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Leanne Kearns August 9, 2013 Professor Brisini Sacred Heart School/Third Grade/8-9 years old Science Water Cycle Content Area: Essential Question: Where does water go? Prior knowledge of what makes up a cloud Evaporation - water changes from a liquid to a gas Water Vapor - water as a gas form Condensation - water changes from a gas to a liquid Water Cycle - path of water as it moves on, above, or below Earths surface Precipitation - water falls to Earth as rain, snow, sleet, or hail Water flows into lakes, rivers, and oceans or soaks into ground as groundwater 1.Sun heats the water and causes it to evaporate 2. Water vapor condenses and forms clouds 3. Water falls back down to Earth

National and New Jersey State Standards: 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

Strand:

ESED SHU Lesson Plan

2 Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity. CPI: By Grade 4 5.4.4.G.3: Most of Earths surface is covered by water. Water circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Technology Standards: 8.1.P.C.1. Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats This lesson meets the standards mentioned above because the students will be learning the path and purpose of the water cycle. The The students will use the interactive smart board technology. The students will make connections to their prior knowledge about clouds. The students already understand that clouds are collections of tiny droplets of water. Students will demonstrate their knowledge throughout the interactive smart board lesson. Purpose/Goal: To understand where water goes Objective(s): Students will be able to correctly define and use basic vocabulary terms associated with the water cycle. Students will be able to illustrate or label a diagram of the water cycle.

Procedures/ Format: Introduction: ESED SHU Lesson Plan

I will begin my lesson by showing students students the StudyJams video clip about the water cycle. After they view the video clip, they will pull out any keywords that they thought sounded important. This will allow me to pre-assess any prior knowledge. I will discuss how those keywords will discuss our topic of the water cycle today. I will review our last topic, which was clouds and how theyre formed. Clouds are formed by a collection of water droplets. Next, we will review the clouds role in weather, which has to do with bringing rain or other precipitation to fall. This connects us to our water cycle and how clouds form. Development: I will continue with my interactive Smart board lesson that contains the content. I will discuss the two major events that need to occur in order for clouds to form. These are evaporation and condensation. After I discuss the meaning of those concepts, I will complete a formative assessment which has the students match the keyword to the description. This will show me if students are staying engaged. Next I will discuss what the water cycle is and the three main events that occur during it. Following this is a slide that shows a basic diagrams of those three events so students are able to visualize the water cycle to real world. Next, we discuss precipitation and where it goes after it falls to the Earths surface. Conclusion: Finally, I will have a more elaborate diagram of the water cycle that uses all of the terms we discussed this lesson. Next, the students which see a summary of each phase of the water cycle. Then, I will finish my formative assessment with multiple choice questions from the lesson. I will pass out the students blank water cycle diagrams that only have illustrations with empty boxes. I will give the students their directions about how to complete the activity.

Resources: http://learningideasgradesk-8.blogspot.com/p/freebies.html http://www.brainpopjr.com/science/weather/watercycle/

ESED SHU Lesson Plan

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp

Smartboard with notebook software Speakers for computer 25 Copies of blank water cycle diagram 25 pairs of scissors 25 glue sticks

Inclusive Instruction: 3: Above Students - If these students are exceeding at the activity, I will have them explain the difference between evaporation and condensation. If they complete that, I will encourage them to add any more labels to the diagram of the water cycle. 2: Middle Students - This lesson and activity should be best suited for this level of students. They may be able to add to the diagram of the water cycle as well if they finish early. 1: Below Students - These will have extra time to complete the task, as well as re-watch the StudyJams video from the introduction. I will help them individually if necessary.

Assessment: Throughout my interactive lecture, I will assess the students by answering questions about the water cycle and definitions that describe important parts of the cycle.

ESED SHU Lesson Plan

5 After the interactive lecture and formative assessments, I will have the students label an illustration of the water cycle. I will grade the diagram by using a scale of 5 as the highest (no mistakes) and 1 as the lowest (0-1 mistakes). Applications, Connections, Extensions: As an extension of the lesson, I will have students go home and watch the BrainPop video online about the water cycle. I will send home the paper copy so they can fill it out and bring it back. Also, students can visit this website (http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp ) to practice their knowledge. In the classroom, as a reinforcement activity the following week, after they have studied it a little more, they can draw and label their own diagram of the water cycle or make their own using webspiration online.

ESED SHU Lesson Plan