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

Size: px
Start display at page:

Transcription

1 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 Cycle Materials: Worksheet 1a/1b Worksheet 2 - printed on card Worksheet 3 Scissors, glue sticks, paper fasteners, dictionary Method: Ask pupils where they think fresh water comes from Explain that the Water Cycle is a natural system in our environment and it is called a cycle because it is continuous Hand out matching game and run as a class activity matching the words and pictures The next task is to put them in order Hand out Worksheet 1a and 1b. Ask pupils to cut out shapes and glue them into the correct place on the picture so that it will show the Water Cycle Pupils can then add words next to the pictures using the matching game to check their work Hand out Worksheet 3 at the appropriate level and ask pupils to complete Review their answers

2 S aving Water The Water Cycle - Worksheet 1a Use these words Activity: 1. Cut around the shapes on Worksheet 1b. 2. Stick them onto the diagram above in the correct order to explain how the Water Cycle works.

3 S aving Water The Water Cycle - Worksheet 1b Finding out about the Water Cycle Use these words wos evaporation cloud formation precipitation condensation Activity: 1. Cut around the shapes and stick them onto the diagram on worksheet 1a in the correct order to explain how the Water. Cycle works.

4 The Water Cycle - Worksheet 2 Water r Cycle Matching Game Match the words to the pictures condensation cloud formation Hard level Activity: -Cut out circles -Make a hole in the middle of each one evaporation - Fasten together and match words to pictures precipitation

5 SThe aving Water Water Cycle - Worksheet 3 The Water Cycle Story The Water Cycle is a natural system in our environment. It has no beginning and no end. Water goes round in a circle between the sea, air and the ground. Use the list on the left to fill in the missing words to tell the Water Cycle story. Use these words: - sun - vapour - evaporation - condenses - cloud - rain - snow - rivers 1. When the s shines on the sea, warm air rises and forms water v _. This is called e. 2. The water vapour in the air c into lots of tiny drops of water so small that we cannot see them. 3. The tiny droplets bump into each other forming bigger drops that we can see as a c. 4. When the drops are big and heavy they fall as r _, hail or s _. 5. This falls onto the land and into the rivers. The r _ flow into the sea and everything starts again.

6 SThe aving Water Water Cycle - Worksheet 3 The Water Cycle Story The water cycle is a natural system in our environment. It has no beginning and no end. Water goes round in a circle between the sea, air and the ground. Ha rd level Use these words: invisible rain snow vapour drops evaporation cloud rivers ocean condensation sun cooler Find the meaning of these words: - evaporation - condensation - precipitation Use the list on the left to fill in the missing words to tell the water cycle story. When the s shines on the o, warm air rises and forms water v _. This process is called e. The water vapour in the air c into lots of tiny d of water, so small we cannot see them. This warm moist air rises up into the sky. As the water v _ rises high up in the sky the air gets c _. The water vapour condenses making the tiny drops of water in the vapour a bit bigger. They are no longer i and form a c. The clouds may be blown towards the land and precipitation as r _, hail or s _ occurs. This falls onto the land and into the r _. The rivers flow into the oceans and everything starts again.

7 The Water Cycle 4. What happens when the sun heats the water in the sea? Aims: To enable pupils to understand the process of evaporation in the Water Cycle Materials: A bucket and some chalk for each group Worksheet at appropriate level Timer Digital camera (optional) Method: Hand out worksheet to each group and discuss the experiment. Walk around the playground or other areas of the school to look for a suitable sunny site Allow time for each group to create their puddle and take photographs Pupils visit their puddle after one hour and photograph or draw what they see Pupils return to class and write up their experiment Discuss the experiment and relate what has happened to the evaporation stage of the Water Cycle

