Topic-
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Content-
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| The student will learn the different changes in the water cycle,
by interacting with hand movements, combined with singing. |
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Objectives-
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1. Through the use of creativity, music, and an experiment, students
will grasp an understanding of the basic stages of the water cycle:
evaporation, condensation, precipitation, and accumulation.
2. Students will also gain an understanding of the different states
of water and the effects of heating and cooling water.
3. At the end of this lesson, students should understand the terms
related to the water cycle and be able to relate the water cycle to
their own experiences. |
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Materials and Aids-
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Markers
Cut outs of raindrops, waves, clouds, and steam
- Bulletin board with a sun, lake, water cycle arrows, and water cycle
terms and definitions
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Burner
Glass beakers filled � full with water
- Ice water
- Mirrors
- "The Water Cycle"� by John Riggio
- Projector slide with song lyrics |
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Procedures/Methods-
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A. Introduction-
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Introduction: Students are introduced to the concept of the water
cycle by creating
a water cycle diagram and learning about evaporation, condensation,
precipitation,
and accumulation.
- Students are given a pre -cut raindrop, cloud, wave, or steam
"squiggle."�
- Give students time to decorate and write their name on the cutout.
- Call students up to the prep
-prepared bulletin by cutout group.
- Help students place their cutout on the bulletin board to create
a water
cycle diagram.
- Teach students about the water cycle and explain evaporation,
condensation, precipitation, and accumulation.
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Practice-
student's explore the process of the water cycle by doing an experiment
that will allow them to grasp the concept of evaporation and
precipitation.
- Prepare the stations by bringing a beaker filled ¼
full with water to a boil and placing the mirrors in ice water.
- Split students into partners and group these partners into small
groups.
- Assign small groups to a table with an adult and the prepared experiment
materials.
- Allow students to observe steam rising from the boiling water.
- One partner group at a time, have the students take a mirror out
of the
ice water and hold it above the steam. WARNING: be sure that the student's
hands are a safe distance from the steam.
- Have students observe as the steam accumulates into drops of water
on the mirror.
- Ask students questions about the experiment and explain how heating
and cooling water causes evaporation and precipitation. |
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Accommodations (Differentiated Instruction)-
1. ESL students will have the words in both English and their native
language.
2. Gifted students will help teach the lesson.
3. Students with disabilities will be able to draw a picture instead
of using the words. |
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Checking for understanding-
| To ensure that the students have fully grasped the concept of the
water cycle, review the material and the experiment. Following the
review, provide students with a diagram of the water cycle and allow
them to choose words (evaporation, condensation, precipitation, and
accumulation) from a word box and place the words in the proper spot
in the diagram. If desired, students can be tested more extensively
about the definitions of the water cycle terms and the effects that
heating and cooling water have. |
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Closure-
1.Ask the students what are some other ways that the water cycle
is used in our daily or natural environment.
2. Tell the students to observe when the wake up in the morning how
the grass looks and feels. |
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Evaluation-
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1. The assessment will be done throughout the lesson while the students
are doing the experiment, the teacher will be walking around the room,
answering any questions that the students have.
2. The diagram of the water cycle that the students complete from
the word bank. |
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