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of the earth.
c. Compare the processes of evaporation and condensation of water.
d. Investigate and record temperature data to show the effects of heat energy on
changing the states of water.
C. Enduring Understanding/Big Idea
Matter on Earth cycles from one form to another. They cycling of matter on Earth
requires energy. The cycling of water is an example of this process. The sun is the
source of the energy for the water cycle. Water changes state as it cycles between
the atmosphere, land, and bodies of water on Earth.
I will understand that water changes state as it moves through the water cycle.
Water Cycle Vocabulary: clouds, condensation, dew, evaporation, precipitation,
temperature, water cycle, vapor, transpiration, run off, collection
D. Essential Questions/Guiding Questions
E. Concepts
Identify locations that hold water as it passes through the water cycle
(e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground
water).
Construct a model or diagram to show how water continuously moves
through the water cycle over time.
Describe how the water cycle relates to the water supply in your
community.
F. Skills
2. Formative Assessments/Evidence
3. Summative Assessments/Evidence
Review Pre-Test
Worksheet on where water is found on the Earth.
Globe Investigation
Science Journal Story Water-More Precious than Gold
Power Point presentation on where water is found on the Earth.
Students estimate percentages of water found in oceans, glaciers, and
freshwater.
Distribute their estimates through the penny activity
Earth water distribution activity with 2-liter bottle.
Lesson 3. I will understand the relationship between heat energy and evaporation of
water on Earth. Why Does a Puddle Shrink? (Evaporation)
Power Point presentation introducing the sun as the heat energy source for the
water cycle on Earth.
Investigation-Evaporation activity that compares evaporation rates. (cotton
swabs, and paper towels).
Why does a Puddle Shrink-Video
Why does a Puddle Shrink investigation-clipboards, pipettes, laminated paper
with puddle A, puddle B, puddle C.
Lesson 4. I will compare the processes of evaporation and condensation of water on
Earth. Condensation Chambers
Evaporation understanding review
Vocabulary words review
E.
Concepts
Based upon the Utah State Core or Common Core standard, what do students need to know?
F.
Skills
Based upon the Utah State Core or Common Core standard, what will students be able to do?
B. Formative Assessments/Evidence
Aligns with all key concepts and skills.
Aligns closely with standard (criterion-reference).
Includes scoring guides/rubrics.
C. Summative Assessments/Evidence
Aligns with enduring understanding/big idea and comprehensive concepts and skills.
Aligns closely with standard (criterion-reference).
If applicable, includes scoring guide/rubric.
Identifies each lesson objective that completely aligns with the standard, then lists the
instructional strategies and learning activities that will provide students with the
information and activities that will allow them to proficiently understand the enduring
understanding/big idea and are aligned with the standards-based assessments.
Makes certain that strategies are developmentally appropriate for the age and grade-level.
Utilizes research-based strategies that produce high-yield results.
Utilizes expository and persuasive writing.
Focuses on strategies and learning activities that have the students actively do the content.
Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2nd ed. Alexandria, VA: ASCD.; Ainsworth, L.
(2003). Unwrapping the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press.