Miami-Dade County Public Schools Curriculum and Instruction (Science)

Size: px
Start display at page:

Download "Miami-Dade County Public Schools Curriculum and Instruction (Science)"

Transcription

1 Miami-Dade County Public Schools Curriculum and Instruction (Science) Required GRADE 5 ESSENTIAL SCIENCE Laboratory Activities QUARTER 2 LABORATORIES

2 LAB # 8: AROUND AND AROUND IT GOES! Grade 5 Essential Lab (Teacher s version) Adapted from Benchmarks: SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes. SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method." Objective/Purpose: The student will observe and explain the stages of the water cycle (evaporation, condensation, precipitation) and illustrate that when liquid water evaporates; it turns into a gas (vapor) in the air and condenses as a liquid when cooled, or as a solid if cooled below the freezing point of water. The student will explain how sunlight and temperature affect the water cycle. The student will explain why it is important to conserve and protect available drinking water sources. Background Information: The water cycle is a never-ending cycle that includes evaporation, condensation, and precipitation. The sun is the energy that keeps the cycle moving. The heat energy from the sun changes water into vapor. This invisible vapor then condenses and forms billions of droplets that make up clouds. The moisture from the clouds returns to the earth as rain, snow, or other forms of precipitation. Temperature plays an integral role in this never-ending process by affecting the rate of evaporation and the type of precipitation (e.g., rain, snow, ice). Evaporation is the process in which matter changes from a liquid state to a gaseous state (vapor) Condensation is the process in which matter changes from a gaseous state (vapor) to a liquid state. Condensation occurs as air with water vapor in it cools; clouds are evidence of condensation. Precipitation forms when water droplets in clouds become too heavy to stay in the atmosphere. The water droplets fall in some form, such as snow, ice, or rain, to the earth s surface. In order for students to understand how the water cycle works, it is important for them to review what they have already learned about water itself, and the different states it can 32

3 assume (solid, liquid, or gas) in our ever-changing environment. This can be done by showing the class three items a half-filled glass of water, a dish with an ice cube, and a dish with a wet paper towel in the Engage activity in this lab. Teacher Notes: In preparation for this activity, scan your school grounds and locate a hot, sunny wall area where students can mount their mini-water cycle bags. Bags can be affixed to a window facing south inside the classroom if one is available. The bags will need to remain on the wall undisturbed for 3 days. Students will observe the bags over three days. The first phase of the activity in day 1 should begin as early as possible in the school day. The mini-water cycle baggies will need to be checked each morning and afternoon for three days. Add blue food coloring to water before distributing to the groups. Engage: Begin by drawing attention to the glass of water. Ask questions such as: What is in this glass? What is water? What does it look or feel like? Is water a solid, a liquid, or a gas? Where can you find water? Where does it come from? Guide the class in establishing that water is a liquid that both falls from the sky in the form of rain and can be found in abundance in oceans, lakes, streams, and underground. Next, pick up the dish with the ice cube and show it to the class. Ask questions such as these: What is in this dish? Describe ice. What does it look or feel like? Is ice a solid, a liquid, or a gas? What is ice made of? How is it made? If I left the ice in the room for a few hours, what would happen to it? Help the class to see that ice is water that has been frozen into a solid because it has been exposed to very low temperatures. Make sure they understand that when ice is allowed to warm up, it returns to liquid water. 33

4 Next, present the dish with the wet paper towel, asking the following questions: What is this? What would happen if I left it out for a few hours? Why would it dry out? Besides paper towels, what are some other examples of wet things that dry out over time? (Examples could include wet clothes, watered plants, glasses of water, and puddles.) What if I put this wet paper towel outside during the winter? What might happen to it? Why? At this point, students should understand that when water is exposed to warm temperatures, it disappears or evaporates, becoming a gas, while under colder conditions it can freeze into ice, becoming a solid. It is important to emphasize that the three water samples they've seen represent the three states, or forms, that water takes on as temperature and other conditions change. Explore: Next, divide the class into small groups. To better apply and reinforce what they have learned, have each group create a model of a water cycle. Essential Question: What will happen to water in a cup if the cup is placed inside a sealed bag and left in a warm area? Materials: Cycle in a Bag worksheet Quart size zip-lock baggie with writing label 7 oz. clear plastic cup Black permanent marker Measuring cup Water Blue food coloring Masking or duct tape Clipboard or other hard writing surface Procedures: 1. Introduce and discuss the term cycle. Explain to students that in a cycle, a complete set of events occurs in the same sequence over and over. Ask students to name examples of natural cycles. (Some examples include various plant and animal life cycles). 34

