ector, lar e (ia ram o*ho& &ater soa+s into the soil, an( lar e (ia ram o* &ater cycle'

En&a&e:a)e you e)er (u a hole in san( or (irt Di( you e)er (i (ee$ enou h to reach &ater

Where &ere you In your bac+yar(, at the beach7 About ho& (ee$ &ere the holes o& (i(the &ater et there Where (i( it come *rom Where is it oin Mester(ay &e learne( about

$reci$itation an( s$o+e brie*ly about &here the &ater oes that *alls to earth' #o(ay &e &ill ta+e

a closer loo+ at &hat ha$$ens to the &ater by in)esti atin to *in( out the ans&ers to these/uestions'

E(plore:oil oa+ers e3$eriment *rom Water recious Water5 AI< Acti)ities Gra(es 2 4 6

?ey in)esti ati)e /uestion5 o& (oes the ty$e o* soil a**ect the rate o* &ater $enetrationtu(ents &ill &or+ in rou$s o* *our' #hey &ill choose tas+s5 recor(er"s$ea+er, measurer"&ater

bottle carrier, can t&ister" et su$$lies an( return them, timer"mathematician



#aterials needed: per &roup• @ lb' co**ee can &ith to$ an( bottom cut out• 2 liter bottle *ille( &ith &ater • 2.0 ml' measurin cu$• to$ &atch &ith secon( han(• Di in tool• Acti)ity sheet• Cli$ boar(

u$$lies &ill be in a ba rea(y to o so stu(ents &ill !ust ha)e to $ic+ u$ the ba ' #hise3$loration &ill be con(ucte( outsi(e on the $lay roun('

tu(ent (irections5 to be rea( *irst

#here are se)eral (i**erent ty$es o* soil *oun( on the $lay roun( such as5 S'1)2 GR' E*2P'"3E) )!W1 S!$* !R "*'42 WET S!$*2 *!!SE S!$* T.'T .'S BEE1 )5G5P W$T. 4!5R T!!*,

1' =e*ore you be in this e3$eriment &rite your hy$othesis to the /uestion5 o& (oes thety$e o* soil a**ect the rate at &hich it soa+s u$ &ater

2' locate one ty$e o* soil@' ta+e the can an( t&ist it into the soil about 2 cm (o&n-' $our 2.0 ml o* &ater into the can i* &ater lea+s out the si(es t&ist the can into the

roun( until no more &ater is lea+in out7.' start the sto$ &atch &hen all the &ater is out o* the measurin cu$6' sto$ the timer &hen &ater is no lon er on the sur*ace

' recor( the time on your &or+sheet ma+e sure you tell &hat ty$e o* soil you are testin 7E' mo)e o)er a little an( (o ste$s @ a ainF' recor( the secon( time on your &or+sheet10' mo)e to a ne& ty$e o* soil an( be in the $rocess o)er a ain

<a+e sure you test at least # RBB (i**erent ty$es o* soils liste(' I* you ha)e time you can testall si3' Mou &ill ha)e 20 minutes to con(uct this in)esti ation' When you hear the &histle lineu$ at the (oor'

• When stu(ents return to the classroom they &ill a)era e the (ata, analy>e it, an( ra$htheir results' #here are a cou$le /uestions to hel$ them $rocess the in*ormation they

athere('While stu(ents are &or+in on this the teacher &ill (ra& a chart on the boar( to recor( rou$(ata'

E(plain:What &ere your results #he teacher &ill recor( them on the boar(Which soil ha( the hi hest a)era e time WhyWhich soil ha( the lo&est a)era e time Why



o& (oes the *lo& o* the &ater in san( com$are to the *lo& o* &ater in clay or $ac+e( (o&nsoil Why

o& can you chan e soil that (oesn8t soa+ u$ &ater into soil that absorbs &ater more /uic+lyWhat (i( you learn *rom (oin this in)esti ationWhat ha$$ens to rain &ater that *alls on soil a)e you e)er seen it rain so har( that streams o*

&ater run throu h the streets Where (oes the &ater o o& can this in)esti ation hel$ usans&er that /uestion

Elaboration:oil on the to$ o* the roun( is ma(e u$ o* tiny mineral $articles, (ecom$osin $lant an(

animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo& li/ui(s an(ases to $ass throu h' oils that allo& &ater to $ass throu h are calle( %R%U ' What soils

teste( to(ay &ere $orous Why Gra)ity $ulls the &ater throu h the soil' Water that is in thesoil is calle( %I WA#BR' What $art o* the &ater cycle (oes this $rocess hel$ #his is &here

$lants et their &ater *rom' #he more $orous the soil the easier the &ater mo)es throu h it'What soil &as the least $orous

