|Name:||Lori Carpenter, Mitzi Turner,Tara Leonard, and Patricia LeBlanc|
|Title:||The Water Cycle and the Importance of Water to the Earth|
|overview:||This unit is a unit on the water cycle and the importance of water in our lives. It takes Unit D Chapter 1 in the science textbook and integrates the reading and activities in the textbook with technology. There is also some experiments on condensation, evaporation, and precipitation to go with the readings. It also has center activities at the end of the unit. In the center activities (weather stations) the students pretend they are meteorologist working for the National Weather Station. The students are to make a powerpoint presentation that compares and contrasts two weather conditions, use The Weather Channel website and look up weather conditions for a designated city and make a mini weather report, use weather related informational resources to answer questions, do a guided reading on a non-fiction weather book, and answer some higher level weather questions. The students are to report their findings to their supervising meteorologist, their teacher.|
|Subject:||Science - Earth and Space|
|Subject2:||ELA - Informational Resources|
|Subject3:||ELA - Writing|
1. The students will identify where water is found on Earth.
2. The students will describe the forms of water and how they change from one form to another.
3. The students will describe the water cycle and why it is important to Earth.
|Prereq_Know:||The students will need to understand that 71% of Earth is covered with water. They will also need to know that water is important to life on Earth.|
1. Place a cold glass of water on a table and have the kids observe it for about five minutes.
2. Have a discussion and ask the questions:
a. What is it?
b. Where does it come from?
c. How would you use it?
d. Does it always look like this?
e. What importance is this to life?
f. Are there different types of water? (salt, fresh,etc..)
3. Allow the children to drink the water.
4. Do a class KWL chart on water and the water cycle on laptops or Destinations and save it for future use.
After a test on the unit, students can do a fact and opinion questioning session about weather. Ask questions such as:
1. Clouds are a form of water vapor. (fact)
2. I think clouds are beautiful. (opinion)
3. Falling snow can make sidewalks slippery. (fact)
4. Sunny days are nice. (opinion)
Continue the discussion by letting the students create their own fact/opinion statements for others to answer.
|bench9:||No other benchmark|
|bench10:||No other benchmark|