Water Cycle
Learning Goal 1: Students understand that the energy from the sun drives the water cycle, recycling all of the water on the Earth, which shows that water is a finite resource.
Learning Goal 4: Students understand that Earth’s limited water supply and Earth’s geological processes results in uneven distributions of groundwater resources causing some areas of the world to have less water than others.
Learning Goal 5: Students understand that gravity causes water to travel over the surface of the Earth, causing water to pick up contaminants.
Objective 1: TSWBAT explain the reasons for and consequences of water pollution.
Objective 1: TSWBAT describe and model the steps and order of the water cycle.
Standards
MS ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
MS ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Concepts
Systems
Change
Model
Energy
Cycle
Learning Goal 2: Students understand that the energy from the sun drives the water cycle, recycling all of the water on the Earth, which impacts and changes the surface of the Earth.
Learning Goal 3: Students understand that state changes in the water cycle result in different cloud formations, creating different weather patterns.
Objective 2: TSWBAT list and describe the four types of precipitation
Objective 1: TSWBAT list and describe the four types of clouds.
Formative - Informal: the students will create a diagram that displays the four cloud types. (Lesson 3)
Formative - Formal: the students will complete an exit ticket. They will identify the four cloud types based on an image of each cloud. (Lesson 3)
Summative: the students will complete a knowledge check to demonstrate their knowledge of the water cycle.
Objective 2: TSWBAT list and describe the four types of precipitation.
Summative: the students will complete a knowledge check to demonstrate their knowledge of the water cycle.
Objective 1: TSWBAT describe and model the steps and order of the water cycle.
Objective 2: TSWBAT explain the reasons for and consequences of uneven distributions of groundwater.
Objective 1: TSWBAT locate areas of high and low groundwater in the United States.
Formative - Informal: after taking notes, the students will create a diagram to represent each step of the water cycle. The teacher will look over students’ shoulders to check for understanding. (Lesson 1)
Formative - Informal: for bell work, the students will try to brainstorm the four types of precipitation. (Lesson 1)
Formative - Formal: the students will create a story to model the steps of the water cycle. (Lesson 2)
Formative - Formal: the students will create a story that models the steps of the steps of the water cycle (it will include the types of precipitation). (Lesson 2)
Formative - Formal: Students examine an interactive map that shows groundwater levels in the United States. Then, the students answer questions based on this map. (Lesson 4 & 5)
Formative - Formal: Students will read an article about groundwater resources. They will identify what groundwater is used for. (Lesson 4 & 5)
Formative - Formal: Students read two articles about water pollution and how it occurs, then they answer questions based on the articles. (Lesson 4 & 5)
Formative - Formal: the students will create a slogan that promotes awareness of water pollution. (Lesson 5)
Formative - Formal: for bellwork, the students will identify where each stage of the water cycle is based on a diagram. (Lesson 3)
Formative - Formal: for bellwork, the students will identify where each stage of the water cycle is based on a diagram. (Lesson 3)
Formative - Formal: the students will create a story to model the steps of the water cycle. (Lesson 2)
Formative - Formal: the students will create a story that models the steps of the steps of the water cycle (it will include the types of precipitation). (Lesson 2)
Formative - Formal: the students will answer task card questions that apply the water cycle to real world situations. (Lesson 5)
Summative: the students will complete a knowledge check to demonstrate their knowledge of the water cycle.
Formative - Informal: after taking notes, the students will create a diagram to represent each step of the water cycle. The teacher will look over students’ shoulders to check for understanding. (Lesson 1)
Formative - Formal: the students will answer task card questions that apply the water cycle to real world situations. (Lesson 5)
Summative: the students will complete a knowledge check to demonstrate their knowledge of the water cycle.
Formative - Informal: for bell work, the students will try to brainstorm the four types of precipitation. (Lesson 1)
Summative: the students will complete a knowledge check to demonstrate their knowledge of the water cycle.