Tarnished Penny Kindergarten Lesson Plan
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Water Cycle
A Gift of the Earth
5 Day Unit
Lesson Plans and Worksheets
Learning Activities (WHERETO):
Day 1
Students will be creating a terrarium.
Students will be observing and journaling what happens in the terrariums.
Day2
Students will use the computers to investigate the water cycle.
Students will investigate the meanings and process of evaporation, condensation, and freezing.
Class discussion of all the ways we use water in our daily lives.
Discuss what kind of water we use every day? (Fresh)
Investigate if all water around the world is fresh water.
Play a game with a blow up globe to investigate where the water is around the world.
Day 3
Investigate if all water can be used in our daily lives.
Discuss why it is important to conserve water.
Day 4
Discussion on the Water Cycle.
Students will gain a visual of the process.
Students will draw a picture of how the water cycle works.
Day 5
Groups will create a poster about the importance of conserving water.
Optional: Students will write a story about the water cycle. They will create characters to represent evaporation, condensation, precipitation, collection, run-off, infiltration (percolation), and ground water.
Background for Teachers:
Water covers 70% of Earth's surface and is found all over the Earth. Approximately ninety percent (97%) of it is found in the oceans this number is hard to comprehend. Water can be found frozen on Earth in glaciers, and in freshwater like lakes, rivers and groundwater.
In the United States, water is a valuable resource that comes and goes with the seasons. During the winter snow accumulates in the mountains then melts again in the spring. During the summer water collects instreams, river and lakes and flows down the mountains. Groundwater is water that penetrates the soil from rain. Water that flows off the surface is called runoff.
Teaching humans to use water wisely and be responsible with water is valuable. Human need to understand how to be responsible about water consumption.
The sun changes liquid water to water vapor. Approximately 80% of evaporation comes from the oceans, Winds carry the water around Earth in the form of clouds. When moist air rises and cools, the water vapor condenses from a vapor to liquid water droplets forming clouds. This process is called condensation.
Water is constantly moving from one place to another and changing state. Snow, rain, sleet, hail fall to Earth from clouds. This is called precipitation. The rain, melted snow and sleet run downhill into rivers and lakes. The runoff water collects again until the sun warms it again. Water begins to evaporate. As water evaporates, it changes from liquid into gas, and moves into the atmosphere where it forms clouds. Then the cycle begins all over again.
Let’s learn about the Water Cycle.
Day 1 - Making a Terrarium
Hook –
- Read - Nature’s Green Umbrella by Gail Gibbons
- Video - Rain forest and the water cycle https://www.youtube.com/watch?v=mbEZGlcPwlc
- Science notebooks questions and discussion on living and non-living things
Activities -
- Discussion one what a terrarium is
- Video - What a terrarium does https://www.youtube.com/watch?v=nk-CpuiEi9E
- Think time on how a terrarium is like the rain forest
- Video - How to build a terrarium https://www.youtube.com/watch?v=69hYV9ti_R8
- Cooperative construction of a terrarium
- Checklist
Closure –
- Discussion – what a plant needs
- Picture of process in science notebooks
- Predictions about what will happen in the terrarium
Worksheets & Materials -
-Worksheets
- Parent letter
- Terrarium checklist
- Terrarium Observation worksheet
- Support – living and non-living worksheet
- Science notebooks
- Teacher material
- Nature’s Green Umbrella by Gail Gibbons
- Computer for videos
- Material
- Newspaper to cover the tables
- Plastic 2-liter bottle – collect prior to lesson
- Gravel or pebbles
- Activated charcoal
- Potting soil
- Moss
- Water in spray bottle
- Small plants - Plants that won't overgrow (good choices include boxwood, croton, Joseph's coat, pineapple verbena and twiggy spike moss for sun-loving plants and gnome ivy, golden club moss, Irish or Scottish club moss and miniature ferns for shade-loving plants.
