Title: Water CycleAuthor: Chinita Allen

School: Chalker ElementaryStandards:

Science:

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).

S4CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do notalter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious.

S4CS2: Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S4CS4: Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

S4CS5: Students will communicate scientific ideas and activities clearly.

Math:

Measurement:

MGSE4.MD.1 :Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

a. Understand the relationship between gallons, cups, quarts, and pints.b. Larger units in terms of smaller units within the same measurement system.c. Record measurement equivalents in a two column table.

MGSE4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Fractions: 4.NF Understand decimal notation for fractions and compare decimal fractions

MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Enduring Understandings:

Science:

Water offers another important set of experiences for students at this level. Students can conduct investigations that go beyond the observations made in the earlier grades to learn the connection between liquid and solid forms, but recognizing that water can also be a gas, while much more difficult, is still probably accessible. Perhaps the main thrust there is to try to figure out where water in an open container goes. This is neither self-evident nor easy to detect. But the water cycle is of such profound importance to life on earth that students should certainly have experiences that will in time contribute to their understanding of evaporation, condensation, and the conservation of matter. In these years, students should accumulate more information about the physical environment, becoming familiar with the details of geological features, observing and mapping locations of hills, valleys, rivers, etc., but without elaborate classification. Students should also understand that water falling on land collects in rivers, lakes, soil and porous layers of rock with much of it flowing back into the ocean.

Math:

To measure something according to a particular attribute means you compare the object to a unit and determine how many units are needed to have the same amount as the object. Measurements are estimates. When reporting a measurement, you must always indicate the unit you are using. The larger the unit, the smaller the number you obtain as you measure. Know relative sizes of measurement units within one system including km, m, cm; kg, g; lb, oz; l, ml; hr, min, and sec.

Understand that larger units can be subdivided into equivalent units (partition). Understand that the same unit can be repeated to determine the measure (iteration). Understand the relationship between the size of a unit and the number of units needed (compensatory principle1). Measurement describes the attributes of objects and events. Standard units of measure enable people to interpret results or data. All measurements have some degree of uncertainty.

Fractions: Fractions can be expressed as decimals. Decimals can be represented visually and in written form. Decimals are a part of the base ten system.

Essential Questions:

Science: What is the water cycle? How does water recycle itself? Where can water be found?

Math:

Measurement: Why do I measure? Why do I need standardized units of measurement? How does what I measure influence how we measure?

Fractions: How are decimal fractions written using decimal notation? How are decimal numbers and decimal fractions related?

Concepts:

Science:

The sun is the driving force behind the water cycle. It takes energy to make the cycle work. The water cycle is made up of four parts: evaporation; condensation; precipitation; and transpiration. Water vapor moves between the earth’s surface and its atmosphere in a continuous cycle. Water droplets collect in water sources and evaporate into the air (affected by heat, surface area, air movement and water purity), becoming water vapor. Water vapor separates into droplets in cold air, forming clouds, in condensation, the rate of condensation being affected by number of molecules present and air temperature. Precipitation occurs when water droplets in clouds accumulate and fall to the earth.

Math:

Measurement: To measure an object with respect to a particular attribute (for example, length, area, capacity, elapsed time, etc.), we may select another object with the same attribute as a unit and determine how many units are needed to ‘cover’ the object. The use of standard units will make it easier for us to communicate with each other. When we use larger units, we do not need as many as when we use smaller units. Therefore, the larger unit will result in a smaller number as the measurement. Measure and solve problems using hour, minute, second, pounds, ounces, grams, kilograms, milliliters, liters, centimeters, meters, inches (to halves and fourths), feet, ounces, cups, pints, quarts, and gallons.

Fractions: It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas. Recognize and represent that the denominator determines the number of equally sized pieces that make up a whole. Recognize and represent that the numerator determines how many pieces of the whole are being referred to in the fraction. Compare fractions with denominators of 2, 3, 4, 6, 10, or 12 using concrete and pictorial models. Understanding that a decimal represent a part of 1.

Misconceptions:

Science: When learning about the water cycle, expect to hear many various misconceptions about the water cycle that must be corrected. Some examples are:

Clouds are made of smoke, pillows, cotton or wool.Clouds are supernatural events (God, or Angels)Water is absorbed into surfaces, rather than evaporated into airWhen water evaporates it disappears or ceases to exist.The Sun and Clouds combine to make it rain.Water comes from a tap then you drink it or it disappears down the drain.The same water cycles in the same part of the Earth over and over.

Proper Conceptions: The water cycle involves liquid water being evaporated, water vapor condensing to form rain or snow in the clouds which falls to the earth. Water can evaporate from plants, animals, puddles, and the ground in addition to bodies of water. Bubbles that form and rise when water is boiling consists of steam (or water vapor). The gas escaping from boiling water is water vapor. When this vapor condenses in the air it is visible as tiny water droplets. Water left in an open container evaporates, changing from liquid to gas. Condensation is water vapor in the air, which cools sufficiently to become a liquid. This usually happens when the water vapor comes in contact with a (cool surface). Rain begins to fall when water drops in the cloud are too heavy to remain airborne. Clouds move when wind blows them.