Water $asses throu h the soil an( into $orous roc+s belo& the soil' As the &ater $assesthrou h the soil an( roc+s it is *iltere( or cleane(' When the &ater reaches a soli( layer o* roc+that is not $orous, it be ins to *ill u$ the roc+y area' #his is calle( GR%U DWA#BR'Groun(&ater is &here &ell &ater comes *rom' Ri)er an( la+e &ater also see$s into the

roun(&ater' B)entually the roun(&ater en(s u$ bac+ in la+es an( oceans' #he $lace theroun(&ater is store( is calle( an AQUI BR' ome a/ui*ers are *oun( closer to the earth8s

sur*ace than others are' #he teacher &ill use a (ia ram to hel$ e3$lain the $rocess'When $reci$itation *alls too *ast or har( the soil can8t soa+ it in it becomes runo**' As

you thin+ about the (i**erent ty$es o* soils teste( to(ay, &hat mi ht be other reasons runo**coul( occur besi(es the $reci$itation *allin too har( or *ast Runo** can also occur &hen thesoil is alrea(y too &et or i* the soil is too (ry an( har(' Where (oes runo** o et8s loo+ at our(ia ram o* the &ater cycle that &e ha)e been &or+in on in this unit' <ost o* the runo** oesinto bo(ies o* &ater on the sur*ace o* the earth, (itches, an( utters' %ther runo** e)entuallysee$s into the soil an( (o&n into the roun(&ater' o& (oes this $rocess hel$ &ith thecontinuous cyclin o* &ater #he soil soa+s u$ the &ater, ra)ity $ulls it (o&n, &ater is cleane(as it slo&ly *lo&s throu h the (i**erent layers, an( the clean &ater en(s u$ in the roun(&ater&here our (rin+in &ater comes *rom' o& (oes the roun(&ater et bac+ to the earth8ssur*ace It *lo&s into la+es an( oceans' Why is this im$ortant #he continuous cyclin o*&ater +ee$s Barth8s &ater resources *resh' Cleane( &ater oes bac+ into the la+e an( ocean to

be e)a$orate( once a ain'

Evaluation:#a+e a *e& minutes to label your &ater cycle (ia ram &ith the ne& in*ormation learne(

to(ay' Use the scienti*ic names liste( on the boar(' #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil come *rom o& (oes the ty$e o* soil a**ectho& the &ater ets into the roun( Where (oes the &ater in soil o Why is this im$ortantWhat &oul( ha$$en i* the in*iltration system &as not a $art o* the &ater cycle



Plan %or individual di%%erences: tu(ents &ith $hysical (isabilities &ill recei)e assistance *rom rou$ members as nee(e(

to et roun(' #he out(oor acti)ity shoul( be barrier *ree since it &ill be on the $lay roun('tu(ents &ith rea(in or &ritin (i**iculties &ill be su$$orte( by the rou$ an( &ill be able to

choose a !ob that (oes not re/uire them to rea( or &rite in(e$en(ently' #he stu(ent that learns

best by touchin , seein , or (oin &ill be able to (o all three as they con(uct the e3$eriment'Visually im$aire( stu(ents &ill ha)e the su$$ort o* their rou$ to (escribe &hat they are seeinan( may touch the soil"&ater as the e3$eriment is con(ucte(' It is becomin ob)ious to me thatscience tau ht throu h the in/uiry metho( is con(uci)e to many (i**erent learnin styles'



esson In*iltration

#itle5 oa+ It U$

I' Bn a e

a' #eacher &ill as+ a series o* /uestions to start the stu(ents thin+in about roun(&ater'i' a)e you e)er (u a hole in san( or (irt

ii' Di( you e)er (i (ee$ enou h to reach &ater o& (ee$ (i( you ha)e too

iii' Where &ere youi)' o& (i( the &ater et there Where (i( it come *rom)' Where is it oin

b' Mester(ay &e learne( about $reci$itation an( tal+e( brie*ly about &hat ha$$ens&hen the $reci$itation lan(s on earth' #o(ay &e are oin to ta+e a closer loo+'

II' B3$lore

a' oil oa+ers B3$erimenti' o& (oes the ty$e o* soil a**ect the $enetration o* &aterii' =e*ore be innin e3$loration ha)e stu(ents &rite their hy$othesis to this

/uestion b' con(uct e3$eriment on 6 (i**erent ty$es o* soilsc' recor( an( analy>e (ata an( *ill in a ra$h