8 Saving The Water Water Cycle - Worksheet 4 What happens when the sun heats the water in the sea? How to find out: 1. On a sunny day, put some water in your bucket and take it into the playground. 2. Find a good place to make a puddle and pour the water onto the ground. You need to find a place which has a hollow to hold the water. 3. Draw round the puddle with your chalk. 4. Wait for at least an hour and then check the puddle. You will need: Draw what has happened: a bucket of water - a piece of chalk Try to answer these questions: 1. Is the puddle bigger or smaller than it was at the start? 2. Why do you think it is smaller? 3. Where is the water that is missing from the puddle? 4. Think about the Water Cycle. What happens when the sun heats the water in the sea? 5. Which part of the Water Cycle does this experiment show? evaporation condensation cloud formation precipitation Clues to help you: When the water gets hot, some of it evaporates to make water vapour. This is warm air which holds lots of tiny drops of water so small we cannot see them. This warm air rises up into the sky.

9 The Saving Water Water Cycle - Worksheet 4 What happens when the sun heats the water in the sea? How to find out: 1. On a sunny day, put some water in your bucket and take it into the playground. 2. Find a good place to make a puddle and pour the water onto the ground. You need to find a place which has a hollow to hold the water. 3. Draw round the puddle with your chalk. You will need: 4. Wait for at least an hour and then check the puddle. What has happened? - a bucket - a piece of chalk Write up your experiment. Start like this: 1. What we used. 2. What we did. 3. What happened. Try to answer these questions: 1. Why is the puddle smaller? 2. Where is the water that is missing from the puddle? 3. Think about the Water Cycle. What happens when the sun heats the water in the sea? Clues to help you: When the water gets hot, some of it evaporates to make water vapour. This is warm air which holds lots of tiny drops of water so small we cannot see them. This warm air rises up into the sky.

10 The Water Cycle 5a/b. What happens to water when it is left in a container? Aims: To provide experience of water evaporating To practice measuring skills Materials: A measuring jug, 2 clear plastic beakers, cling film, a felt pen Worksheet at appropriate level and Water Level Record Sheet for each group Method: Divide pupils into groups Hand out equipment and worksheet at appropriate level and the Water Record Sheet Discuss the task and check understanding Allocate safe space for each group to leave the beakers for the duration of the experiment and agree at what time over the next four days the levels will be measured Pupils write up their experiment and discuss their findings Key points for discussion - evaporation is part of the Water Cycle, water becomes vapour before it condenses and falls as rain Encourage pupils to look at their Water Cycle Wheel

11 Saving The Water Water Cycle - Worksheet 5a What happens to water when it is left in a container? How to find out: 1. Measure 40ml of water in the jug. 2. Empty this into a beaker. 3. Pour 40ml of water into the second beaker. 4. Cover this with cling film. 5. Measure 40ml of water in the jug and place it next to the two beakers. 6. Using a felt pen, mark the level of water on each beaker. You will need: Look at the water level at the end of the day and then again at the end of the next 4 days. Try to answer these questions: - a measuring jug - 2 clear plastic beakers - some cling film - a felt pen 1. At the end of the day, which beaker had the most water in it? 2. Did the jug have more or less water than this? 3. After 5 days which beaker had the least water in it? 4. Did the jug have more or less water than this? 5. Where is the water that is missing from the beakers and the jug? 6. Think about the Water Cycle. Which part of the Water Cycle does this experiment show? evaporation condensation cloud formation precipitation Clues to help you: Some of the water evaporates to make water vapour. This is warm air which holds lots of drops of tiny water so small we cannot see them.

12 Saving The Water Water Cycle - Worksheet 5a What happens to water when it is left in a container? How to find out: 1. Measure 40ml of water in the jug. 2. Empty this into a beaker. 3. Pour 40ml of water into the second beaker. 4. Cover this with cling film. 5. Measure 40ml of water in the jug and place it next to the two beakers. 6. Using a felt pen, mark the level of water on each beaker. You will need: Look at the water level at the end of the day and then again at the end of the next 4 days. What has happened? Write up your experiment. Start like this: 1. What we used. 2. What we did. 3. What happened. Clues to help you: Some of the water evaporates to make water vapour. This is warm air which holds lots of tiny drops of water so small we cannot see them. - a measuring jug - 2 clear plastic beakers - some cling film - a felt pen Try to answer these questions: 1. Why has the water level reduced? 2. Where is the water that is missing from the containers? 3. Think about the Water Cycle. Which part of the Water Cycle does this experiment demonstrate? Now try this: 1. Put 40ml of water into two foil trays 2. Place one tray on a radiator or in a sunny area 3. Place the other tray away from any heat Look at the two trays at the end of the day. Describe what has happened and explain why.

