3. Hey class! Today we are going to pretend that we are all a tiny drop of water. We will explore the water cycle and answer some key questions. Where does water come from? What are all of the different forms that water takes on? What are the different ways the water cycle affects our lives? Are you ready to see the world from a water droplet’s perspective? Let’s get started! Click on the water cycle to learn about your task!

4. With a partner, you are going to write a creative story about the water cycle from the perspective of a drop of water. Be sure to include each of the different forms water takes on. After completing your story, you will brain storm at least ten different ways we use water in our everyday lives and create a PowerPoint to show all of these uses. Hey kids! Whenever you see me, click to move on! To see how you will be graded, click on the rain cloud!

5. Step 1: Click on these links to learn about the water cycle: Water Cycle 1, Water Cycle 2, Water Cycle 3,VideoWater Cycle 1 Water Cycle 2Water Cycle 3Video Step 2: Complete this worksheet using the information you learned from the discovery website: WorksheetWorksheet Step 3: Write a short story from a water drop’s perspective. Be sure to use your imagination and discuss all the different forms water takes on. Step 4: Use this chart to help you and your partner brainstorm different uses for water: ChartChart Step 5: Create a PowerPoint presentation showing the class all of the different ideas you came up with about water usage (Hint: Be Creative!) Step 6: If you finish early, you can play this fun fact game to test your knowledge about water: Fun Fact GameFun Fact Game Step 7: You and your partner will present your PowerPoint presentation once the whole class has finished this project.

7. Now that you have completed all the tasks, you are all more aware of where the water we use everyday comes from. But don’t let your learning stop here! Continue to learn and explore the water cycle and the uses we have for water. Here are some links you can look at: Thirstin’s Water Cycle Water Trivia Facts Our World of Water

8. The Water Cycle WebQuest A WebQuest for 5 th Grade Science Lesson Plan Created by: Abby Gerst agerst01@bellarmine.edu

9. Context This lesson relates to the current unit being studying because it covers water in its different forms, how water circulates on Earth, and how water is continuously reused. The students have previously learned about weather and different forms of precipitation which will help them better understand the different stages of the water cycle. They have also previously learned about Earth’s different bodies of water. Water is an everyday part of all students’ lives. It is important for them to understand where it comes from and the different ways in which we use water. Learning Objectives As a result of this lesson, students will be able to write a creative story about the different forms that water takes on. Students will be able to complete a worksheet about the water cycle. Students will be able to create a PowerPoint on the different ways we use water.

10. Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content SC-5-EU-U-1 Students will understand that the earth’s water supply has existed since the formation of the planet and is constantly cycled from the ocean to the atmosphere, allowing the same water to be endlessly reused without the creation of new water. SC-5-EU-S-1 Students will investigate how water can change forms yet still be conserved in the water cycle SC-5-EU-S-2 Students will create/analyze/explain representations that illustrate the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans, and atmosphere (water cycle) SC-05-2.3.1 Students will describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans, and atmosphere (water cycle); Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Standards: Name: Abby GerstDate: November 9 th, 2011 Age/Grade Level: 10-11/5 th gradeNumber of Students: 25 Number of Students with IEP / 504 plan: 4Number of Gifted Students: 3 Number of English Language Learners: 2Subject: 5 th Grade Science Major Content: Earth ScienceLesson Length: 8 days Unit Title: The Water CycleLesson Number and Title: #7 The Water Cycle

11. Resources, Media and Technology In order to complete this lesson, students will need access to the computer lab. The software that will be used is Microsoft Office (PowerPoint and Word). The Internet URLs used in this lesson are: http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2- 878f-e7cd90f7ee19 http://www.kidzone.ws/water/ http://www.epa.gov/region7/kids/wtrcycle.htm http://www.neok12.com/php/watch.php?v=zX73676f0d5a4056514d7606&t=Water-Cycle http://davidson.k12.nc.us/webquests/weather/the_water_cycle.htm http://www.caledonia.k12.mi.us/k12resource/webquest2004/waterunit/waysweusewater.html.htm http://www.epa.gov/safewater/kids/flash/flash_matching.html http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html http://water.epa.gov/learn/kids/drinkingwater/water_trivia_facts.cfm http://www.extension.umn.edu/distribution/youthdevelopment/components/0328-04.html

12. Procedures The activities involved in this lesson are writing a creative story, creating a PowerPoint, completing a worksheet that is relevant to the topic, brainstorming ideas in a graphic organizer, and engaging in multiple online interactive activities. This lesson will use the students’ prior knowledge of weather and Earth’s bodies of water. This lesson uses a variety of media such as videos, interactive activities and text from the internet to implement differentiated learning which appeals to each of the different types of learners in the class. The activities the students will engage in are as follows: 1. The students will explore the different websites provided to them in step one. They should have approximately the first half of their class time on day one to do this. 2. The students will complete the worksheet that the link in step two provides for them. They can take the second half of their class time on day one to complete this. 3. The students will work with a partner to write a creative short story about the water cycle. They should write this story from the perspective of a drop of water. Students will be given three days to work on their stories. 4. The students will use a graphic organizer to brainstorm ideas about the different ways in which we use water every day. They should be given approximately a half an hour to complete this chart. 5. Students will create a PowerPoint presentation using the ideas they brainstormed in their graphic organizers. They will have the rest of class after completing the graphic organizer as well as one additional day. If they finish early, they can explore the extra links provided to them at the end of the lesson. 6. Once all students have completed their PowerPoints, each group will present their slideshows to the rest of the class. This should take about two days.

13. Objective / Assessment Organizer Objective Number Type of Assessment Description of AssessmentAdaptations and/or Accommodations Objective 1InformativeStudents will complete a worksheet on the water cycle. Extra time provided for IEP/ESL students. Extra resources provided for gifted students. Objective 2Informative Students will write a creative story detailing the life of a drop of water. Extra time provided for IEP/ESL students. Extra resources provided for gifted students. Objective 3Informative Students will complete a PowerPoint on the different ways in which we use water every day. Extra time provided for IEP/ESL students. Extra resources provided for gifted students. Objective 4Formative Students will give a presentation their PowerPoints for the teacher as well as the rest of the class. Extra time provided for IEP/ESL students. Extra resources provided for gifted students. Assessment Plan Accommodations for students that are ESL learners are giving them extra time to complete the task and personally assisting them should they need extra help.