Math:

Measuremen t: Students believe that larger units will give the greater measure. Students should be given multiple opportunities to measure the same object with different measuring units. For example, have the students measure the length of a room with one inch tiles, with one foot rulers, and with yard sticks. Students should notice that it takes fewer yard sticks to measure the room than rulers or tiles.

Proper Conception: Math: Measurement: It takes fewer larger units to measure than smaller units.

Fractions: Students do not understand how the places in decimal notation have the same correspondence (places to the left are 10 times greater than the places to their immediate right) as the places in whole numbers. Fraction vocabulary can also be misconstrued.

Proper conception: Decimals are part of the base ten system.

Language:

Science: water, cycle, evaporation, condensation, water vapor, saturation, precipitation, heat source, recycle, purification, freshwater and saltwater

Math:

Measurement: measure, standard, metric, weigh, centimeter, milliliter, temperature, Celsius, Fahrenheit,

Fraction: decimal, decimal fraction, decimal point, denominator, equivalent sets, increment, numerator, term, unit fraction and whole number

Evidence of Learning (Assessments):

Science:

Formative Assessments:

Probes: Where Did the Water Go? Claim cards to justify and clarify answers

Tests: Sample questions:Over half of the earth’s water contains salt (oceans), yet it never rains salt water. Why not? Why are there usually more clouds in the sky during the cooler months of the year? Your little brother spilled water on the kitchen floor and you can’t find any towels to clean it up. What will you do to get rid of the water as quickly as possible? Name at least three things you will do? Water appears on the outside of your glass of ice water. In your own words, explain what’s happening?         

Observations:

Throughout the unit, I will observe students’ attitudes as they engage in experimentation. I will observe their fluency in speaking about the processes of the water cycle. I will observe their ability to infer and determine variables affecting the processes of the water cycle.

Math:

Formative assessments: Diagnostic assessment

Reflections: Can students provides concrete examples of lesson taught? Does their reflection encompass the essential question?

Math Talk: Can students justify how they computed answer? Does it make mathematical sense? Can they explain their answer using math vocabulary? Can they provide additional examples to their claim?

Measurement: Can students write decimal fractions with denominators of 10 and 100 as using decimal notation. Compare two decimal fractions with decimals to hundredths. Are students using the correct unit measurement?

Fractions: Identify and compare fractions. Compute with fractions in word problems.

Tasks:

Reports, group work, portfolio itemsFriendly letter Experimentation activities in groupsIllustrations of water cycle processes in groupsCulminating activity projectsArgumentation participationDiscussion participationDiscussion of the processes of the water cycle and their variables are imperative within each lesson as is participation in the inquiry activitiesResearch using technologyReflection participationCreate webpages

The students will create their own terrarium to connect concepts of precipitation, condensation, and evaporation. Students will be able to name and explain the stages of the water cycle. Students will explain that water on earth moves in a continuous cycle. Students will observe, analyze, and record data in their terrarium chart.

Math:

Chart and graph dataMeasure and discuss dataInterpret and analyze data

Unit Resources: How will 21 st Century Technology be used in this unit?

Create original works as a means of personal or group expression.With Assistance: Students will create a digital work (e.g., movie, podcast/vodcast, digital storytelling, web publishing, etc.), individually or collaboratively about a specific topic using primary resources and secondary resources.Students will use online collaborative tools (e.g., online discussion forums, blogs,and wikis) to gather and share information with other studentsWeebly Portfolio

Delivery mechanism suggestions:

Suggestion 1: Whole GroupSuggestion 2: Collaborative GroupsSuggestion 3: Inquiry Based

Day: 1Science Instruction Math Instruction: Charting DataOpening: Students watch brief scene (The Secret Garden) showing precipitation. Whole class discussion: What is going on in this scene? Make as many detailed observations as you can. What can you infer from these observations?

Opening:Math Word Problem of the Day: If a cloud is 30 feet long, how many inches long is it? (360)

1. Explain to the students that they will make a terrarium to show the process of the water cycle, but first need to fill out and anticipatory true/false guide sheet.2. Pass out the terrarium checklist and read it aloud with the class. Explain that they will use this checklist to make sure they are following the correct procedures. 3. Students will be given a brief safety rule check and assigned roles before beginning the terrariums.

4. Students will be informed of what materials they will be using. 5. Have each group begin making their terrarium. Walk around to check for understanding and to assist any students with special needs.

Work Session: Break into small groups and record all that you know about the water cycle on KWL chart (K section). Think about the scene from the video what don’t you know about the water cycle that you think it would be important to find out? Write these ideas in W section of KWL chart..

Work Session:Read and follow the checklist carefully with other members in your group. Place a check next to each step you complete. 1. — Place the gravel at the bottom of your jar. 2. — Use the funnel to pour HALF of the soil into the jar. 3. — Sprinkle the seeds on top of the soil. 4. — Pour the other half of the soil into the jar. 5. — Pour the water into the jar. 6. — Place plastic wrap over the top of the jar. 7. — Wrap the rubber band around the plastic wrap to hold it in place. 8. — Place your groups label on the jar.

