Lesson Plan: Exploring the Water Cycle By: Kim …...2 Where this lesson fits in: This lesson should...
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1 Lesson Plan: Exploring the Water Cycle By: Kim Castagna Target Grade: MS Integrated - 6th Teacher Prep Time: 30 minutes Lesson Time: 3 days (50 - 60 minutes each) ● Day 1: ○ 10 minutes – Setting up transpiration portion ○ 50 minutes - Creating & revising water cycle posters in groups ● Day 2: ○ 50 minutes - Modeling the water cycle in a different way ● Day 3: ○ 40 minutes - Presentation of Water Cycle Models ○ 10 minutes - Post assessment on bottom of group posters/Individual student model for science notebooks. Lesson Overview: In this lesson, students will observe/investigate the movement of water through the different stages of the water cycle and determine what drives this cycle. Students are asked to think about what precipitation is then watch a video about why the water cycle is important. They observe a simple version of the water cycle and record these observations. Students are asked what stages require solar radiation, which require water to give off heat, and which are driven by the force of gravity. Students record on their posters the different processes in the water cycle and how energy is involved. Students build their understanding of the water cycle through different models that are shown or experienced. The culminating activity has students creating their own model of the water cycle from the viewpoint of a water molecule including the processes, the energy involved, and gravity. Learning Objective: Students will be able to develop a model demonstrating the path a drop of water travels along as it completes the cyclic pattern of the water cycle. NGSS: MS-ESS2-4: Develop a model to describe the cycling of water through systems driven by energy from the sun and the force of gravity. ● Science and Engineering Practice ○ #2 Developing and using models ■ Develop a model to describe unobservable mechanisms. Develop and/or use a model to predict and/or describe phenomena. ● Disciplinary Core Idea ○ MS-ESS2.C The Roles of water in Earth’s Surface Processes ■ Water continually cycles among land, ocean and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. ● Cross Cutting Concept ○ #5 Energy and matter; flows, cycles and conservation. ■ Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
Transcript of Lesson Plan: Exploring the Water Cycle By: Kim …...2 Where this lesson fits in: This lesson should...
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LessonPlan:ExploringtheWaterCycleBy:KimCastagna
TargetGrade:MSIntegrated-6thTeacherPrepTime:30minutesLessonTime:3days(50-60minuteseach)
● Day1: ○ 10minutes–Settinguptranspirationportion ○ 50minutes-Creating&revisingwatercyclepostersingroups
● Day2: ○ 50minutes-Modelingthewatercycleinadifferentway
● Day3: ○ 40minutes-PresentationofWaterCycleModels○ 10minutes-Postassessmentonbottomofgroupposters/Individualstudentmodelfor
sciencenotebooks.LessonOverview:Inthislesson,studentswillobserve/investigatethemovementofwaterthroughthedifferentstagesofthewatercycleanddeterminewhatdrivesthiscycle.Studentsareaskedtothinkaboutwhatprecipitationisthenwatchavideoaboutwhythewatercycleisimportant.Theyobserveasimpleversionofthewatercycleandrecordtheseobservations.Studentsareaskedwhatstagesrequiresolarradiation,whichrequirewatertogiveoffheat,andwhicharedrivenbytheforceofgravity.Studentsrecordontheirpostersthedifferentprocessesinthewatercycleandhowenergyisinvolved.Studentsbuildtheirunderstandingofthewatercyclethroughdifferentmodelsthatareshownorexperienced.Theculminatingactivityhasstudentscreatingtheirownmodelofthewatercyclefromtheviewpointofawatermoleculeincludingtheprocesses,theenergyinvolved,andgravity.LearningObjective:Studentswillbeabletodevelopamodeldemonstratingthepathadropofwatertravelsalongasitcompletesthecyclicpatternofthewatercycle.NGSS:MS-ESS2-4:Developamodeltodescribethecyclingofwaterthroughsystemsdrivenbyenergyfromthesunandtheforceofgravity.
● ScienceandEngineeringPractice○ #2Developingandusingmodels
■ Developamodeltodescribeunobservablemechanisms.Developand/oruseamodeltopredictand/ordescribephenomena.
● DisciplinaryCoreIdea○ MS-ESS2.CTheRolesofwaterinEarth’sSurfaceProcesses
■ Watercontinuallycyclesamongland,oceanandatmosphereviatranspiration,evaporation,condensationandcrystallization,andprecipitation,aswellasdownhillflowsonland.
● CrossCuttingConcept○ #5Energyandmatter;flows,cyclesandconservation.
■ Withinanaturalsystem,thetransferofenergydrivesthemotionand/orcyclingofmatter.
