Day 2: WATER IN THE WELL
Objectives:
Students will:
-recall sources of water on Earth
-classify forms of water molecules into one of three parts of the water cycle
-construct and interpret a model of the water cycle including the processes of evaporation, condensation, and precipitation
-identify the sun as the source of energy that drives the water cycle.
Materials:
Introduction
· Teacher introduces book and asks students to listen for different water forms as the book is read. Teacher reads “All the Water in the World.”
· Teacher asks students to write on their whiteboard all the forms of water on Earth.
· Teacher asks students to share their answers when called on.
· Of all the water on the earth 97% is found in the ocean. The other three percent is fresh water. Water does not stay in one place though, it moves or cycles from one source to another.
· Introduce activity. Explain that the students are going to become a water molecule and take a journey. There are eight stations along this journey- cloud, mountain, stream, lake, groundwater, animal, plant, ocean. At each station, there will be a cup with strips of paper that will tell you about your journey and where to go next. Take a strip and write down the information in your journey record and then place the strip back in the cup. Each student’s journey will be unique, some will go to one place multiple times, and you may not get to all eight stations. When the teacher says, “cycle” students will move to the next station as directed by your strip of paper and repeat the process. Students will have approximately 2 minutes at each station.
· Teacher gives each student a “Water Cycle Journey Record.”
· Teacher divides class into eight groups and sends them to stations to begin.
Lesson Development
· Teacher walks around to different stations and assesses students’ “Water Cycle Journey Record” for understanding of the concept, specifically looking at the last column in the record, “classification.”
· Teacher calls out “cycle” when the students are ready to go on to the next station. Continue cycles until student has moved through most of the stations.
· Teacher asks students to return to their seats at the end of the activity.
· Teacher asks students what the observed on their journey. Teacher then asks students to explain the water cycle in their own words.
· Teacher asks students to think about the energy source of the water cycle, then pair and share.
· Teacher provides definitions of vocabulary for the lesson and explains processes of the water cycle, drawing the water cycle on the board and writing definitions on the board (See attached).
· Teacher instructs students to create concept map of their journey as a water molecule using their “Water Cycle Journey Record,” and include labeling of the water cycle processes.
· Teacher helps students display their work commenting on work well done.
Closure
· Teacher give students the Water Cycle pictograph and goes over the information as a review of the lesson.
· Teacher explains homework assignment and reads 2 examples of poems about the water cycle.
· Teacher asks students to complete exit slip for their exit out of the water cycle.
Ideas for Differentiation:
Assessment:
Resources:
Exit Slip. Retrieved from Teachers Pay Teachers, on October 27, 2013 from http://www.teacherspayteachers.com/Product/Exit-Tickets-Know-What-Students-Do-Dont-Understand-335186
Water Cycle Labels. Retrieved on October 27, 2013, from http://response.restoration.noaa.gov/training-and-education/education-students-and-teachers/water-cycle-game.html.
Water Cycle Picture without labels. Retrieved on October 27, 2013, from http://michelerosenthal.com/watercycle.html.
Interactive Water Cycle on USGS Web Site. Go to http://ga.water.usgs.gov/edu/watercycle-kids-adv.html
References:
Hammersmith, Craig. (2012). “The Water Cycle.” Mankato: Capstone Press.
Lawrence, Ellen. (2012). “What is the Water Cycle?” New York: Bearport Publishing.
Lyon, George Ella, and Tillotson, Katherine. (2011). “All the Water in the World.” New York: Antheneum Books For Young Readers.
Virginia Department of Education, 2012. “Around and Around.” From Enhanced Science Scope and Sequence- Grade 3. Retrieved on October 27, 2013, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9bc.pdf
Water Cycle Handout. Retrieved on October 27, 2013, from http://fun-in-first.blogspot.com/2011/03/water-cycle.html
Whiteboard Illustration. Retrieved on October 27, 2013 from http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm
Wick, Walter. (1997). “A Drop of Water.” New York: Scholastic Press.
Students will:
-recall sources of water on Earth
-classify forms of water molecules into one of three parts of the water cycle
-construct and interpret a model of the water cycle including the processes of evaporation, condensation, and precipitation
-identify the sun as the source of energy that drives the water cycle.
Materials:
- Students will take out their whiteboards and dry-erase markers.
- “All the Water in the World” by George Ella Lyon and Katherine Tillotson.
- “Water Cycle Journey Record” copies for each child
- Cut water cycle scenario strips and place in 8 cups.
- Make sign for each of the 8 stations that displays the station name
- Set aside paper and markers for concept maps, with modification sheets
- Picture of Water Cycle with no labels
- Copies of “The Water Cycle” informational graphic
- Copies of Exit Slip
- Water Cycle Illustration to be used for Teacher’s Whiteboard Drawing
Introduction
· Teacher introduces book and asks students to listen for different water forms as the book is read. Teacher reads “All the Water in the World.”
· Teacher asks students to write on their whiteboard all the forms of water on Earth.
· Teacher asks students to share their answers when called on.
· Of all the water on the earth 97% is found in the ocean. The other three percent is fresh water. Water does not stay in one place though, it moves or cycles from one source to another.
