The Water Cycle Second Grade SOL: Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

a) There are many sources of water on Earth; b) The energy from the sun drives the water cycle; c) The water cycle involves several processes d) Water is essential for living things; and e) Water on Earth is limited and needs to be conserved.

Michelle Dahlquist Sydney White Brianna Wooden Timeframe: Seven days Unit Introduction: The SOL that we are focusing on is the third grade science SOL about the Water Cycle. In third grade, the SOL covers everything from the sources of water, how it works, what is consists of, what it is used for, and how we need to protect it. It is important to teach the Water Cycle, as it is a crucial part of life on Earth. Students will be expected to learn and understand the basic processes of the Water Cycle by utilizing writing, mathematics, fine arts and movement skills to support the concept. Our unit on the Water Cycle has been divided amongst seven days. The Unit Plan covers the first three parts of the SOL (a, b and c) and utilizes hands on experiences and engaging work to facilitate the best learning environment throughout the Unit Plan. On the first and second days, the different sources of water are taught which supports the first part (A) of the SOL. The energy from the sun are days three and four and focus on part B of the SOL. SOL part C will be taught focusing on the Water Cycle and its processes over the remaining three days. The remaining two aspects of the SOL (C and D) will be taught following the student’s final assessment. Prior to the Unit Plan, students should have an understanding of basic measurement and graphing skills in order to successfully complete the experiment included. Lesson Plan 1: Sources of Water Intro & Short Story Brainstorm Purpose: This will be the first lesson in a series based on the Water Cycle. Focusing on the sources of water, students will understand that water is one of the most important substances on earth and how it works together with the sun to drive the processes of the Water Cycle. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved. Writing 3.9 The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information. Objectives: Given a blank KWL chart or concept map, the students will brainstorm ideas on writing a short story that incorporates at least three of the different water sources of the Water Cycle. Procedure:

Introduction ● The teacher will begin class by posing the question (asked aloud and written on

the whiteboard): “Where do we get our water from?” (A, V) ● Following the students’ answers/ opinions (A), the teacher will play “The Water

Bodies” youtube video by The Dr. Bonics Show-- Educational Videos for Kids (A, V) to introduce the six natural sources of water.

I. What were the names of the six natural sources of water? II. What percentage of water do oceans cover?

III. Melted water and snow that become collected make which natural water source?

Development

● Using the information learned from “The Water Bodies” video, the teacher will introduce and describe the short story brainstorming activity. (A)

● This activity will include the students using either a KWL chart or concept map to list out the water sources and how they can be used to create a short story of five or more sentences.

● A projected (or hung on board) example of a short story and completed brainstorm focusing on a different topic will be shown to allow for students to get an idea of how to structure their work. (V) ● The teacher will pass out both brainstorming tools (KWL chart/concept map)

to each student and walk them through how to title and begin their brainstorm using the example projected. (A,V)

● As the students begin their brainstorming, the teacher will circulate the classroom to answer any questions that students may have pertaining to ideas, how to use the items provided, etc.

For advanced students: Have students begin their rough draft of the short story. For struggling students: Give students one choice of brainstorming tool and allow for them to choose only two of the water sources to use in their story.

Summary ● Have the students wrap-up the brainstorm at a natural stop. (A)

● Students will be instructed to put their brainstorm away in their folders for safekeeping until tomorrow. (A, K)

● The teacher will explain that the brainstorm will be the tool used as the students begin the rough draft and final draft of their short stories to be completed tomorrow. (A)

I. Did the students include at least three of the natural water sources? II. Are there clear definitions/ examples of how the water sources work

III. Which way is the most common for us to get our water? a. Ice melt b. Rain c. Snow

Materials

● KWL chart/ concept map

● pencil ● projector (optional) ● prior writing examples ● wide-ruled notebook paper ● “The Water Bodies” Video: https://www.youtube.com/watch?v=bNWuQD7QHBc

Evaluation Part A: The teacher will check each student’s brainstorm for completion at the end of the day.

● Students must have used at least three natural water sources unless a struggling student. Evaluation Part B:

● Did students work well using the KWL chart or concept map? ● Was the topic easy to transform into a short story? ● Were students interested in the topic? ● After giving the students examples of what the teacher was looking for, did this make for

better understanding? Or more confusion?

