Transcript Water Cycle
Agenda •Key vocabulary •Reading of Water Dance by Thomas Locker •Journal entry “What is the Water Cycle?” •Water Cycle Presentation- Taking notes •Flow Chart •Extension •Review Key Vocabulary Water Cycle Evaporation Condensation Precipitation Water Dance Thomas Locker Journal Entry The teacher will write the word "cycle" on the board. Students write responses to the following questions in their science journals: What images are suggested by the world "cycle"? What shapes best represent cycles? Have you ever heard of the water cycle? What do you know about it? Cycle Vocabulary Evaporation- Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air. Condensation-Water vapor in the air gets cold and changes back into liquid, forming clouds. You can see the same sort of thing at home... pour a glass of cold water on a hot day and watch what happens. Water forms on the outside of the glass. That water didn't somehow leak through the glass! It actually came from the air. Water vapor in the warm air, turns back into liquid when it touches the cold glass. Precipitation- Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. Collection-When water falls back to earth as precipitation, it may fall back in the oceans, lakes or rivers or it may end up on land. When it ends up on land, it will either soak into the earth and become part of the “ground water” that plants and animals use to drink or it may run over the soil and collect in the oceans, lakes or rivers where the cycle starts all over again. Water Cycle http://www.epa.gov/safewater/kids/flash/flash_watercy cle.html While viewing the presentation, students take notes using guided questions like the following: 1.When and why does precipitation occur? 2.Where does the rainwater go once it reaches ground? 3.How do many people acquire drinking water? 4.How does the sun affect water? 5.What happens to the vapor in the air when it gets cold? In small groups of three or four, students share their answers and create a flow chart demonstrating the water cycle. Share responses as a class and create a class water cycle flow chart on chart paper to display on the wall for the remainder of the unit. Review http://player.discoveryeducation.com/views/hhView.c fm?guidAssetId=087777c8-4ff0-45d2-878fe7cd90f7ee19