Formative Assessment: Share thoughts with class. Did student record what he knows and what he would like to know about the water cycle?Skill: TSWBAT infer what occurs in the observed scene of precipitation.

Formative Assessment: Observation: Were students able to follow directions to complete terrarium? Were they able to measure correctly? Did they work cooperatively in groups? Note misconceptions on anticipatory guide related to the water cycle?

Closing/Assessment: Did student record what he knows and what he would like to know

Closing/AssessmentStudents will be assessed by completion of the

about the water cycle?Skill: TSWBAT infer what occurs in the observed scene of precipitation Students keep KWL charts handy throughout unit to record new findings in L section

water cycle anticipatory guide which asks true or false questions. They will also be assessed by how well they followed directions and worked cooperatively when building the terrariums. Closing: Let students share thoughts on terrarium. Were there any challenges? What did they learn/observe while making the terrarium? Have students draw terrarium in science journal and reflect on group discussion and answer the essential question.

Day 2Science Instruction: Evaporation Math Instruction: Charting Data Day #2Opening: Explain that the class will continue to work with water, and that over the next few investigations they'll be taking a closer look at what happens when water disappears. Introduce the investigation question: What happens to the water?Demonstrate the following for students:

Soak one paper towel and squeeze it gently to remove any water not fully absorbed by the paper, so no drops will drip from the wet towel.

Weigh the wet paper towel. Announce the weight to students. Drape the wet towel over something

where it can remain until later in the class.

Opening:Math Word Problem of the Day: It takes 2 hours and 15 minutes for a gallon of water to evaporate from the bayou.  Then, it takes 1 hour and 35 minutes for that gallon of water to form a cloud.  Next, it takes 6 hours for the cloud to rain down on a stream.  Finally, it takes 45 minutes for the water in the stream to get to the Mississippi River.  How long did it take for the water to get from the bayou to the Mississippi River? (10 hours, 35 minutes)

Explain to the students that they will be checking their terrariums every day and recording any changes on their data sheet. When the class has concluded making observations and recording data students will need to create a graph which helps to display data that is readable and able to be interpreted by others.

Work Session: I brought some things with me today that I was thinking might help… What about this hair dryer? How do you think that might help speed things up? Try it out. Any other ideas? Cross out ideas if they don’t work, circle them if we need to do more research to find out if they work on not. We have two dishes of water. What are the differences between the two? (shallow and deep) What do you think will happen if we put the same amount of water into each dish? Will they evaporate at the same rate? How might the difference affect evaporation? Fill dishes and set by window, observing throughout day and especially the next morning. Write down

Work Session:Students will look for and record the following data: 1. What are the seeds doing? 2. On which parts of the terrarium do you see water? 3. Is there anything new happening in your terrarium today?

what you think will happen and why with your partner. What if we add food coloring to the water? Add food coloring to another dish of water. What is different about this water than the other water? How do you think adding food color will affect evaporation? Will food coloring evaporate too, or just the water? Set dish by window, observing throughout day and especially the next morning. Write down your guess and your reasoning with your partner.Formative Assessment: observe, experiment, and determine variables affecting evaporation.

Formative Assessment: Are students using water cycle science terms in reflections. Are they able to share ideas and justify responses?

Closing/Assessment: Can students explain and demonstrate the process of evaporationReplay rain sequence from The Secret Garden. Let’s take a look at this scene again that we watched yesterday. On a sheet of paper, tell me how evaporation might be occurring in this scene. What could make this take place faster? (What variables will affect the evaporation??)With your partner, come up with at least 3 examples of evaporation that you’ve seen in nature. In which instances did evaporation occur more quickly or more slowly? Why do you think that happened? What variables were affecting the process of evaporation? Share conclusions with class and review on overhead.

Closing/Assessment: Think/ Pair/ Share reflections with class? Assessment: Have students write in journals and share ideas within group and with class?

Day: 3

Science Instruction: Water Evaporation Challenge

Math Instruction: Temperature- Comparing Temperatures Day #1

Opening: Yesterday we watched a scene from The Secret Garden… Pull out your sheet of paper from yesterday. Share with your partner what inferences you made about evaporation.

Opening:Math Word Problem of the Day:There is a cloud in the sky made up of 30 water droplets.  Some of the water droplets got there by transpiration from a tree and the rest came from evaporation of the water in the bayou.  If 5 of the water droplets came from the tree, how many water droplets came from

the bayou? (25)

Begin the lesson by having students OBSERVE a thermometer with a partner. In a science notebook or journal, have students describe, draw, and label everything they notice. Discuss together how a thermometer is used and how it works. Using an overhead thermometer or Smartboard tool thermometer, have students practice reading temperature in both Fahrenheit and Celsius. Tell the students that each one of them or each group will be given a baggie with ice cubes. Ask them to see if they can make the temperature rise and fall without leaving their seats.