III' B3$laina' What &ere your results #eacher &ill recor( them on the boar(

b' Which soil ha( the hi hest a)era e rate o* $enetration o&est Whyc' o& (oes san( com$are to clay(' o& can you chan e soil that (oesn8t absorb as /uic+lye' What (i( you learn *rom this e3$loration acti)ity about ho& &ater ets into the

soil*' What ha$$ens to rain &ater that *alls to the earth

' a)e you e)er seen it rain so har( that streams o* &ater &ere runnine)ery&here

h' Where (oes the &ater oi' o& can this e3$loration acti)ity hel$ us ans&er that /uestion

IV' Blaboratea' oils that allo& &ater to run throu h them are calle( $orous'

b' Gra)ity $ulls the &ater (o&n throu h the soilc' Water $asses throu h soil an( roc+s an( as it (oes it ets *iltere( or cleane((' Water *oun( in soil is calle( soil &ater'e' Water *oun( (ee$er in the roun( it calle( roun( &ater'*' An a/ui*er is &here roun( &ater is store(

' Run4o** occursi' When rain *alls too *ast

ii' When the roun( is alrea(y too &etiii' When the roun( is too (ry an( har(

h' <ost o* the run4o** oes into la+es an( ri)ers



i' ome see$s into the soili' o& (oes this $rocess hel$ &ith the continuation o* the &ater cycle

V' B)aluatea' ill in ne& in*ormation on &ater cycle (ia ram usin $ro$er terminolo y learne(

to(ay

b' Ans&er these /uestions on a line( $iece o* $a$er5i' Where (oes the &ater that is in soil come *romii' o& (oes the ty$e o* soil a**ect the ability o* &ater to soa+ into the soil

iii' Where (oes the &ater in the soil oi)' Why is this im$ortant)' What &oul( ha$$en i* the in*iltration system &as not a $art o* the &ater

cycle



The *i%e o% a )rop o% Water

Subject/Grade *evel• Curriculum area5 Water Cycle• or &hat ra(e le)el is this a$$ro$riate5 - th4. th Gra(e

Rationale/Purpose:• tu(ents shoul( learn this material because it is im$ortant to +no& ho& &ater is use( in

our (aily li)es an( ho& &ater oes throu h the &ater cycle' tu(ents nee( to un(erstan(that &ater is continuously cyclin an( there*ore &e nee( to (o e)erythin &e can in or(erto $reser)e clean &ater'

• #he )alue to the stu(ent is to see ho& the &ater cycle a**ects our e)ery(ay li)es an( ho&the &ater is constantly chan in states an( mo)in *rom one $art o* the en)ironment tothe other' When the stu(ents ha)e an un(erstan(in o* the &ater cycle it &ill allo& the

stu(ents to ha)e a better un(erstan(in o* ho& the en)ironment &or+s, an( to reali>e theim$ortance o* $erse)erin clean &ater'

• <ichi an Curriculum rame&or+ =enchmar+ o cience tran( II' Content tan(ar( 1' Blementary'

=enchmar+ 15• De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in

(ecisions scienti*ically'



o cience tran( II' Content tan(ar( 1' Blementary'=enchmar+ -5

• De)elo$ an a&areness o* an( sensiti)ity to the natural &orl('o cience tran( IV' Content tan(ar( 2' Blementary'

=enchmar+ 15• Describe common $hysical chan es in matter4 si>e, sha$e, meltin ,

*ree>in ?4279 (issol)in , e)a$oratin @4.7'o cience tran( V' Content tan(ar( 2' Blementary'

=enchmar+ 25• #race the $ath that rain &ater *ollo&s a*ter it *alls'

o cience tran( V' Content tan(ar( 2' Blementary'=enchmar+ @5

• I(enti*y the sources o* &ater an( its uses'

!bjectives: •

# W (escribe the $rocess o* the &ater cycle'• # W relate the &ater cycle to their (aily li*e'• # W use a multi4sensory a$$roach to $ortray the in*ormation o* the &ater cycle'• # W inte rate the &ater cycle &ith other content areas'

"ontent: • #he bac+ roun( content the teacher nee(s to un(erstan( to teach this lesson is to be

*amiliar &ith the &ater cycle' Water mo)es *rom one $art o* the en)ironment toanother in a continuous cycle' #he &ater that is on the earth to(ay has al&ays been onthe earth' #he &ater cycle ta+es $lace on, abo)e, an( belo& the earth' Water is *oun(in oceans, ri)ers, la+es, $u((les, in an( on $lants, runo**, etc' #he cycle o* &ater ta+es

