Science
SCI.V.3.3
Grade: 6
Strand V:
Using Scientific Knowledge in Earth Science
Standard 3:
Atmosphere and Weather - All students will explain what causes
different kinds of weather
Benchmark 3:
Explain the behavior of water in the atmosphere.
Constructing and Reflecting:
SCI.I.1.1 SCI.I.1.2 SCI.I.1.4 SCI.I.1.6 -
Generate scientific questions about the world based on observation.
Design and conduct scientific investigations.
Use metric measurement devices to provide consistency in an investigation.
Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.2 - Describe limitations in personal knowledge.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concepts
Context
Water cycle:
• evaporation
• water vapor
• warm air rises
• cooling
• condensation
• clouds
•
See Changes of State (SCI.IV.2.MS.1).
Aspects of the water cycle in weather:
• clouds
• precipitation
• evaporating puddles
See Water on the Earth’s Surface (SCI.V.2.MS.2)
Precipitation:
• rain
• snow
• hail
• sleet
• freezing rain
• fog
• relative humidity
• dew point
Resources
Knowledge and Skills
Water moves through the atmosphere in a pattern
called the water cycle. As it moves through the
atmosphere, water changes states from a solid to a
liquid, from a liquid to a gas, and from a liquid to a
solid.
Students will:
• Investigate various forms of water in the
atmosphere
• Explain how water changes states as it
moves through the water cycle by using the
terms evaporation, condensation, and
precipitation
Coloma Resources
Environmental Science Text
Chapter 5 pp. 149-153
Matter & Molecules Unit (separate booklet)
Using the water cycle, students will investigate
various forms of water in the atmosphere and relate
them to evaporation, cooling, condensation, and
precipitation.
Other Resources
• Bill Nye: Atmosphere, Pollution Solution
•
Science Explosion: Weather
•
Air Masses and Water Cycle Teaching Unit,
available at www.jcisd.org, Instructional
Services, Math and Science
•
USA Today Weather
•
Hydrologic Cycle – Includes “hands-on
activities” - outstanding images.
•
Drinking Water For Kids - EPA Classroom
activities and TONS of info!
Resources (continued from column on right)
• Michigan Teacher Network Resources
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
V.3.MS.3
Atmospheric Adventures from COSI Toledo
6th Grade Science Curriculum
Technology Resources
V.3.MS.3 Explain the behavior of water in the
atmosphere.
Vernier Probes available: Relative Humidity
Sensor, Barometer
REMC Materials: Thematic Units using Technology
Unit 2: Natural Disasters, Order #090527
• Ecolinks – Miami Museum of Science - the
Hydrosphere - EXCELLENT
• National Wildlife Federation - Water
• BrainPop – The Water Cycle
• USGS – Water Science for Schools - huge
interactive site with activities, info and
assessments.
•
The Hydrologic Cycle – Online
meteorology guide – Univ. of Illinois
•
BCISD – Classroom resources – earth
science – Hydrosphere
Instruction
Focus Question: What different forms will water
take when it is heated or cooled?
Students observe a demonstration that introduces
the concept of water changing forms through
condensation, evaporation and precipitation, which
are processes of the water cycle. In the
demonstration, water is heated by a hot plate. This
represents the sun heating water from the land and
the oceans. Students observe this phenomenon,
explain, and give examples of the process of
evaporation. The steam from the heated water
represents the condensed water vapor in the air as it
cools. Hold a pan full of ice above the steam.
Students observe that water droplets or ice crystals
are formed from the water vapor that is cooled by
the air. They explain and give real-world examples
of the process of condensation. Finally, students
observe droplets that fall to the floor and compare
them to the rain or other forms of precipitation that
falls back to the oceans and ground. They explain
and give real-world examples of the process of
precipitation.
Students draw pictures, which illustrate real-world
examples of evaporation, condensation and
precipitation.
Assessment
Optional Assessment
Students create a diagram that accurately
illustrates all processes (evaporation,
condensation and precipitation) and varying
forms that water takes as it moves throughout
the water cycle. The diagram must include a
short written description of real-life examples.
Processes and states of matter must be
labeled correctly.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Diagram of water cycle:
Apprentice -Diagrams the water cycle with
arrows; attempts to correctly connect and label
processes and/or states of matter.
Basic - Diagrams the water cycle using
illustrations; attempts to correctly connect and
label the processes and three states of matter.
Meets - Diagrams the water cycle using
illustrations, correctly showing and labeling all
relationships between processes and states of
matter.
Exceeds - Diagrams the water cycle with detailed
illustrations, correctly and clearly showing
relationships between all processes and states of
matter.
Correctness of real-world examples:
Apprentice -Correctly gives a real-world example
of a state of matter and a process related to the
water cycle.
Basic - Correctly describes two to three real-world
examples of a state of matter and processes
related to the water cycle.
Meets - Correctly describes four to five real-world
examples of at least two states of matter and
processes related to the water cycle.
Exceeds - Correctly describes six or more realworld examples of processes and states of matter
related to the water cycle.
Teacher Notes:
V.3.MS.1 Weather changes constantly because the atmosphere is constantly moving. V.3.MS.3 Water is
constantly evaporating from the surface of the earth, rising and condensing, and falling as precipitation.
• 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." Water evaporates from the earth's surface, rises and cools as it moves
to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil,
and in rocks underground.
• Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to
the oceans.
• Clouds, formed by the condensation of water vapor, affect weather and climate.
• Global patterns of atmospheric movement influence local weather. Oceans/Great Lakes have a major effect
on climate, because water in the oceans/Great Lakes holds a large amount of heat. (NSES)
Focus Questions
• What causes daily changes in weather?
• What causes water to travel through the atmosphere?