Work Session: Class DiscussionWhat variables did we determine affect evaporation? Put up Evaporation overhead. Yesterday we also made some guesses about what was going to happen to our water on the window sill. What do you think happened to the water in the shallow dish compared to the water in the deeper dish? Let’s check it out and see what really did happen. What do you observe about the two dishes of water? Any other observations? What does this tell us about evaporation? Do we need to change our hypotheses from yesterday? Any other ideas? (affected by variable of surface area) Record on overhead. What do you think happened to the water with food coloring mixed in? Let’s look and see. What do you observe about the water? Any other observations? What does this tell us about evaporation? Do we need to change our hypotheses from yesterday? Any other ideas? (affected by variable of water purity: debris in water does not evaporate with water) Record on overhead. We can see that debris like food coloring doesn’t evaporate with water. With your partner, discuss and write down your ideas: What other kinds of debris or substances won’t evaporate with water?

Collaborative Grouping

Work Session:

Instruct students to carry out their investigations. Remind them that scientist often gather their data and chart it in some manner. All information should be documented in science notebook.

In groups of four, use your new scientific knowledge to find the fastest way to evaporate your cup of water. You can use any of the objects at your table. (Note: not all of the objects will help you.) You may come up with your own objects if you like. Look back at your notes if you need to. You might find it wise to use the scientific method/process as a model for your experiment. Whichever group’s water evaporates first or whichever group has the least amount of water, whichever comes first, will “win” our contest. As class, discuss results: why did this group’s efforts evaporate water most quickly? Review variables of evaporation on overhead.

Formative Assessment: Walk around to pairs and ask: Where can we see this going on in nature? How can this benefit our environment? In our study of evaporation, we’ve discovered some important variables that affect evaporation?

Formative Assessment:

After a few minutes, ask them how they were able to make the temperature of their thermometers rise and fall.

Closing/Assessment: Write a short entry in your Science Journal explaining your group’s course of action and your reasoning for it. What variables of evaporation were you using? Did your methods work? Why do you think they did or didn’t?

Closing/Assessment:

Give students time to share their observations and whether or not they were able to change the temperature without leaving their seats. Allow classmates to ask questions and for students to justify their claim.

Day 4: Science Instruction: Cloud Formation Math Instruction: Comparing Temperatures

Day #2Opening:Drink story: The other night I was sitting on the couch reading when I realized I was thirsty. So I got up, got a glass of ice water, and set it on a coaster next to the couch. When I went to take a sip a few minutes later, there was water all over the coaster and the outside of my glass! What was happening to my water? Next, bring out a can of cold coke. Watch as water droplets form on can. Ask students what happened?

Opening: Math Word Problem of the Day: The graph below shows the amount of rain that fell each day in Chauvin for a week.  How much rain fell on Wednesday?  (0.4 inches) How much rain fell for the entire week? (2.2 inches)

Review student reflections from previous lesson. Tell students today we are going to investigate, measure and compare temperatures.

Work Session:  1. With your partner, experiment with glass of water and ice. Can you make water appear on the outside of your glass? Where is it coming from? Is the cup leaking? Add food coloring to water. Is water on outside same color as water on inside? Where else might water be coming from? (What have we been learning about evaporation and water vapor?) We call this condensation: write “condensation” on board.           All together: Based on our experiment, how could we define condensation? Write students’ definition on board. What might this process look like in nature? How do you think this relates to the water cycle?           2. Let’s look at this from another angle… What do think will happen if the water inside my glass is hot instead of cold? Pour hot water into water bottle and close lid. Walk around and show bottle to students OR break into groups and pour hot water into each group’s bottle through a funnel. What observations can you make about what’s going on now? Is water condensing on the outside of the container? Is this still condensation? How do you know? (Point back to definition of condensation.) Did this condensation take place faster or slower than the cold water condensation? How do you think air temperature affects condensation? (occurs more quickly in cool air – warm water molecules move faster than cool and are therefore less likely to stick together and from droplets) On board, write variable.          3. Hand out wax paper squares and eye droppers. Have students use eye dropper to place several drops of colored water on wax paper (spread out). What can you observe about your water drops? What happens when water droplets come close to each other? (They stick together and get bigger – this is a property of water called cohesion.) How does this relate to condensation? Any other ideas? What do we absolutely need to form clouds? What variable of condensation have we discovered here? (number of water molecules present – the more the molecules, the more likely they are to collide and stick together) Write variable on board.

Work Session:

Have student pairs write 3-4 investigable questions using the sentence prompt: How does the temperature of _____________ compare to the temperature of _____________?

Sentences can be written in science notebook. Have groups of students share their investigable questions with the class to help groups who are short on ideas. Examples: How does the temperature in our room compare to the temperature outside. How does the temperature of my hand compare to the temperature of my friend's hand? How does the temperature in the shade compare to the temperature in the sun?

Assign them to take their science notebook, a thermometer, and their pencil outside or somewhere in the school (if outside they will need to use a parent volunteer). Tell them to take five minutes to measure the temperature of any surface and write down the location and the temperature on their recording sheet. Then they are to return to the classroom.

Formative: So what have we learned about Formative: Groups share their investigation

condensation today? What is it? What variables affect it? With your partner, draw a picture of condensation occurring (either in nature or like in our experiment today) and explain what is happening to another pair. What is condensation? What variables affect the rate of water condensation? (Refer to definition and variables on board.)

findings with the class.