- Two small artificial plants
Assessment -
- Formative assessment
- Science notebooks questions and discussion – Living and non-living things
- Formative assessment/self-evaluation
- Cooperative building of a terrarium checklist participation points
- Summative assessment
- Science journals – predictions and picture of the process of making a terrarium
Day 2 – Exploring the Water Cycle
Hook -Read: All the Water in the World by George Ella Lyon
- Terrarium observations and discussion
Activities
-Worksheets
Water Cycle Investigation Guide
Terrarium Observation worksheet
- Teacher material
Read: All the Water in the World by George Ella Lyon
Computer for video
- Material
Terrariums
Computers
Science notebooks
Pencils
Closure -Discuss research findings
- Video: Water, water everywhere https://www.youtube.com/watch?v=qyb4qz19hEk
Assessment
- Research observation – formative
-Terrarium observation chart to be turned in the end of the week
Day 3 - Human effect on the Water Cycle
Hook - Terrarium observations and discussion
- Question and answer from research
- Globe game – Who lives in the water
Activities
- Video: Who needs water? https://www.youtube.com/watch?v=l67HwLegDLE
- Discussion how we use water everyday
- Video: Why care about water http://video.nationalgeographic.com/video/env-freshwater-whycare
- Table Group Computer Research on the effect human have on water
Worksheets & Material
-Worksheets
Terrarium Observation worksheet
- Teacher material
Globe
Computer for video
- Material -Terrariums
Computers
Science notebooks
Pencils
Closure - Computer game – Story of water – pre assessment https://www.fcwa.org/story_of_water/html/hydrocycle.htm
- Fun Facts – How much water one person uses
Assessment
- Research observation – formative
-Terrarium observation chart to be turned in the end of the week
Day 4 -The Journey of the Water Cycle
Hook –
- Student taste, smell, listen, observe, and feel water.
- “What is _____” worksheet
- Discussion
- Read - The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif
Activities –
-Music – Water Cycle Song
-Water Cycle poster
- Vocabulary understanding
- Experiment observation
- Record/ Draw observations journal page
- Answer - “Where does this liquid come from?”
- Draw the Water Cycle
- Video song – Water Cycle Song
Closure
- Discussion
- Clarify Misconceptions
Worksheets & Material –
- Worksheets
- Evaporation, precipitation, condensation and collection definition worksheets
- Science packet or booklet with the following pages
“What is _____” worksheet
Observation Journal page
Vocabulary page
One blank piece of paper.
- Support – Water Cycle Coloring page
- Teacher material
- “The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif
- Hot pot
- Clear glass lid or cover
- Video – Water Cycle Song – https://www.youtube.com/watch?v=TWb4KlM2vts
- Plant in clear glass jar
- Hot pads
- Masking tape (day 4)
- Paper towels for spills
- Material
- 6 oz. plastic cups
- Bottles of water
Assessment
- Summative Assessment - “What is _____” worksheet
- Summative Assessment - Observation journal page in the packet
- Summative Assessment - “Where does this liquid come from
- Summative Assessment - Students will draw a picture of the water cycle
Day 5 - Teach others about the Water Cycle
Hook
-Final Observation
-Discussion on observations
- Read: A Drop Around the World by Barbara McKinney
Activities
-Discussion on research and idea for presentation to help inform others
- Create group presentation
- Clean-up
Worksheets & Material
Worksheets
Terrarium Observation worksheet
- Teacher material
Read: A Drop Around the World by Barbara McKinney
- Material
Terrariums
Art Supplies from Created supply list day 3
Poster boards
Markers
Construction paper
Paints
Rulers
Glue
String
Science notebooks
Pencils
Closure
Unit Standards
MN Content Standard(s):3.1.1.1.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 1. Scientists work as individuals and in groups; emphasizing evidence, open communication and skepticism. Benchmark 1. Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. (day 2, day 3, day 5)
3.1.1.2.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 1. Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. (day 1, day 2, day 3, day 4, day 5)
3.1.1.2.3 - 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. (day 2, day 3, day 4, day 5)
3.1.1.2.4 – 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 4 Construct reasonable explanations based on evidence collected from observations or experiments. (day 1, day 2, day 3, day 5)
2.2.1.2.1. - 2. Physical Science. 1. Matter. 2. The physical properties of materials can be changed, but not all materials respond the same way to what is done to them. 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another. (day 1, day 2, day3, day 4, day 5)