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Wherethislessonfitsin:Thislessonshouldbedoneatthebeginningoftheunitthatincludesthewatercycle.Itservesasawaytobuilduponpriorknowledgeandintroducenewterminologyandpartsofthecyclenotpreviouslylearned.MaterialsNeeded:
● 1qt.sealableplasticbags(1pergroupofstudents)● Labmaterialstocreateamini-watercycle:plasticshoebox,plasticwrap,water,ringstand,
heatlampwithclamp,plasticbagwithicecubes,glasscup(orplasticcupwithweightinside-asmallrockworksfine)tocaptureprecipitationundertheice.
● Stackof3”x3”post-its(1pergroupofstudents)● 12”x18”sheetsofconstructionpaper/posterpaper(1pergroupofstudents)+extrasfor
studentgroupscreatingacomicstripmodel.● Coloredpencils,crayonsormarkers(1setpergroupofstudents)● Variousmaterialsfoundinaclassroomthatcouldbeusedfordramatization.● Laptops/computersavailableforstudentscreatingatechnologymodel.● Posterof“ReasoningThroughTalk”Prompts–foundingoogledrive.
VideoLinks:
● TheFreshWaterConnection(video)1:24minutes.Whystudywatercyclehttps://pmm.nasa.gov/video-gallery/what-is-global-precipitation-measurement
● WaterCycleanimation(video)3:00minutesNonarration,butlabelspartsofthecycletousewithpapermodelhttps://www.youtube.com/watch?v=iohKd5FWZOE
● Water,Water,Everywhere!(video)6:31minutes.http://pmm.nasa.gov/education/videos/water-water-everywhere
TeacherPrep:● Groupstudentsintogroupsof3or4. ● Downloadthevideosfromthelinksprovided.● Priortothelesson,usethefollowinglabmaterialstocreateamini-watercycle:plasticshoebox
typecontainer,plasticwrap,waterfilledtoabout1”deep,ringstand,heatlampwithclamp,plasticbag,icecubes,acuptocaptureprecipitation(glassorplasticwitharocktoholditdown).Assemblethe“mini-cycleinashoebox”.
● Copiesofndividualstudentmodelforsciencenotebooks.● Createposterof“ReasoningThroughTalk”Prompts–foundingoogledrive.
BackgroundInformation:WaterisfoundalmosteverywhereonEarth:fromhighintheatmosphere(aswatervapor)tolowintheatmosphere(precipitation,dropletsinclouds)tomountainsnowcapsandglaciers(solid)torunningliquidwaterontheland,ocean,andunderground.Energyfromthesunandtheforceofgravitydrivethecontinualcyclingofwateramongthesereservoirs.Sunlightcausesevaporationandpropelsoceanicandatmosphericcirculation,whichtransportswateraroundtheglobe.Gravitycausesprecipitationtofallfromcloudsandwatertoflowdownwardonthelandthroughwatersheds.LessonSequence:Day1:10
minutes
Priortothelesson1. Havestudentsgooutsideandplaceaplasticbagoveraclusterofleaveson
aplant/bush.Sealofftheplasticbagandreturntoclass.Ifthisisnotpossible,placeaclassplantinaplasticbagandplaceoutsideinthesun.If
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needed,spraysomewaterinsidethebagtospeeduptheprocess.
2. Turnthelamponforyour“mini-cycleinashoebox”
Day1:15
minutes
Engage:1. Think–Pair-Share“Whatisprecipitation?”Havestudentsrecordtheir
“thinking”intheirsciencenotebook.2. Showthe“FreshWaterConnection”video(1:24minutes)3. Brainstormwithtablemateswhatyouknowaboutthewatercycle.4. Ingroups,onposterpaper,drawalarge(useentirespace)simplemodel
(diagram)ofthewatercyclethatincludestheplacesonEarthwaterisfound,andarrowsshowinghowwatermoves.Teachermayneedtomodelthedrawing.Studentsthendrawinthewatercycle,includingdirectionarrowsshowingmovementofwater.Atthispoint,alldrawingshouldbedoneinpencilasstudentsmayneedtomakerevisionslater.Usepost-itstolabelstagesofthewatercycle.
5. Afterworkingforabout5minutesontheirown,allowgroupsto“sendaspy”
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toanothergrouptolookattheirdiagram,andaskaboutit.Thentheycanreturnandaddittotheirdiagram.