Closing:

Assessment: Half-sheet of picture of glass of ice water “sweating” – what was really happening to my water? What variables could affect this?

Closing/AssessmentAs a class, have students graph results of their findings and reflect on inquiry.

Day 5 Science Instruction: Precipitation Math Instruction: Comparing Temperatures

Day #3Opening: I was watching the rain the other day, and I couldn’t help but wonder… How do the clouds known when to rain? What gives the clouds the signal to go ahead and release all the water droplets?

Opening:Math Word Problem of the Day:It takes 1 hours and 32 minutes for a gallon of water to evaporate from Lake Allatoona.  Then, it takes 2 hour and 15 minutes for that gallon of water to form a cloud.  Next, it takes 4 hours for the cloud to rain down on a stream.  Finally, it takes 35 minutes for the water in the stream to get to the Chattahoochee River.  How long did it take for the water to get from the lake to the Chattahoochee River?

Review key discussion points from previous day’s lesson and remind students that today they will graph their data.

Work Session:1. With your partner, experiment with your sponges and water (over your dish). How can you cause the water droplets inside the sponge (the “cloud”) to fall into the dish as rain? At what point do the water droplets fall? Why do you think the droplets wait until this point to fall?           All together: What observations did you make about our cloud? At what point do water droplets fall from the “cloud”? When the cloud has become so full of water droplets that it can no longer hold any more water, the cloud has reached saturation – write term “saturation” on board. Based on our experiment, how would

Work SessionHave students/student pairs choose one of their comparison charts to enlarge on construction paper. Students can use colorful markers to make graphs and calculate the temperature difference.

you define saturation in your own words? Record students’ definitions on board. How do you think this looks in real life? With your neighbor, draw on a piece of paper a picture of saturation occurring. Have a few students come up to board and draw picture, explaining it to class.          2. Does anyone know what we call it when a cloud becomes saturated and water droplets fall to the earth as rain, sleet, ice or snow? We call this precipitation – write term and definition on board. We’re going to see if we can make precipitation happen right now in our classroom. Give small groups of students each a jar with hot water in it plus a metal pie plate containing ice. What processes of the water cycle do you see occurring in your jar? What is happening to the hot water? (evaporation) What happens after that? (condensation near ice – cold temperature) Is it raining, or, in other words, precipitating in your jar? Why do you think this is happening? As going around between groups, light a match and drop into hot water, quickly returning lid to jar. What can you observe now? What function does the smoke serve? Think of what smoke really is – tiny particles of dirt! Why do you think we need dirt in the water cycle to bring about precipitation? As your experiment, draw a picture of your jar to explain what’s happening.            All together: What did we observe about precipitation in our experiment? Write “observations about precipitation” under the definition of precipitation and have one member from each group come up to board and write an observation. Review together. Would anyone like to share their picture of precipitation? Volunteer(s) draw(s) picture next to pictures of saturation from earlier in lesson. What similarities can we see between our pictures of our experiment and the pictures of saturation in nature? Where is saturation occurring in our experiment? Where is precipitation occurring in our picture of nature? What was the significance of dirt in our precipitation experiment?Formative: Would anyone like to share their picture of precipitation? Volunteer(s) draw(s) picture next to pictures of saturation from earlier in lesson. What similarities can we see

FormativeHave the students write why the thermometer readings are different throughout the room, school, or playground. Read them in class and

between our pictures of our experiment and the pictures of saturation in nature? Where is saturation occurring in our experiment? Where is precipitation occurring in our picture of nature? What was the significance of dirt in our precipitation experiment?

have a discussion about the differences.

Closing/Assessment:  In your groups, write in your own words a note to your kindergarten teaching explaining to him/her what we learned today about saturation and precipitation. When you’re finished, share your work with the group next to you.

Assessment: Half-sheet: The other day when it was raining, your friend Rachel said, “I don’t like when it rains; I can’t go outside and play softball with my friends. I don’t get why it’s got to rain in the first place!” Write a friendly letter (on a separate sheet) to Rachel explaining to her how rain (precipitation) happens, who gives us rain, and why we should be thankful for it.

Closing/Assessment

After all groups have shared, have students write a REFLECTION in their notebooks by using the prompt:I learned...I discovered... orI wonder...Closing: Explain to students that meteorologists are always measuring and comparing temperatures to help them make weather forecasts. In future lessons, students can make a line graph and plot out the daily temperatures for a week or longer. Temperatures can also be collected at various times throughout the school day. As more temperatures are collected, students can begin making predictions

Day 6 Science Instruction: Journey of a Drop of Water

Math Instruction: Interpreting Data from a Weather Chart (2 day lesson)

Opening: Give each student a cup of water. Ask them to take a drink. Then read the poem: Recycled by Verne N. Rockcastle. Then ask students them "How old is the water?" After they brainstorm a few minutes ask if there's any way the water could possibly be as old as a dinosaur. Once they learn it's true, have the students write a story about the water in their cup. Where has it been over the years? What has it seen? The water you drink today could be the same water a dinosaur drank many years ago. There is about the same amount of water on Earth now as when dinosaurs roamed our planet. As the water makes its way back to the seas, it's also sculpting the way the Earth looks. When you really look at a river, it's never in a straight line. The force of water carves a curvy path for rivers and streams that are never a straight line.

