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The Water Cycle This lesson complements the Biodiversity Word Walk and Lifecycle of a Plant. Teacher: Grade Level(s): 3 rd -6 th Time: 1 hour Author: Michelle Coe Next Generation Science Standards: 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Enduring Understandings: ESS2.C Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features. Content Objective: Students will identify different parts of the water cycle, engage in collaborative discussions with other students and the instructor about the importance of water for biodiversity on Earth, and create models of the water cycle. Vocabulary Materials Water Cycle Evaporation Condensation Precipitation Transpiration Groundwater Science Journals Sandwich-size Ziploc bags Sharpies Blue food dye Duct tape or sticky-tac Seasonality: This lesson plan will work well throughout the year. Monsoon July-Sept. Autumn Oct.-Nov. Winter Dec.-Feb. Spring Mar.-Apr. Dry Summer May-June Engage: Guiding Question: What do you need in order to grow and learn here at school? As a class, create a storyboard detailing what students feel they need to grow, learn, and thrive at school. Ask everyone to close their eyes and now imagine they are a plant in the garden at school. Again, what do they need to grow and thrive? As a class create a new storyboard detailing what students list as needing to survive as a plant. Guiding Question: Do you see any themes across the two storyboards? Explore: Take the classroom outside to observe. Ask each student to find a garden plant, sit down, and observe it for 2 minutes. What do they notice about the plant and what it needs to survive? What is below, above, and around the plant that may help it survive? Have students record responses in their journals. Bring the class back together and have students share their findings with their table group. Revisit and revise the classroom storyboard detailing what plants need to survive.

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Page 1: The Water Cycle - Community and School Garden …...The Water Cycle Encourage students to think about how they could make the example on the board into their own unique creation. Remember,

The Water Cycle

This lesson complements the Biodiversity Word Walk and Lifecycle of a Plant. Teacher: GradeLevel(s):3rd-6th

Time:1hour Author:MichelleCoe

NextGenerationScienceStandards:

4-PS3-4.Applyscientificideastodesign,test,andrefineadevicethatconvertsenergyfromoneformtoanother.5-ESS2-1.Developamodelusinganexampletodescribewaysthegeosphere,biosphere,hydrosphere,and/oratmosphereinteract.MS-ESS2-4.DevelopamodeltodescribethecyclingofwaterthroughEarth'ssystemsdrivenbyenergyfromthesunandtheforceofgravity.

EnduringUnderstandings:

ESS2.CWatercyclesamongland,ocean,andatmosphere,andispropelledbysunlightandgravity.Densityvariationsofseawaterdriveinterconnectedoceancurrents.Watermovementcausesweatheringanderosion,changinglandscapefeatures.

ContentObjective: Studentswillidentifydifferentpartsofthewatercycle,engageincollaborativediscussionswithotherstudentsandtheinstructorabouttheimportanceofwaterforbiodiversityonEarth,andcreatemodelsofthewatercycle.

Vocabulary MaterialsWaterCycleEvaporationCondensationPrecipitationTranspirationGroundwater

ScienceJournalsSandwich-sizeZiplocbags

SharpiesBluefooddye

Ducttapeorsticky-tac

Seasonality:Thislessonplanwillworkwellthroughouttheyear.MonsoonJuly-Sept.

AutumnOct.-Nov.

WinterDec.-Feb.

SpringMar.-Apr.

DrySummerMay-June

Engage:GuidingQuestion:Whatdoyouneedinordertogrowandlearnhereatschool?Asaclass,createastoryboarddetailingwhatstudentsfeeltheyneedtogrow,learn,andthriveatschool.Askeveryonetoclosetheireyesandnowimaginetheyareaplantinthegardenatschool.Again,whatdotheyneedtogrowandthrive?Asaclasscreateanewstoryboarddetailingwhatstudentslistasneedingtosurviveasaplant.GuidingQuestion:Doyouseeanythemesacrossthetwostoryboards?

Explore:Taketheclassroomoutsidetoobserve.Askeachstudenttofindagardenplant,sitdown,andobserveitfor2minutes.Whatdotheynoticeabouttheplantandwhatitneedstosurvive?Whatisbelow,above,andaroundtheplantthatmayhelpitsurvive?Havestudentsrecordresponsesintheirjournals.Bringtheclassbacktogetherandhavestudentssharetheirfindingswiththeirtablegroup.Revisitandrevisetheclassroomstoryboarddetailingwhatplantsneedtosurvive.