2.3.2.2.1 – 3. Earth Science. 2. Interdependence within the Earth system 2. Weather can be described in measurable quantities and changes from day to day and with the seasons. 1. Measure, record and describe weather conditions using common tools. For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. (day 2, day 4)
2.4.2.1.1 - 4. Life Science. 2. Interdependence Among Living Systems. 1. Natural systems have many components that interact to maintain the system. Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. (day 1, day 3, day 5)
4.1.2.1.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 1. Engineers design, create, and develop structures, processes, and systems that are intended to improve society and may make humans more productive. Benchmark 1. Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. (day 5)
4.1.2.2.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. Benchmark 1. Identify and investigate a design solution and describe how it was used to solve an everyday problem, (day 3, day 5)
4.3.2.3.1 – 3. Earth Science. 2. Interdependence within the Earth system. 3. Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle. 1. Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. (day 2, day 3, day 4, day 5)
4.3.4.1.1 - 3. Earth Science. 4. Human Interaction with Earth Systems. 1. In order to maintain and improve their existence, humans interact with and influence Earth systems. Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. (day 3, day 5)
Reading standard- craft and structure
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 1, day, 2, day 3, day 4, day 5)
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 1, day 2, day 4)
3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 1, day 2, day 3, day 4, day 5 )
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. (day 5)
Reading Standard – Key ideas and Details
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 2, day 3, day 5)
Arts (K-3)
0.2.1.2.1 – K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 2. Media Arts. 1. Create original media artworks to express ideas, experiences or stories. (day 4, day 5)
0.2.1.5.1– K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Create original two- and three- dimensional artworks to express ideas, experiences or stories. (day 1, day 4, day 5)
0.3.1.5.1 – K-3 3. Artistic Process: Perform or Present. 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Share and describe a personal artwork. (day 5)
Sources:
Supply list
Books –
Nature’s Green Umbrella by Gail Gibbons (day 1)
Read: All the Water in the World by George Ella Lyon (day 2)
The Magic School Bus Wet All Over: A Book About…The Water Cycle by Pat Reif (day 4)
Videos –
What a terrarium does. https://www.youtube.com/watch?v=nk-CpuiEi9E (day 1)
Rain forest and the water cycle https://www.youtube.com/watch?v=mbEZGlcPwlc (day 1)
How to build a pop bottle terrarium https://www.youtube.com/watch?v=69hYV9ti_R8 – (day 1)
Video: Water, water everywhere. https://www.youtube.com/watch?v=qyb4qz19hEk (Day 2)
Video: Who needs water? https://www.youtube.com/watch?v=l67HwLegDLE (day 3)
Video: Why care about water. http://video.nationalgeographic.com/video/env-freshwater-whycare (day 3)
Smartboard. https://www.fcwa.org/story_of_water/html/hydrocycle.htm (day 3)
Video – Water cycle Song – https://www.youtube.com/watch?v=TWb4KlM2vts (day 4)
Worksheets –
Parent letter (day 1)
Terrarium checklist (day 1)
Terrarium Observation chart (day 1, day 2, day 3 and day 5)
Support – living and non-living worksheet (day 1)
Water Cycle Investigation Guide (day 2, day 3)
Fun Facts Handout (day 3)
Evaporation, precipitation, condensation and collection definition worksheets (day 4)
Science packet or booklet with the following pages
“What is ______” worksheet (day 4)
Observation Journal page (day 4)
Vocabulary page (day 4)
One black piece of paper on the back for the students to draw the Water Cycle at the end. (day 4)
Support – Water Cycle Coloring page (day 4)
Material –
Science notebooks (day 1, day 2, day 3)
Newspaper to cover the tables (day 1)
Plastic 2-liter bottle – collect prior to lesson (day 1)
Gravel or pebbles (day 1)
Activated charcoal (day 1)
Potting soil (day 1)
Moss (day 1)
Water in spray bottle (day 1)
Small plants - Plants that won't overgrow (good choices include boxwood, croton, Joseph's coat, pineapple verbena and twiggy spike moss for sun-loving plants and gnome ivy, golden club moss, Irish or Scottish club moss and miniature ferns for shade-loving plants (day 1)
Two small artificial plants (day 1)
Computers (day 2, day 3)
Plastic or blow up globe of earth (day 3)
6 oz. plastic cups (day 4)
Bottles of water (day 4)
Paper towels for spills (day 4)
Water cycle song YouTube (day 4)
Hot Pot (day 4)
Clear glass lid or cover (day 4)
Plant in clear glass jar (day 4)
Masking tape (day 4)
A bag of ice or freezer to keep lid frozen (day 4)
Hot pads (day 4)
Lesson Plans and Worksheets
Learning Activities (WHERETO):
Day 1
Students will be creating a terrarium.
