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The Water Cycle
Transcript of The Water Cycle
Science Lesson Plans
Create the Water Cycle
by: Ocean Stanek-Chen
Hetch Hetchy Reading
Itutor: Clouds, Winds, and Storms: Making a Cloud
SF Public Utilities Commision- Education Section: Water Unit
Water Cycle Outdoor Game
USGS. The Water Cycle.
Steve Spangler Science.2013. Learn the Water Cycle Through an Interactive Game.
National Science Foundation. Introduction to Water Cycle. Youtube Video.
National Science Foundation. Sierra Nevada Snow Pack and Snow Melt. Youtube Video.
NASA: Earth’s Water Cycle. Youtube Video.
Bill Nye The Science Guy: The Water Cycle. Youtube Video.
Water Cycle Song. Youtube Video.
H2O with Nx2. teacher Resources for Teaching the Water Cycle.
Foss Grade 5 Science Resources. California Edition. 2007. Delta Education, NH.
(Includes: teacher textbook, investigations handbook, and students’ reference book).
McKinney, B. 1998. A Drop Around the World. Dawn Publishers.
Locker, T. 2002. Water Dance. Water Dance. HMH Books for Young Readers.
Strauss, R. 2007. One Well: The Story of Water on Earth. Kids Can Press.
Waldman, N. 2003. The Snowflake, A Water Cycle Story. Millbrooks Publishers.
Berger M. and Berger G. 2001. Water, Water Everywhere: A Book about the Water Cycle.Ideals Childrens Books.
Wick, W. 1997. A Drop of Water: A Book of Science and Wonder. Scholastic Publishers.
Harman, R. 2005. The Water Cycle: Evaporation, Condensation and Erosion. Heinemann InfoSearch.
Water covers over 70% of the Earth. The water cycle, which is at sounds describes the cycle(s) that water takes on Earth, whether on the ground or in the sky, is constantly moving. Add to this, all living things on the planet depend on water to live, including us. Understanding all of this is a key component, therefore, to understanding many geological and biological concepts and creates better understanding in students as to how the environment, including their own, works.
Ocean Stanek-Chen and Joshua Martin
Students wide demonstrate understanding of the water cycle and how it affects environments on a micro and macro level. Students will be able to construct the path water takes through the water cycle and draw inferences and conclusions as part of their investigations. Students will recognize weather as the condition in terms of three variables: heat, motion, and moisture.
Unit Overview Mapping
Clouds in the Classroom
by: Joshua Martin
Support for English learners
Strategies that were integrated into our lesson plans that stressed literacy included primarily promoting academic discourse, scaffolding language and content, and contextualizing learning. Promoting academic discourse was accomplished by modeling science discourse patterns such as hypothesizing and explaining, re-voicing, and restating student contributions. In addition and complementary to promoting academic discourse can includes reading, writing, measuring, and recording tasks that address literacy skills. Additionally, key vocabulary is provided at multiple points throughout the lesson along with opportunities for students to use the language. Effective scaffolding of language was achieved throughout lesson plans via the provision of sentence frames, word walls on the white board, graphic organizers and handouts. In order to contextualize learning, topics can be localized to examples in the students’ community and immediate surroundings, as has been exemplified in our lesson plans.
Water Cycle Lesson:
Throughout the lesson I am using participation, pair-share, discussions and KWL chart as informal assessments as a way for me to gauge where students are in their learning. For formal and summative assessments, students will complete a worksheet at the end of the lesson that incorporates a diagram of the water cycle and vocabulary and definitions. In addition I will also use their investigation worksheet which includes; observations and comprehension questions as a form of formal assessment.
Clouds in the Classroom:
Data recordings and analyzations and conclusions formed in accompanying handouts allow for formative and summative assessments. Furthermore, these assessments suffice for summative assessments that address 2013 Next Generation Science Standards. For GATE students, additional activities of recording weather and cloud data and interpreting information from the activity through the lens of the scientific method keep these students within their zone of proximal development. The recording weather and cloud data activity can be adapted to stand as academically appropriate for students with learning needs as well, particularly when met with teacher and student-support.