Lesson Plan 2: Water Sources Short Story Purpose: This will be the second lesson in a series based on the Water Cycle. Focusing on the sources of water, students will understand that water is one of the most important substances on earth and how it works together with the sun to drive the processes of the Water Cycle. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved. Writing 3.9 The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic.

e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information. Objectives: Using their completed brainstorm, students will begin and complete a rough draft of their short story, preparing them to complete a final draft that includes at least three natural water sources and five sentences. Procedure:

Introduction ● To reintroduce/review the topic, students will be presented with a completed

anchor chart of the six natural water sources. ● Following the review, students will be instructed to get out their previously

completed brainstorming (KWL chart or concept map) and two blank sheets of paper. (A, K)

● The teacher will then introduce the necessary components of the short story rough draft.

I. Have you used at least three water sources? II. Is your KWL chart/concept map complete from the day before?

III.

Development ● The teacher will write on the board and explain what is expected of the

students’ rough drafts (A, V): ○ Provide at least 5 sentences ○ Use at least four natural water sources (unless told otherwise) ○ Include capital letters at the beginning of sentences and proper

punctuation at the end of sentences. ● Students will be given 30-45 minutes to complete the rough draft. If

students finish earlier, they will be instructed to have the teacher check and review their work to get the “go-ahead” to begin their final draft. (A)

● Once all students have completed their rough draft, the teacher will read and correct the drafts. Following correcting any mistakes, students will be instructed to begin their final drafts (due at the end of the literature block for a grade). (A)

*If students need more time, they may complete their final drafts during the science block. For advanced students: Have them complete 8-10 sentences with proper paragraph formatting. For struggling students: Work one on one with the teacher at the small group table in order to answer any questions and to better oversee their progress.

Summary ● Have each student raise their hand and express what their favorite part of

writing the story was. If they didn’t care for the activity, ask what they’d like to see for another activity. (A, K)

● The teacher will ask if any students would like to share their story with the class. (A)

● Following the students sharing their stories, the paper will be collected, if not already done at the end of the literature block, for a grade. (K)

I. Did the students use at least three natural sources of water? II. Using the KWL chart or concept map, were you able to write a better

story?

III. Did your story contain at least five sentences unless instructed otherwise?

Materials

● Anchor chart ● Previously completed brainstorm ● Pencil ● Wide-ruled notebook paper

Evaluation Part A: The teacher will collect and check all short story final drafts. He/she will be looking for the following criteria:

● At least five sentences ● Students included four water sources ● Proper punctuation and capitalization throughout story

Evaluation Part B: ● Was the prompt given achievable for all students? ● Did the students enjoy having the ability to share their stories? ● Could the lesson be modified to better fit struggling students? ● Were all students able to finish in the allotted time period? ● What were the strengths/weaknesses of the instruction?

Lesson Plan 3: Energy from the Sun Purpose: Today will be the third lesson in a series based around the water cycle. This lesson focuses on how the energy from the sun is the driving force of the water cycle. The sun provides what almost everything on Earth needs to go—energy, or heat. Using evaporation and measuring, the student will be introduced to the basic processes of the cycle and how to use a simple bar graph.

Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved. Objectives: Given a paper plate, water, ruler, thermometer, and wax pencil, the student will measure the evaporation rate of water caused by the sun’s heat energy in one hour increments by circling the remaining water until completely gone. Procedure:

Introduction ● The teacher will introduce the sun as the water cycle’s energy source during read

aloud. Read to students: “It All Starts with the Sun” passage from page 8 of the “Wacky Weather Science: 13 Wild and Wacky Experiments!” book. (A,V)

● Pose the question: “What would happen if we set a plate of water outside for an hour? Two hours? And so on... (A) Following their responses, ask them why what they have seen happen? (A)

● The teacher will then introduce the experiment (taken from “The Science Book of Weather” by Neil Arden) and lead the class outside.

Development ● The students will gather outside to begin the experiment. Once outside, the

students will be divided into groups of four based on varied ability to decrease students falling behind or moving too far ahead. Each group will have at least one advanced student.