5 Reinforce the idea that both living and non-living things in our environment often undergo cycles. Next, ask students to recall the three major parts of the water cycle (evaporation, condensation, and precipitation). Explain that during this activity students will be working in groups to create their own mini water cycle in a plastic bag, but will keep an individual observation sheet. 3. Divide students into groups of four and distribute a Cycle in a Bag lab sheet to each student in the group. Refer to the diagrams on the worksheet and review and demonstrate the procedure for creating a water cycle in a bag. Procedures for students: 1. Instruct students to pour 50 ml of water into a small, clear plastic cup and mark the water line in a permanent marker. 2. Have students tape the cup to the inside of the baggie at the lower right corner. Remind students to tightly seal their baggies before beginning the experiment. 3. Remind students to tape their bags on the outside wall at an angle like a diamond and have them write their names at the top of the baggies. 4. If marker flags or flagging tape are available, mark off the wall as designated study area. 5. Distribute all materials and assist groups with the preparation of their miniature water cycle models. Day 1: 1. Distribute a clipboard if available to each group and lead students to the outdoor study wall site. Have each group securely tape its water cycle bag to the wall. Make sure students tape the bags at eye level so they are easy to observe. 2. Have each student predict what changes will take place inside the bag over the next three days. Groups should record their predictions on the Cycle in a Bag worksheet. Days 2 and 3 3. Have groups observe their bags daily for three days. Instruct group members to draw and describe their observations on the Cycle in a Bag worksheet. 35

6 Explain/Evaluate: 1. After the third day of observations, ask students to share their observations and discuss how accurate their predictions were. Conduct a whole-class discussion addressing the following questions: During what phase of the water cycle is water invisible? (evaporation) Why is the water invisible during this phase? (because it is a gas) What causes water to evaporate in the water cycle? ( heat from the sun) What causes water to condense in the water cycle? (cooler temperatures) What stage of the water cycle do the water droplets inside the baggie represent? (condensation) When many droplets of condensed water collect in the atmosphere, what do we see? (clouds) Is the total amount of water in the baggie the same after 3 days? (yes, unless the bag was not tightly sealed) When the water droplets collect at the bottom of the baggie, what stage of the water cycle does this represent? (precipitation) If the baggie remained tightly sealed, how much water would be in the baggie after one month? (the same amount of water you started with 2 ounces If the baggie were left on the wall with the seal opened, what would happen to water in the bag? (it would eventually all evaporate into the surrounding atmosphere) How would your miniature water cycle be affected if the bag was placed in a cool, shady area instead of a hot, sunny area? (the rate of evaporation would be much lower) How much water was left in the cup after three days? (answers will vary) 2. Have students complete the Explain/Evaluate section on the second page of the CYCLE IN A BAG lab sheet. 3. Remind students that although they can t always see it happening, the water cycle is constantly occurring all around them. Emphasize the idea that the Earth contains the same amount of water today that it contained millions of years ago. At different times in the Earth s history, the water might be distributed differently, but the total amount of water never changes; it is constantly moving through a repeating cycle. 36

7 4. Ask students if they think we really need to worry about running out of useable water since the total amount of water on Earth remains constant. 5. Develop the idea that although water on Earth is abundant overall, the vast majority of water on Earth is either trapped as frozen ice or found as salt water in the oceans. Explain that 97% of the Earth s water is saltwater in the ocean and 2% of the Earth s water is frozen. Of all the water available on Earth, only about one gallon out of every hundred gallons can be used for drinking. As a result, we must be careful to conserve our available fresh drinking water and protect it from contamination and pollution Mini Water CYCLE IN A BAG Name Date DIRECTIONS: Use the materials provided by your teacher to make a mini water cycle in a bag. Remember to mark the starting water level in your cup and write your names on the top bag label. Tape the baggie on the outdoor wall at an angle like a rhombus with the cup of water at the bottom. Record your predictions and daily observations in the spaces below. Essential Question: What will happen to water in a cup if the cup is placed inside a sealed bag and left in a warm area? Prediction: If a cup with water is placed inside a sealed bag and left in a warm area, then the water in the cup will DAY 1 DAY 2 DAY 3 37

8 Predictions: Predictions: Predictions: Observations: Observations: Observations: Explain/Evaluate: (teacher) 1. What difference did you observe between Day 1, Day 2 and Day 3? (Look at location and color of water.) 2. Draw arrows to indicate the path of the water in the water cycle bag below. Label evaporation, condensation and precipitation in this model of the water cycle. 38

9 3. Draw arrows to indicate the path of water in the picture below. Label evaporation, condensation and precipitation on this drawing of the Earth s cycle. Extension: Students can further apply what they have learned by doing the My Life As A Drip activity, where they imagine that they are a drop of water, and write a short story about where they think they came from (in the context of the water cycle). 39

10 40

11 LAB # 8: AROUND AND AROUND IT GOES! Grade 5 Essential lab (Student s version) Name: Date The water cycle is a never-ending cycle that includes evaporation, condensation, and precipitation. The sun is the energy that keeps the cycle moving. The heat energy from the sun changes water into vapor. This invisible vapor then condenses and forms billions of droplets that make up clouds. The moisture from the clouds returns to the earth as rain, snow, or other forms of precipitation. Temperature plays an integral role in this never-ending process by affecting the rate of evaporation and the type of precipitation (e.g., rain, snow, ice). CYCLE IN A BAG DIRECTIONS: Use the materials provided by your teacher to make a mini water cycle in a bag. Remember to mark the starting water level in your cup and write your names on the top bag label. Tape the bag on the outdoor wall at an angle like a diamond with the cup of water at the bottom. Record your predictions and daily observations in the spaces below. 41

