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The Water Cycle Students will be able to describe and sequence the main…
The Water Cycle
Students will be able to describe and sequence the main stages of the water cycle (evaporation, condensation, precipitation, and collection) and explain how energy from the Sun drives these processes using grade-appropriate scientific vocabulary
Introduction
Hook
Show a 1-2 minute time lapse of a puddle shrinking on a sunny day and clouds forming in the sky. Ask “Where did the puddle go, and how did those clouds get there”
Prior Knowledge
Will be going over the states of matter?
Time
5 minutes
Materials
Notebooks
Colors
Pencils
Screen Board
Guided Practice
Teacher will go over assignment and show an example before giving it out.
Work in groups of three.
Ask groups to predict how the water cycle would change in a hot summer day or a very cold place and to justify their thinking in notebooks and draw and restate responses with their group and we will do a table talk after and share responses.
10 Minutes
Teacher will be walking around and making sure all students are doing what they are are supposed to be doing while asking them quickly some check from understanding questions.
Materials
Colors
Assignment Page
Pencils
Student Notebooks
Direct Instruction
Interactive Demonstration
Placing a wish of water under a heat lamp and a clear plastic cover and a small cup in the center of the cover. As the water evaporates it will condense on the cover and drip into the cup students will observe evaporation, condensation, and collection.
What students will learn…
Introduce new vocabulary of evaporation, condensation, precipitation, collection/runoff. Have students repeat definitions and give oral examples.
Create an anchor chart of water cycle and arrows with labels and students come up and place sticky notes of examples of parts of the cycle.
Materials and Time
20 minutes
Sticky Notes
Pencils
Assessment
Formative: Students will complete an exit ticket sequencing task where they place labeled cards for evaporation, condensation, precipitation, and collection in order and write one sentence explanations for each stage
Summative:
Students will create a labeled diagram of the water cycle with at least four stages correctly identified and write short paragraph explaining how the sun’s energy affects one stage
Teacher will choose one as a form of an exit ticket and teacher will see the understanding of the student of the lesson. She will see if the objective was met while seeing responses. By explaining their responses in a paragraph the teacher can see the proficiency of the students work.
Differentiation
Modifications
The vocabulary words will have pictures not just words
Incorporating Visuals
Giving real life connections
Using color-coded in the anchor chart
Giving them sentence frames
English Learners
Visuals with labeled pictures
Real objects and gestures to help them
Challenge Activities
Creating weather connections that incorporate
hurricanes, droughts, and flooding
Create a Data Analysis Challenge
Graph trends, compare patters, different water cycle concepts using their electronic devices to research
Diverse needs
Using visuals, videos, having table talks, creating anchor charts, model an example before giving assignment, sentence stems, walking around class, and incorporating white board responses.
Independent Practice
Students Receive Assignment
Draw and label four main stages of water cycle
Write 3-4 sentence paragraph explaining how the Sun affects one stage of the cycle
Answer one short-answer question
Check Understanding
Teacher would walk around and check mark if students if work is correct if wrong then students redo again
Time 10 minutes
Student Assignment Sheet
Pencil