# Exploring the Water Cycle Lesson

## Presentation on theme: "Exploring the Water Cycle Lesson"— Presentation transcript:

Exploring the Water Cycle Lesson
Created by the GPM Education and Public Outreach Team NASA Goddard Space Flight Center Introduce ourselves

Think-Pair Share: What is precipitation?
Engage Think-Pair Share: What is precipitation? Accept responses Then say "Precipitation is part of the water cycle. What do you know about the water cycle?“ Click to next slide.

Engage The Water Cycle Prepare for viewing: Say, “As you watch this video, listen for reasons that the water cycle is important.” Click on link. If it doesn’t open, here is the url:

Think-Pair-Share “Based upon what we just viewed, why is it important to study and understand the water cycle?” Ask the question and solicit response. Record them if you wish.

Explore Animation – As you watch, think about what is happening in each stage of the water cycle. Click on the link. Here is the url: There is no narration, so you will need to point out what is happening at each stage of the cycle. Remind students to copy the name of each stage. (From the word bank) Another option would be to pause, and while the students are copying the name of each of the stages, randomly pick students to describe what is happening.

Explain: Energy from Sun
Stages that require solar radiation. (Heat) Solar Radiation Evaporation Transpiration Infiltration Runoff Precipitation Condensation Groundwater Flow Discuss the stages driven by solar radiation and have students list them on their capture sheets. Clicking will circle each of the terms.

Explain: Condensation
Stages that require water to give of heat. (Cool down) Solar Radiation Evaporation Transpiration Infiltration Runoff Precipitation Condensation Groundwater Flow Have students identify that condensation is the stage that requires water to give off heat. Clicking will circle the term.

Which parts of the water cycle are driven by the force of gravity?
Explain: Gravity Which parts of the water cycle are driven by the force of gravity? Solar Radiation Evaporation Transpiration Infiltration Runoff Precipitation Condensation Groundwater Flow Discuss the stages driven by gravity and have students list them on their capture sheets. Clicking will circle each of the terms.

Explain Watch each of the following demonstrations so you can answer the questions that go with them on your capture sheet. Read the “Explain” section of the Teacher’s Guide for directions for the demonstrations.

Water, Water Everywhere
Show this video, “Water, Water Everywhere” (6:31) that explains what the water cycle is and how important it is to life on Earth:

Water Cycle Mini-Project
Evaluate Water Cycle Mini-Project Have students follow along on their capture sheets as you describe the requirements for the project.

Water Cycle Mini-Project
Evaluation Mini-Project Rubric Water Cycle Mini-Project 4 3 2 1 Concept Understanding The student demonstrated a full understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity. The student demonstrated a good understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity. The student demonstrated some understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and/or gravity. The student demonstrated little understanding of how a water molecule can move through the water cycle. Student did not include the role of the Sun or gravity. Proper Use of Terminology The student properly used all the key terms associated with the water cycle. The student properly used most of the key terms associated with the water cycle. The student properly used some key terms associated with the water cycle. The student properly used two or fewer key terms associated with the water cycle. Writing Skills The student fully communicated the concepts in the water cycle with few grammar and/or spelling errors. The student communicated well the concepts in the water cycle with few grammar and/or spelling errors. The student somewhat communicated the concepts in the water cycle with many grammar and/or spelling errors. The student poorly communicated the concepts in the water cycle with many grammar and/or spelling errors. Neatness and Legibility All of the following are true: The project is neat. All writing is legible. The sequence is easily followed. The project is colorful. Three of the following are true: Two of the following are true: One of the following is true: Each of the rows on the rubric will count as a possible four points making the project worth a possible sixteen points.