12 Essential Question: What will happen to water in a cup if the cup is placed inside a sealed bag and left in a warm area? Prediction: If a cup with water is placed inside a sealed bag and left in a warm area, then the water in the cup will DAY 1 DAY 2 DAY 3 Predictions: Predictions: Predictions: Observations: Observations: Observations: Explain/Evaluate: 1. What difference did you observe between Day 1, Day 2 and Day 3? (Look at location and color of water.) 42

13 2. Draw arrows to indicate the path of the water in the water cycle bag below. Label evaporation, condensation and precipitation in this model of the water cycle. 3. Draw arrows to indicate the path of water in the picture below. Label evaporation, condensation and precipitation on this drawing of the Earth s cycle. 43

Summary This lesson will introduce the concept of the water cycle by using a simple demonstration.

Summary This lesson will introduce the concept of the water cycle by using a simple demonstration. Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Water Cycle Grade Level 4 Sessions Seasonality

More information

The Water Cycle Now You See It, Now You Don t

The Water Cycle Now You See It, Now You Don t The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content

More information

Water Cycle. DELTA SCIENCE READER Overview... 123 Before Reading... 124 Guide the Reading... 125 After Reading... 130

Water Cycle. DELTA SCIENCE READER Overview... 123 Before Reading... 124 Guide the Reading... 125 After Reading... 130 Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials

More information

Grade 4 Standard 1 Unit Test Water Cycle. Multiple Choice. 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D.

Grade 4 Standard 1 Unit Test Water Cycle. Multiple Choice. 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D. Grade 4 Standard 1 Unit Test Water Cycle Multiple Choice 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D. in oceans 2. What source of energy evaporates the most water from

More information

KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES

KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF KINDERGARTEN WEEK 1. PRE: Defining the states of matter. LAB: Discovering the properties of water. POST: Analyzing the water

More information

SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES

SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SECOND GRADE WATER WEEK 1. PRE: Exploring the properties of water. LAB: Experimenting with different soap mixtures. POST: Analyzing

More information

1/2/3. Finding out about the Water Cycle

1/2/3. Finding out about the Water Cycle The Water Cycle 1/2/3. Finding out about the Water Cycle Aims: To enable pupils to learn and understand what happens at each stage of the Water Cycle To introduce specific vocabulary related to the Water

More information

60 minutes total (two 30 minute sessions)

60 minutes total (two 30 minute sessions) Lesson Plan 9 Mini Water Cycle Brief description Students observe the water cycle in action inside a mini solar still. The still consists of a plastic tub filled with a layer of moist soil or sand, and

More information

Let s Make a Cloud. Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke and air pressure.

Let s Make a Cloud. Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke and air pressure. Let s Make a Cloud Related Subject: Climate and Weather Group Size: 10-15 Length of Activity: 45 minutes Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke

More information

Water Cycle Unit Test

Water Cycle Unit Test Name: Multiple Choice (2 pts each): 1. What is the source of energy for all parts of the water cycle? A. Wind B. The Ocean C. Soil D. The Sun 2. Which of the following processes would result in water pollution?

More information

The Water Cycle. 4 th Grade Pre-Visit Activity #1

The Water Cycle. 4 th Grade Pre-Visit Activity #1 th Grade Pre-Visit Activity # The Water Cycle Overview Objectives Subjects Earth s water molecules circulate among air, plants, animals, and soil by way of the water cycle. This activity uses a game to

More information

Preparation / Background Information:

Preparation / Background Information: Aim / Learning Objective: Looking at the world through science, students can learn about the marine elements of our natural environment and the importance of the water cycle. Students can look at and compare

More information

Teaching Machine Based on the work of Judi Garratt

Teaching Machine Based on the work of Judi Garratt Teaching Machine Based on the work of Judi Garratt 1. Ask students to name various machines they see in the room. 2. Establish that movement of machines is mechanical, repetitive, and often stationary.

More information

Effects of Water Classroom Activity

Effects of Water Classroom Activity Effects of Water Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.

More information

Traveling on the Water Cycle

Traveling on the Water Cycle Traveling on the Water Cycle 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 62 M OD E L I N G Students simulate traveling with water molecules through the water cycle, beginning in their own town. After

More information

What is a Terrarium? Supplies Choosing your container Choosing your plants Building Your Terrarium

What is a Terrarium? Supplies Choosing your container Choosing your plants Building Your Terrarium What is a Terrarium? A terrarium is a collection of small plants growing in a transparent, sealed container. A terrarium is a closed environment, and can actually be used to illustrate how an ecosystem

More information

Overview. Suggested Lesson Please see the Greenlinks Module description.

