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Date:
Standards:
Standard 1: Students will understand that water changes state as it moves through the
water cycle.
Objective 2: Describe the Water Cycle.
b. Describe the processes of evaporation, condensation, and precipitation as they relate
to the water cycle.
d. Construct a model or diagram to show how water continuously moves through the
water cycle over time.
Content Objective(s):
SWBAT diagram the water cycle by creating
a diagram of the water cycle in small groups.
Language Objective(s):
SWBAT use water cycle vocabulary appropriately
while completing cloze sentences in pairs.
Key Vocabulary:
Water Cycle
Evaporation
Condensation
Precipitation
Transpiration
Infiltration
Saturation
Runoff
Groundwater
Cloud
Rain
Sleet
Snow
Hail
Dew
Water Vapor
Materials:
Cloze Sentences Worksheet
Vocabulary Words and Definitions
Science Journal
Colored Pencil
Slips with Part of Water Cycle (evaporation, precipitation,
condensation)
For Diagram:
Base Picture
Water Cycle Cutouts
Tape or Glue, Scissors
Pen or Pencil
Time:
1-2 min.
Lesson Sequence
Go over the content and language objectives (have these written on the board):
Content Objective: Be able to diagram and explain the water cycle
Language Objectives: Be able to use water cycle vocabulary correctly while creating a
diagram of the water cycle. Be able to use water cycle vocabulary correctly while
completing cloze sentences.
10 min.
up to a student with a definition or vice versa. The student reads the word or definition
and the other reads their word or definition. Then if they dont match they find another
person with the opposite paper. If they find their match and sit down in pairs. When
finished each pair will present their word to the class by reading what is on their papers.
This will help with the review of the words. (This can be done deliberately by giving the
word to the less proficient students and the definition to the more proficient/fluent
students)
5-10
min.
20-25
min.
10 min.
15 min.
5 min.
Assessment:
The use of the diagram and if they are able to label and explain it correctly will be an informal
assessment to see if they have a good understanding of the water cycle.
Other formative assessments while the activities are going on is how well they pair up and how well
they fill in the cloze sentences.
Name __________________________________
2.
The sun heats up the seas and oceans and turns the standing water
into _________ ___________ through _________________.
3.
Once the___________ __________
reaches the cooler air at the higher
altitudes it ______________ to form clouds.
4.
When the clouds hold too much water it starts to come pouring out in
different forms of___________
which includes ________, ________ , ________ , or
even ____________.
5.
Once the water reaches the ground it starts to __________
ground and turns in to underground _________________
into the
6.
After the ground becomes too _______________
the falling _____________
turns into __________ and finds its way into different rivers and lakes.
7.
Then the whole process of the ____________ ____________
again.
8.
Bonus: ______________
is ______________
Name __________________________________
2. The sun heats up the seas and oceans and turns the standing water
into W________ V__________ through E_________________ .
4. When the clouds hold too much water it starts to come pouring out in
different forms of P__________
which includes rain, snow , sleet or even
hail.
5. Once the water reaches the ground it starts to I_________ into the
ground and turns in to underground G________________ .
7. Then the whole process of the W___________ C___________ will start over again.
8. Bonus: T_____________
is E_____________