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This one is helpful in teaching about The Water Cycle
6, 5, 4
By – Jennifer Dalke
Subject – Science
Grade Level – 4-6
Observing; Predicting; Inferring
Water Cycle, Evaporation, Condensation
Two 20 minutes periods, with one hour waiting time
11.A.2a, 11.A.2b, 11.A.2d, 11.A.2c, 11.V.2b, 11.B.2c, 12.E.2a, 13.A.2c
Students will understand the process of the water cycle.
Students will make a model of the two main parts of the water cycle and be able to predict and infer to answer questions about the model.
* clear jars
* plastic wrap
* rubber bands
1. Introduce students to the water cycle. Describe how this cycle works, defining the words ‘evaporation’ and ‘condensation.’
2. Show the correlating transparency and review it with students.
3. Discuss how we get rain and snow. Encourage children to speculate about the movement of water through the environment.
4. Hand out supplies and explain that they will produce a model of the water cycle.
5. Instruct students to fill their jar about 1/3 full with water. They should cover the top with plastic wrap and secure it with a rubberband.
6. Have students place the jars directly in sunlight. Ask them to write their predictions about what might happen on their own paper.
7. One hour later, have students get their jars. Write the following questions on the board and have students answer them on their own paper: What processes involved in the water cycle occurred inside the jar? What caused the water to evaporate?
1. Did student follow directions?
2. Did student answer questions to communicate that they understand how the water cycle works? Assess their answers.
1. Students may not fully understand the concept. If there are students who really cannot answer the questions, pair them up with a student who has a firm grasp of the concept and have him/her reteach. Then let the student answer the questions verbally in a conference with the teacher at a later time.
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