5.

What specific
activities might be
useful for helping
students develop an
understanding of the
concept in each
phase of the
Learning Cycle?

An activity that involves boiling water would be useful for helping students develop an understanding of the concept in
each phase of the learning cycle. To help avoid falling prey to activity mania, students will be asked to make observations
and connections about the phases of the water cycle, activity, and weather before the teacher gives explicit direct
instruction of the water cycle phases and weather. This will allow for students to inquire about what they see, define it as
a cycle of water, notices three phases with out prior explicit knowledge or direction from the teacher, and ask questions
and converse about the activity. When we give the explicit information about the water cycle after the students complete
and discuss the activity, we are taking away the chance for students to mindlessly draw the phases and label it without
further inquiry on what is observed.
For this activity, students will make observations and begin to experience the water cycle as a teacher explains its phases
by boiling a pot of water and observing what happens. First, students will make predictions about what will happen to the
water as it heats up. Then, students will watch as the teacher puts the water into the pot and heats it up. As the water heats
up, the steam will allow students to see/experience the evaporation phase. Students will draw and make notes of this
observation. At this point, the teacher will hold a lid above the rising steam which will allow students to view
condensation as the water droplets collect on the cold lid. The students will continue to draw and make notes of their
observations. Finally, the students will be able to experience precipitation as the water droplets grow in mass on the lid
and eventually fall back into the pot. Again, the students will continue to draw and make observations in their science
notebooks. As the activity wraps up, the students will discuss what they observed and drew. The teacher will facilitate a
discussion that leads to the findings of the 3 phases of the water cycle and what occurs in each phase. The teacher will add
explicit definitions and explanation of the components of the water cycle along with students as they start to make the
connections between what was observed, the water cycle, and the weather. The teachers job is to scaffold and fine tune
the students inquiry and understandings. The lesson will wrap up with the teachers final and explicit definition of the
water cycle, evaporation, condensation, precipitation, and its connection to the weather and climate.
In this activity, the teacher will directly explain the water cycle, its phases, and connections to the weather at the end of the
lesson. Students will explain what they observe and their hypothesis about the water cycle and weather. Everyone will be
engaged with the content as they participate in the water boiling activity by observing, taking notes, discussing
observations with peers, and defining and explaining what they have learned and observed. The students will expand their
learning about the water cycle as they connect it to the weather and other areas that they observe these phases (i.e.
condensation on the outside of a drinking glass). The students use evidence, via the materials noted in their science
notebooks about the activity, to elaborate on the science occurring as a result of this activity. The teacher will elaborate on
students conjectures in order to fine tune a create a solid definition and student understanding of the science that occurred
in the activity. Finally students get the chance to evaluate their observations as they make sense of the water cycle and
weather via class activity and discussion.
REFLECTION LINK TO TEAC 315: This section of the CORE document links well to our readings
pertaining to the learning cycle. The article discussed in week 4, Examining the Learning Cycle
written by Patrick Brown and Sandra Abell, connects to this section of the CORE document and
all remaining class materials that discuss the learning cycle with respect to the 5 Es. By allowing

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

students to explain the water cycle through an engaging activity that calls for students to
observe the water cycle as a pot of water heats up, students are also gaining an experience to
which they can make valuable connections to. As students continue to expand there
understanding of the water cycle, they begin to make connections between the water cycle and
our weather. Not only does this activity captivate student attention, but it asks students to call
upon prior knowledge as they inquire about the water cycle and its prevalence to the weather.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