OpeningReview with the students about graphs and their purposes. Tell them that it is a fast way to analyze information.

Go to this Weather Chart website. Tell the students that at this website it will tell us of graphs that can be made with the data that has been gathered. With temperature data we are going to graph the data to show how to make it. Make the graph on the board while they make it on graph paper.

http://www.uen.org/Lessonplan/downloadFile.cgi?file=10092-2-13567weather_forecasting.pdf&filename=weather_forecasting.pdf

Also, remind students that some of the terms they will not be familiar with and we will review the weather measurement terms in greater

depth in our weather unit.Work Session:Students work independently creating water journey narratives.

Work Session:

Have the students (depending on how much time you have), individually or by groups, graph each of the areas data was gathered. Have the students keep the graphs in a safe place so they can be used for the next couple of days. The students will analyze the graphs to interpret them and look for patterns. They will also compare the graphs with each other to look for relationships. Observe the air temperature graph with the precipitation graph. Observe and record in your journals the effects air temperature has on precipitation. Observe the wind directional graph with the results of the next day’s weather. Record in your journals what happened when an east wind, west wind, north wind or south wind was present. Observe the cloud graph with the results of the next day’s weather. Record in your journals what happened after cirrus, cumulus, or stratus clouds were seen. Observe the barometer graph with the wind force graph. Record in your journals what you observe about wind when the barometer is either high or low. Observe the barometer graph with the next day’s precipitation graph. Record in your journals what you observe about precipitation depth when the barometer is either high or low. Observe the wind force graph with the next day’s precipitation graph. Record in your journals what you observe about wind and the precipitation depth. Observe the thermometer graph with the results of the next day’s weather after a storm. Record in your journals what the temperature is after a storm.Extension:With the data that you have, take an average of each component in each season. Compare the same components of each season. Write the differences you see between the seasons. Write down why there are differences in the weather components from season to season.

Formative: Are students actively engaged in writing water journey narrative? Does the

Formative:Are students graphing and discussing data

narrative include key vocabulary terms and does the story have a beginning, middle and end, as well as, key story elements?

during collaborative discussion? Are they asking and able to answer questions?

Closing/Assessment:Students share stories in collaborative groups. Teacher reads Did A Dinosaur Drink this Water by Robert Wells and announces that the class will go on a water adventure tomorrow.

Closing/Assessment:Explain why sometimes it snows and sometimes it rains.What would the normal temperature be in the winter during the day?What would the normal temperature be in the summer during the day?What is going to happen when the barometer is low? High?Tell what the weather might be like before a storm.Tell what the weather might be like on a sunny day.Name three occasions that are considered severe weather.

Day 7Science Instruction: Water Cycle Adventure Math Instruction: Interpreting Data from a

Weather Chart (See Day #6)

Opening: Share Thomas Locker’s Water DanceActivate prior knowledge with “Think and Write” activity. Have students write words that apply to the water cycle and or create a diagram of the water cycle.

Opening:

Work Session: Share a diagram of the water cycle on the Whiteboard or under the Elmo. Discuss where the earth gets its supply of fresh water. The percentages of fresh versus saltwater. Does water go away? Where does rain come from? What energy source runs the cycle? Let students know that they will be acting out a journey of a water molecule through the water cycle. Model for students by taking a pipe cleaner and going to a station rolled which could be: animal, clouds, glacier, groundwater, lake, ocean, plant, river and soil. Divide students into 9 groups; have each group begin at one station. Call “cycle” and have students then proceed to follow instructions of the die, continuing the process at the next station as directed by the roll of the die. Repeat until students have been at 10 stations.

Work Session

Formative: Have students tell a partner the story of their journey, following the colors of the beads on their bracelet.

Formative

Closing/Assessment:Explain what happens to make the ice and the snow become liquid and the water on the sidewalk become water vapor. Discuss two examples of ways that these changes to water are important in people’s lives.Assessment: Have students illustrate their water molecule’s journey. Have then write a narrative to include with the illustration.

Closing/Assessment: 

Day 8Science Instruction: Water Purification Challenge

Math Instruction: Interpreting Data from Terrarium

Opening:Even though hunting has been slow, you have been able to survive the dangers of the Amazon Rainforest on the plants and insects you and your colleagues have collected. But time is an important factor, especially since the pilot needs medical attention. You continue on your quest to find Manaus with the hope that each day will bring you a little closer. "Hey guys, we are almost out of water," you hear Julie say. According to the map, several pools of water are nearby. Maybe some of the water is good enough to drink. You realize that testing the water will be hard with the tools you have and you worry about how to filter the water in case it isn't safe to drink. Or perhaps Julie, a chemical engineer, can come up with an idea for a filter design. What will you use? Will it work?

Opening: Problem of the Day:There is a cloud in the sky made up of 100 water droplets.  23 of the water droplets got there by transpiration from a tree, 18 got there from sublimation from a glacier and the rest came from evaporation of the water in the bayou.  How many water droplets came from the bayou?

