Science Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather

Transcription

1 Unit: 07 Lesson: 02 Suggested Duration: 4 days Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will build on their understanding of weather in order to make connections between the water cycle and the weather they observe. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS 2.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: 2.8C Explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions. 2.3 Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 2.3B Make predictions based on observable patterns. GETTING READY FOR INSTRUCTION Performance Indicators Grade 02 Unit 07 PI 01 Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, precipitation). Standard(s): 2.3B, 2.8C ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.5F Key Understandings The water cycle has a close relationship to weather. How are the water cycle and the weather connected? Meteorologists study the components of weather in an effort to predict the weather. How could understanding the water cycle help us understand how to predict weather? Vocabulary of Instruction Sun temperature warm/hot evaporation water vapor humid condensation clouds precipitation rain snow sleet hail lake puddle river ocean Last Updated 05/09/2013 page 1 of 11

2 Materials Unit: 07 Lesson: 02 Suggested Duration: 4 days chart paper (per class) Optional crayons or colored pencils (per group) paper (plain, 1 sheet per student) resealable plastic bags (to hold sets of cards, 1 per group) scissors (per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Water Cycle/Weather (1 per student) Teacher Resource: Connecting the Water Cycle to Weather SAMPLE KEY Handout: Connecting the Water Cycle to Weather (1 per student and 1 for projection) Handout: Weather and Water Cycle Connections (1 set per group) Teacher Resource: Performance Indicator SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. Prior to Day 1, locate and preview a video clip on the water cycle. Make sure the video clip includes the terms: precipitation, evaporation and condensation. 2. Copy the Handout: Weather and Water Cycle Connections on cardstock. Cut out the cards, and place them in resealable, plastic bags for each pair of students. 3. Prepare attachment(s) as necessary. Background Information Prior to this lesson, students learned about the components of weather. In this lesson, they begin to understand the connections between the water cycle and the weather that they observe. Students will explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE/EXPLORE Connecting the Water Cycle to Weather 1. Distribute the Handout: Water Cycle /Weather. 2. Show students a video clip about the water cycle. Make sure the video clip includes the terms evaporation, condensation and precipitation. 3. After viewing the video clip of the water cycle, stop to facilitate a discussion about how the parts of the water cycle are connected to the following words: precipitation, evaporation, and condensation. Include how wind is created because of the Sun heating up both the land and the water. 4. On the Handout: Water Cycle/Weather, instruct students to label the clouds as both condensation and clouds, the evaporation arrows as both evaporation and water vapor, and the rain as both precipitation and rain. Additionally, the Sun could be labeled as heat energy and Sun. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Handout: Water Cycle/Weather (1 per student) Instructional Note: You can keep the explanation as simple as the Sun heats up both the land and the water to create wind, because students will have more detailed instruction on this concept in later grades. Check For Understanding: Last Updated 05/09/2013 page 2 of 11

3 5. As the discussion progresses, include any additional information that would assist in the understanding of the guiding questions: How are the water cycle and the weather connected? The water cycle has a close relationship to weather. Some water vapor always exists in the atmosphere. Water vapor condenses onto small (airborne) particles to form dew, fog, or clouds. The clouds produce precipitation. How could understanding the water cycle help us understand how to predict weather? Meteorologists need to understand air temperature, humidity, cloud coverage, wind speed, and different types of precipitation in order to predict what the weather will be like. The water cycle explains concepts such as condensation (clouds), precipitation (rain, snow, sleet, and hail), and evaporation (how much water vapor is in the air). Monitor students as they label the picture. This handout could be used as a formative assessment to indicate the concepts that students do not clearly understand. Unit: 07 Lesson: 02 Suggested Duration: 4 days EXPLAIN Connecting the Water Cycle to Weather Suggested Day 2 1. Either project a copy of the Handout: Connecting the Water Cycle to Weather, or create a chart that looks similar to the handout. 2. Distribute the Handout: Connecting the Water Cycle to Weather to each student. 3. Explain to students that they will talk in their table groups about each of the weather components (air temperature, wind conditions, precipitation and cloud cover) and make connections to the water cycle. Say: The first component of weather I would like you to discuss is cloud cover. In what ways can we connect cloud cover to the water cycle? Allow time for students to talk in their groups and then share out. Record their thinking on the chart or the projected copy. The second component of weather I would like you to discuss is temperature. In what way is temperature connected to the water cycle? Allow time for students to talk in their groups and then share. Record their thinking on the chart or the projected copy. The third component of weather I would like you to discuss is precipitation. In what way is precipitation connected to the water cycle? Allow time for students to talk in their groups and then share. Record their thinking on the chart or the projected copy. The final component of weather I would like you to discuss is wind condition. In what ways are wind conditions connected to the water cycle? This will be the most complex idea, so you may need to facilitate this discussion. Wind condition (speed) is connected to the water cycle because of the Sun. The Sun heats the land and the water, but they do not heat up evenly. The difference in the temperature between the land and the water creates wind. Allow time for students to talk in their groups and then share out. Record their thinking on the chart or the projected copy. Materials: Attachments: chart paper (per class) Optional Teacher Resource: Connecting the Water Cycle to Weather SAMPLE KEY Handout: Connecting the Water Cycle to Weather (1 per student and 1 for projection) Instructional Notes: This activity is important in order for students to clearly understand the connections between the water cycle and weather. If this activity takes more than one day, then the Elaborate activity could be used as a center activity. As the Sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth receive direct rays from the Sun all year and are always warm. Other places receive indirect rays, so the climate is colder. Warm air, which weighs less than cold air, rises. Then, cool air moves in and replaces the rising warm air. This movement of air is what makes the wind blow. Check For Understanding: Monitor for student misconceptions. Review concepts as necessary. ELABORATE Weather and Water Cycle Connections Suggested Day 3 1. Distribute the Handout: Weather and Water Cycle Connections. It should be cut out and in a resealable plastic bag for each group of four students. Materials: Last Updated 05/09/2013 page 3 of 11

