Collaborative Learning: Adaptation Level
(K-4 Lesson)
- The Water Cycle
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- Grade Level
- 3-4
- Classroom Configuration:
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- Whole group activity, with small groups using desktops or laptops
- Arizona State Content Standards
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- Science
- Strand 6:Earth and Space Science
- Concept 3: Changes in the Earth and Sky
- PO 1: Identify the sources of water within an environment
- PO 2: Describe the distribution of water on the Earth
- PO 3: Differentiate between weather and climate as it relates to the Southwestern United States.
- PO 4: Measure changes in weather
- PO 5: Interpret symbols on a weather map
- PO 6: Compare different weather conditions in various locations
- Arizona Educational Technology Standards (2009)
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- Strand 4: Critical Thinking, Problem-Solving and Decision Making
- Concept 1: Investigation
- PO 1: Identify an authentic issue and collaborate as a class to define an essential question using digital tools and resources
- Concept 2: Exploring Solutions
- PO 1: Manage a learning project using digital tools
- Strand 6: Technology Operations and Concepts
- Concept 1: Understanding
- PO 3: Choose technology application for a given project or activity
- Objectives
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Students will understand the continuous cycle that water undergoes as it changes form.
- Procedure
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(To learn more about the water cycle in the context of the earth's climates, read this excerpt from Science for All Americans.)
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Students should have had experiences with water in liquid and solid forms, as well as with water "disappearing" from a cup.
- Motivation
- Show the class three items–a half-filled glass of water, a dish with an ice cube, and a dish with a wet paper towel.
- Begin by drawing attention to the glass of water. Ask questions such as:
- What is in this glass?
- What is water? What does it look or feel like?
- Is water a solid, a liquid, or a gas?
- Where can you find water? Where does it come from?
- Next, pick up the dish with the ice cube and show it to the class. Ask questions such as these:
- Describe ice. What does it look or feel like?
- Is ice a solid, a liquid, or a gas?
- What is ice made of? How is it made?
- If I left the ice in the room for a few hours, what would happen to it?
- Make sure they understand that when ice is allowed to warm up, it returns to liquid water.
- Next, present the dish with the wet paper towel, asking questions like these:
- What would happen if I left it out for a few hours?
- Why would it dry out?
- Besides paper towels, what are some other examples of wet things that dry out over time?
- What if I put this wet paper towel outside during the winter? What might happen to it? Why?
- Development
- To help students better understand the constant circulation and transformation of water in the outside world–the water cycle–have them think about and discuss questions such as these:
- Where does water go when it disappears or evaporates?
- What role does the sun play in the evaporation process?
- Where does water come from when it rains?
- How are clouds formed?
- When rain (snow/sleet) falls to the ground, what usually happens to it?
- Using their Water Cycle student E-Sheets, students should visit Round & Round It Goes! The Water Cycle
- Students answer questions and take notes using their Round and Round It Goes! student sheets.
- Discuss with them what they have learned and be sure to emphasize key benchmark concepts involving both the transformative (liquid/solid/gas) and the continuous, cyclical aspects of the global water cycle process.
- Next, divide the class into groups; have each group complete the hands-on activity on the Model Water Cycle student sheet.
- Each group will be asked to create a model of a water cycle in class. Include in your discussion questions such as these:
- What caused the water to evaporate in the mug or "ocean"?
- Where did the water go?
- How can you explain the dripping that is taking place?
- Explain the processes involved in the water cycle that took place inside your models.
- Extensions
- Students can further apply what they have learned by doing the My Life As A Drip activity, where they imagine that they are a drop of water, and write a short story about where they think they came from (in the context of the water cycle).
- Materials
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- Round and Round It Goes! student sheet
- Model Water Cycle student sheet
- Water Cycle student E-Sheet
- Water
- Two dishes
- An ice cube
- A clear glass
- Poster paper
- Crayons/markers
- Large glass, metal, or plastic bowls
- Dry ceramic mugs (like coffee mugs)
- Long pieces of string or large rubber bands
- A pitcher or bucket
- A sheet of clear plastic wrap
- Teacher computer with Internet access
- several computers with Internet access for student use
- Projector connected to computer
- Document camera
- Assessment
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- Divide the class into seven groups with each one representing one of the key processes in the water cycle–precipitation, infiltration, ground water, water table, evaporation, transpiration, and water vapor. Hand out poster paper and crayons or markers, and have each group draw a picture showing how their process works within the water cycle. Instruct them to use their notes and previous websites as resources. When they have finished, have the teams arrange their posters on the wall in the correct order, starting with precipitation. Ask each team to explain how their process works. After their presentations, encourage a class discussion, supported by their water cycle models or real-world examples.
- Extension: As a greater challenge, assign a new water cycle process to the same groups and have them do the water cycle presentations all over again–this time without use of their notes.
- Optional Activity
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Source: Science Net Links-The Water Cycle