● The teacher will demonstrate how to pour the water on to the plate and get an accurate drawing. (V)

● The groups will be given a paper plate to place water on. The students will then draw a line around the initial water level and continue this method for the remaining four days of the unit. On the final day, students will then dump any remaining water, measure each circle’s length from each side of the circle using their rulers, and graph their results. (K, V)

● The groups will take the day’s information gathered from the water and create a bar graph (shown below) using their prior knowledge and a quick review on how to label and construct the graph.

For advanced students: The students will be responsible for measuring the temperature of the water for their group using a thermometer. (K) For struggling students: The students will be responsible for recording the data for the group.

Summary

● The teacher will have the students come back together as a whole on the carpet. Each student will be responsible for telling a student from a different group what they have learned based on today’s experiment with evaporation.

● Students will then come back together following their small group discussion and the teacher will pose two questions to the group:

○ “On a cloudy day, would the water ‘disappear’ as fast as it would on a sunny day?”

○ “What does this say about the sun’s job during the Water Cycle?” ● The evaluation will include getting correct answers on the three questions in the Do

It Now activity. Materials

● Paper plate ● water ● red wax pencil or sharpie ● Ruler ● Thermometer ● Activity modified from “The Science Book of Weather” by Neil Ardley ● Read Aloud book: “Wacky Weather Science: 13 Wild and Wacky Experiments!” By CB

Productions, Inc.

Evaluation Part A: Students will be given a ½ sheet of paper with the following questions listed based on their activity. (V, K) Do It Now activity (5-10 minutes) following completion of experiment:

1. What is the term used when water has “disappeared” as a result of the sun’s heat energy? 2. At what point in time did your graph suggest the MOST water had evaporated? 3. On which axis did you label the rate of evaporation (length of circle from outer edge of

plate)? Which axis did you label the day in which you checked the plate (time)? Evaluation Part B:

● Did students grasp the idea that the sun drives the water cycle? ● What were the strengths/weaknesses of the lesson? ● How did I manage the activity to provide ample time for all students to complete activity? ● Were the students actively engaged while performing the experiment? ● Does this lesson plan set the students up for success with the next four lessons? Taking

into account that this is a foundational aspect of the unit...

Lesson Plan 4: Water Cycle Processes Purpose: Today will be the fourth day in a series of lessons about the water cycle. The students will review the importance of the sun and how it drives the water cycle. Students will also learn the processes of the water cycle and understand why each process occurs. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

1. a) there are many sources of water on Earth;

2. b) the energy from the sun drives the water cycle;

3. c) the water cycle involves several processes;

4. d) water is essential for living things; and

5. e) water on Earth is limited and needs to be conserved.

Objectives: Given a cut out worksheet, students will correctly identify and glue four out of the five characteristics of the water cycle processes under the correct column. Procedure:

Introduction ● The students will learn the processes of the water cycle by reviewing the

importance of the sun’s energy from the previous day ● To review the experiment, the teacher will propose the question “What do you

think has happened to the water in our experiment?” (A) ● The students will raise their hands and answer giving their guesses and opinions

(A) ● The teacher will have the students go out to the experiment site with their

science notebooks to observe and graph the changes that have occurred to the water on the paper plate using the graph they have created from Day 1 of the experiment, advanced students will graph and measure the temperature of water (V, K)

● Following the graphing and observations, the students will watch a short video on the water cycle processes on the Dr. Binoc’s Show (V, A) https://www.youtube.com/watch?v=ncORPosDrjI

● The teacher will ask the following three questions: i. What did you notice about each of the processes? ii. Who can name the three processes? What are they? iii. What is an example of precipitation?

Development

● After the review of the previous day’s lesson the teacher will show the water cycle video to introduce the water cycle processes (V, A)

● The teacher will go over each process by asking the question “What happens during each of the water cycle processes?” (A)

● Following the class discussion about the water cycle, the teacher will hand out a worksheet with characteristics about each process of the water cycle and a worksheet with three columns labeled with each process

● Students are to cut out the characteristics worksheet as a class (K,T) ● After each student has their activity cut out they will glue each characteristic

under the appropriate column (K, T) ● A turn and talk procedure will then occur as a table group for students to compare

their answers (A) ● To review this activity the teacher will write precipitation, condensation,

evaporation on the board at the top of three columns and have the students share their answers to check accuracy (V)