$lace throu h con(ensation, e)a$oration, $reci$itation, an( trans$iration'• #he &ater cycle is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$s our &ater

resources *resh because it8s continuously mo)in ' #he hy(ros$here inclu(es all the&ater on earth' B)a$oration occurs &hen the heat o* the sun hits the sur*ace o* the&ater turnin the li/ui( &ater into a as calle( &ater )a$or' #he &ater )a$or rises an(meets &ith col(er air causin it to con(ense' #he con(ense( &ater becomes &ater(ro$lets &hich attach themsel)es to $articles in the air, *ormin clou(s' Win( blo&sthe clou(s s$rea(in the con(ense( &ater to other $laces on the lobe' When theclou(s become too *ull o* (ro$lets they are release( in the *orm o* $reci$itation' #he

$reci$itation *alls to the roun( &here some o* it becomes runo**, some lan(s in bo(ieso* &ater, some is absorbe( by $lants, an( some in*iltrates the soil' lants sen( &ater

bac+ into the air in a $rocess calle( trans$iration' ome o* the &ater the $lants absorbthey use an( some is e)a$orate(' Water (oes not cycle throu h each com$artment inor(er' #hese $rocesses occur simultaneously'

• #he conce$t that I am tryin to teach is ho& the &ater cycle occurs' I also &ant thestu(ents to +no& ho& the &ater cycle a**ects our e)ery(ay li)es'



#aterials: • =ottles o* &ater• %)erhea( $ro!ector • #rans$arencies o* $ictures o* the &ater cycle• ine( $a$er • ens, $encils, crayons, colore( $encils, mar+ers• Construction $a$er• Gra$hs• Dress u$ clothes *or costumes• Variety o* music that can by use( *or son s• aints• <ol(in clay or $lay (ou h

Strate&ies and 'ctivities: Engage: I &ill start by ha)in the stu(ents in rou$s o* @ or - an( (iscuss &hether or not

they thin+ that the &ater that is in the &ater bottle on their table is the same &aterthat &as on the earth &hen the (inosaurs &ere on the earth' As a class &e &ill oo)er &hat the stu(ents (iscuss in their rou$s' ince this is the last lesson in theunit the stu(ents shoul( be *amiliar &ith the &ater cycle an( +no& that it is thesame &ater' #his is a &ay *or them to re)ie& that in*ormation'7 A*ter (iscussinho& the &ater in the &ater bottles is the same &ater that &as on the earth &hen theearth starte( I &ill $lace some $ictures o* the &ater cycle on the o)erhea( an( ha)ethe stu(ents brainstorm in their rou$s other &ays that &e coul( (emonstrate our+no&le( e o* the &ater cycle' As a class &e &ill o o)er the i(eas the stu(entscome u$ &ith an( &rite them on the boar(' B3am$les5 charts, ra$hs, $ictures,son s, $oems, essays, s+its, !ournal entries, scul$tures, murals, stories, (ances, etc'7

#his is ho& inte ration &ill be seen in this lesson' tu(ents &ill create a )ariety o* $ro!ects usin art $ictures, murals7, math charts, ra$hs7, lan ua e arts $oems,essays, s+its, an( !ournal entries7, music son s7, an( $hysical e(ucation (ances7'7

Explore: tu(ents &ill then be i)en the o$$ortunity to (eci(e &hich metho( they &ant touse to e3$lore their +no&le( e o* the &ater cycle' De$en(in on &hat metho( thestu(ents choose they &ill be allo&e( to &or+ in small rou$s s+its, etc7' tu(ents&ill be i)en time to e3$lore )arious metho(s o* $ortrayin their +no&le( e o* the&ater cycle an( i* time $ermits they &ill be encoura e( to try more than onemetho('

Explain: I &ill ha)e the stu(ents e3$lain the metho( they choose to the rest o* the class'tu(ents &ill be i)en the o$$ortunity to rea( their essays, $er*orm their s+its, sin

their son s, $ortray their murals an( scul$tures, etc' a)in the stu(ents $resenttheir $ro!ect to the class &ill o$en u$ the (iscussion o* the terms that &e ha)estu(ie( relatin to the &ater cycle'As a class &e &ill o o)er terms such as5

o Water cycle4 &hich is a necessary $art o* the sur)i)al o* li*e on earth' It +ee$sour &ater resources *resh because it8s continuously mo)in '



Water Cycle Assessment

I' Bn a e

a' a)e stu(ents (iscuss i* the &ater in the &ater bottle is the same &ater that &as

on the earth &hen the (inosaurs &ere

b' =rainstorm &ays *or stu(ents to (emonstrate their +no&le( e o* the &ater cycle