Overview. Suggested Lesson Please see the Greenlinks Module description. Overview Plants interact with their environment in many ways that we cannot see. Children often enjoy learning about these hidden secrets of plant life. In this lesson, children will learn about role of

More information

THE PLANT KINGDOM: THE WATER CYCLE

THE PLANT KINGDOM: THE WATER CYCLE THE PLANT KINGDOM: THE WATER CYCLE Material: The Water Cycle Nomenclature The Water cycle Model Water Ice Heat Source (lamp with a clamp) Tables Presentation 1: Key Experience 1. Say, Today we are going

More information

6 th Grade Science Assessment: Weather & Water Select the best answer on the answer sheet. Please do not make any marks on this test.

6 th Grade Science Assessment: Weather & Water Select the best answer on the answer sheet. Please do not make any marks on this test. Select the be answer on the answer sheet. Please do not make any marks on this te. 1. Weather is be defined as the A. changes that occur in cloud formations from day to day. B. amount of rain or snow that

More information

This activity explores the amazing Water

This activity explores the amazing Water 4.2 LESSON 1 What is the Water Cycle? At-Home Activity Objectives... Learn key vocabulary terms: Evaporation, Condensation, Precipitation, and Transpiration and be able to apply them. Materials Needed...

More information

Transferring Solar Energy

Transferring Solar Energy activity 14 Transferring Solar Energy BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 14 SC.B.1.2.2 The student recognizes various forms of energy (e.g., heat, light, and electricity).

More information

Temperature affects water in the air.

Temperature affects water in the air. KEY CONCEPT Most clouds form as air rises and cools. BEFORE, you learned Water vapor circulates from Earth to the atmosphere Warm air is less dense than cool air and tends to rise NOW, you will learn How

More information

WHERE DOES THE WATER GO IN THE WATER CYCLE?

WHERE DOES THE WATER GO IN THE WATER CYCLE? WHERE DOES THE WATER GO IN THE WATER CYCLE? OBJECTIVES Identify the water cycle as a system that is a combination of systems Describe each process in the water cycle, including the changes in state (if

More information

Water Scarcity Ashley Schopieray

Water Scarcity Ashley Schopieray Water Scarcity Ashley Schopieray INTRODUCTION In this lesson, students will learn about water scarcity and how much of the earth s water is actually available for daily human use. By examining situations

More information

The Water Cycle. www.miagclassroom.org

The Water Cycle. www.miagclassroom.org The Water Cycle 1 Table of Contents Activity Water Book Pages Pages Outline...3 Defining Water...pages 2-5...4 Hydrological Cycle...pages 6-8...5-7 Technical Reading Hydrological Cycle...pages 6-7...8-9

More information

Ice Cream Lab & Application Questions

Ice Cream Lab & Application Questions Deep Freeze 1 Ice Cream Lab & Application Questions Name: Period: Date: Overview Have you ever wondered what it is about throwing salt on ice that makes it melt? And just why does it melt? Where does the

More information

Solids, Liquids, and Gases

Solids, Liquids, and Gases Solids, Liquids, and Gases nd Intended for Grade: 2 Grade Subject: Science Description: Activities to help students understand solids, liquids, gases, and the changes between these states. Objective: The

More information

Water Recycles poster

Water Recycles poster Water Recycles poster The "Water ReCycles" poster is designed for students of all ages. It shows the natural water cycle and humans influence on water resources. Raincloud illustration The raincloud in

More information

THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES

THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF THIRD GRADE WATER WEEK 1. PRE: Comparing the different components of the water cycle. LAB: Contrasting water with hydrogen

More information

Energetic Reactions: Ice Cream Experiment Teacher Guide

Energetic Reactions: Ice Cream Experiment Teacher Guide Module Overview Heat transfer is an important part of many chemical reactions, but it is often not directly observed. In this module students conduct an experiment making homemade ice cream that requires

More information

Georgia Performance Standards Framework for Science Grade 6. Unit Organizer: Water in Earth s Processes. (Approximate Time: 5-6 Weeks)

Georgia Performance Standards Framework for Science Grade 6. Unit Organizer: Water in Earth s Processes. (Approximate Time: 5-6 Weeks) The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Water on the Move in the Great Salt Lake Basin

Water on the Move in the Great Salt Lake Basin Bruce Jessop, Fred Marcin Fall, 2004 Water on the Move in the Great Salt Lake Basin Abstract: This lesson explores the water cycle as it relates to the Great Salt Lake basin in Utah. Students will have

More information

Minnesota Comprehensive Assessments-Series III

Minnesota Comprehensive Assessments-Series III Not for student use. Minnesota Comprehensive Assessments-Series III Science Item Sampler Script Grade 8 S ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER SCRIPT MAY BE COPIED OR DUPLICATED. MINNESOTA

More information

Water Scarcity Ashley Schopieray

Water Scarcity Ashley Schopieray Water Scarcity Ashley Schopieray INTRODUCTION In this lesson, students will learn about water scarcity and how much of the earth s water is actually available for daily human use. They will learn the importance

More information

Making a Terrarium. fairchild tropical botanic garden 1

Making a Terrarium. fairchild tropical botanic garden 1 Making a Terrarium What is a Terrarium? A terrarium is a collection of small plants growing in a transparent, sealed container. A terrarium is a closed environment, and can actually be used to illustrate