● For advanced students – advanced students will get on the classroom computers and go to BrainPop Jr. where they will take the hard quiz on the water cycle processes (V, K) https://jr.brainpop.com/science/weather/watercycle/

● For struggling students – struggling students will be able to buddy up with another student to take the easy quiz on BrainPop Jr., if the students are still having trouble they will use the ask three and then me procedure in which they will ask three classmates and then the teacher for help

Summary

● The teacher will go over each column and explain why each characteristic relates to that process

● Students will glue this worksheet in their science notebooks in the correct section (T)

● Science notebooks should be returned to their desk upon finishing (K) Materials

● Pencil, three column worksheet, cut-out worksheet, science notebooks, computer, whiteboard, red wax pencil, glue, scissors, ruler

Evaluation Part A:

● Students will be evaluated on their ability to correctly glue the characteristics under the correct processes column in their notebooks

● The students are also evaluated on adding the measurements of the day to the graph they created in the previous lesson

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught)

● Did the students understand the activities with the given directions? ● Did the understanding of the materials reflect the students’ work? ● What were the glows and grows of this lesson? ● Were the students able to help one another before asking the teacher?

Water Cycle Video: https://www.youtube.com/watch?v=ncORPosDrjI Brain Pop Jr. Video: https://jr.brainpop.com/science/weather/watercycle/ Cut-out worksheet

Precipitation Liquid to Vapor Evaporation

Vapor to Liquid Rain/Snow Water released from clouds

Forms lakes and water sources

Caused by heat from the sun

Condensation

Condensation Evaporation Precipitation

Lesson Plan Five: QR Activity Purpose: This lesson will be the fifth lesson in a series about the water cycle. The students will understand the processes of the water cycle by completing a Quick Response activity. This activity will allow the students to respond to a set of questions as a group by doing a quick scavenger hunt. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

1. a) there are many sources of water on Earth;

2. b) the energy from the sun drives the water cycle;

3. c) the water cycle involves several processes;

4. d) water is essential for living things; and

5. e) water on Earth is limited and needs to be conserved.

Computer Technology 3-5.2 Identify and use available technologies to complete specific tasks.

A. Identify the specific uses for various types of technology and digital resources.

● Identify the differences among local, network, and Internet resources and tool

● Create, edit, and format a document with text and graphics. ● Create and present a multimedia presentation. ● Create and populate a spreadsheet with data. ● Capture and edit a digital image. ● Demonstrate the ability to choose appropriate resources when completing assignments

in various content areas.

B . Use content-specific tools, software, and simulations to complete projects.

○ Use tools in various content areas as directed by the teacher. Social and Ethical Issues

Objectives: Given an iPad equipped with a QR reader, the students will find and answer five out of the seven questions accurately within their group. Procedure:

Introduction

● The teacher will direct the students outside to observe the ongoing water cycle experiment. (V)

● The students will go back to their desks to record and graph the measurements of today’s observation. (V, K)

● The students will share observations as well as ask questions about the experiment. (A)

● Following the experiment, the students will return to their desks and wait for the teacher to explain the QR activity (K)

Development

● The teacher will propose the question “Does anyone know what a Quick Response Reader is?” (A)

● The teacher will let students explain what they know ● Assuming that the majority of the class does not know what a QR reader is, the

teacher will explain that it is a code that can only be read by a special reader installed on the school iPads (A)

● The teacher will put the students in groups of three or four and assign each group an iPad (K)

● The teacher will tell the students that around the playground outside, in close proximity to the building, are seven QR codes that correspond with seven questions about the water cycle (A)

● The teacher will call the students by group number to line up at the door (A, K) ● The teacher will lead the students outside and allow them to explore the playground

under adult supervision (K) ● After the students have found and answered the questions they are to line back up

and go back inside (K) ● The teacher will collect all iPads and put them back into the iPad cart (K) ● Students are to sit at the desk quads with their scavenger hunt groups (K) ● Advanced students are required to find all seven questions and illustrate the

process that each question deals with (V) ● Struggling students will only find and answer five out of the seven questions

required (V, K)

Summary ● The teacher will go over each question and allow the students to give their

answers (A) ● The teacher will correct any mistakes that the students have made in answering

the questions (A) ● The teacher will have each group turn in their papers to the turn in box on the

teacher’s desk (K) ● As an informal assessment, the teacher will make sure each group answered at

least five out of the seven questions correctly (K, V) Materials needed for the lesson

● Pencil, wax pencil, notebook paper, iPad, QR codes, QR reader Evaluation Part A:

● The students will be evaluated on their ability to update their graph from the previous day with the ongoing experiment.