II' B3$lore

a' tu(ents &ill &or+ in(i)i(ually or in small rou$s to e3$lore their +no&le( e o*

the &ater cycle base( on the metho( they choose

III' B3$lain



a' tu(ents &ill e3$lain the metho( they choose to the class in a (emonstration

b' #eacher &ill ma+e sure that terms such as &ater cycle, e)a$oration, con(ensation,

trans$iration, $reci$itation, runo**, an( &ater )a$or are co)ere(

IV' Blaborate

a' tu(ents &ill try other metho(s o* e3$lorin their +no&le( e o* the &ater cycle

Bncoura e stu(ents to use another content a$$roach7

V' B)aluate

a' Accurate +no&le( e an( use o* terms inclu(e( in &ater cycle $ro!ect

'ssessment Strate&ies:

General !bjectives 6"o&nitive7:#he stu(ent &ill ras$ the conce$t that the &ater on earth is in a close( system an( is

bein constantly recycle( in the earth8s ecosystem' #hey &ill be able to (escribe thisconce$t'

o #his &ill be e)aluate( throu h the #errarium lesson lesson 67 &hen they ma+etheir o&n terrariums' It &ill be e)aluate( a ain in the *inal lesson throu h the(iscussion o* the &ater in the &ater bottle bein the same &ater that &as on theearth &hen there &ere (inosaurs'

#he stu(ent &ill be able to (escribe the ma!or elements o* the &ater cycle9 con(ensation,e)a$oration, an( $reci$itation' #hey &ill be able to (escribe ho& these elements areinterrelate( an( (e$en(ent u$on one another'

o In the *inal lesson, the stu(ents are to come u$ &ith a $ro!ect to (escribe the &atercycle' In this $ro!ect, they &ill ha)e to use $ro$er terminolo y (escribin the&hole &ater cycle'



#he stu(ent &ill be able to e3$lain ho& $lants are connecte( to the &ater cycle throu htrans$iration'

o In lesson 6 on trans$iration, they &ill $resent their *in(in s orally in *ront o* theclass *rom oin outsi(e' #hey &ill also ma+e a terrarium sho&in ho& $lantsare relate( to the &ater cycle'

#he stu(ent &ill be able to (escribe ho& animals an( the earth are connecte( to the &atercycle usin the terms a/ui*er, roun( &ater, an( absor$tion'

o rom lesson 5oil on the to$ o* the roun( is ma(e u$ o* tiny mineral $articles,

(ecom$osin $lant an( animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo& li/ui(s an( ases to $ass throu h' oils thatallo& &ater to $ass throu h are calle( %R%U ' What soils teste( to(ay &ere

$orous Why Gra)ity $ulls the &ater throu h the soil' Water that is in the soilis calle( %I WA#BR' What $art o* the &ater cycle (oes this $rocess hel$#his is &here $lants et their &ater *rom' #he more $orous the soil the easier the

&ater mo)es throu h it' What soil &as the least $orousWater $asses throu h the soil an( into $orous roc+s belo& the soil' As the

&ater $asses throu h the soil an( roc+s it is *iltere( or cleane(' When the &aterreaches a soli( layer o* roc+ that is not $orous, it be ins to *ill u$ the roc+y area'#his is calle( GR%U DWA#BR' Groun(&ater is &here &ell &ater comes *rom'Ri)er an( la+e &ater also see$s into the roun(&ater' B)entually the

roun(&ater en(s u$ bac+ in la+es an( oceans' #he $lace the roun(&ater isstore( is calle( an AQUI BR' ome a/ui*ers are *oun( closer to the earth8ssur*ace than others are' #he teacher &ill use a (ia ram to hel$ e3$lain the

$rocess'When $reci$itation *alls too *ast or har( the soil can8t soa+ it in it becomes

runo**' As you thin+ about the (i**erent ty$es o* soils teste( to(ay, &hat mi ht beother reasons runo** coul( occur besi(es the $reci$itation *allin too har( or *astRuno** can also occur &hen the soil is alrea(y too &et or i* the soil is too (ry an(har(' Where (oes runo** o et8s loo+ at our (ia ram o* the &ater cycle that &eha)e been &or+in on in this unit' <ost o* the runo** oes into bo(ies o* &ateron the sur*ace o* the earth, (itches, an( utters' %ther runo** e)entually see$sinto the soil an( (o&n into the roun(&ater' o& (oes this $rocess hel$ &ith thecontinuous cyclin o* &ater #he soil soa+s u$ the &ater, ra)ity $ulls it (o&n,&ater is cleane( as it slo&ly *lo&s throu h the (i**erent layers, an( the clean&ater en(s u$ in the roun(&ater &here our (rin+in &ater comes *rom' o&(oes the roun(&ater et bac+ to the earth8s sur*ace It *lo&s into la+es an(

oceans' Why is this im$ortant #he continuous cyclin o* &ater +ee$s Barth8s&ater resources *resh' Cleane( &ater oes bac+ into the la+e an( ocean to bee)a$orate( once a ain'