Students will be observing and journaling what happens in the terrariums.
Day2
Students will use the computers to investigate the water cycle.
Students will investigate the meanings and process of evaporation, condensation, and freezing.
Class discussion of all the ways we use water in our daily lives.
Discuss what kind of water we use every day? (Fresh)
Investigate if all water around the world is fresh water.
Play a game with a blow up globe to investigate where the water is around the world.
Day 3
Investigate if all water can be used in our daily lives.
Discuss why it is important to conserve water.
Day 4
Discussion on the Water Cycle.
Students will gain a visual of the process.
Students will draw a picture of how the water cycle works.
Day 5
Groups will create a poster about the importance of conserving water.
Optional: Students will write a story about the water cycle. They will create characters to represent evaporation, condensation, precipitation, collection, run-off, infiltration (percolation), and ground water.
Background for Teachers:
Water covers 70% of Earth's surface and is found all over the Earth. Approximately ninety percent (97%) of it is found in the oceans this number is hard to comprehend. Water can be found frozen on Earth in glaciers, and in freshwater like lakes, rivers and groundwater.
In the United States, water is a valuable resource that comes and goes with the seasons. During the winter snow accumulates in the mountains then melts again in the spring. During the summer water collects instreams, river and lakes and flows down the mountains. Groundwater is water that penetrates the soil from rain. Water that flows off the surface is called runoff.
Teaching humans to use water wisely and be responsible with water is valuable. Human need to understand how to be responsible about water consumption.
The sun changes liquid water to water vapor. Approximately 80% of evaporation comes from the oceans, Winds carry the water around Earth in the form of clouds. When moist air rises and cools, the water vapor condenses from a vapor to liquid water droplets forming clouds. This process is called condensation.
Water is constantly moving from one place to another and changing state. Snow, rain, sleet, hail fall to Earth from clouds. This is called precipitation. The rain, melted snow and sleet run downhill into rivers and lakes. The runoff water collects again until the sun warms it again. Water begins to evaporate. As water evaporates, it changes from liquid into gas, and moves into the atmosphere where it forms clouds. Then the cycle begins all over again.
Let’s learn about the Water Cycle.
Day 1 - Making a Terrarium
Hook –
- Read - Nature’s Green Umbrella by Gail Gibbons
- Video - Rain forest and the water cycle https://www.youtube.com/watch?v=mbEZGlcPwlc
- Science notebooks questions and discussion on living and non-living things
Activities -
- Discussion one what a terrarium is
- Video - What a terrarium does https://www.youtube.com/watch?v=nk-CpuiEi9E
- Think time on how a terrarium is like the rain forest
- Video - How to build a terrarium https://www.youtube.com/watch?v=69hYV9ti_R8
- Cooperative construction of a terrarium
- Checklist
Closure –
- Discussion – what a plant needs
- Picture of process in science notebooks
- Predictions about what will happen in the terrarium
Worksheets & Materials -
-Worksheets
- Parent letter
- Terrarium checklist
- Terrarium Observation worksheet
- Support – living and non-living worksheet
- Science notebooks
- Teacher material
- Nature’s Green Umbrella by Gail Gibbons
- Computer for videos
- Material
- Newspaper to cover the tables
- Plastic 2-liter bottle – collect prior to lesson
- Gravel or pebbles
- Activated charcoal
- Potting soil
- Moss
- Water in spray bottle
- Small plants - Plants that won't overgrow (good choices include boxwood, croton, Joseph's coat, pineapple verbena and twiggy spike moss for sun-loving plants and gnome ivy, golden club moss, Irish or Scottish club moss and miniature ferns for shade-loving plants.