● Students will also be evaluated on accurately answering five out of the seven questions on the scavenger hunt.

Evaluation Part B: ● Were the students able to safely and cautiously handle the iPads?

● Were all of the questions found in a timely manner? ● What were the strengths and weaknesses of this lesson? ● How effective was the use of technology in this lesson?

*QR codes on the following page do not correspond to real questions. These are used as examples.

1. What are the processes of the water cycle?

2. What is the process called when the water in the plate dries up?

3. What is another name for rain or snow?

4. What is the main energy source of the water cycle?

5. True/False: Water is not an essential part of life on Earth.

6. Where does the water from precipitation go?

7. What is the process called when water turns from a liquid to a vapor?

Lesson Plan 6: Water Cycle Song and Dance

Purpose: Today will be the sixth lesson in a series based on the water cycle. This lesson focuses on the three processes of the water cycle. Physical Education 3.1 The student will demonstrate mature form (all critical elements) for a variety of skills and apply skills in increasingly complex movement activities. a) Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation); jump/land horizontally (distance) and vertically (height). b) Demonstrate a self-turn rope sequence of four different jumps. c) Demonstrate simple dances in various formations. d) Perform an educational gymnastic sequence with balance, transfer of weight, travel, and change of direction. e) Create and perform a dance sequence with different locomotor patterns, levels, shapes, pathways, and flow. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes;

d) water is essential for living things; and e) water on Earth is limited and needs to be conserved.

Objectives: Given audio and visual examples, the students will learn and perform a song and dance routine that displays the processes of the water cycle with 100% accuracy.

Procedure: Introduction

● The teacher will review the processes of the water cycle by asking the students the following questions: (A)

● “How many processes are there in the water cycle?” One student will answer after raising his/her hand. (A)

● The teacher will then ask what the processes are. Three separate students will answer. (A)

● The teacher will then show the B. Jones Water Cycle video demonstrating the song and dance routine. (A, V)

Development

● Before the review, the students will get into their groups and continue their graphs and measuring of the water levels. (K)

● The teacher will then play the video through one time at the regular speed for the students to see. (A, V)

● The video will be played again with pauses, for the teacher to model the movements with the students. (V, K)

● The teacher will play the video again so the students can learn the words to the song. (A)

● The teacher will then model the song and dance from beginning to end. The students will then go through the routine on their own. (A, V, K)

● For advanced students: Students will be responsible for creating cue cards (V, K)

● For struggling students: Students could use cue cards (V) Summary

● To end the lesson, the teacher will watch the performance through once and then the principal will be invited into the classroom to watch the performance. (K)

● By the end of the lesson, the students should feel comfortable with the different processes of the water cycle.

Materials needed for the lesson

● B. Jones Water Cycle video from Youtube https://www.youtube.com/watch?v=KuiO3UBdcu8&feature=share

● Cue cards

Cue Cards Precipitation Goes Down Evaporation Goes Up Condensation Goes Across

Evaluation Part A: ● Students will perform the Water Cycle Song and Dance with 100%

accuracy. ● The processes must be in order and match the correct description.

Evaluation Part B: ● Were the steps in order? ● How could I have made this easier? ● Did the students match the process with the correct definition? ● What were the strengths of the lesson?

Lesson Plan 7: Painting

Purpose: ● Today’s lesson is the final lesson in a series on the water cycle. This lesson

focuses again on the processes of the water cycle while incorporating the fine arts.

Fine Arts 3.6 The student will create works of art that communicate ideas, themes, and feelings. Science 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved.

Objectives: ● Given a plain piece of paper and paint, the students will be able to create

and label a painting of the water cycle processes with 100% accuracy.