'%%ective 8 Ps9chomotor !bjectives:;;;#he *inal lesson is a culti)ation o* all o* the oals in this section an( all o* the General an(

tate oals;;;#he stu(ent &ill (e)elo$ an a$$reciation *or the role o* &ater in our ecosystem'



o #he &ill sho& the im$ortance o* &ater to themsel)es an( to li*e on earth ineneral throu h /uestions an( $ro!ects throu hout all the lessons' =y

un(erstan(in the im$ortance o* &ater in our ecosystem an( ho& it relates tothemsel)es, they &ill learn to a$$reciate it'

#he stu(ent &ill (e)elo$ +een obser)ation s+ills'o #he stu(ents are re/uire( to com$lete many e3$eriments &here they nee( to ma+e

obser)ations about &hat is ha$$enin ' #his &ill im$ro)e their s+ills in this area by $racticin throu h e3$eriments'

#he stu(ent &ill (e)elo$ an a$$reciation *or the $rocess o* the &ater cycle an( &ill beable to i(enti*y s$eci*ic e3am$les o* the &ater cycle ta+in $lace in the &orl( aroun(them'

o In many o* the lessons, the stu(ents are re/uire( to brainstorm, comin u$ &ith&here they &oul( *in( the (i**erent conce$ts $resente( in the lesson'

State !bjectives:<I =enchmar+s5II'1'el'15 De)elo$ an a&areness o* the nee( *or e)i(ence in ma+in (ecisions scienti*ically

o #he stu(ents &ill (o e3$eriments an( ma+e obser)ations in many o* the lessons in thisunit' #his &ill encoura e stu(ents to *in( e)i(ence to bac+ u$ &hat is bein tau ht an(their o&n )ie&s on the conce$ts bein tau ht'

II'1'el'-5 De)elo$ an a&areness o* an( sensiti)ity to the natural &orl(o #he stu(ents &ill (isco)er more about the &ater cycle, &hich is $art o* the natural &orl(,

an( be able to (emonstrate ho& it relates to themsel)es as &ell as the &orl( aroun( theman( the sur)i)al o* li*e on earth'

IV'2'el'15 Describe common $hysical chan es in matter4 si>e, sha$e, meltin , *ree>in ?4279(issol)in , e)a$oratin @4.7

o tu(ents &ill sho& the chan e in &ater *rom as to li/ui( or li/ui( to as7 in thecon(ensation, trans$iration, e)a$oration, $reci$itation, an( *inal e)aluation lesson'

V'2'el'25 #race the $ath that rain &ater *ollo&s a*ter it *allso #he stu(ents &ill learn this an( (emonstrate it in ste$s throu h all o* the lessons, an( then

in &hole in the *inal lesson throu h the $ro!ect they com$lete'

V'2'el'@5 I(enti*y sources o* &ater an( its useso In the $reci$itation lesson, the stu(ents &ill be able to name the (i**erent ty$es o*

$reci$itation an( the bene*its an( $roblems o* these' #hey &ill also see throu h otherlessons that &ater can come *rom oceans, con(ensation, etc' In each o* the lessons, thestu(ents are as+e( in some &ay the im$ortance o* it, &hich &ill (emonstrate some uses*or &ater in each o* the conte3ts'

*ocal !bjectives:?C- ?ent County Collaborati)e Core Curriculum7



We &ill com$ile all the stu(ents8 $ictures into a bi boo+ *or stu(ents to loo+ throu h'or stu(ents that $re*er not to (ra& $ictures they &ill be allo&e( to &rite a small boo+

usin the terms &e stu(ie( an( the in*ormation they recor(e( *rom their obser)ations onthe e3$eriments'

*esson ;: Where does that Water come %rom? *esson in "ondensation

# W (escribe &hat con(ensation iso a)e stu(ents, in their rou$s, (iscuss &ith each other &hat con(ensation is an( ho& it

ha$$ens' While they are (iscussin , one o* the stu(ents shoul( be &ritin (o&n theirthou hts on a sheet o* $a$er &ith all their names on it to turn in &hen they are *inishe('

# W (escribe &here con(ensation comes *rom an( ho& it ha$$enso a)e stu(ents, in their rou$s, (iscuss &ith each other &hat con(ensation is an( ho& it

ha$$ens' While they are (iscussin , one o* the stu(ents shoul( be &ritin (o&n theirthou hts on a sheet o* $a$er &ith all their names on it to turn in &hen they are *inishe('