- Two small artificial plants
Assessment -
- Formative assessment
- Science notebooks questions and discussion – Living and non-living things
- Formative assessment/self-evaluation
- Cooperative building of a terrarium checklist participation points
- Summative assessment
- Science journals – predictions and picture of the process of making a terrarium
Day 2 – Exploring the Water Cycle
Hook -Read: All the Water in the World by George Ella Lyon
- Terrarium observations and discussion
Activities
- Discussion and Journal time
- Classify water
- Think time – Where water is found
- How much of earth is covered in water
- Computer partner collaborative research
-Worksheets
Water Cycle Investigation Guide
Terrarium Observation worksheet
- Teacher material
Read: All the Water in the World by George Ella Lyon
Computer for video
- Material
Terrariums
Computers
Science notebooks
Pencils
Closure -Discuss research findings
- Video: Water, water everywhere https://www.youtube.com/watch?v=qyb4qz19hEk
Assessment
- Research observation – formative
-Terrarium observation chart to be turned in the end of the week
Day 3 - Human effect on the Water Cycle
Hook - Terrarium observations and discussion
- Question and answer from research
- Globe game – Who lives in the water
Activities
- Video: Who needs water? https://www.youtube.com/watch?v=l67HwLegDLE
- Discussion how we use water everyday
- Video: Why care about water http://video.nationalgeographic.com/video/env-freshwater-whycare
- Table Group Computer Research on the effect human have on water
Worksheets & Material
-Worksheets
Terrarium Observation worksheet
- Teacher material
Globe
Computer for video
- Material -Terrariums
Computers
Science notebooks
Pencils
Closure - Computer game – Story of water – pre assessment https://www.fcwa.org/story_of_water/html/hydrocycle.htm
- Fun Facts – How much water one person uses
Assessment
- Research observation – formative
-Terrarium observation chart to be turned in the end of the week
Day 4 -The Journey of the Water Cycle
Hook –
- Student taste, smell, listen, observe, and feel water.
- “What is _____” worksheet
- Discussion
- Read - The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif
Activities –
-Music – Water Cycle Song
-Water Cycle poster
- Vocabulary understanding
- Experiment observation
- Record/ Draw observations journal page
- Answer - “Where does this liquid come from?”
- Draw the Water Cycle
- Video song – Water Cycle Song
Closure
- Discussion
- Clarify Misconceptions
Worksheets & Material –
- Worksheets
- Evaporation, precipitation, condensation and collection definition worksheets
- Science packet or booklet with the following pages
“What is _____” worksheet
Observation Journal page
Vocabulary page
One blank piece of paper.
- Support – Water Cycle Coloring page
- Teacher material
- “The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif
- Hot pot
- Clear glass lid or cover
- Video – Water Cycle Song – https://www.youtube.com/watch?v=TWb4KlM2vts
- Plant in clear glass jar
- Hot pads
- Masking tape (day 4)
- Paper towels for spills
- Material
- 6 oz. plastic cups
- Bottles of water
Assessment
- Summative Assessment - “What is _____” worksheet
- Summative Assessment - Observation journal page in the packet
- Summative Assessment - “Where does this liquid come from
- Summative Assessment - Students will draw a picture of the water cycle
Day 5 - Teach others about the Water Cycle
Hook
-Final Observation
-Discussion on observations
- Read: A Drop Around the World by Barbara McKinney
Activities
-Discussion on research and idea for presentation to help inform others
- Create group presentation
- Clean-up
Worksheets & Material
Worksheets
Terrarium Observation worksheet
- Teacher material
Read: A Drop Around the World by Barbara McKinney
- Material
Terrariums
Art Supplies from Created supply list day 3
Poster boards
Markers
Construction paper
Paints
Rulers
Glue
String
Science notebooks
Pencils
Closure
- Present group project
- Summative assessment – Visual Presentation
- Summative assessment – Terrarium observation chart
- Formative assessment – Science Journal – Question and notes
Unit Standards
MN Content Standard(s):3.1.1.1.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 1. Scientists work as individuals and in groups; emphasizing evidence, open communication and skepticism. Benchmark 1. Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. (day 2, day 3, day 5)
