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Title
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Mission 2 - Lesson 4: Understanding the Water Cycle
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Type
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Primary: Lesson Plan
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Operation
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Monster Storms
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Mission:
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Mission 2: The Plot Condenses
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Subjects
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Science
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers | Elementary Grades | Junior High
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Created On
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9/3/2007
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From: Monster Storms Mission 2: The Plot Condenses |
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Mission 2 - Lesson 4: Understanding the Water Cycle Describe the water cycle. |
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Prepare |
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Time Required: 120 minutes
- Locate a sunny spot in the schoolyard where students can leave their water cycle models.
- Obtain the materials listed on page 35 of the student edition for each group of students.
- Read the Lab 1 Set Up, Teaching Tips, and Lab Prep sections on page 35 of the teacher’s edition.
- Divide students into groups of three or four to build and observe the model.
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Motivate |
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- Ask students to recall the steps of the water cycle from the preceding lesson. You may want to return the Water Cycle activity sheets if you collected them for review.
- Invite students to share what they learned about fresh water filtration and nations that lack abundant fresh water from the preceding lesson. You may want to have your students continue this research as a more developed project or report.
- Explain that in today’s lab, students will make a working model of the water cycle.
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Teach |
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- Ask students why a researcher like Robbie Hood would need to have an excellent working knowledge of the water cycle. Make connections to the water cycle and monster storms.
- Have students read Energy and the Water Cycle on page 35 of the student edition and briefly discuss.
- With students in their lab groups, have individual students read the Lab Prep as recommended in the teacher’s edition.
- Distribute the materials and allow students to use the remainder of the period to construct the models. Check carefully for accuracy in following directions.
- When students complete their models, instruct each group to take their model to the designated sunny spot. They may observe the model during the time remaining or continue other research.
- The following day, ask students to retrieve their models. Make sure they make careful observations before moving the model.
- Ask them to complete Make Observations on page 35 of the student edition as they collaborate with their lab partners.
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View
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The total amount of water on Earth has changed very little over the past billion years, so where does it all go? In this lab, students investigate how water moves through a cycle and find out what happens to the energy as water changes phase. |
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Reflect And Assess |
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- Collect the Make Observations questions for immediate assessment of the lab.
- Assess the quality of the model.
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Follow-up |
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- If time allows, read the JASON Journal prompt on page 35 of the student edition. Discuss the human causes of global warming and review the human-made greenhouse gasses.
- Ask students to complete the JASON Journal prompt for homework.
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Considering the concern over global warming and the human contribution to it, what can we do to lower the amount of greenhouse gases released into the atmosphere? How could you find more information? How could you inform others of what you find? |
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