Objectives
Concept Introduction Phase: The student will label diagrams and create pictures of the Water Cycle using the following terms: precipitation, condensation, transpiration, and evaporation.
Application Phase: The student
will apply their observational findings in a new situation by creating terrariums, hypothesizing, and making predictions.
Grade Level
Process Skills:
Recall, observation, predicting, controlling variables,
hypothesizing
Materials:
Science Webpage
Large paper
Colored pencils, markers or crayons
Plastic “salad” containers (1 container/person or group)
10 lb. bag of planters’ soil
1 gallon water
12 seedlings (preferably fast growing flowers)
Daily access to window with sufficient
sunlight or a heat lamps/grow lights
Newspaper
Estimated Time:
120-130 minutes
Activity Notes
Exploration Phase:
Use the webpage to lead discussion and to activate prior knowledge of precipitation, condensation, transpiration, and evaporation (although
students will most likely not know the correct
terms.) During the beaker activities, the beaker of ice water will show condensation
on the outer wall of the beaker. The water in the beaker of room temperature water (with
measurement indications) will evaporate over time.
Concept Introduction Phase:
When introducing concept terms
precipitation, condensation, transpiration, and evaporation use the images within the webpage as well as word cards to simulate the water cycle
discussions. Students should
be encouraged to work as a group to draw their version of a Water Cycle, each
group member can be responsible for one term on the page if age
appropriate. Students will respond and make connections between their exploration phase
activities and the Water Cycle concept introduction phase.
Application Phase:
Students will create terrariums. After several hours in the heat,
condensation will form underneath the lid of the terrariums. The plant will
survive without the addition of more water. Some students
may hypothesize that the plant will “suffocate” – this should be discussed openly with the group. The teacher should relate the terrarium back to the
Water Cycle using key terms.
Frameworks:
(DESE Science Curriculum Frameworks Addressed
Science K-4 I. Science Inquiry A. Processes of Scientific
Inquiry, 2. What students should know: sometimes two people can observe the same
object or event and describe it differently. a. What students should be able to
do: carefully distinguish actual observation from ideas and speculations about
what was observed; use information-processing skills to develop and clarify
ideas and perspectives (1.5; 1.7)
Science K-4 I. Science Inquiry A. Processes of Scientific
Inquiry 2. What students should know: words, pictures, numbers, models, and
sounds can be used to describe objects and events. a. What students should be
able to do: create communications that describe and compare things in terms of
number, shape, texture, size, odor, sound, mass, color, and motion (2:1; 2.4;
2.7)
Science K-4 IV. Earth Systems A. Physical Systems 2. What
students should know: water reaches Earth in different forms (snow, hail, rain,
fog, etc.) a. What students should be able to do: conduct research to develop
and evaluate information and ideas about how water in various forms reaches
Earth (1.2; 1.6; 3.5)
IV. Earth Systems A. Physical Systems 2. What students should
know: water condenses, evaporates, and exists as a gas liquid or solid on Earth
and in the air. a. What students should be able to do: develop strategies for
predicting and addressing the effect of temperature or wind on evaporation and
condensation. (2.4; 3.2; 3.3)
Standards:
(NSES Standards
Addressed)
Grades K-4, Science as Inquiry CONTENT STANDARD A: ABILITIES
NECESSARY TO DO SCIENTIFIC INQUIRY ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND
EVENTS IN THE ENVIRONMENT. This aspect of the standard emphasizes students
asking questions that they can answer with scientific knowledge, combined with
their own observations. Students should answer their questions by seeking
information from reliable sources of scientific information and from their own
observations and investigations.
Grades K-4, Science as Inquiry CONTENT STANDARD A: ABILITIES
NECESSARY TO DO SCIENTIFIC INQUIRY PLAN AND CONDUCT A SIMPLE INVESTIGATION. In the
earliest years, investigations are largely based on systematic observations. As
students develop, they may design and conduct simple experiments to answer
questions. The idea of a fair test is possible for many students to consider by
fourth grade.
Grades K-4, Earth and Space Science CONTENT STANDARD D: PROPERTIES OF EARTH MATERIALS, OBJECTS IN THE SKY, CHANGES IN EARTH AND SKY. The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
Safety
Considerations:
Know the plants you’re using; wash hands before and
after handling soil, seeds, and plants; avoid pink or treated plants; be aware of
allergies; do not use fertilizers; if using heat lamp, be cautious of electrical
outlets and water usage.
Websites:
buildingrainbow.com
teachervision.com
epa.gov/ogwdw/kids/cycle.html
References:
Demonstrating the Water Cycle, Science & Children; v37, n5
p16-18. Feb. 2000
Teacher Education Goals:
Goal 1: Understanding of the material is important to
appropriately facilitate student comprehension the lesson notes will assist
instructors with understanding if necessary.
Goals 3 & 6: The group activities in this lesson lend themselves to positive social interaction for students and teachers.