More information

A Teaching Unit for Years 3 6 children

A Teaching Unit for Years 3 6 children A Teaching Unit for Years 3 6 children 1 SEREAD and ARGO: Concept Overview for Years 3-6 Teaching Programme This is the overview for the first part of the SEREAD programme link with ARGO. The overview

More information

First Grade Unit A: PHYSICAL SCIENCE Chapter 1: Observing Solids, Liquids and Gases Lessons 1 to 5

First Grade Unit A: PHYSICAL SCIENCE Chapter 1: Observing Solids, Liquids and Gases Lessons 1 to 5 First Grade Unit A: PHYSICAL SCIENCE Chapter 1: Observing Solids, Liquids and Gases Lessons 1 to 5 Physical Science Overview Materials (matter) come in different forms. Water can be rain falling (liquid)

More information

Unit Template for NGSS Units of Study (Jean Ward 2015)

Unit Template for NGSS Units of Study (Jean Ward 2015) Unit Template for NGSS Units of Study (Jean Ward 2015) Title of Unit Earth s Systems Grade Level 5 Curriculum Area Earth Science Time Frame 3-4 Weeks Developed by Patricia L. Preseault Desired Results

More information

Name Date Class STATES OF MATTER. SECTION 13.1 THE NATURE OF GASES (pages 385 389)

Name Date Class STATES OF MATTER. SECTION 13.1 THE NATURE OF GASES (pages 385 389) 13 STATES OF MATTER SECTION 13.1 THE NATURE OF GASES (pages 385 389) This section introduces the kinetic theory and describes how it applies to gases. It defines gas pressure and explains how temperature

More information

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Weather and Classical Instruments Grade

More information

Where is all the freshwater on Earth?

Where is all the freshwater on Earth? Where is all the freshwater on Earth? Subject/ target grade: Middle School (8 th grade) Earth Science Duration: Three 50 minute period Setting: Classroom and computer lab Materials and Equipment Needed:

More information

What Causes Climate? Use Target Reading Skills

What Causes Climate? Use Target Reading Skills Climate and Climate Change Name Date Class Climate and Climate Change Guided Reading and Study What Causes Climate? This section describes factors that determine climate, or the average weather conditions

More information

FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES

FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary

More information

CGC1D1: Interactions in the Physical Environment Factors that Affect Climate

CGC1D1: Interactions in the Physical Environment Factors that Affect Climate Name: Date: Day/Period: CGC1D1: Interactions in the Physical Environment Factors that Affect Climate Chapter 12 in the Making Connections textbook deals with Climate Connections. Use pages 127-144 to fill

More information

Unit: Plants & Animals (Grade 2)

Unit: Plants & Animals (Grade 2) Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals

More information

(Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION

(Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION Convection (Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION You know from common experience that when there's a difference in temperature between two places close to each other, the temperatures

More information

An Online School for Weather. www.srh.noaa.gov/jetstream/atmos/ll_whatacycle_aquifers.pdf

An Online School for Weather. www.srh.noaa.gov/jetstream/atmos/ll_whatacycle_aquifers.pdf JetStream An Online School for Weather Aquifers Aquifers Aquifers 1 3 5 Aquifers Aquifers Aquifers 2 4 6 /atmos/ll_whatacycle_aquifers.pdf There are over 35 lesson plans in the National Weather Service

More information

National Aeronautics and Space Administration. The Sun. Water Cycle. and The. www.nasa.gov

National Aeronautics and Space Administration. The Sun. Water Cycle. and The. www.nasa.gov National Aeronautics and Space Administration The Sun and The Water Cycle Written by Wendy M. Van Norden illustrated by autumn haac www.nasa.gov The Sun and The Water Cycle Written by Wendy M. Van Norden

More information

LESSON PLAN FORMAT FOR A CLIL LESSON:

LESSON PLAN FORMAT FOR A CLIL LESSON: LESSON PLAN FORMAT FOR A CLIL LESSON: UNIT / LESSON TIMING LEVEL MATERIALS THE WATER CYCLE 5 DAYS 4 th YEAR MATERIAL FOR TEACHER S WORK - Blackboard - Interactive Digital Board - Power Point Presentation

More information

Humidity the story for teachers

Humidity the story for teachers Humidity the story for teachers As we have learned earlier, water may exist as a gas (water vapour). Even in the driest desert there is some water vapour in the air. Water vapour is the most important

More information

[4] SA1.2 The student demonstrates an understanding of the processes of science by observing,

[4] SA1.2 The student demonstrates an understanding of the processes of science by observing, Frost Depth Levels Overview: In this lesson, students explore the active layer above permafrost and begin a long-term investigation of frost depth. (NOTE: This lesson requires a frost tube in your community.

More information

Order of the Weather Experiments

Order of the Weather Experiments Order of the Weather Experiments 1. Staying Dry Towel in bottle--student i. Magic Air Pushing the stick down-- Student ii. Air Power Water in funnel--teacher 2. Tipping the Scale Weighing air--student

More information

Please be sure to save a copy of this activity to your computer!