3.1.1.2.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 1. Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. (day 1, day 2, day 3, day 4, day 5)
3.1.1.2.3 - 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. (day 2, day 3, day 4, day 5)
3.1.1.2.4 – 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 4 Construct reasonable explanations based on evidence collected from observations or experiments. (day 1, day 2, day 3, day 5)
2.2.1.2.1. - 2. Physical Science. 1. Matter. 2. The physical properties of materials can be changed, but not all materials respond the same way to what is done to them. 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another. (day 1, day 2, day3, day 4, day 5)
2.3.2.2.1 – 3. Earth Science. 2. Interdependence within the Earth system 2. Weather can be described in measurable quantities and changes from day to day and with the seasons. 1. Measure, record and describe weather conditions using common tools. For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. (day 2, day 4)
2.4.2.1.1 - 4. Life Science. 2. Interdependence Among Living Systems. 1. Natural systems have many components that interact to maintain the system. Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. (day 1, day 3, day 5)
4.1.2.1.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 1. Engineers design, create, and develop structures, processes, and systems that are intended to improve society and may make humans more productive. Benchmark 1. Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. (day 5)
4.1.2.2.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. Benchmark 1. Identify and investigate a design solution and describe how it was used to solve an everyday problem, (day 3, day 5)
4.3.2.3.1 – 3. Earth Science. 2. Interdependence within the Earth system. 3. Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle. 1. Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. (day 2, day 3, day 4, day 5)
4.3.4.1.1 - 3. Earth Science. 4. Human Interaction with Earth Systems. 1. In order to maintain and improve their existence, humans interact with and influence Earth systems. Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. (day 3, day 5)
Reading standard- craft and structure
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 1, day, 2, day 3, day 4, day 5)
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 1, day 2, day 4)
3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 1, day 2, day 3, day 4, day 5 )
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. (day 5)
Reading Standard – Key ideas and Details
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 2, day 3, day 5)
Arts (K-3)
0.2.1.2.1 – K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 2. Media Arts. 1. Create original media artworks to express ideas, experiences or stories. (day 4, day 5)
0.2.1.5.1– K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Create original two- and three- dimensional artworks to express ideas, experiences or stories. (day 1, day 4, day 5)
0.3.1.5.1 – K-3 3. Artistic Process: Perform or Present. 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Share and describe a personal artwork. (day 5)
Sources:
- Calwater. "Water - Who Needs It?" YouTube. N.p., 12 Sept. 2011. Web. 27 Apr. 2016. (day 3)
- Discover Grants, Lessons, Activities And More At Kidsgardening.org. The Water Cycle: Exploring Terrariums (2012): 1-4. National Gardening Association. Web. 5 Apr. 2016. (day 1)
- "Flinn SDS." MSDS Search. Flinn Scientific, Inc., 24 Mar. 2014. Web. 23 Apr. 2016. (day 1)
- Fries-Gaither, Jessica. "Common Misconceptions about Plants — Polar Plants." Beyond Penguins and Polar Bears.” The Ohio State University, Mar. 2009. Web. 23 Apr. 2016. (day 1)
- Gibbons, Gail. Nature's Green Umbrella: Tropical Rain Forests. New York: Morrow Junior, 1994. Print. (day 1)
- Guenther, Leanne. "KidZone ScienceThe Water Cycle." The Water Cycle. N.p., n.d. Web. 13 Apr. 2016. (day 4)
- Havefunteaching. "Water Cycle Song Video." YouTube. N.p., 27 Jan. 2015. Web. 11 Apr. 2016. (day 4)
- "Human Appropriation of the World's Fresh Water Supply."GlobalChange.imich.edi. N.p., 04 Jan. 2006. Web. 27 Apr. 2016. (day 3)
- Lenchner, Michael. "Common Misconceptions about Water." Keen For Green. N.p., 16 Aug. 2010. Web. 28 Apr. 2016. (day 3)