6. In what ways
would you assess
students
understanding or
confusion about this
concept?

In order to assess students' understanding and/or confusion about this concept, students will be asked to capture this activity
in their science notebooks. First, students will make predictions and statements about the water cycle based off of prior
knowledge. Then, as the teacher goes through the different phases, students will be asked to draw a picture of each phase
and make observations. Finally, students will reflect with classmates and teacher through a discussion of the phases.
Student understanding will be monitored and assessed through science notebooks (observations made, pictures drawn, and
correct labeling of the phases must be present) and class discussion. Misconceptions that student might have about the water
cycle would involve talking about energy and the process of changing states of matter. This could be brought up by
students inquiring about freezing water. This will be address by telling the students that, while we will learn more about the
water cycle related to states of matter at another time, but that they made a very good inquiry. The teacher can use this
opportunity to discuss freezing water and ice being a solid. It allows for the connection of water that condenses and freezes
in the air to form clouds, snow, hail, sleet, etc. This misconception will be turned into an opportunity to make connections
between the water cycle and different weather and climate phenomena.
Along with assessing students understanding and/or confusions about this concept, an exit question might be asked of the
students as a pass to begin to transition to the next school activity (subject). An example of this might be to ask students to
define the water cycle by identifying the phases of the cycle that occurred in the boiling water activity. An answer that
expresses adequate understanding would be one where that identifies the water cycle where evaporation was seen as steam,
condensation was seen with the water droplets forming on the lid, and precipitation occurred when the water fell from the
lid to the pan. Another example of an assessment question would be for students to give an example of a time that they can
remember experiencing a phase of the water cycle in their every day lives (i.e. condensation on drink glass).
REFLECTION LINK TO TEAC 315: Assessment is an integral part to education and has been
discussed throughout the semester. A key way that teachers can capture and assess student
understanding of the water cycle is through science notebooks. Incorporating science notebooks
has been a big focal point in this class, and, likewise, is a main focal point to this water cycle
lesson. Not only are students able to make sense of their observations of the water cycle through
written documentation via science notebook, the notebook also serves as a tool for assessment of
student understanding. During and at the end of the lesson, teachers are able to visualize a
students thought process as they considered the boiling water experience and can assess the
students level of understanding by analyzing student responses and reflections on the
documentation of the entire water cycle activity.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

7. What materials/
equipment are
needed to teach the
lesson?

Materials required for this lesson are as follows: Metal pot, metal lid, water, stove, pencil, and science notebook(s). For additional
information, students can visit the following website: http://beyondpenguins.ehe.osu.edu/issue/water-ice-and-snow/thewater-cycle-and-the-polar-regions-hands-on-science-and-literacy This resource provides many interactive and hands-on
actives and explications to provide additional support for struggling learners. This website also offers explanations on how ice and
changes in states of matter is a factor in the water cycle. This is a great resource for students who want to further explore the water
cycle on their own and for students who need additional support.
REFLECTION LINK TO TEAC 315: Materials for the water cycle lesson are not all physical materials. In order
for the lesson to reach its full instructional potential, incorporating technology is vital. In the article
Interactive Technology Strategies Nurturing the language of science among English language learners by
Laurie Campbell and Brenna Rivas, we learned that technology facilitates multiple opportunities for
students to engage with the language of science (Campbell & Rivas, 2012). The technology provided in
this lesson takes the form of a virtual source for interactive water cycle activities that students have the
opportunity to use as they extent their knowledge of the water cycle. Furthermore, it serves as a resource
for students to independently hunt down more information about the water cycles through fun activities.
Not only does the technology serve as another mode for learning, but it fosters that curiosity that fuels the
motivation and desire to know more!

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

8. References
(Please list all
resources consulted
in developing this
form)

Brown, P., & Able, S. (2007, January). Examining the learning cycle. Science and Children, 5859.
Campbell, L., & Rivas, B. (2012, November). Interactive technology strategies: nurturing the language of science among
English language learners. Science and Children, 8287.
Fries-Gaither, J. (2008, August). The water cycle and the polar regions: Hands-on science and literacy. Retrieved from
http://beyondpenguins.ehe.osu.edu/issue/water-ice-and-snow/the-water-cycle-and-the-polar-regions-hands-onscience-and-literacy
Fulton, L., & Campbell, B. (2014). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann Educational
Books,U.S.
Next generation science standards. (2013, April). Retrieved from
http://nstahosted.org/pdfs/ngss/NGSSMatricesByTopicsAndCoreIdeasForFinalRelease.pdf
Olson, J. (2008, December). Concept-focused teaching: using big ideas to guide instruction in science. Methods &
Strategies, 4549.
Powell, D., Needham, D., & Aram, R. (2008, December). Connecting children to their world. Science and Children, 4044.
Rice, D., Dudley, A., & Williams, C. (2001, March). How do you choose science trade books? Science and Children, 1822.
Science education | NDE. (2010, October). Retrieved 18 November 2015, from http://www.education.ne.gov/science/
Shiland, T. (1997, December). Decookbook It! Science and Children, 1418.
Vo, T. (2015). Teac 315 fall 2015. Retrieved 18 November 2015, from https://sites.google.com/site/teac315fall2015/home

CoRe Document 5-8

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

Reflection and
link to TEAC
315 ideas and
materials

My expectation for reflection was that I clearly

discuss and link class readings to different points
in the CoRe document and I reflect on what the
articles mean in terms of their teaching of a water
cycle unit. I think I deserve a 3 because I met and
then exceeded the requirements to receive a 2.
Clarity and organization of ideas was executed as I
placed explicit, corresponding notes at the end of
each section that reflected on the articles in terms

Clearly discusses and

links class readings to
different points in the
CoRe document.
Reflects on what the
articles mean in terms
of their teaching of a
water cycle unit.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)