Page 2: The Water Cycle - Community and School Garden …...The Water Cycle Encourage students to think about how they could make the example on the board into their own unique creation. Remember,

The Water Cycle

Explain:EveryplanthasitsWANTS:water,air,nutrients,temperature,andspace.GuidingQuestion:Thinkabouttheplantyouobservedinthegarden.Wheredoesitgetitswaterfrom?Wheredoesitgetitsnutrientsfrom,it’sperfectgrowthtemperature,andhowcanweensureithasenoughspace?Now,thinkaboutadesertplantthatisnotinourschoolgarden.DoesitreceiveitsWANTSfromthesamesources?Discuss.Whatpartsofaplant’sWANTSdowecontrolhereatschool?(water,soil,space,andsometimestemperaturedependingoniftheplantisplacedinagreenhouse,classroom,shade,etc.)

TodaywewillbefocusingononeofthemostimportantWANTSthatshouldhavecomeupinbothhumansandplants—water!GuidingQuestions:Doeswateralwayslookthesame?Doesitcomeindifferentforms?Think-pair-shareandrecordanswersontheboard.

GuidingQuestions:Wheredoesourwatercomefrom?(Think:groundwater,rivers,streams,snowpackmelt,lakes,andmore!)DoesthewaterinArizonaalwaysstayinArizona?Notalways.Watermovesinacycle,justlikeourplantandanimallifecycles.Water’slifecyclemovesfromstagetostageandcanchangeform(liquid,solids,andvaporssuchaswater,icecubes,andsteamfromaboilingpot).Aswatermovesthroughtheselifecyclestages,itcanalsomovetodifferentplacesacrosstheglobe.

Elaborate:GuidingQuestion:Whatmakeswaterchangefromaliquid,solid,orvapor?Justlikeourplantlifecycles,thewatercyclecangetmuchofitsenergyfromthesun.Whathappenswhenthesun’senergyheatsupamoundofsnow?Askpromptingquestionstogetstudentsthinkingaboutliquidwater,watervapor,clouds,andprecipitationbeforeintroducingthescientifictermsforthesephases.GuidingQuestion:Ateachphaseofthewatercycle,havestudentsthinkofoneexampletheyhaveexperiencedthatrelatestothatcycle(amonsoondownpour,visitingalakeorbodyofwater,acloudyday,etc.).

Evaluate:Useaprojectorscreentodisplayanimageofthewatercyclewitheachofthecomponentslabeled.Gothrougheachscientifictermwiththestudents,referencingbacktotheirowndescriptivelanguageandexperiences.Passoutmaterialstoeachstudenttocreateawatercyclemodel(seebelow).

Page 3: The Water Cycle - Community and School Garden …...The Water Cycle Encourage students to think about how they could make the example on the board into their own unique creation. Remember,

The Water Cycle

Encouragestudentstothinkabouthowtheycouldmaketheexampleontheboardintotheirownuniquecreation.Remember,precipitationcanalsomeansnow,hail,andrain.Waterbodiescanincluderivers,lakes,andevenplants(transpiration!).Remindstudentstolabelthepartsoftheirmodelandputstheirnameonthebag.

Havestudentsfilltheirbagwith1inchofwater,place1dropoffoodcoloringintothebag,andsealthebagtightly.Hangstudentswatercyclemodelsinasunnyspotusingducttapeorsticky-tac.GuidingQuestion:Whatdoyoupredictwillhappeninthebag?Whatwillthewatercyclebeabletodointhisconfinedspace?Afterafewdays,evaporation,condensation,andprecipitation(intheformofconvergingwaterdropletsrunningdownthebag)canbeseen.

DiscussionExtensions:Howcanthewatercycleinfluencebiodiversityacrosstheworld?(fluctuationsacrossclimatezonesandenvironmentsimpactsthespeciesandtheamountoffloraandfaunapresent;thisisoftenreflectedinfloraandfaunaadaptationstoparticularclimatezonessuchasdesertclimatesandrainforestclimates).


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