Please be sure to save a copy of this activity to your computer! Thank you for your purchase Please be sure to save a copy of this activity to your computer! This activity is copyrighted by AIMS Education Foundation. All rights reserved. No part of this work may be

More information

Chapter 2, Lesson 5: Changing State Melting

Chapter 2, Lesson 5: Changing State Melting Chapter 2, Lesson 5: Changing State Melting Key Concepts Melting is a process that causes a substance to change from a solid to a liquid. Melting occurs when the molecules of a solid speed up enough that

More information

Humidity, Condensation, Clouds, and Fog. Water in the Atmosphere

Humidity, Condensation, Clouds, and Fog. Water in the Atmosphere Humidity, Condensation, Clouds, and Fog or Water in the Atmosphere The Hydrologic Cycle Where the Water Exists on Earth Evaporation From the Oceans and Land The Source of Water Vapor for the Atmosphere

More information

Can Gases Act Like a Greenhouse?

Can Gases Act Like a Greenhouse? Can Gases Act Like a Greenhouse? Activity 1 Following a discussion that enables student to express what they already know about the greenhouse effect, students conduct a controlled experiment to confirm

More information

Purpose: To determine the dew and point and relative humidity in the classroom, and find the current relative humidity outside.

Purpose: To determine the dew and point and relative humidity in the classroom, and find the current relative humidity outside. Lab Exercise: Dew Point and Relative Humidity Purpose: To determine the dew and point and relative humidity in the classroom, and find the current relative humidity outside. Relative humidity is a measure

More information

Understanding Basic Concepts demonstrate an awareness of air as a substance that surrounds us and takes up space, and whose movement we feel as wind

Understanding Basic Concepts demonstrate an awareness of air as a substance that surrounds us and takes up space, and whose movement we feel as wind Designation: Ontario Curriculum: Science and Technology Earth and Space Systems: Grade 2 Air and Water in the Environment Written by: Andrea Schultz-Allison, Department of Earth Sciences, The University

More information

Ice Cream Lab- A Tasty Phase Change!

Ice Cream Lab- A Tasty Phase Change! Ice Cream Lab- A Tasty! Name Date EN Class Purpose: To investigate the effects of heat transfer on phase changes. To investigate the effects of temperature changes on physical changes. Materials: ½ cup

More information

4THE UNIVERSITY OF THE STATE OF NEW YORK

4THE UNIVERSITY OF THE STATE OF NEW YORK 4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test

More information

UNIT 6a TEST REVIEW. 1. A weather instrument is shown below.

UNIT 6a TEST REVIEW. 1. A weather instrument is shown below. UNIT 6a TEST REVIEW 1. A weather instrument is shown below. Which weather variable is measured by this instrument? 1) wind speed 3) cloud cover 2) precipitation 4) air pressure 2. Which weather station

More information

Plant Growth - Light and Shade

Plant Growth - Light and Shade Science Unit: Lesson 5: Plants Plant Growth - Light and Shade School year: 2004/2005 Developed for: Developed by: Grade level: Duration of lesson: Notes: Queen Alexandra Elementary School, Vancouver School

More information

Mixtures. reflect. How is seawater different from pure water? How is it different from rocky soil?

Mixtures. reflect. How is seawater different from pure water? How is it different from rocky soil? reflect Everything around us is made out of tiny bits of matter. These particles may combine in different ways to produce new materials. Sometimes we need to separate the parts of a material. If we know

More information

Water Cycle Bracelets Lesson Plan

Water Cycle Bracelets Lesson Plan Water Cycle Bracelets Lesson Plan Target age: 8 through 12 (may be adjusted f other ages) Objective: To learn about the water cycle and its components To learn that water is a precious resource shared

More information

Evaporation. Where did the water go? Overview. Grade Level: K and 2

Evaporation. Where did the water go? Overview. Grade Level: K and 2 Where did the water go? Grade Level: K and 2 Time: Grade K One day to set up, three days to observe, and one final day to process Grade 2 Two days to set- up, four days for data collection, and two days

More information

Learning Targets: I can develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process.

Learning Targets: I can develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. 6 th Grade Earth s Systems Common Core Standards: 06-ESS2-1. Develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis

More information

Materials Needed: Time Needed: Adaptations: 2 flyswatters (optional) Vocabulary Definitions (below) Vocabulary Scramble Sheets (below)

Materials Needed: Time Needed: Adaptations: 2 flyswatters (optional) Vocabulary Definitions (below) Vocabulary Scramble Sheets (below) Vocabulary Slap Game ( Flyswatter Game ) Directions: Project a Vocabulary Scramble sheet on a projection screen or Smart Board. Divide the class into two teams. Each team sends one person up to the screen.

More information

Please see the Seasonal Changes module description.