· Introduce activity. Explain that the students are going to become a water molecule and take a journey. There are eight stations along this journey- cloud, mountain, stream, lake, groundwater, animal, plant, ocean. At each station, there will be a cup with strips of paper that will tell you about your journey and where to go next. Take a strip and write down the information in your journey record and then place the strip back in the cup. Each student’s journey will be unique, some will go to one place multiple times, and you may not get to all eight stations. When the teacher says, “cycle” students will move to the next station as directed by your strip of paper and repeat the process. Students will have approximately 2 minutes at each station.
· Teacher gives each student a “Water Cycle Journey Record.”
· Teacher divides class into eight groups and sends them to stations to begin.
Lesson Development
· Teacher walks around to different stations and assesses students’ “Water Cycle Journey Record” for understanding of the concept, specifically looking at the last column in the record, “classification.”
· Teacher calls out “cycle” when the students are ready to go on to the next station. Continue cycles until student has moved through most of the stations.
· Teacher asks students to return to their seats at the end of the activity.
· Teacher asks students what the observed on their journey. Teacher then asks students to explain the water cycle in their own words.
· Teacher asks students to think about the energy source of the water cycle, then pair and share.
· Teacher provides definitions of vocabulary for the lesson and explains processes of the water cycle, drawing the water cycle on the board and writing definitions on the board (See attached).
· Teacher instructs students to create concept map of their journey as a water molecule using their “Water Cycle Journey Record,” and include labeling of the water cycle processes.
· Teacher helps students display their work commenting on work well done.
Closure
· Teacher give students the Water Cycle pictograph and goes over the information as a review of the lesson.
· Teacher explains homework assignment and reads 2 examples of poems about the water cycle.
· Teacher asks students to complete exit slip for their exit out of the water cycle.
Ideas for Differentiation:
- Student(s) may draw pictures of water sources.
- Student(s) will pair with another student. One student (needing assistance) will pick the strip and the other student will read the strip. They will each independently record the information.
- Student(s) will be given definitions and asked to fill in the word that goes with the definition. (Attachment #5)
- Student will be given picture of water cycle and asked to write in vocabulary words and draw journey taken. (Attachment #6)
- List sources in order of size (Oceans 97%, then Rivers, Lakes, ponds, streams, ground water make up 3%).
- Student(s) will be paired with student who needs assistance. The student will read the strip aloud to their partner.
- Students may give examples for vocabulary words below the definition
- Give list of additional labels that can be used in concept map: rain, sleet, snow, hail, cirrus clouds, cumulus clouds.
Assessment:
- Objective: recall sources of water on Earth
- Assessment: White Board Question: Students will be asked to write sources of water on the Earth on their white boards to hold up for class.
- Objective: classify forms of water molecules in one of three parts of water cycle.
- Assessment: Water Cycle Journey Record (see attachment #2).
- Objective: construct and interpret a model of the water cycle including the processes of evaporation, condensation, and precipitation.
- Assessment: Students will create a concept map of the water cycle that includes all three parts of water cycle in conceptually accurate relationship to each other and to life on Earth.
- Objective: identify the sun as the source of energy that drives the water cycle.
- Assessment: Student will be asked to include (and label) the energy source for the water cycle in their concept map.
- Objective: construct and interpret a model of the water cycle including the processes of evaporation, condensation, and precipitation.
- Assessment: Students will create a concept map of the water cycle that includes all three parts of water cycle in conceptually accurate relationship to each other and to life on Earth.
- Objective: identify the sun as the source of energy that drives the water cycle.
- Assessment: Student will be asked to include (and label) the energy source for the water cycle in their concept map.
Resources:
Exit Slip. Retrieved from Teachers Pay Teachers, on October 27, 2013 from http://www.teacherspayteachers.com/Product/Exit-Tickets-Know-What-Students-Do-Dont-Understand-335186
Water Cycle Labels. Retrieved on October 27, 2013, from http://response.restoration.noaa.gov/training-and-education/education-students-and-teachers/water-cycle-game.html.
Water Cycle Picture without labels. Retrieved on October 27, 2013, from http://michelerosenthal.com/watercycle.html.
Interactive Water Cycle on USGS Web Site. Go to http://ga.water.usgs.gov/edu/watercycle-kids-adv.html
References:
Hammersmith, Craig. (2012). “The Water Cycle.” Mankato: Capstone Press.
Lawrence, Ellen. (2012). “What is the Water Cycle?” New York: Bearport Publishing.
Lyon, George Ella, and Tillotson, Katherine. (2011). “All the Water in the World.” New York: Antheneum Books For Young Readers.
Virginia Department of Education, 2012. “Around and Around.” From Enhanced Science Scope and Sequence- Grade 3. Retrieved on October 27, 2013, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/earth_patterns_cycles_changes/sess_3-9bc.pdf
Water Cycle Handout. Retrieved on October 27, 2013, from http://fun-in-first.blogspot.com/2011/03/water-cycle.html
Whiteboard Illustration. Retrieved on October 27, 2013 from http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/watercycle.htm
Wick, Walter. (1997). “A Drop of Water.” New York: Scholastic Press.