13 The Water Cycle 6. How are clouds formed? Aims: To enable pupils to understand condensation To enable pupils to see how clouds are formed Materials: Some hot water in a jug, a clear glass bottle, an ice cube, a sheet of black paper for each group Worksheet 6 at appropriate level Method: Divide pupils into groups Hand out equipment and worksheet at appropriate level Discuss the task and check understanding Allow pupils to complete experiment and write up their findings Discuss what they have seen and relate this to the Water Cycle Key point for discussion - water vapour condenses making tiny drops of water in the vapour bigger - they are no longer invisible and form a cloud

14 Saving The Water Water Cycle - Worksheet 6 How are clouds formed? How to find out: 1. Fill the bottle with some hot water. Leave for a few minutes then ask an adult to pour most of it away. You will need: 2. Put your ice cube on top of the bottle. - some hot water in a jug - clear glass bottle - an ice cube - some black paper 3. Put the black paper behind the bottle and watch what happens next. Try to answer these questions: 1. What did you see when you put the black paper behind the bottle? 2. What happened when the warm air hit the ice cube? 3. Think about the Water Cycle. What do you think happens to the moist warm air rising from the sea as it gets higher?

15 Saving The Water Water Cycle - Worksheet 6 How are clouds formed? How to find out: 1. Fill the bottle with some hot water. Leave for a few minutes then ask an adult to pour most of it away. You will need: 2. Put your ice cube on top of the bottle. 3. Put the black paper behind the bottle and watch what happens next. - some hot water in a jug - clear glass bottle - an ice cube - some black paper Write up your experiment: Start like this: 1. What we used. 2. What we did. 3. What happened. Try to answer these questions: 1. What was in the warm air rising up from the hot water? 2. What happened when the warm air hit the ice cube? 3. Think about the water cycle. What do you think happens to the warm moist air rising up from the sea as it gets higher and higher. Clues to help you: As the water vapour rises high up in the sky, the air gets cooler. The water vapour condenses making the tiny drops of water in the vapour a bit bigger. They are no longer invisible and form a cloud.

16 The Water Cycle 7. Making Rain Aim: To provide experience of making rain Materials: Plastic fish tank Cling film Ice cubes Worksheet 7 at appropriate level Video or digital camera if available Method: This experiment may be carried out by small groups of pupils at different times during a day or a week - approximately 15 minutes will be needed to set up and carry out the experiment Divide pupils into small groups Hand out equipment and task card at appropriate level Discuss the task and check understanding Pupils carry out the experiment and if possible video/photograph what happens Pupils write up their experiment and discuss findings Pupils can do the potted plant experiment as an extension to this activity

17 Saving The Water Water Cycle - Worksheet 7 Making rain How to find out: 1. Put some warm water in a plastic fish tank. 2. Stretch cling film over the top of the tank. 3. Put 3 or 4 ice cubes in a pile at one end of the cling film. Pucker the surface of the cling film so that they are kept in the same position. Watch what happens. You will need: Try to answer these questions: 1. Where does it start to rain? 2. Why does it rain there? 3. Where does the rain fall? Think about the Water Cycle. What happens to the rain after it falls to the ground? -plastic fish tank -some cling film -some ice cubes Clues to help you: When you breathe out, water evaporates from your lungs. It forms vapour in the air. How ice cubes in a beaker cause condensation. The ice cubes in the beaker start to melt. The air in the beaker is warm to start with and the water evaporates. The air in the beaker slowly cools down as the ice cube melts and eventually the air is cold enough for the water droplets to condense on the surface of the cling film. This is because the air in the beaker is now colder than the air in the classroom.