Remind student that we have been observing and recording data from terrariums. Let them know that today they will use data and information learned throughout the unit to describe and draw the water cycle using science vocabulary. They will also create a graph online which depicts their data in a readable and simplistic way to others.

Work Session:1. Review with students the scenario

provided in the Introduction/Motivation section.

2. Pass out the worksheets and materials to groups composed of three students each.

3. Show students the bottle of "dirty water." Ask them: Who would want to drink this water? Explain to students that their team challenge is to find a fast and effective way to filter the water so it is clean enough to drink.

Work SessionAfter observing for a week, ask students to:  Take the plastic wrap off your terrarium and feel the soil. Why is the soil still wet? Do you think that any water has evaporated from the soil? Why? If water evaporated, where did the evaporated water go? Did it ever rain in your terrarium? How do you know? Where did the rain come from? Is there anything in your terrarium that reminds you of a cloud or cloud drops?Label your terrarium:

4. Fill each group's empty 12 oz cups with "dirty water." Remind students to never drink this water, even after filtering.

5. With the worksheet as a guide, have students complete the engineering challenge. Remind them of the basic steps of the engineering design process: understand the need, brainstorm different ideas, select the best design to fit the circumstances and constraints, plan, create and improve.

a. Evaporation_______________Yellow b.          Condensation______________Gray c.          Precipitation_______________Green d.          Collection__________________Blue

Additionally, groups will need to collaboratively develop a graph which displays their data appropriately and be prepared to answer and justify data based on student response.

Formative:Have students use the worksheet to guide them through the experimental procedure and turn them in for grading. Review their answers to the worksheet questions to gauge their comprehension.

Formative: Are students able to label terrarium and justify claims within group. Is student data recorded in journal? How have anticipatory guide answers changed? Are students able to correct misconceptions?

Closing/Assessment:After answering the worksheet questions, have students turn them in for grading. Lead a class discussion to compare results and conclusions. Students may find that a more "scientific filter" (that is, one using sand and gravel) is slower and does not work as well as one using a coffee filter, or gravel and a coffee filter. Discuss with students their different designs and compare the good and bad points about their filter designs. Example successful points: the filter worked very quickly and the water looked much better than before. Example negative points: the filter took a very long time to filter and did not do a good job of removing particles.Wrap-Up Questions: At activity end, ask the students the following questions in an open, teacher-lead discussion. The questions help to link the activity back to the Amazon scenario. (Note: These questions are not on the worksheet.)• How much water does your team need to purify? How much water do you think each person in your team will drink? (Answer: In situations like this, a person would drink about 2 quarts of water each day. You may want to have students calculate how much water that would be for the entire team each day.)• Would you be able to build something

Closing/Assessment: Student groups share data and terrariums. Class discusses anticipatory true-false guides. What information has changed? What has stayed the same? Address misconceptions?

like this in the Amazon? (Answer: A filter like this would be easy to build and, by boiling it, the water could be drinkable.)• Would the filter last long enough for you to get to Manaus? (Answer: A filter like this would only work a few times, but it might last a day or two.)

Day 9- 12Science instruction: Water Pollution ResearchOpening: Read the book A Cool Drink of Water by Barbara Kerley. Discuss the shortage of freshwater around the world and how the previous water filtration challenge might help. Discuss how students can work towards becoming change agents for global pollution. Work Session:Students research global water pollution using the internet and through group collaboration. Record research on word document or if working with a partner on Edmodo to be later used on individual websites created on Edmodo.Formative: Are students actively recording research? Have they selected a country or region to research? Are they using a variety of mixed media for research? Are students being mindful of bias in media depiction of foreign countries?

Closing/Assessment:Class openly discusses water pollution and its causes, where it’s most likely to happen and what can be done to prevent it. At the close of this lesson students should be able to describe the relationships among air, water, land on Earth, characteristics of living and non-living things, survival behaviors of common living specimens and factors that help promote good health.

Water Cycle Resources:

States of Matter

States of Matter Video & Songhttp://teacher.scholastic.com/activities/studyjams/matter_states/

Study Jams Matter Song and Video

http://teacher.scholastic.com/activities/studyjams/matter_states/

What Is Matter? http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html

States of Matterhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html

https://www.youtube.com/watch?v=CiyJPhOMF6I

Matter Reviewhttp://www.nyu.edu/pages/mathmol/textbook/wimreview.html

States of Matter with Heat

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml

Which Are a Solid, Liquid, Gas? Interactivehttp://www.bbc.co.uk/schools/ks2bitesize/science/materials

What Happens When You Add Heat? Interactivehttp://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

Read about Matter and Take a Quizhttp://www.chem4kids.com/files/matter_intro.html

States of Matter

http://www.heater-home.com/articles-heating-cooling-states-of-matter.aspx

I can investigate how water changes from one state to another (e.g. freezing, melting,condensation and evaporation).

