Diane Turtora Lesson: Introduction to the Water Cycle Grade 1 Essential Questions What are the key components

ts of the water cycle? How is water reused?

New Jersey Core Curriculum Content Standards 5.4.2.G.1 Observe and discuss evaporation and condensation.

Learning Objective Students will be able to sketch key components of the water cycle.

Assessment Students will draw and label water cycle with water, sun, land, water vapor, evaporation, precipitation, and condensation with support.

Students will demonstrate understanding of the evaporation, precipitation and condensation taking place in the water cycle model demonstration.

Students record, draw, and label observations in their science journals following the demonstration.

Materials - Bottle of water - Dinosaur book - Brainpop Jr. video - White sketch paper - 2 glass bowls - 2 shower caps - Ice cubes - Teapot with boiling water Prior Knowledge Students have been working on a Properties of Water unit. After many experiments and observations, they have learned basic properties such as water sticks to water, water changes forms, and water climbs. Students understand that water changes forms from solid, liquid, and gas. Lesson Introduction The teacher shows students a bottle of water and asks them where they think water comes from. Students brainstorm ideas. The teacher then asks how old they think the water is and students volunteer ideas. The teacher shows a picture of a dinosaur drinking from a pond and explains water is even older than dinosaurs. We may be drinking the same water as dinosaurs because of something called the water cycle. The teacher briefly explains how water keeps cycling and being reused.

The students watch Brainpop, Jr. video on the water cycle. Instructional Plan The teacher asks students to recall facts about the water cycle from the video and charts key ideas. The teacher explains the concepts of precipitation, condensation and evaporation. The teacher draws the water cycle on the white board, explaining each step. The teacher introduces the lesson activity as follows. Lesson Activity The class is divided into 2 groups. The first group will start sketching the water cycle with pencil. This will be painted with water colors the next day. Students are given a checklist so they know all the elements necessary to include (ex. land, water, sun, water vapor, etc.). The second group makes a water cycle model. The teacher pours hot water into a large glass bowl and seals the opening with a shower cap. Ice is placed on top of the shower cap. The steam from the hot water gathers in droplets at the top of the shower cap. Once the droplets are big and heavy enough, they rain back down into the hot water. The teacher supports the students as they watch this process and asks them what they notice/observe.

The groups rotate after sufficient time. Differentiation: The various media used in this lesson allows for multiple entry points for different kinds of learners. For example, the students are introduced to the water cycle by watching the teacher draw it, seeing it in the video, drawing it themselves, and watching the bowl demonstration. Classroom Management: Responsive classroom techniques will be employed. The teacher will keep close proximity to the students during the demonstration and sketching to provide support. The expectations for behavior during the demonstration will be modeled and explained before starting.

Lesson Closure Students bring their science notebooks to the carpet and sketch what they saw happen in the water cycle experiment. Students are asked to write about their observations and label their drawings. They will be encouraged to write a sentence explaining the water cycle.