18 Saving The Water Water Cycle - Worksheet 7 Making rain How to find out: 1. Put some warm water in a plastic fish tank. 2. Stretch cling film over the top of the tank. 3. Put 3 or 4 ice cubes in a pile at one end of the cling film. Pucker the surface of the cling film so that they are kept in the same position. Watch what happens. You will need: Write up your experiment: 1. What we used. 2. What we did. 3. What happened. Try to answer these questions: -plastic fish tank -some cling film -some ice cubes 1. Where does it start to rain? 2. Why does it rain there? 3. Where does the rain fall? 4. What do you think happens next? 5. Why do you think it is called the Water Cycle? Other things to do: 1. Put a plastic bag over a potted plant like a Busy Lizzie. Keep it in place by putting an elastic band round the bag and the flower pot. 2. Look at it the next day and record what you see. 3. Think about the Water Cycle. What do you think is happening?

19 The Water Cycle 8. Water droplets Aims: To enable pupils to see condensation To enable pupils to discover that water vapour condenses from the air when cooled Materials: Ice cubes, clear plastic beakers, a paper towel, cling film for each group Worksheet at appropriate level Method: Divide pupils into small groups Hand out equipment and task card at appropriate level Discuss the task and check understanding Pupils carry out the experiment Pupils write up their experiment and discuss findings

20 Saving The Water Water Cycle - Worksheet 8 Water droplets How to do it: You will need: - ice cubes - clear plastic beaker - paper towel - cling film 1. Breathe on a window. Draw what you see. 4. Put 4 ice cubes in the plastic beaker and cover it with cling film. Draw what you see happening. 2. Take 1 ice cube and a paper towel. Hold the ice cube against the window for a few minutes. Wipe the melted ice off the window. 3. Describe what you can see on the other side of the window. I can see: Try to answer these questions: 1. What did you see when you breathed on the window? 2. What happened when you wiped the melted ice off the window? 3. What did you see happening on the other sides of the beaker? 4. Think about the Water Cycle. Which part of the Water Cycle do these experiments show? evaporation condensation cloud formation precipitation

21 Saving The Water Water Cycle - Worksheet 8 Water droplets How to do it: 1. Breathe on a window. What do you see? Can you explain it? 2. Take 1 ice cube and a paper towel. Hold the ice cube against the window for a few minutes. Wipe the melted ice off the window. Describe what you can see on the other side of the window. 3. Put 4 ice cubes in the plastic beaker and cover with cling film. What do you see happening on the sides of the pot? You will need: Write up your experiment: Start like this: 1. What we used. 2. What we did. 3. What happened. Try to answer these questions: - ice cubes - clear plastic beaker - paper towel - cling film 1. What did you see when you breathed on the window? Can you explain it? 2. What happened when you wiped the melted ice off the window? 3. What did you see happening on the sides of the beaker? Make a list of times when you can see water droplets forming.

22 The Water Cycle 9. True or False? Aim: To check pupils' knowledge and understanding of the Water Cycle Materials: Worksheet 9a/b for each pupil Method: Hand out quiz sheet Allow pupils time to complete and check answers This could be a homework activity

23 Saving The Water Water Cycle - Worksheet 9a Water Cycle Quiz True or False? Are the following statements True or False? Circle the answer. 1. The Water Cycle has no beginning and no end. True False 2. When the sun shines on the sea warm air rises and forms water vapour. True False 3. We can see the tiny water droplets in the air. True False 4. Clouds are made of water droplets. True False 5. When clouds are full of water droplets they fall as rain, hail or snow. True False 6. The rain falls on to the land and stays there. True False

24 Saving The Water Water Cycle - Worksheet 9b Water Cycle Quiz Answer Sheet 1. True. It is a natural system in our environment and has been happening in the same way for millions of years. 2. True. This is called evaporation. 3. False. Water vapour is made up of tiny droplets that we cannot see. 4. True. The tiny water droplets bump together forming bigger drops that we can see as clouds. 5. True. The clouds may be blown towards the land and precipitation happens. Watch the weather forecast and listen carefully and you will hear the word precipitation. 6. False. Rain falls onto the land and into rivers which flow back into the sea and the Water Cycle begins again.