Please see the Seasonal Changes module description. Overview Children will measure and graph the precipitation on the playground throughout the year using a rain gauge. Children will also observe satellite images of clouds and begin to investigate how clouds

More information

COMMON CORE Lessons & Activities

COMMON CORE Lessons & Activities T E AC H I T SA M PL E COMMON CORE Lessons & Activities DAY! O T Common Core Lessons & Activities: Weather By Carole Marsh Published by Gallopade International, Inc. Carole Marsh/Gallopade Printed in the

More information

ELEMENTARY-LEVEL SCIENCE TEST

ELEMENTARY-LEVEL SCIENCE TEST 4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test

More information

GLOBAL CIRCULATION OF WATER

GLOBAL CIRCULATION OF WATER Global Circulation of Water MODULE - 8A 27 GLOBAL CIRCULATION OF WATER More than three-fourths of the earth s surface is covered by water. Water is an odorless, tasteless, substance than can naturally

More information

The Earth System. The geosphere is the solid Earth that includes the continental and oceanic crust as well as the various layers of Earth s interior.

The Earth System. The geosphere is the solid Earth that includes the continental and oceanic crust as well as the various layers of Earth s interior. The Earth System The atmosphere is the gaseous envelope that surrounds Earth. It consists of a mixture of gases composed primarily of nitrogen, oxygen, carbon dioxide, and water vapor. The atmosphere and

More information

5 Answers and Solutions to Text Problems

5 Answers and Solutions to Text Problems Energy and States of Matter 5 Answers and Solutions to Text Problems 5.1 At the top of the hill, all of the energy of the car is in the form of potential energy. As it descends down the hill, potential

More information

Project-Based Learning Unit: Weather Grade Level: 2nd Teacher: Tracy Varner, Reeds Elementary Essential Question:

Project-Based Learning Unit: Weather Grade Level: 2nd Teacher: Tracy Varner, Reeds Elementary Essential Question: Project-Based Learning Unit: Weather Grade Level: 2nd Teacher: Tracy Varner, Reeds Elementary Essential Question: How do weather changes affect me? Subquestions: 1. What is weather? 2. What are the kinds

More information

Water Saver Bingo. Objectives:

Water Saver Bingo. Objectives: Water Saver Bingo Objectives: Materials: Determine the average amount of water used through daily activities. Recognize that large quantities of water can be wasted from a dripping faucet. Describe different

More information

JOURNEY THROUGH THE WATER CYCLE

JOURNEY THROUGH THE WATER CYCLE JOURNEY THROUGH THE WATER CYCLE Grade Level or Special Area: 2 nd Grade Written by: Lucile Arnusch, Trinity Lutheran School, Greeley, Colorado Length of Unit: Seven lessons and a Culminating Activity (eight

More information

Wet Dry Ice Lab Phase Changes and Phase Diagrams

Wet Dry Ice Lab Phase Changes and Phase Diagrams elearning 2009 Introduction Wet Dry Ice Lab Phase Changes and Phase Diagrams Publication No. 9639 As dry ice sublimes in a closed system, its three phases are clearly viewed and its phase diagram takes

More information

Ontario Science and Technology Curriculum 1999 Strand: Matter and Materials Topic: Properties of Liquids and Solids Grade: 2

Ontario Science and Technology Curriculum 1999 Strand: Matter and Materials Topic: Properties of Liquids and Solids Grade: 2 Name: Ontario Science and Technology Curriculum 1999 Strand: Matter and Materials Topic: Properties of Liquids and Solids Grade: 2 All rights reserved Developed by T Tasker May be photocopied for classroom

More information

The Sun, Water Cycle, and Climate

The Sun, Water Cycle, and Climate The Sun, Water Cycle, and Climate From the series Water Smart Written and Produced by Alan Sealls, B.S., M.S. Distributed by... 800.323.9084 FAX 847.328.6706 www.unitedlearning.com This video is the exclusive

More information

Energy Pathways in Earth s Atmosphere

Energy Pathways in Earth s Atmosphere BRSP - 10 Page 1 Solar radiation reaching Earth s atmosphere includes a wide spectrum of wavelengths. In addition to visible light there is radiation of higher energy and shorter wavelength called ultraviolet

More information

Chemical versus Physical Changes

Chemical versus Physical Changes Chemical versus Physical Changes Permission to Copy - This document may be reproduced for non-commercial educational purposes Copyright 2009 General Electric Company What are physical and chemical changes?

More information

13.1 The Nature of Gases. What is Kinetic Theory? Kinetic Theory and a Model for Gases. Chapter 13: States of Matter. Principles of Kinetic Theory

13.1 The Nature of Gases. What is Kinetic Theory? Kinetic Theory and a Model for Gases. Chapter 13: States of Matter. Principles of Kinetic Theory Chapter 13: States of Matter The Nature of Gases The Nature of Gases kinetic molecular theory (KMT), gas pressure (pascal, atmosphere, mm Hg), kinetic energy The Nature of Liquids vaporization, evaporation,

More information

Precipitation forms from water droplets or ice crystals.

Precipitation forms from water droplets or ice crystals. KEY CONCEPT Water falls to Earth s surface as precipitation. BEFORE, you learned Water moves between Earth's surface and the atmosphere Water vapor condenses into clouds NOW, you will learn How precipitation

More information

Cloud Unit. Materials Needed: The Cloud Book by Tomie de Poala See the seven activities below for materials need for each activity.