6. Placetheposterfacedowninthecenterofthetable.We’llrevisititlaterinthelesson.
Day1:10
minutes
IncludingPlantsintheWaterCycle1. Think–Pair-Sharethequestion,“Baseduponwhatwejustviewed,whyisit
importanttostudyandunderstandthewatercycle?”2. Haveeachgroupofstudentsshareouttheirgroupresponseandchartthe
responses.○ ESR(expectedstudentresponse)
■ Toknowwherewatercomesfrom■ Toknowwherewatergoes■ Toseewhywateriseverywhere
3. Gooutsideandviewtheplasticbagsplacedaroundtheplantleaves(previouslyplaced),removethebagandreturntoclass.Or,passaroundtheplantthatisinsideabag.Insidetheclassroom,studentswillnoticethereiswaterpresentinsidethebag,butnotoutside.Makeobservationsaboutthemoistureinsidetheplasticbag.Discusswherethewatercamefromandprovideevidence.Howdoweknowthewaterwasthere?Whatmakesyousaythat?Whyistherewaterinthebag,butnotoutsideonleaves?
○ ESR■ Itwasintheplantbecausebecauseallplantsneedwater.■ Itwasintheairinsidethebagbecauseairmakeswater.■ Itwasintheairoutsidethebagbecauseitmighthaverained.
4. Afterclassdiscussionabouttheplant-water-bagphenomenon,askstudentstoaddthisnewinformationintotheirdiagrams.
5. Definethephenomenonas“transpiration”andallowstudentstoeditgrouppostersaddingtranspirationandplantsifnotpreviouslyincluded.
● Allowgroupsto“sendaspy”toanothergrouptolookattheirdiagramandaskaboutit.Referto“ReasoningThroughTalk”posterandencourageitsusageforquestioning.
6. Thentheycanreturnandaddittotheirdiagram.
Day1:25
minutes
Creating&RevisingaPosterModelofWaterCycle1. Showthe“WaterCycleAnimation”video(3minutes)withoutnarration.
○ Forthefirstviewing,simplywatchthevideo.○ Whilewatchingmultipletimes,studentscanrevisetheirpost-itlabels
anddirectionalarrowsonthewatercyclegroupposter(forEL&SpEdstudents,provideawordbank).Studentswilldrawanyportionspreviouslyleftout.Givetimeaftereachviewingtomakenecessaryadjustmentsongroupposters.
○ Discussandshareanychangesoradditionsmade.○ WordBank:
Evaporation Runoff Infiltration/PercolationCondensation GroundwaterRunoff SolarRadiation
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Precipitation Transpiration
WaterCycleVideorecordingsheetforclassdiagram.Useonlyifteacherfeelsstudentsneedtheguidance,otherwiseletstudentsdrawtheirownbaseduponpriorknowledgeandlearningaboutthewatercycle.
2. Askwhichstagesrequireenergyfromthesuntomovewater.Tellstudentsto
discussthisasagroupanddrawarrowstoindicatethemovement.Colorthearrow/sredonindividualandclassdiagrams.(SolarRadiation,Evaporation,Transpiration)
3. Askwhichstagesrequirewatermoleculestogiveawayheatenergy(cooldown).Tellstudentstodiscussthisasagroupanddrawarrowstoindicatethemovement.Colorthearrow/sblueonindividualandclassdiagrams.(Condensation)
4. Askwhichstagesaredrivenbygravity.Tellstudentstodiscussthisasagroupanddrawarrowstoindicatethemovement.Colorthearrow/sgreenonindividualandclassdiagrams.(Precipitation,Runoff,GroundWaterRunoff,Infiltration/Percolation)
5. Showthelastvideo,“Water,Water,Everywhere!”(6:31minutes)Thisvideotiestogethertheconceptsinthelesson.
6. Afterworkingforabout5minutesontheirown,allowgroupsto“sendaspy”toanothergrouptolookattheirdiagram,andaskaboutit.Havethemaskaboutthecoloringofred,blueandgreen.Thentheycanreturnandaddittotheirdiagram.
7. Makeanylastcorrections/adjustmentstogrouppostersofthewatercycle.Writeallstagesinpenandremoveallpost-itssincedrawingmodelshouldnowbecomplete.
8. Viewtheclass“mini-cycleinashoebox”.Discusshowthismodelsthewatercycleandthestagesrepresented.Discusswhatismakingthewatermoveandprovideevidence.Whatmakesyousaythat?
○ ESR
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■ Lampisinplaceofthesun■ Waterinthebottomisfortheocean■ Icecubesarethecoldinthecloudscausingcondensation■ Thewatercollectsanddropsdownlikerain/precipitationbecauseofgravity
Day2:50
minutes
Project-ModelingtheWaterCycleinaDifferentWayForthismini-project,studentswilldescribe/demonstratethemovementofawaterdropthroughthewatercycle.Thewaterdropmaybeginanywhereinthecycleandmustgothroughatleasttwophasechanges,(ie:liquidtogasandbacktoliquidorsolid).Itmustalsoincludehowgravityandthesun’sradiation(energy)drivethecycle.Eachprojectwillbeshared/presentedwiththeclass.
