Colleen Cummings ELED 3221 March 15, 2014

Understanding the Water Cycle _____________________________________________________________________________ Central Focus/Big Idea: Water Cycle Subject of this lesson: Describe the steps of the Water Cycle Grade Level: 1st NC Essential Standard(s): 1.E.2.1 Summarize the physical properties of Earth materials, including water that make them useful in different ways. Next Generation Science Standard(s): Grades K-2 Scientific Knowledge Assumes an Order and Consistency in Natural Systems Many events are repeated. Grades K-2 Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Scientists use drawings, sketches, and models as a way to communicate ideas. 21st Century Skills: Using the 21st Century Skills Map-Science available on Moodle, choose the two or three skills that apply to your lesson. Explain why you chose these. Communication: 4TH grade outcome: Students prepare and interpret a variety of methods for demonstrating understanding and explaining the results of investigations including charts and graphs, diagrams and illustrations, photographic images, and informational and procedural text. Initiative and Self-Direction: 4th grade outcome: Students are able to design an investigation based on a question they have generated from their own curiosity. Academic Language Demand Language Function: In the table below highlight the three most important language functions for your lesson. Explain why you chose these. I chose these three functions because the students will be summarizing what they learned through description and explanation.

Analyze Interpret

Argue Predict

Categorize Question

Compare/contrast Describe Retell Summarize

Explain

Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson?

Precipitation: Rain, hail, sleet, or snow. Condensation: Water changing from gas to liquid Evaporation: Water that changes into a gas. Runoff: Water that travels from land to the ocean or another body of water. Instructional Objective: Students will be able to understand and describe the steps of the water cycle by creating a diagram of the water cycle. Students will meet the objective if they label all correctly and describe at least 3 steps correctly. Prior Knowledge (student): None is needed for this lesson. Content Knowledge (teacher): Teacher needs to understand that the four steps in the water cycle are precipitation, evaporation, condensation, and runoff. The teacher should have an understanding of what each step includes and be able to explain them to the children so they can understand. Accommodations for special needs (individual and/or small group): For visual and auditory learners, they are being catered to because I am providing a diagram from a book of the different parts in the water cycle and reading the descriptions to the class. If there are any hearing impairments, they will wear their enhancers so they can hear better, or sit towards the front of the class. Materials and Technology requirements: Everything Weather by Kathy Furgang (pages 1819) 5 glass jars with lids, hot water, 20 ice cubes, 18 Water Cycle Worksheet Total Estimated Time: 45 mins Source of lesson: http://spedventures.blogspot.com/2013/05/water-cycle.html Safety considerations: I will make sure I am handling the hot water so they dont burn themselves.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Teacher will start the lesson by asking questions: Where does all the rain water that forms puddles go when it is gone? Do you think more water is created every single time it rains or we run our faucet? Does anybody know the three states of matter? Allow the students to answer the questions, but dont tell them if they are right or wrong. Teacher will say, Okay, those are good ideas. I have a little excerpt from a book that I am going to share with you so lets see if you can figure out if you are right or wrong. Teacher will read pages 18-19 of Everything Weather by Kathy Furgang. Explore: Teacher will say, now that we know a little about the water cycle, you are going to create your own model of the water cycle in a jar. The first thing you are going to do is open your jar and leave the lid off. Im going to come around and pour some hot water in each of the jars and then you need to put your lid on upside down as soon as Ive put the water in. After that, I will come around with four ice cubes for you to put on top. Then, observe what is happening in the jar. As the students are observing, ask questions: What do you see happening? Are the sides of the jar looking foggy? What is happening to the ice? Why do you think so? Do you think you know what steps are being represented? After a few minutes, teacher will say, Now gently lift the lid. Do you see water droplets on the bottom of the lid? If not, allow a few more minutes before moving on. Explanation: Teacher will say, So we saw the jar fogging up, the ice melting, the water droplets forming on the bottom of the lid. Those are all different parts of the water cycle. The water build up on the side of the jar is demonstrating the condensation of the water cycle. After some of the water evaporated, which we cant see, the ice cubes cooled the gas down, allowing the water to form on the sides of the jar. What do you think the water droplets on the bottom of the lid represented? Students will respond saying that was precipitation. Teacher will say, Great! That was representing precipitation in the water cycle. Teacher will ask, Do you think that some of these steps occur in daily life? Where do you think you might find them? Elaborate: Teacher will say, So we think that some steps can occur in daily life with things we see every day. Does anybody have an example they want to share? Students may or may not have an example. Teacher will say, Well I have a few pictures here that I want to look at and see if we can decide what might be happening in the picture. Teacher will show the pictures in the following order: Lake (evaporation), leaf (condensation), window (condensation). Then, teacher will ask, can you think of any other ideas? What do you think occurs when you boil water in a pot and the steam rises? (show picture) How about when your water bottle starts to sweat? (show picture). A cup of coffee? (show picture). Ask students if there are any other examples they can think of during their day-to-day life.

Evaluate: Teacher will say, Now I am going to pass out a worksheet for you to complete about the different phases of the water cycle. You are going to match the word to the correct description and then on the bottom in the blank space, you are going to draw your own water cycle.