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The Water Cycle 4th Grade - Standard 1. The Water Cycle Objectives and Indicators (Std. 1, Obj 1 & 2) Describe the relationship between heat energy, evaporation,

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Presentation on theme: "The Water Cycle 4th Grade - Standard 1. The Water Cycle Objectives and Indicators (Std. 1, Obj 1 & 2) Describe the relationship between heat energy, evaporation,"— Presentation transcript:

1 The Water Cycle 4th Grade - Standard 1

2 The Water Cycle Objectives and Indicators (Std. 1, Obj 1 & 2) Describe the relationship between heat energy, evaporation, and condensation of water on Earth. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle. Construct a model or a diagram to show how water continually moves through the water cycle over time. ILOs Use instruments to measure length, temperature, volume, and weight using appropriate units. Conduct a simple investigation when given directions. Use science language appropriate to grade level in oral and written communication.

3 The Water Cycle ENGAGE - Show the YouTube video to demo time lapse of ice EXPLORE - Condensation, Precipitation, and Evaporation Stations EXPLAIN - Play the Water Cycle Boogie,Explain the Water Cycle, and Integrate The Snowflake by Neil Waldman in Imagine It. ELABORATE - Water Cycle in a Baggie - Pinterest EVALUATE - The Water Cycle Project

4 Engage Watch this YouTube:

5 Explore Evaporation Station Question: How does water get into the air? Materials: Three small plastic plates Three different colored markers Water Directions: 1.Make a shallow puddle of water on each plate. Trace each puddle with the same color marker to indicate the size of the puddles. 2.Number the plates and place them in three different areas: direct sun, complete dark, and in the middle of the classroom. 3.Write a prediction in your journal about what will happen on each plate. 4. Check the puddles after one hour and trace each puddle with the second color marker. 5. Check the puddles the next day. Trace each puddle the third color marker. 6. Draw pictures of the plates in your journal using the 3 different colors to show what happened. Results 1. Which puddles shrank? 2. Why do you think the puddles shrank at different rates? 3. What do you think happened to the water? 4. What other questions do you think are important to ask about evaporation?

6 Explore Condensation Station Question: How does condensation form? Materials: Pint glass jar Water Ice cubes Directions: 1. Observe the jar as it rests at room temperature, without any water. Write your observations in your journal. How does the jar feel? What does it look like? 2. Fill the jar with ice and water. How does the jar feel on the outside? After a few minutes what does the jar look like? 3. Leave the jar full of ice water for about a half hour. Write your observations about what the jar looks like and feels like. 4. Explain how you think water appeared on the outside of the jar.

7 Explore Precipitation Station Question: How is rain made? (teacher directed) Materials: Quart glass jar with a lid Ice cubes Boiling water Directions: 1. Predict: What do you think will happen when ice cubes are put on top of the jar of hot water? 2. The teacher will add about one inch of boiling water to the jar. Place the lid upside down on the mouth of the jar to create a lip. Place three to four ice cubes in the lid. 3. Draw two pictures in your journal – One picture of the jar of hot water as soon as the ice is placed on the lid. And the other picture after 5 minutes have passed. 4. Write your observations at: 1 minute 2 minutes 3 minutes 4 minutes 5 minutes 5. Explain why water formed at the top of the lid? How do your observations compare with your prediction?

8 Explain Play Water Cycle Boogie - https://www.youtube.com/watch?v=nWgpwldu8QU https://www.youtube.com/watch?v=nWgpwldu8QU Discuss the water cycle and teach vocabulary using the Water Cycle Diagram: or the Water Cycle Interactive: kids-adv.html kids-adv.html Integrate The Snowflake by Neil Waldman from Imagine It, Lesson 2.1

9 Explain - Water Cycle Diagram Diagram source: Art2A.pnghttp://pmm.nasa.gov/education/sites/default/files/article_images/Water-Cycle- Art2A.png

10 Explain - Water Cycle Vocabulary evaporation - When the small parts of water are heated enough to change from the liquid state to the gas state. vapor - The state of water where it is a gas and cannot be seen. condensation - when the small parts of water vapor collect together and become a liquid. This process is caused by water vapor losing heat energy. clouds - When water condenses in the sky we see it in the form of clouds. dew - When water condenses on the ground and becomes a liquid. precipitation - When water falls to the Earth in the form of rain, snow, sleet, or hail. temperature - Measurement of the amount of heat energy. A thermometer is used to measure it. water cycle - The way water moves from the surface of the earth, through the air, and returns again through different processes. The sun causes this to happen. Link to Sciber Text - 4th Grade Science Vocabulary Definitions:

11 Elaborate Water Cycle in a Bag The students will draw the water cycle with a permanent marker on a sandwich sized zippered bag. Put water in the bottom of the bags. Hang the bags in a sunny window or a not so sunny window to see how the water cycle needs energy to work. Also, once condensation occurs, just tapping on the bag will result in precipitation.

12 Evaluate Project Choice and Problem of the Week


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