Procedure: Introduction

● The teacher will review the processes of the water cycle with the students by asking them to raise their hands and explaining one of the processes. (A)

● The students will use this knowledge to create a painting that illustrates the water cycle.

Development

● The students will be shown sample paintings of the water cycle. (V) ● Each student will be given a plain sheet of paper, paint, and paintbrushes to

complete the activity. ● The students will illustrate the three processes of the water cycle in their

painting. (K) ● Once completed, students will set their paintings aside to dry. ● Students will gather with their groups to complete the experiment that

measured the level of water on their plates. ● The students will take their final measurements and complete their graphs.

(K) ● For advanced students: Students can label what is occurring in each of the

processes. ● For struggling students: Students may work with partners to discuss the

processes, but each must complete their own work. Summary

● To end the lesson, the teacher will have the groups review the data from their graphs and explain what happened.

● Students will do a gallery walk to look at the paintings from the class. Materials needed for the lesson

● Paint, paint brushes, paper, water cups, paper towels, paint tray, and examples.

●

Evaluation Part A:

● The students will be assessed on their paintings of the water cycle. ● The water cycle must be portrayed with 100% accuracy.

Evaluation Part B:

● Did the students meet the objectives? ● What were the weaknesses of the lesson? ● Do the students have a thorough understanding of the water cycle?

Assessment:

Crossword Word Bank

Evaporation

Condensation Precipitation Groundwater

Runoff

Surface Water Cloud Rain

Water Vapor Water Cycle

Unit Resources

1. Water Cycle Song- This song introduces and teaches the basic principles of the Water Cycle. This would help students learn the processes and importance of the Water Cycle while engaging in a fun activity. https://www.youtube.com/watch?v=TWb4KlM2vts

2. Water Cycle Animated Diagram- Animated Diagram that focuses on interactive play with Water Cycle principles and explains how the Water Cycle works, forms, and moves. Students may use this individually to review the Water Cycle or teacher may use during whole group instruction. http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

3. What is the Water Cycle? Experiment- Hands-on activity that introduces and shows how the processes of the Water Cycle work and interact. Students will get interactive experience with seeing the actions happening.

http://www.rookieparenting.com/what-is-water-cycle/ 4. Scholastic Study Jams “Water Cycle” video- Informative video used to introduce or reinforce the processes of the Water Cycle

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm

5. Water Cycle Mobile Craft- This activity allows for students to create a small mobile depicting the parts of the Water Cycle

6. Water Cycle Matching Worksheet- Worksheet used to assess students on their knowledge of Water Cycle processes

7. 3D Water Cycle Model- Hands-on project used to learn/review the processes of the Water Cycle https://www.youtube.com/watch?v=8EKKeJZCFe8

8. Water Cycle Rap- Music video that includes the processes of the Water Cycle as a fun rap song https://www.youtube.com/watch?v=yNW1evt93e4

9. Water Cycle Vocab Cards- Laminated/ Colored vocabulary cards used to reinforce/ test students on their knowledge of the Water Cycle processes https://www.teacherspayteachers.com/Product/Water-Cycle-Vocabulary-Cards-1702157

10. “The Magic School Bus: At the Waterworks” by Joanna Cole- Book used to initiate conversation about the Water Cycle and natural water sources. Also supplies students with supporting need-to-know vocabulary for the unit.

11. Water Cycle Cootie Catchers- Hands-on vocabulary reinforcers for the processes of the Water Cycle. Interactive craft that uses the terms to review with a partner or independently.

12. Water Cycle Song- Easy way to review the students’ knowledge of the processes while promoting vocabulary knowledge of each term definition/ how it works.

13. Water Cycle: “Let it Rain” Experiment- Hands-on experiment that facilitates the Water Cycle’s precipitation process while having students understand how rain interacts with clouds. https://lessons4littleones.com/2015/04/15/water-cycle-rain-cycle-science-experiments/

14. Water Cycle Game- Easy and fun movement game to get kids up and going while learning about the Water Cycle. Also reinforces learned vocabulary terms throughout the unit. http://corkboardconnections.blogspot.com/2012/04/move-to-learn-in-science.html

15. “A Drop of Water” by Walter Wick Read Aloud- Quick read aloud to introduce evaporation, condensation and precipitation. This also explains how water forms clouds.