Cloud Unit. Materials Needed: The Cloud Book by Tomie de Poala See the seven activities below for materials need for each activity. Cloud Unit Submitted by: Lisa Johnson Van-Far Elementary (573)594-2731 E-mail: ljohnson@vf.k12.mo.us Materials Needed: The Cloud Book by Tomie de Poala See the seven activities below for materials need

More information

Freezing Point Depression: Why Don t Oceans Freeze? Teacher Advanced Version

Freezing Point Depression: Why Don t Oceans Freeze? Teacher Advanced Version Freezing Point Depression: Why Don t Oceans Freeze? Teacher Advanced Version Freezing point depression describes the process where the temperature at which a liquid freezes is lowered by adding another

More information

LRSD Pre-Kindergarten Curriculum Science Lessons & Experiences

LRSD Pre-Kindergarten Curriculum Science Lessons & Experiences Science activities provide the opportunity for students to experience the word around them. Complementary science tasks were developed in June 2013 to enhance and give additional experiences related to

More information

6. Base your answer to the following question on the graph below, which shows the average monthly temperature of two cities A and B.

6. Base your answer to the following question on the graph below, which shows the average monthly temperature of two cities A and B. 1. Which single factor generally has the greatest effect on the climate of an area on the Earth's surface? 1) the distance from the Equator 2) the extent of vegetative cover 3) the degrees of longitude

More information

Standards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson.

Standards A complete list of the standards covered by this lesson is included in the Appendix at the end of the lesson. Lesson 3: Albedo Time: approximately 40-50 minutes, plus 30 minutes for students to paint pop bottles Materials: Text: Albedo (from web site 1 per group) Small thermometers, at least 0ºC to 100ºC range

More information

Read and study the following information. After reading complete the review questions. Clouds

Read and study the following information. After reading complete the review questions. Clouds Name: Pd: Read and study the following information. After reading complete the review questions. Clouds What are clouds? A cloud is a large collection of very tiny droplets of water or ice crystals. The

More information

ADAPTATION: A WAY OF LIFE

ADAPTATION: A WAY OF LIFE PLANT AND ANIMAL DESERT ADAPTATIONS Activities that show how desert plants and animals are welladapted to life in the desert and thrive with little moisture and high temperatures. ARIZONA SCIENCE STANDARDS

More information

Chapter 4, Lesson 5: Energy Levels, Electrons, and Ionic Bonding

Chapter 4, Lesson 5: Energy Levels, Electrons, and Ionic Bonding Chapter 4, Lesson 5: Energy Levels, Electrons, and Ionic Bonding Key Concepts The attractions between the protons and electrons of atoms can cause an electron to move completely from one atom to the other.

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Sample Mid-Term 3 MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) If you double the frequency of a vibrating object, its period A) is quartered.

More information

XVI. Science and Technology/Engineering, Grade 5

XVI. Science and Technology/Engineering, Grade 5 XVI. Science and Technology/Engineering, Grade 5 Grade 5 Science and Technology/Engineering Test The spring 2013 grade 5 Science and Technology/Engineering test was based on learning standards in the four

More information

Desert Plant Adaptations Transpiration

Desert Plant Adaptations Transpiration Desert Plant Adaptations Transpiration Objectives: Students will be able to: identify three types of desert plant adaptations. explain transpiration in plants. understand how leaf shape and waxy leaf coating

More information

Content Guide & Five Items Resource

Content Guide & Five Items Resource Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the

More information

Dry Ice Color Show Dry Ice Demonstrations

Dry Ice Color Show Dry Ice Demonstrations elearning 2009 Introduction Dry Ice Color Show Dry Ice Demonstrations Publication No. 95016 Add a small piece of solid carbon dioxide to a colored indicator solution and watch as the solution immediately

More information

Georgia Performance Standards Framework for Natural Disasters 6 th Grade

Georgia Performance Standards Framework for Natural Disasters 6 th Grade The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Climate Change is Underway Lesson Plan

Climate Change is Underway Lesson Plan Climate Change is Underway Lesson Plan For Teachers: The following is a lesson plan designed to be used with section of the Climate Change material entitled Climate Change is Underway from the After Earth

More information

TeachingEnglish Lesson plans. Climate change. Worksheet A - Climate change the evidence Match the questions to the answers about climate change.

TeachingEnglish Lesson plans. Climate change. Worksheet A - Climate change the evidence Match the questions to the answers about climate change. Climate change Worksheet A - Climate change the evidence Match the questions to the answers about climate change. 1. What is climate change? 2. What is the greenhouse effect? 3. What is the evidence of

More information

[7] SD3.1 The student demonstrates an understanding of cycles influenced by energy from the

[7] SD3.1 The student demonstrates an understanding of cycles influenced by energy from the Cloud Types Levels Overview: During this project, students learn about different types of clouds and determine which type of cloud is most commonly overhead in their area over a period of four weeks. Objectives:

More information