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Modeling Lesson Plan: Weather Unit (Water Cycle)
Level: 3rd or 4th grade
Illinois State Standards: Early Elementary
Students will be able to:
12E. Know and apply concepts that describe the features and processes of the earth and its resources.
• Identify components and describe diverse features of the Earth’s land, water, and atmospheric systems.
13B. Know and apply concepts that describe the interaction between science, technology, and society.
• Explain the uses of common scientific instruments (e.g., thermometers).
Learning Objectives:
Students will observe and know that:
1. A thermometer is used to measure temperature.
2. The higher numbers on a thermometer correspond to hotter temperatures and the lower numbers on the thermometer correspond to colder temperatures.
3. Naturally water recycles itself and this process is called the water cycle.
4. The water cycle has several parts.
5. Water moves from the ground into the air/atmosphere (evaporation), forms clouds (condensation), and then falls back to the ground as some form of precipitation (usually rain or snow).
Materials:
1. Water
2. Food coloring
3. Large zip-lock baggies
4. Thermometer
5. Markers & pencils
6. Recording chart/table
7. Window/ lamp/light source
Vocabulary:
The following vocabulary will be used throughout the lesson:
1. Water Cycle - the movement of water from Earth's land, through rivers toward the ocean, to the air, and back to the land
2. Precipitation -rain, snow, sleet or hail
3. Condensation - the process by which water vapor changes into liquid water
4. Evaporation - the process by which liquid water changes into water vapor.
Procedures:
1. Begin the lesson by asking students what they already know and want to know about water. Write students answers and thoughts on the board.
2. In groups of three, students will build a model of the water cycle. The model will represent the cycle of water from the ocean to the atmosphere and down again.
3. Each group must gather materials from the materials table and label their baggie by their group number/name using a marker.
4. One student in the group must pour one cup of water into the group’s zip-lock baggie while another group member holds the bag open.
5. As the same student hold the zip-lock bag open, the third group member will add a drop or two of food coloring to the water inside of the zip-lock bag.
6. The bag holder must carefully seal the baggie and tape it onto a sunny window or under a direct lamp/light source.
7. One student in the group has to take the temperature of the water in the zip-lock bag by holding the bulb of the thermometer against the bag for 3 minutes.
8. Another student has to measure the height of the water in the bag using a ruler in inches.
9. Students must record the temperature and the height of the water on the water cycle chart/table.
10. Allow the bag to hang in the sun or under light source for a couple of hours then observe the bag again. Look for any changes in the bag.
11. After 2-3hours, students must repeat steps 7-9 and write down their observations.
12. Pose Discussion Questions after students make their second measurement/observations.
• What changes did you see?
• Where did the tiny droplets of water on the side of the bag come from?
• Can you tell if there is any less water in the bottom of the bag?
• How do these changes connect to what is happening in the water out in the ocean? In the air?
13. Finally, put an ice cube against the condensed water vapor in the bag. This action should cause more water vapor to condense and precipitate down the sides of the bag.
• Ask students what did they observe after putting the ice cube against the water in the bag?
• Ask students what would happen if the baggie was placed in an area with no light or heat?
This is what students should observe:
The colored water in the zip-lock bag will be heated by the sun/light source. Some of this water receives enough energy to evaporate into water vapor (particles of pure water too small to be seen). The water vapor rises up in the warm air. When the water vapor comes close to the cooler sides of the baggie it cools and condenses onto the baggie. As more water vapor condenses onto the sides of the baggie, droplets form and eventually grow big enough to precipitate back down to the bottom of the baggie. The droplets that condense onto the sides of the baggie are not colored like the water in the bottom of the baggie. The larger food coloring particles are left behind just as salt and pollutants are left behind when water evaporates from oceans.
Assessments:
Students will label a diagram of the water cycle using correct science terminology for each part. Under each label, students must explain what is happening. Student’s water cycle model and labeling diagram will be graded using a rubric. In groups, students will compile all data and information during this lesson and create a science poster board. On the poster board, the group will state: the purpose of this lesson, their predications/hypothesis of the water cycle, the steps they did to make their model of the water cycle, the data that was collected and their conclusion. The groups may decorate their poster boards as well.
Extension:
Allow students to make predictions regarding the process of the water cycle if there was no light/heat source. Then, allows students to test their predictions by conducting the model/experiment with no light. Students will follow the same procedure as the above model however the baggie will be placed in a dark area. This variable change may produce different results or may produce the same results just at a slower pace.
Rationale:
This lesson constitutes as a modeling lesson because it includes an activity that is hands on in which will enhance students knowledge about the water cycle. For this lesson, students will construct a model that will demonstrate the main processes/steps of the water cycle. Since one process of this cycle is considered a phenomenon, this model will simplify the cycle for better understanding and it is also considered a visual representation. Overtime, students will learn through observations and recording. By constructing this model, students will improve their understanding of each processes while observing the water cycle as a whole unit. In addition, students will be able to use a thermometer to record the temperature of the water and write it in their chart. This will allow students to see the differences in the water temperature the longer the baggie stays under a heat source. In general, I feel this lesson is a great example of authentic inquiry because students are required to predict, construct, use, and evaluate their representation of the water cycle.
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