Water

What Is Water?http://www.nyu.edu/pages/mathmol/textbook/whatiswater.html

Water in the Airhttp://www.nyu.edu/pages/mathmol/textbook/airwater.html

States of Water - Solids, Liquids, Gaseshttp://www.nyu.edu/pages/mathmol/textbook/slg.html

All About Physical and Chemical Changeshttp://www.ric.edu/faculty/ptiskus/chemical/

Why Leaves Change Colorhttp://www.dnr.state.wi.us/org/caer/ce/eek/veg/trees/treestruecolor.htm

Why Leaves Change Color with Experimentshttp://www.sciencemadesimple.com/leaves.html

Water Reviewhttp://www.nyu.edu/pages/mathmol/textbook/review.html

Interactive Water Cycle Quizhttp://earthguide.ucsd.edu/earthguide/diagrams/watercycle/watercycleq.html

All About the Water Cyclehttp://ga.water.usgs.gov/edu/watercycle.html

Water Cycle Videohttp://teacher.scholastic.com/activities/studyjams/water_cycle/

Water Cycle Songhttp://vimeo.com/1594826

NASA - Droplet and the Water Cycle Game (you will need to download this)http://kids.earth.nasa.gov/droplet.html

Are you a water wizard? - Do you have a fountain of knowledge when it comes to water? Well, dive right in and test your knowledge of water with these Water Wizard quizzes.

Click and Drag Water Cycle Components - place the first step anywhere you wish and then put the other steps in order

Create a model of the water cycle - lesson plan from Oceans Alive

Follow a drop through the water cycle - water science for schools from USGS

How You Can Make a Model of the Water Cycle - print this to give to your students

Ideas for teaching about the water cycle - from Pro Teacher

Introduction to the water cycle

Water Wizard quiz - Test your Water Awareness. Click on the best answer to each question below and find out if you are a Water Wizard!

Water Cycle Animation - Observe a raindrop traveling through various paths of the water cycle. In this visualization, the blue raindrop shows where water is. The red arrows show the processes that could move it to another place.

The Water Cycle Lesson Plan - five activities in one

Water Cycle - lesson plans from Science NetLinks

The Water Cycle - US Geological Survey's Water Cycle - one of the most complete explanation of the cycle

Water Science - US Geological Survey's (USGS) Water Science for Schools web site! They offer information on many aspects of water, along with pictures, data, maps, and an interactive center where you can give opinions and test your water knowledge.

Water Cycle - a slide show by Soo Park, Alex Reynolds, Kate Schmidt, Connie Woo, and Christine Zackrison

Water Cycle

Water Cycle Lesson Plan - from Planet H2O

Water Cycle WebQuest - [ designed for 5th grade ]

The Watershed Game - Many things happen in a watershed that affect the quality of the water we rely upon . Examine the issues in each area of the watershed, then see the impacts of your choices.

Weather in the Science Lab - Select Weather in the list of labs. The illustration shows a water cycle. Move your cursor around the image for more information. Click on The Weather Maker near the top of the weather window. Set the temperature of two air masses and the relative humidity, and then see what weather develops. Click on the book in the bottom left corner to read about weather. [ this link opens on a new page ]

Condensation- Condensation is the process whereby water vapor in the atmosphere is returned to its original liquid state

Frost Power Point

Blizzards Power Point

Freezing Point of Salt Water Control the temperature of a beaker of water. As the temperature drops below the freezing point, a transformation of state will occur which can be viewed on a molecular level. Salt can be added to the water to see its effect on the freezing point of water

Drinking Water and Safety

Drinking Water: Articles that discuss various aspects of drinking water.

Drinking Water Crisis: Alarming facts about global drinking water crisis.

Safe Drinking Water: Website that promotes consumption of clean drinking water.

Why Drink Water?: Find out how drinking water can benefit human health.

Drinking Water Guide: Read this guide to find out about the safety of different types of drinking water.

Drinking Water Standards: National drinking water standards from the Environmental Protection Agency.

Is Tap Water Safe?: News article that explains why tap water may be safer to drink than bottled water.

Bottled Water: Discussion on quality standards for bottled water.

Drinking Water Quality: An online tool that reveals qualities of drinking water in major cities throughout the United States.

Water Classroom Activities and Experiments

Water Sourcebooks: More than 300 water-related activities for K-12 students.

Project Wet: A website that provides water education through articles, lesson plans, activities, and games.

Water Lesson Plans: A wide collection of water lesson plans for elementary, middle school, and high school students.

Water, Water, Everywhere: This lesson plan helps students understand the relationship between population growth and availability of water.

Ground Water Lessons: Materials for lessons on ground water.

Can We Keep the Lake Clean?: A lesson plan from National Geographic that requires students to create pictures of the ecosystem of a lake.

Water in the Desert: An activity that shows students how to create water in the desert.

Water Treatment Activity: Classroom activity that helps students learn about water treatment.

Water Conservation: A lesson idea for teaching students about water conservation.

Learning about Water: Water lesson plans for K-12 teachers.

Games and Online Activities

Online Water Games: Learn more about water by playing games in this website.

Water and the Environment: A number of games that can help children gain a better understanding of the relationship between water and the environment.

Water Conservation Games: Links to several water conservation games.

Droplet and the Water Cycle: An educational game on water cycle from NASA.

Water Web Quest: An interesting water web quest from the University of Illinois at Urbana-Champaign.