1. Presentthe3modelingoptionsanddiscussthegradingrubric.Thereare3optionsforgroupprojectsmodelingthewatercycle:
I.Createacomicstripwithamoleculeofwaterasthemaincharacter.a. Thecomicmustincludetextthatexplainswhatishappeningineach
frame.b. Thetextcanbedialogue‘spoken’bythedroporwrittenascaptionsat
thebottomoftheframe.II.Createatechnologypresentationwithadiagramofthewatercycle
a. Thediagramneedstolookdifferentfromtheonecreatedinclass.Itneedstohavethedropmovingfromonesteptoanother.
b. Eachstepinthecyclemusthavetextthatdescribeswhatishappeningtothedrop.Thetextcanbedialogue‘spoken’bythedroporwrittenascaptionsnearthedrop.
c. Thepresentationwillbeprintedtobeturnedinforgrading.III.Createadramatizationshowingadropofwatertravellingthroughthewatercycle.
a. Thedramatizationmustincludememberstorepresentpartsofthecycleinappearanceandmovements.
b. Thedramatizationmustincludenarrationofwhatishappeningthroughoutthewatercycle.Thewrittennarrationwillbeturnedinforgrading.
Theprojectwillbescoredwiththeattachedrubric.2.Studentsingroupswilldecideupontheirmini-projectandstartplanningandpreparing.Theymayuseanymaterialstheteacherhasavailable.
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Day3:50
minutes
PresentationofWaterCycleModels1. Studentswillmakeanylastminutefinishingtouchesonmodels.2. Studentswillpracticetheirpresentationmakingsureallmembersare
participating.3. Studentswillpresenttheprojects.4. Afterallpresentationsarecompleted,passbacktheiroriginaldrawingmodels.5. PostAssessments:
Group:Onthebottomofeachgroupposter,describehowenergytransfersthroughthewatercyclemodelandtherolegravityplaysthroughoutbyansweringthefollowingquestions..(Thiswillincludeheattransferdrivenbythesunandtherolegravitationalenergyplays)
a. Whattypesofenergyareinvolvedinthewatercycle?b. Howdotheseenergytransferscausewatertomovethroughthewater
cycle?Give3examplesusedindiagram.
Individual:Giveeachstudentacopyoftheblankwatercycletemplatetoglueintotheirsciencenotebook.Askthemtofillinthewatercycle,colorthearrowsandanswerthequestionsfromthegroupposter.
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Water Cycle Mini-Project Rubric 4 3 2 1
Concept Understanding
The students demonstrated a full understanding of how a water molecule can move through the water cycle. Students included the role of the sun and gravity.
The students demonstrated a good understanding of how a water molecule can move through the water cycle. Students included the role of the sun and gravity.
The students demonstrated some understanding of how a water molecule can move through the water cycle. Students included the role of the sun and/or gravity.
The students demonstrated little understanding of how a water molecule can move through the water cycle. Students did not include the role of the sun or gravity.
Proper Use of Terminology
The students properly used all the key terms associated with the water cycle
The students properly used most the key terms associated with the water cycle
The students properly used some the key terms associated with the water cycle
The students properly used two or fewer key terms associated with the water cycle
Presentation Skills
The students fully communicated the concepts in the water cycle in a clear manner. All students participated.
The students adequately communicated the concepts in the water cycle in a decent manner. All students participated.
The students communicated the concepts in the water cycle in a manner that may have been difficult to understand or follow. Most students participated.
The students poorly communicated the concepts in the water cycle in a manner that was difficult to understand or follow. Few students participated.
Neatness and Legibility
All of the following are true: The project is neat. All writing is legible. The sequence is easily followed. The project is colorful.
Three of the following are true: The project is neat. All writing is legible. The sequence is easily followed. The project is colorful.
Two of the following are true: The project is neat. All writing is legible. The sequence is easily followed. The project is colorful.
One of the following are true: The project is neat. All writing is legible. The sequence is easily followed. The project is colorful.
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Student model for science notebook
Usingcompletesentences,describehowenergytransfersthroughthewatercyclemodelandtherolegravityplaysbyansweringthefollowingquestions.a.Whattypesofenergyareinvolvedinthewatercycle?b.Howdotheseenergytransferscausewatertomovethroughthewatercycle?Give3examplesusedindiagram?
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