### 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

### 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

### 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

### 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

### 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

### 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

Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials

### 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

### 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

### 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.

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

### 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...

### 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

### 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

### 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

### 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

### THE STUDY OF THE EFFECT OF DRY ICE ON THE TEMPERATURE OF WATER

THE STUDY OF THE EFFECT OF DRY ICE ON THE TEMPERATURE OF WATER Justin Tunley Cary Academy ABSTRACT: The purpose of this study was to find out how much the temperature of water would change over time after

### 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

### 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

### A copy of Worksheet 1 at the appropriate level for each pupil. Ask pupils to answer the question 'What is sewerage?'

Waste Water Treatment 1. Fascinating Facts Aim: To introduce pupils to key facts about waste water Materials: A copy of Worksheet 1 at the appropriate level for each pupil String Method: Ask pupils to

### PUSD High Frequency Word List

PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

### 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

### 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

### 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

### 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

### 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

### 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

### Ocean in Motion 2: What Causes Ocean Currents and How Do We Measure Them?

Ocean in Motion 2: What Causes Ocean Currents and How Do We Measure Them? A. Overview 1. The Ocean in Motion -- Circulation In this program, students will learn about the driving forces responsible for

### 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?

### 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

### Pressure. Curriculum for Excellence. Weather and Climate Cross-curricular project Section 2. Background Information:

Curriculum for Excellence Weather and Climate Cross-curricular project Section 2 Pressure Background Information: Air pressure is the force exerted by air particles. The air around us pushes on us and

### (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

### Heat Energy FORMS OF ENERGY LESSON PLAN 2.7. Public School System Teaching Standards Covered

FORMS OF ENERGY LESSON PLAN 2.7 Heat Energy This lesson is designed for 3rd 5th grade students in a variety of school settings (public, private, STEM schools, and home schools) in the seven states served

### 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

### 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.

### Clouds, Clouds, Everywhere

1 Clouds, Clouds, Everywhere Grade Level 1 st Grade_ Standards Connection(s): Earth Science: Weather can be observed, measured, and described. Physical Science: States of Materials. Solids, liquids, gases

### Kindergarten Seasons and Weather Assessment

Kindergarten Seasons and Weather Assessment 1a. Circle the pictures that represent the four seasons: snowman going to a teacher harvest fruits colorful flowers the beach 1b. Write the name of the season

### 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)

### Mission 7: Saving Energy

Mission 7: Saving Energy How can we save energy? Converting one type of energy to another often damages the environment. For example, burning coal to make electricity causes air pollution. That s why we

### 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

### 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

### Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education

Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How

### Solar Cooking. A Design and Technology project for Key Stage 2

Solar Cooking A Design and Technology project for Key Stage 2 Project Sheet pg. 1 Objectives To learn about the problems which come with cooking in the developing world and how solar power can help. To

### 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

### 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

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

### 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

### Year 5 Rocks. Soils and Water Scheme of Work R Wales

Session Objective Content and Activities Resources Assessment 1 To differences between solids, liquids and gases. To sort and group objects according to their physical state. 2 To carry out a practical

### DESCRIBING MATERIALS

DESCRIBING MATERIALS Describe the properties of each of these materials. rock water air SORTING MATTER solids liquids gases unsure SORTING MATTER Sort the matter into solids, liquids, and gases solids

### 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).

### Discovering Nature s Cycles

Teaching First Step Nonfiction Discovering Nature s Cycles K 2nd Grade Interest Level 1st Grade ing Level Titles in this : Day and Night Earth s Water Cycle Hibernation Migration The Night Sky Seasons

### Worksheet A Environmental Problems

Worksheet A Environmental Problems Vocabulary Can you talk about Environmental issues in English? With a partner, try to explain the terms in the diagram below. Why are the words divided into two groups