- Lyon, George Ella, and Katherine Tillotson. All the Water in the World. New York: Atheneum for Young
- MUNBotanicalGarden. "How to Build a Pop Bottle Terrarium." YouTube. N.p., 23 Apr. 2012. Web. 23 Apr. 2016. (day 1)
- NASAexplorer. "NASA | Earth Science Week: Water, Water Everywhere!"YouTube. YouTube, 13 Oct. 2009. Web. 26 Apr. 2016. (day 2)
- NASASciFiles. "What's a Terrarium & How Does It Work?" YouTube. WatchLearnKnow.org, 14 Apr. 2009. Web. 23 Apr. 2016. (day 1)
- Relf, Patricia, Carolyn Bracken, George Arthur. Bloom, Joanna Cole, and Bob Degen. The Magic School Bus Wet All Over: A Book about the Water Cycle. New York: Scholastic, 1996. Print. (day 4)
- ScenicHawaiiCh1000. "Rain Forests of Hawaii." YouTube. N.p., 18 Jan. 2013. Web. 23 Apr. 2016. (day 1)
- "The Water Cycle." American Water Works Assoc. N.p., 2002. Web. 27 Apr. 2016. (day 3)
- "Where Is Water Found?" Utah Education Network. N.p., 24 June 2004. Web. 25 Apr. 2016. (day 3)
Supply list
Books –
Nature’s Green Umbrella by Gail Gibbons (day 1)
Read: All the Water in the World by George Ella Lyon (day 2)
The Magic School Bus Wet All Over: A Book About…The Water Cycle by Pat Reif (day 4)
Videos –
What a terrarium does. https://www.youtube.com/watch?v=nk-CpuiEi9E (day 1)
Rain forest and the water cycle https://www.youtube.com/watch?v=mbEZGlcPwlc (day 1)
How to build a pop bottle terrarium https://www.youtube.com/watch?v=69hYV9ti_R8 – (day 1)
Video: Water, water everywhere. https://www.youtube.com/watch?v=qyb4qz19hEk (Day 2)
Video: Who needs water? https://www.youtube.com/watch?v=l67HwLegDLE (day 3)
Video: Why care about water. http://video.nationalgeographic.com/video/env-freshwater-whycare (day 3)
Smartboard. https://www.fcwa.org/story_of_water/html/hydrocycle.htm (day 3)
Video – Water cycle Song – https://www.youtube.com/watch?v=TWb4KlM2vts (day 4)
Worksheets –
Parent letter (day 1)
Terrarium checklist (day 1)
Terrarium Observation chart (day 1, day 2, day 3 and day 5)
Support – living and non-living worksheet (day 1)
Water Cycle Investigation Guide (day 2, day 3)
Fun Facts Handout (day 3)
Evaporation, precipitation, condensation and collection definition worksheets (day 4)
Science packet or booklet with the following pages
“What is ______” worksheet (day 4)
Observation Journal page (day 4)
Vocabulary page (day 4)
One black piece of paper on the back for the students to draw the Water Cycle at the end. (day 4)
Support – Water Cycle Coloring page (day 4)
Material –
Science notebooks (day 1, day 2, day 3)
Newspaper to cover the tables (day 1)
Plastic 2-liter bottle – collect prior to lesson (day 1)
Gravel or pebbles (day 1)
Activated charcoal (day 1)
Potting soil (day 1)
Moss (day 1)
Water in spray bottle (day 1)
Small plants - Plants that won't overgrow (good choices include boxwood, croton, Joseph's coat, pineapple verbena and twiggy spike moss for sun-loving plants and gnome ivy, golden club moss, Irish or Scottish club moss and miniature ferns for shade-loving plants (day 1)
Two small artificial plants (day 1)
Computers (day 2, day 3)
Plastic or blow up globe of earth (day 3)
6 oz. plastic cups (day 4)
Bottles of water (day 4)
Paper towels for spills (day 4)
Water cycle song YouTube (day 4)
Hot Pot (day 4)
Clear glass lid or cover (day 4)
Plant in clear glass jar (day 4)
Masking tape (day 4)
A bag of ice or freezer to keep lid frozen (day 4)
Hot pads (day 4)
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Reflection on Teaching Water Cycle lesson Sharlet Mullen
Lesson taught April 13th
What went well
The lesson was engaging to the students. They were excited to test the liquid in the cups. Seeing their faces when they were told to taste the liquid. In science most direction in science tell students to not taste or spill. The boiling water was a good visual of the vapor water turns into as it evaporates. Collecting the steam on the ice cold lid of the crockpot worked well. Before holding the lid over the steam the students needed to feel the cold lid. This was not in my lesson and now is added because I saw how feeling the temperature helped to relate that the air higher up is cold. Putting the plant in the crockpot took a while but it did drip onto the plant to water the soil. This was visual through the doc cam. I also walked around to show a close up visual of the wet soil.
