The Incredible Journey- A Walk Through the Water Cycle
Summary
In this activity, taken from the Project Wet Curriculum and Activity Guide, students will become water molecules in the water cycle. Students will work as individual or pairs of water molecules to work their way through the various stages of the water cycle. They will see that water cycles through nine stations (clouds, plants, animals, rivers, oceans, lakes, ground water, soil and glaciers). Students will use their science notebooks to predict the ways that water moves through the water cycle and then record their results from the activity. Students then will explore the definitions of condensation and evaporation along with identifying the states water is in while it moves though the water cycle.
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Learning Goals
Describe the movement of water within the water cycle.
Identify the states of water as it moves through the water cycle.
Define evaporation and condensation.
Identify the states of water as it moves through the water cycle.
Define evaporation and condensation.
Context for Use
This activity is best suited for grades 3-5 but can be adjusted for K-2 or middle school age. This activity will take about 2 class periods and can be done with a whole class. This activity can be done in a classroom or outside (weather permitting) and can be done any time of year. This lesson would fit best into a water unit where students have already talked about the states of water and developed a possible water cycle (what they think happens during the water cycle). The teacher will need to prep the cubes that the students will roll at each station and have a plan for how students will record this information. Students will use their science notebooks to record definitions pertaining to water, the states of water and their predicted water cycle.
Description and Teaching Materials
In previous days, students will have explored the states of water and begun to talk about water vocabulary (solid, liquid, gas, rain, precipitation, etc) and the ways that water moves.
Using the guide in the Project Wet Curriculum and Activity Guide pages 161-165, create the cubes (page 164-5) that the students will toss at each of the stations. Set up the stations around the room or in a given area outside. Students can either carry their notebooks from station to station and record their results or use colored beads that they string onto a string. Each station has a specific color so as they go around and roll the cubes, they put a coordinating bead on their string. I like to let each student have their own water cycle string but it could be done in pairs or small groups. Students will cycle through this for about 15- 30 minutes, depending on class size or until you feel they have enough to see how water follows through many different paths in the water cycle. When they come back to the classroom, they create a visual of their water cycle. When everyone is done creating their visual, we will share and see how close/far away we were with our original ideas of the water cycle. Students then will be able to add the definitions of evaporation and condensation to their journals and use them according.
As extensions, students could change the climate, location or seasons that the water moves through the water cycle and see how it changes the flow. Also students could look at how water becomes polluted and is cleaned as it moves through the water cycle.
Using the guide in the Project Wet Curriculum and Activity Guide pages 161-165, create the cubes (page 164-5) that the students will toss at each of the stations. Set up the stations around the room or in a given area outside. Students can either carry their notebooks from station to station and record their results or use colored beads that they string onto a string. Each station has a specific color so as they go around and roll the cubes, they put a coordinating bead on their string. I like to let each student have their own water cycle string but it could be done in pairs or small groups. Students will cycle through this for about 15- 30 minutes, depending on class size or until you feel they have enough to see how water follows through many different paths in the water cycle. When they come back to the classroom, they create a visual of their water cycle. When everyone is done creating their visual, we will share and see how close/far away we were with our original ideas of the water cycle. Students then will be able to add the definitions of evaporation and condensation to their journals and use them according.
As extensions, students could change the climate, location or seasons that the water moves through the water cycle and see how it changes the flow. Also students could look at how water becomes polluted and is cleaned as it moves through the water cycle.
Teaching Notes and Tips
This lesson idea was taken from the Project Wet Curriculum and Activity Guide, which is a great curriculum on water for all ages. They are all very hands on and have a good amount of inquiry that can be integrated into them. Contact the DNR for more information about the curriculum.
Assessment
Students would be assessed on their participation in the activity along with an end of the unit assessment. Students would be asked for a few definitions along with an interpretation (role play, story, etc.) of the water cycle. Their science notebooks would be evaluated as an additional assessment tool.
Standards
4.I.A, I.B-scientific inquiry; III.B- the water cycle