4 2. Instruct students in the groups to distribute the cards evenly among all group members. Taking turns, each student places one card down and will explain: a) the term or the picture and b) the connection to the water cycle and weather. When the group agrees the explanation is clear (or correct), the next person in the group gets his or her turn. All students are winners in this game because they are practicing language use, explaining the terms to their peers, and reinforcing their learning. resealable plastic bags (to hold sets of cards, 1 per group) Attachments: Unit: 07 Lesson: 02 Suggested Duration: 4 days Handout: Weather and Water Cycle Connections (1 set per student) Instructional Note: Monitor the class for understanding and cooperative group skills. EVALUATE Performance Indicator Suggested Day 4 Grade 02 Unit 07 PI 01 Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, precipitation). Standard(s): 2.3B, 2.8C ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.5F 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: paper (plain, 1 sheet per student) crayons or colored pencils (per group) scissors (per group) Attachments: Teacher Resource: Performance Indicator SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/09/2013 page 4 of 11

5 Water Cycle/Weather 2012, TESCCC 09/28/12 page 1 of 1

6 Connecting the Water Cycle to Weather SAMPLE KEY Weather Cloud Cover Temperature Water Cycle Use the terms: Precipitation (rainy, snowy, icy), Condensation (cloudy, clouds), and Evaporation (water vapor). cloudy clouds Evaporation water vapor Precipitation rainy snowy icy Wind Conditions 2012, TESCCC 05/08/13 page 1 of 1

7 Connecting the Water Cycle to Weather Weather Water Cycle Precipitation Accumulation Evaporation Condensation 2012, TESCCC 09/28/12 page 1 of 1

8 Weather and Water Cycle Connections Evaporation Condensation Precipitation Rain Snow 2012, TESCCC 05/08/13 page 1 of 2

9 Clouds Heat Sunny Water Cycle 2012, TESCCC 05/08/13 page 2 of 2

10 Performance Indicator SAMPLE KEY Condensation Precipitation Evaporation outside inside clouds The Sun warms the Earth. We can have hot, warm, cool, and cold temperatures. Clouds produce precipitation in the form of rain, snow, sleet, or hail. The Sun warms the land and the air to create wind. The Sun also provides the heat energy for evaporation. Water evaporates into the air (atmosphere) and puts water vapor in the air (makes the air humid). 2012, TESCCC 05/08/13 page 1 of 1

11 Performance Indicator Instructions KEY Performance Indicator Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, precipitation). (2.3B; 2.8C) 1A, 1C; 5F Materials: paper (plain, 1 sheet per student) crayons or colored pencils (per group) scissors (per group) Attachments: Teacher Resource: Performance Indicator SAMPLE KEY Instructional Procedures: 1. Distribute a plain piece of paper to each student. Model how to fold the paper to create a four-door book (See diagram on next page). fold Cut along this line to the folded edge. 2. On the outside, students will create and label a diagram of the water cycle, including evaporation, precipitation, and condensation. 3. On the inside, students will explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover, and precipitation). Instructional Notes: If you feel your students will have difficulty with this or it will take too much time from completing the PI, you may consider folding and cutting the paper for the students. Alternatively, you have the option of designing your own graphic organizer for this Performance Indicator. Students should have a word bank available to them in order to label their diagram. The purpose of the Performance Indicator is to assess if students understand the connections. They should not be expected to know how spell the weather or water cycle words. The Vocabulary of Instruction included in the lesson provides words from which to choose. 2012, TESCCC 05/08/13 page 1 of 1