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Topic: The water cycle Grade: Kindergarten Standards: 5.8.2.B.2.

. Atmosphere and Water: Recognize that water can disappear (evaporate) and collect on cold surfaces (condense). Objectives: Students will be able to name the parts of the water cycle (evaporation, condensation and precipitation). Students will be able to explain that water evaporates as the sun heats the water. Students will be able to explain that evaporated water condenses to form clouds. Students will be able to explain water falls back to the land as precipitation in the form of rain, snow or hail. Materials: The Magic School Bus: Wet All Over by: Joanna Cole The Magic School Bus: Wet All Over video clip (youtube) Water cycle diagram Pony beads: yellow, green, blue, white and clear Elastic string or pipe cleaners Small bowls (to hold beads) Large chart paper Projector Laptop or desktop computer Procedures: Interactive Read Aloud Before reading, ask students what they know about water. o How does water get to earth where we can see it? o How does water become rain? o Where does the rain go after it falls from the sky? o Allow students to turn and talk with a carpet partner to discuss answers. o Allow 3 pairs of students to respond. Create a T-chart on big chart paper (what we know and what we learned). o Allow a few students to take turns writing the class responses on the chart paper o Explain to students that they will complete the chart after we learn a bit more about the water cycle. Read The Magic School Bus: Wet All Over by: Joanna Cole. o Stop at each part of the water cycle to check for understanding. Ask, What is happening to Miss. Frizzles class now?

o At each stop, draw the part of the water cycle being discussed on chart paper for students to see. * Using The Magic School Bus to introduce the water cycle is beneficial for both typical and inclusion students. The book introduces content through brain-based learning, by connecting the water cycle to humor. Stopping at important parts of the book to draw diagrams, support visual learners in the classroom. Turn-and-talks give students the opportunity discuss their prior knowledge about content and make personal and world connections. Talking with a partner is beneficial to students who are shy or have social deficits. Working with a partner allows these students to share ideas in a small and less intimidating manner.

The Water Cycle Hoe-Down! Explain to students that it can be tricky to learn about the water cycle because there are so many parts. Tell students that one of the ways we can remember the parts of the water cycle is by singing about them. Instruct students to stand in a large circle around the carpet o Sing The Water Cycle Hoe-Down for the students and model the hand motions that go along with it. o Break the song down line by line so that the students can follow along. o Sing the song together as a class and in groups (ex: boys, girls, students wearing red, etc.). * This activity also implements brain-based learning because it connects content to music. The Water Cycle Hoe-Down also allows students to stand up from the carpet and have a movement break. This is important for learners with attention deficits. Using hand motions with the song will appeal to kinesthetic and visual learners.

Water Cycle Bracelets Explain to students that they will be making water cycle bracelets that will help them to remember the parts of the cycle. Show students the colored beads (blue, green, clear, yellow and white). Explain that each bead represents a different part of the water cycle. Allow students to turn and talk with a partner to discuss possible meanings for each bead. Allow a few students to share their thoughts with the class. Explain that the sun (yellow) heats up the water in and on the earth (green). It evaporates (clear), cools and condenses into clouds (white). Then it rains, sleets, snows, or hails (blue) and that runoff soaks into the earth, where the sun heats it up, it evaporates, etc Dismiss students to their table spots to make a bracelet of their own (mixedability groups). Provide each table with diagram of the water cycle.

Walk around to each table and ask students to explain their thinking as they put the bead onto the bracelet. o Why are you putting the beads in a certain order? o Why does the color pattern repeat?

* Making water cycle bracelets is a great alternative to completing a worksheet. The bracelets allow students to review the parts of the water cycle by creating a reusable study tool. Making bracelets is an activity that will benefit kinesthetic, visual and tactile learners. The bracelet materials can be adapted for different learners in the classroom. For example, pipe cleaners and large beads for students with visual impairments or poor fine motor skills.

Closure: Invite students to meet back on the carpet. Explain to the students that the author of The Magic School Bus: Wet All Over also made a video version of her book. Tell the students that they will be watching a few minutes of that video. When the video stops, they students will yell out the part of the water cycle being described (evaporation, condensation or precipitation). Lastly, the students will take turns adding new knowledge to the T-chart.

Assessment: Students will be able to name the parts of the water cycle and explain water cycle processes in one of the following ways: o Naming and explaining the beads on their bracelets. o Singing The Water Cycle Hoe-Down with hand motions. o Explaining the parts of the water cycle by pointing to pictures in The Magic School Bus: Wet All Over or the class diagram. o Assessments will be completed through mini conferences with students as they work.

* Adaptations to parts of lesson or activities.

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