# W i(enti*y the relationshi$ bet&een tem$erature an( the amount o* &ater )a$or in the air o a)e the stu(ents (ra& a bar ra$h o* e)ery minute &ith the tem$erature on the y4a3is

an( the minutes on the 34a3is' #ell them to (ra& a line across the ra$h at thetem$erature &here con(ensation too+ $lace an( &ater (ro$lets *orme(' #hen ha)e thestu(ents color coor(inate their bars into t&o colors' %ne color o* bars shoul( be those that*all abo)e the line or sim$ly the tem$erature &here con(ensation ha( not occurre( yet7an( the other color shoul( be those bars that are belo& the line &here con(ensation &asoccurrin 7'

*esson <: "loud Formation

# W be able to (escribe the clou( *ormation $rocesso a)e the stu(ents in(i)i(ually &rite a one $a e $a$er rammatically an( structurally

correct7 (escribin the clou( *ormation in the &ater cycle' Write &or(s on the boar( theymust use in the $a$er, let them +no& they may inclu(e more, but not less' B3am$les o*&or(s you may &ant to $ut on the boar(5 e)a$oration, &ater )a$or, clou(s, $reci$itation,etc' <a+e sure the &or(s you use ha)e been co)ere( &ell enou h in class *or thestu(ents to be able to reco ni>e them'

# W be able to use $ro$er terms &hen (escribin clou( *ormation e)a$oration, con(ensation,&ater )a$or, etc'7

o a)e the stu(ents in(i)i(ually &rite a one $a e $a$er rammatically an( structurallycorrect7 (escribin the clou( *ormation in the &ater cycle' Write &or(s on the boar( theymust use in the $a$er, let them +no& they may inclu(e more, but not less' B3am$les o*&or(s you may &ant to $ut on the boar(5 e)a$oration, &ater )a$or, clou(s, $reci$itation,etc' <a+e sure the &or(s you use ha)e been co)ere( &ell enou h in class *or thestu(ents to be able to reco ni>e them'

*esson =: Precipitation



TL" be able to explain why precipitation occurs.o The teacher will be able to see if the student understands this concept

by the answers to *uestion ' on the worksheet, @"hat is rain formedfrom#A and through notes made about *uestions the students answer

and statements they make throughout the lesson.

TL" be able to name different types of precipitation.o #he *irst /uestion on the &or+sheet the stu(ents are to com$lete a*ter the lesson as+s

H ame at least three ty$es o* $reci$itation' tu(ent ans&ers to this /uestion &ill allo&the teacher to +no& i* they un(erstan( the names o* the )arious ty$es'

*esson >: Pop Bottle Terrarium: ' *esson in Transpiration

# W (escribe &hat trans$iration is an( ho& it &or+so a)e the stu(ents $resent their thou hts an( obser)ations in their rou$s in *ront o* the

class' Bncoura e them to share &hat they +no& about $lants an( &hat they thin+ therass &as (oin insi(e the container' B3$lain to the stu(ents that the same thin is

ha$$enin insi(e o* the terrarium that you ha)e built' #hen e3$lain the $rocess o*trans$iration usin a (ia ram on the boar(' =uil( on the *act that the stu(ents ha)e $rior+no&le( e o* e)a$oration an( e3$lain ho& trans$iration is this same $rocess, sim$lythrou h $lants' As+ the stu(ents &hy they thin+ you ha)e not nee(e( to &ater the $lant inthe terrarium yet #hen e3$lain that the &ater collects in (ro$lets on the si(es &here ithas con(ense( &here it oes bac+ into the soil to et recycle( by the $lant a ain'

# W (escribe the mo)ement o* a &ater molecule &ithin the #errarium, an( there*ore be able toe3$lain that same mo)ement in the atmos$here

o a)e the stu(ents &rite in a !ournal their obser)ations each (ay o* their terrarium' At theen( o* their obser)ation time the stu(ents must (escribe the !ourney o* a &ater molecule&ithin their terrarium, usin the &or(s an( conce$ts that they ha)e no& learne(' #heymay e)en (ra& out the li*e o* a (ro$let in a story but they nee( to be sure to hi hli ht the+ey conce$ts as they o alon &rite them on the si(e ne3t to the $icture7'

*esson : Soa $t 5p: $n%iltration

# W illustrate ho& in*iltration is a $art o* the &ater cycle usin $ro$er labelso #a+e a *e& minutes to label your &ater cycle (ia ram &ith the ne& in*ormation learne(

to(ay' Use the scienti*ic names liste( on the boar('