The worksheet drawings looked just like the experiment. I choose not to have them go back after each explanation because the observation of evaporation and condensation was more fun. Reading the evaluation definitions of evaporation, condensation, precipitation and collection I could see the students understood the process. There was enough condensation to show that as more water evaporates it bonds together and eventually rains. I had the video song stuck in my head the entire night. I was happy with the lesson. If I would have taught all the lessons in my unit plan, the students would have more hands on opportunities.
All safety precautions worked and students listened.
What needs to change
There were to many evaluations just having the students journal and read the definitions would be better. This would still leave the evaluation of drawing the water cycle. By giving the definitions the students could use this as a reference for their written paper on day 5.
A change to make would be take out the crock pot part of the experiment. Instead, have the plant by the hot pot and as the condensation builds on the cover hold it over the plant. The condensation will drip and water the plant. This happened during the experiment and gave away the next visual. This would keep the steps the same. I think also by changing to the crockpot the students were expecting steam first. With only using one hot pot the whole experiment could be done under the doc cam. This might take the ahhhh moment out though.
Address the standards by
2.2.1.2.1. - 2. Physical Science. 1. Matter 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another.
Students observed the process of the water cycle, recorded their visuals. Students were able to visualize, hear through definition that water the liquid changed into a gas and then back to a liquid in the cloud (condensation) and the rain (precipitation)
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.
Students drew pictures on their journal page of what they observed not the understanding of the water cycle.
Reading standard- craft and structure
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 4)
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 4)
3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 4)
After reading the story student were able to refer back to the text when asked, how many times Ms. Frizzle and the class evaporated. From the rain gauge, ocean, and window sill. Students were able to describe the scene in the book where the class floated all the way out to the ocean after going down the waterfall, and river. The words in used in the book are the vocabulary words in the lesson helping student with another visual representation.
Lesson taught April 13th
What went well
The lesson was engaging to the students. They were excited to test the liquid in the cups. Seeing their faces when they were told to taste the liquid. In science most direction in science tell students to not taste or spill. The boiling water was a good visual of the vapor water turns into as it evaporates. Collecting the steam on the ice cold lid of the crockpot worked well. Before holding the lid over the steam the students needed to feel the cold lid. This was not in my lesson and now is added because I saw how feeling the temperature helped to relate that the air higher up is cold. Putting the plant in the crockpot took a while but it did drip onto the plant to water the soil. This was visual through the doc cam. I also walked around to show a close up visual of the wet soil.
The worksheet drawings looked just like the experiment. I choose not to have them go back after each explanation because the observation of evaporation and condensation was more fun. Reading the evaluation definitions of evaporation, condensation, precipitation and collection I could see the students understood the process. There was enough condensation to show that as more water evaporates it bonds together and eventually rains. I had the video song stuck in my head the entire night. I was happy with the lesson. If I would have taught all the lessons in my unit plan, the students would have more hands on opportunities.
All safety precautions worked and students listened.
What needs to change
There were to many evaluations just having the students journal and read the definitions would be better. This would still leave the evaluation of drawing the water cycle. By giving the definitions the students could use this as a reference for their written paper on day 5.
A change to make would be take out the crock pot part of the experiment. Instead, have the plant by the hot pot and as the condensation builds on the cover hold it over the plant. The condensation will drip and water the plant. This happened during the experiment and gave away the next visual. This would keep the steps the same. I think also by changing to the crockpot the students were expecting steam first. With only using one hot pot the whole experiment could be done under the doc cam. This might take the ahhhh moment out though.
Address the standards by
2.2.1.2.1. - 2. Physical Science. 1. Matter 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another.
Students observed the process of the water cycle, recorded their visuals. Students were able to visualize, hear through definition that water the liquid changed into a gas and then back to a liquid in the cloud (condensation) and the rain (precipitation)
3.1.1.2.3 Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.
Students drew pictures on their journal page of what they observed not the understanding of the water cycle.
Reading standard- craft and structure
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 4)
3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 4)
3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 4)
After reading the story student were able to refer back to the text when asked, how many times Ms. Frizzle and the class evaporated. From the rain gauge, ocean, and window sill. Students were able to describe the scene in the book where the class floated all the way out to the ocean after going down the waterfall, and river. The words in used in the book are the vocabulary words in the lesson helping student with another visual representation.