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Here’s a multidisciplinary plan on the water cycle
Science, Math, Language Arts
Title – Water Cycle
By – Tricia Moskal
Primary Subject – Science
Secondary Subjects – Math, Language Arts
Grade Level – 3-4
The Water Cycle
12.E.2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).
13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use).
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
Subject Content/Teaching Method:
The students will create their own terrarium to connect concepts of precipitation, condensation, and evaporation.
Students will be able to name and explain the stages of the water cycle.
Students will explain that water on earth moves in a continuous cycle.
Students will observe, analyze, and record data in their terrarium chart.
Students will access Internet data to read fictional literature about the water cycle.
Ã‚Â§ 5 jars or clear containers
Ã‚Â§ potting soil
Ã‚Â§ small gravel
Ã‚Â§ plastic wrap
Ã‚Â§ rubber bands
Ã‚Â§ computer with internet access
Ã‚Â§ Water cycle packet (contains checklist, data sheet, and activities.)
Build terrariums: 40 minutes
Review water cycle and check terrariums: 20 minutes
Daily terrarium checks: 10 minutes
Assessment: 20 minutes
1. Ask the class questions about the water cycle:
Ã‚Â· What are clouds? What are they made of?
Ã‚Â· What is rain? What does the sky look like when it rains?
Ã‚Â· Why does it rain? Where does the rain go after it falls?
Ã‚Â· What happens to puddles after it rains?
2. Students will gather in front of the computer to read The Many Adventures of Drippy the Raindrop by Joel Kimball ( http://www.drippytheraindrop.com/ )
3. Students will return to their desks and be given a vocabulary list to read aloud together.
1. Explain to the students that they will make a terrarium to show the process of the water cycle.
2. Pass out the terrarium checklist and read it aloud with the class. Explain that they will use this checklist to make sure they are following the correct procedures.
3. Students will be given a brief safety rule check and assigned roles before beginning the terrariums.
4. Students will be informed of what materials they will be using.
5. Have each group begin making their terrarium. Walk around to check for understanding and to assist any students with special needs.
1. Explain to the students that they will be checking their terrariums every day and recording any changes on their data sheet. Students will look for the following things:
Ã‚Â· What are the seeds doing?
Ã‚Â· On which parts of the terrarium do you see water?
Ã‚Â· Is there anything new happening in your terrarium today?
2. After observing for a week, ask students to:
Ã‚Â· Take the plastic wrap off your terrarium and feel the soil. Why is the soil still wet?
Ã‚Â· Do you think that any water has evaporated from the soil? Why?
Ã‚Â· If water evaporated, where did the evaporated water go?
Ã‚Â· Did it ever rain in your terrarium? How do you know?
Ã‚Â· Where did the rain come from?
Ã‚Â· Is there anything in your terrarium that reminds you of a cloud or cloud drops?
Students will be assessed by completion of the water cycle packet. They will also be assessed by how well they followed directions and worked cooperatively when building the terrariums.
Were the students motivated by reading Drippy the Raindrop story? Was the use of the computer effective?
How will the students work together cooperatively?
Did the worksheets reinforce the lesson?
Were the students able to follow the checklist?
Was I able to manage the class closely?
Read and follow the checklist carefully with other members in your group. Place a check next to each step you complete.
1. — Place the gravel at the bottom of your jar.
2. — Use the funnel to pour HALF of the soil into the jar.
3. — Sprinkle the seeds on top of the soil.
4. — Pour the other half of the soil into the jar.
5. — Pour the water into the jar.
6. — Place plastic wrap over the top of the jar.
7. — Wrap the rubber band around the plastic wrap to hold it in place.
8. — Place your groups label on the jar.
The Water Cycle Worksheet
Use the key below to label and color the path of the water cycle.
TERRARIUM DATA CHART
11/21/2000 What is happening inside the jar? (write or draw)
On which part of the jar do you see water?
Is there anything new happening in the jar?
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