### Learning outcomes. Students will be able to:

Learning structure of the lesson The big picture This lesson is designed to exemplify an argumentation approach to practical work, using a predict-observe-explain framework. Students often think that some

### Density Lab. If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Name: Section: Due Date:

Name: Section: Due Date: Lab 01B-1 If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Density Lab Density is an important concept in oceanography,

### draft sample Unit Teaching ideas Background knowledge Changes of states of matter Solutions

Unit 3 Teaching ideas Background knowledge Changes of states of matter When a substance changes from one state or phase of matter to another we say that it has undergone a change of state or a change of

### 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

### Bay Area Scientists in Schools Presentation Plan

Bay Area Scientists in Schools Presentation Plan Lesson Name Presenter(s) Clouds Everywhere Kristi Closser and Tara Yacovitch Grade Level 5 th Standards Connection(s) Earth science (cloud formation, air

### The rock cycle. Introduction. What are rocks?

The rock cycle This Revision looks at the three types of rock: sedimentary, igneous and metamorphic. It looks at how they are formed, the weathering of rocks and the way one form of rock turns into another,

### 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

### 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

### 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

### 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

### Cloudette A RIF GUIDE FOR COMMUNITY COORDINATORS TIME TO READ! RELATED ACTIVITIES ADDITIONAL RESOURCES AN A-MAZE-ING CLOUD RACE (AGES 5-12)

A RIF GUIDE FOR COMMUNITY COORDINATORS Themes: Weather, Water Cycle, Determination, Perseverance Book Brief: Cloudette is a small cloud who wants to do big things. When a big storm blows her into an unknown

### * Readily available from supermarkets and health food stores. 80-145 minutes (total over 3 to 7 days) SOSE: Investigate Australia s salinity crisis

Lesson Plan 12 Salt and germination Brief description This fascinating, cheap and very reliable experiment clearly demonstrates the damaging effects of salinity (salt) on seed germination. Mung beans are

Equipment: kitchen scales measuring spoons 2 large mixing bowls scissors 1 medium mixing jug, big enough for 500 ml at least wooden spoon pastry brush large board or flat, clean surface for kneading dough

### 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

### Melting ice Student sheet

Melting ice Student sheet Predict Which ice cube will melt first? Observe Describe what you saw happen. Why? (Give a scientific explanation) Questions to think about: Why does ice melt? Why might one ice

### Science. Year 7. Transition. Equipment allowed: calculator, pen, pencil, ruler, protractor or angle measurer, eraser. No other equipment allowed.

Science Year 7 Transition Equipment allowed: calculator, pen, pencil, ruler, protractor or angle measurer, eraser. No other equipment allowed. Name Date WS: SA WS: ESI WS: AE 7 Year 7 1 The diagram below

### YEAR 1: Seasons and Weather

YEAR 1: Seasons and Weather Contents Include: The four seasons Tools to record the weather Making graphs Clouds Weather forecasts Weather around the world Please Note: The activities included in this pack

### FIRST GRADE AIR AND WEATHER STUDY

CLASS: AIR AND WEATHER: AIR PRESSURE Students will learn that air exerts pressure on all matter through a variety of hands-on experiments and teacher-led demonstrations. Capturing Air For this teacher

### 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

### 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

### Tune In to The Zula Patrol

Family Take-Home Pages Dear Family, In school, your child has been studying Sky-High Science. Inspired by the award-winning public television program The Zula Patrol, this program helps your child: build

### 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

### Discover what you can build with ice. Try to keep ice cubes from melting. Create colored ice for painting

Visit Moody Gardens this holiday season and check out the coolest exhibit around ICE LAND: Ice Sculptures. After your visit, try out these ice-related activities. Discover what you can build with ice Try

### Clouds and What They Mean

Vocabulary and Writing Worksheet 1. Choose the best vocabulary word for each sentence and write it in the blank. dew point evaporation fog gas precipitation relative humidity a. Relative humidity refers