# W i(enti*y soils that are more $orous an( less $orouso oil on the to$ o* the roun( is ma(e u$ o* tiny mineral $articles, (ecom$osin $lant an(

animal matter, air, an( &ater' #here are tiny s$aces bet&een the $articles that allo&li/ui(s an( ases to $ass throu h' oils that allo& &ater to $ass throu h are calle(

%R%U ' What soils teste( to(ay &ere $orous Why Gra)ity $ulls the &ater throu hthe soil' Water that is in the soil is calle( %I WA#BR' What $art o* the &ater cycle



(oes this $rocess hel$ #his is &here $lants et their &ater *rom' #he more $orous thesoil the easier the &ater mo)es throu h it' What soil &as the least $orous

# W e3$lain ho& ty$es o* soil e**ect the *lo& o* &ater o #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil

come *rom .ow does the type o! soil a!!ect how the water gets into the ground' Where(oes the &ater in soil o Why is this im$ortant What &oul( ha$$en i* the in*iltrationsystem &as not a $art o* the &ater cycle

# W (escribe the im$ortance o* roun(&ater to all li)in thin so #hen ans&er these /uestions on the line( $a$er at your table5 Where (i( the &ater in soil

come *rom o& (oes the ty$e o* soil a**ect ho& the &ater ets into the roun( Where(oes the &ater in soil o Why is this i portant' What would happen i! the in!iltration

syste was not a part o! the water cycle'o

*esson @: The *i%e o% a )rop o% Water: 'ssessment

# W (escribe the $rocess o* the &ater cycleo I &ill ha)e the stu(ents e3$lain the metho( they choose to the rest o* the class' tu(ents

&ill be i)en the o$$ortunity to rea( their essays, $er*orm their s+its, sin their son s, $ortray their murals an( scul$tures, etc' a)in the stu(ents $resent their $ro!ect to theclass &ill o$en u$ the (iscussion o* the terms that &e ha)e stu(ie( relatin to the &atercycle'

As a class &e &ill o o)er terms such as5o Water cycle &hich is a necessary $art o* the sur)i)al o* li*e on earth' It

+ee$s our &ater resources *resh because it8s continuously mo)in 'o B)a$oration &hich occurs &hen the heat o* the sun hits the sur*ace o* the

&ater turnin the li/ui( &ater into a as calle( &ater )a$or'o Water )a$or is a as9 rises an( meets &ith col(er air o Con(ensation chan e in the matter o* a substance to a (enser $haseo reci$itation any *orm o* &ater that *alls *rom the s+y to the roun(,

res$onsible *or (e$ositin most o* the *resh &ater on the $laneto #rans$iration e)a$oration o* &ater *rom $arts o* $lantso Runo** &ater *rom rain, sno&melt or other sources that *lo&s o)er a lan(

sur*ace

# W relate the &ater cycle to their (aily li*eo #his &ill be seen throu h the )arious $ro!ects the stu(ents (o an( throu h the e3$lanation

o* the &ater cycle' When the stu(ents (o their $ro!ects in the (i**erent content areas, they&ill sho& ho& it can relate to other sub!ects' Also, throu h the e3$lanation o* the &atercycle, they &ill sho& the relation to their (aily li)es by (iscussin ho& it a**ects thesur)i)al o* li*e on earth'

# W use a multi sensory a$$roach to $ortray the in*ormation o* the &ater cycle



o I &ill +no& i* my stu(ents ha)e achie)e( the learnin ob!ecti)es base( on the $ro!ectsthat they come u$ &ith' #he stu(ents $ro!ects that they ma+e shoul( $ortray an accurate+no&le( e o* the terms that &e re)ie& as a class as &ell as a creati)e metho( o*

$ortrayin the in*ormation' I &ill e)aluate the stu(ent8s $ro!ects *or accuracy, creati)ity,an( usin t&o (i**erent content a$$roaches' As the stu(ents are &or+in on their $ro!ects

I &ill o aroun( the classroom an( hol( con*erences &ith the stu(ents i)in them ano$$ortunity to tell me &hat they +no& an( *or me to et an i(ea o* &hat their thou ht $rocess is as they &or+ on their $ro!ects'

# W inte rate the &ater cycle &ith other content areaso #he stu(ents &ill use the terminolo y that &e re)ie&e( relatin to the &ater cycle an(

choose a (i**erent metho( to $ortray the in*ormation' I &ill encoura e the stu(ents to tryto $ortray the in*ormation usin another content a$$roach e3am$le i* a stu(ent choose to&rite an essay the *irst time usin a lan ua e arts a$$roach they shoul( try to $aint amural usin an art a$$roach, etc7' tu(ents &ill then ha)e the o$$ortunity to share those

$ro!ects &ith the class'

grade 5 water cycle instructional unit

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