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This lesson provided by:
Author: Lauren Powers System: College/University School: University of Alabama in Huntsville Lesson Plan ID: Title:
Overview/Annotation:
Content Standard(s): Local/National Standards:
33763 The Water Cycle
This lesson is based on the Guided Discovery model. The
idea is to have the students think inductively. By doing this, the teacher provides several examples for the students to observe and decide how all of the examples relate to one another. Throughout this lesson, the students will evaluate examples of evaporation, condensation, and precipitation and come to the conclusion that they are all part of one big cycle called the Water Cycle. SC(2)
9. Describe evaporation, condensation,
and precipitation in the water cycle.
Podcast(s): Primary Learning Objective(s):
1. Identify the parts of the water cycle.
2. Describe what happens in the evaporation, condensation, and precipitation stages of the water cycle. 3. Explain why the water cycle is necessary.
Additional Learning Objective(s): Approximate Duration of 31 to 60 Minutes the Lesson: Materials and Equipment:
Technology Resources Needed:
Poster board with water cycle diagram, graphic organizer,
shaving cream activity (shaving cream, clear container, water, and blue dye), condensation activity (cotton balls, blue dye, water, and cup)
Projector or Interactive White Board to play videos for
the students to view. Speakers for students to hear videos
Background/Preparation: Procedures/Activities: Teacher plays rain sounds from computer to students. Students guess what the sound that they hear is. Teacher talks about evaporation and puts label on the diagram. Teacher explains condensation and puts label on the diagram. Teacher plays video about condensation: https://www.youtube.com/watch?v=hehXEYkDq_Y Students do the cotton ball absorption activity (Condensation). **Cotton ball absorption activity: Teacher will pass one cotton ball to each student. In front of them the teacher will place a small cup of water with one drop of blue dye in it. The student will place the cotton ball in the water and watch it absorb (like condensation).
Teacher talks about precipitation and puts label on the
diagram. Teacher performs the precipitation activity. **Precipitation activity: The teacher will have a clear glass cup that they will fill three quarters of the way with water. The rest of the glass will be filled with shaving cream. The teacher will take the blue dye and drop it into the shaving cream until it starts to drip down in the water like rain (or precipitation). Teacher teaches water cycle song. Students sing with teacher water cycle song: http://www.youtube.com/watch?v=ljwaIHLb8xw LYRICS AND HAND MOTIONS: (Sing to the tune of She'll Be Coming Around the Mountain)
Water travels in a cycle, yes it does
(use pointer finger to make a big circle)! Water travels in a cycle, yes it does (repeat finger circle)! It goes up as evaporation (moves hands up to the sky) Forms clouds as condensation (make a cloud overhead with arms) Then comes down as precipitation, yes it does! (sprinkle with fingers while bringing arms down in front of you) Teacher demonstrates shaving cream activity (Precipitation). Open Ended Questions: Ask students where they think rain and snow comes from. Why is rain important? What would happen if we didnt have rain? What do you think the condensation stage of the water cycle does by looking at the diagram? Evaporation? Precipitation? Unlabeled
diagram and ask students what it looks like is going on in
a particular phase. What are clouds? What does the sun do to water? Where does rain come from? Convergent Phase: What have we been talking about? We have evaporation, condensation, and precipitation that repeat continuously. What is this called? So if we put these words together what might this process be called?
Attachments:**Some files watercyclegoanswers.doc
will display in a new thewatercyclego.doc window. Others will prompt you to download. Assessment Strategies: Graphic Organizer and labeling the diagram Testing the assessment by how they label the graphic organizer They will cut out the squares on the answer sheet and glue the descriptions of each part of the water cycle to the correct label (evaporation, condensation, precipitation). Students explain what the parts of the water cycle do, and apply it to real life (ex. Why is the water cycle important? What does it do for the earth?) This will be done in the top square of the graphic organizer. Extension: Remediation: Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant
Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
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