SOL 3.9 Water Cycle

Arts- Infused Activity File
Name: Alison Burke Date: November 15, 2014
Topic: Water Cycle Grade Level/SOL: 3.9 Water Cycle
Art or Arts involved (painting, sculpting, etc.): finger painting
What are some of the big ideas that students will walk away with after participating in this
activity? (essential knowledge)
Big ideas students should walk away with after this activity is: understanding the water cycle and
its parts such as precipitation, condensation, and evaporation. They should be able to label and/or
draw the cycle.
Briefly state how arts activities are infused into this lesson:
Art is infused in this activity because students are using their hands to recreate this cycle on
paper. They are able to paint each part of the water cycle and label the parts after creating the
picture with colors.
List ALL materials necessary to carry out this activity.
Paint, paper, water, paper towels
Briefly list the teaching steps in order of classroom instruction. (summary of beginning, middle
and end)
First I will teach the parts of the water cycle using power point, video, or some kind of “lecture”.
I will not spend too much time on this part because it will be more beneficial to show the
students rather than tell. Next I will explain to the students what we are doing (using paint to
make a water cycle). They will help each other to paint their pictures. This is also a good time to
talk about mixing colors and what primary and secondary colors are. Last we can hang the
pictures up and go over what the water cycle looks like.
How would you assess student learning to ensure mastery of the correlating SOL? (informal,
Informally, we could make a song or do a skit. Recreating cycles is easy and can be a lot of fun if
the students participate. Formally, a test will be given whether it is labeling, drawing, or
matching the terms.
How will you manage the class during the activity? What will you tell the class to ensure a
successful lesson?
During class, students will work together even though they will be making their own picture. The
teacher should observe and make sure the classroom doesn’t get too messy since they are using
paint. I think this activity can be very relaxed if the students are staying on track and talking with
each other about the water cycle.
How will you incorporate/include special needs/ELL/ESL students?
The students may find it easier to just color. If they use paint they should definitely have
someone with them at all times. Instead of being given a blank sheet of paper, they may be given
a picture that has already been drawn so that they can just color it instead. The teacher can still
guide them, pointing to the arrows and asking which part of the water cycle is happening. If this
does not work they can always work with another student. It may be nice for them to feel
included with the rest of the class.