### GOING FOR A SPIN: Making a Model Steam Turbine

GOING FOR A SPIN: Making a Model Steam Turbine PLANNING OVERVIEW SUBJECT AREAS: Physical Science, Math, Language Arts TIMING: Preparation: 30-60 minutes Activity: 1-2 45-minute class periods Note: Going

### 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

### 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

### 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

### 5-Minute Refresher: WEATHERING AND EROSION

5-Minute Refresher: WEATHERING AND EROSION Weathering and Erosion Key Ideas Weathering is the wearing away of the surface of rock, soil, and minerals into smaller pieces. Example of weathering: Wind and

### Discovering Math: Prediction and Probability Teacher s Guide

Teacher s Guide Grade Level: K 2 Curriculum Focus: Mathematics Lesson Duration: Two class periods Program Description Discovering Math: Prediction and Probability From likelihood to frequency to prediction,

### 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

### Creation. Then God spoke and Creation came into being. God formed everything: Creation Week God called all that He had created good.

Creation Teacher Pep Talk: Imagine darkness and emptiness and nothing else except God. God in His own time decides that He is going to create something wonderful: something which will eventually cost Him

### Heat Transfer and the Movement of Air

LESSON 4 Heat Transfer and the Movement of Air INTRODUCTION How can a hang glider stay up in the air for hours without a motor? How can a bird soar over an open field without flapping its wings? They can

### The Start of my Arctic Adventure

The Start of my Arctic Adventure I have been asked if I would like to go to the Arctic. I am very excited. All I know about the Arctic is that it has lots of ice and is very cold. Here are some of the

### FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES

FIRST GRADE 1 WEEK LESSON PLANS AND ACTIVITIES UNIVERSE CYCLE OVERVIEW OF FIRST GRADE UNIVERSE WEEK 1. PRE: Describing the Universe. LAB: Comparing and contrasting bodies that reflect light. POST: Exploring

### Characteristics of the. thermosphere

Characteristics of the Atmosphere. If you were lost in the desert, you could survive for a few days without food and water. But you wouldn't last more than five minutes without the ' Objectives Describe

### 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

### Danielle Abrahamson and Susan Michalek, Academy of Charter Schools, Denver, Colorado Four lessons over a period of five to seven days

MATTER: Grade Level: Presented by: Length of Unit: ITS STATES AND PROPERTIES First Grade Danielle Abrahamson and Susan Michalek, Academy of Charter Schools, Denver, Colorado Four lessons over a period

### Chemquest: Physical Changes or Chemical Reactions

Chemquest: Physical Changes or Chemical Reactions Erik Misner May 9, 2005 Background: This lesson is designed to be an interactive and fun way to learn the difference between physical changes and chemical

### Severe Weather. www.readinga-z.com. Visit www.readinga-z.com for thousands of books and materials.

Severe Weather A Reading A Z Level T Leveled Reader Word Count: 1,801 LEVELED READER T Written by Bruce D. Cooper Illustrations by Cende Hill Visit www.readinga-z.com for thousands of books and materials.

### 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

### Rocks and Minerals What is right under your feet?

Rocks and Minerals What is right under your feet? Name: 1 Before you start What do you already know? What is the difference between a rock and a mineral? What are the three categories of rocks? 1. 2. 3.

### Adler Planetarium & Astronomy Museum / NASA Interstellar Boundary Explorer Mission

Adler Planetarium & Astronomy Museum / NASA Interstellar Boundary Explorer Mission FOUR STATES OF MATTER Introduction This kinesthetic science activity reintroduces participants to three states of matter

### Multiple Choice For questions 1-10, circle only one answer.

Test Bank - Chapter 1 The questions in the test bank cover the concepts from the lessons in Chapter 1. Select questions from any of the categories that match the content you covered with students. The

### Lessons 1-15: Science in the First Day of the Creation Week. Lesson 1: Let There Be Light!

Day 1: Let There Be Light! 1 Lessons 1-15: Science in the First Day of the Creation Week Lesson 1: Let There Be Light! Note to the parent/teacher: To start this lesson, you should have Genesis 1:2-3 memorized