Water Cycle/Clouds Word Bank
Water cycle
Evaporation
Transpiration
Condensation
Ice
Freezing
Humidity
Relative Humidity
Dew point
Clouds
Freezing point
Cumulous Clouds
Cirrus Clouds
Stratus Clouds
Fog
Precipitation
Rain
Snow
Sleet
Freezing Rain
Surface runoff
Accumulation
Hail
Water Cycle and Clouds Glossary
Water cycle: The movement of water in all of its forms between the atmosphere and
earthʼs surface.
Evaporation: The process by which water in its liquid form becomes water vapor. (Water
in its gas form.)
Transpiration: Water vapor put into the atmosphere when plants “breathe”.
Condensation: The process by which water in its gas form becomes water in its liquid
form.
Ice: Water in its solid form.
Freezing: The process by which water in its liquid form becomes a solid.
Humidity: The amount of water vapor in the air.
Relative Humidity: The percentage of water vapor in the air compared to the maximum
amount of water vapor the air can hold at a given temperature. (The hotter the air, the
more water vapor it can hold.)
Dew point: The temperature at which the air will reach 100% humidity and condensation
will occur.
Clouds: Liquid water or ice bonded to particles in the air, created when water vapor
condenses into liquid or ice.
Freezing point: The temperature at which a substance freezes. (The freezing point of
water is 32 degrees Fahrenheit or 0 degrees Celsius. )
Cumulous Clouds: Mid-atmosphere clouds which form in rounded heaps.
Cirrus Clouds: High-atmosphere clouds made of ice crystals which form in feathery
wisps and leave lots of blue sky visible.
Stratus Clouds: Low-atmosphere clouds which create a blanket of clouds covering most
of the sky.
Fog: Clouds that form at or near ground level.
Precipitation: Any type of water that falls from clouds.
Rain: Liquid water that falls from clouds when the individual droplets collide with each
other and become too heavy to stay in the atmosphere.
Snow: Ice crystals that fall from clouds when they become too heavy to stay in the
atmosphere.
Sleet: Rain that freezes after leaving a cloud but before reaching earthʼs surface.
Freezing Rain: Rain that freezes after coming into contact with surfaces on the planet
that are below freezing in temperature.
Surface runoff: When precipitation hits the surface of the earth and moves through
gravity into the ground, lakes, streams and the ocean.
Accumulation: Similar to surface runoff—When precipitation collects in lakes, streams,
and the ocean.
Hail: Round pellets of ice that form in cumulonimbus clouds. (Very tall rain clouds that
produce serious thunder storms and tornados.)
Word
Definition
Water cycle
The movement of water in all of its
forms between the atmosphere and
earth’s surface.
Evaporation
The process by which water in its
liquid form becomes water vapor.
(Water in its gas form.)
Transpiration
Water vapor put into the atmosphere
when plants “breathe”.
Condensation
The process by which water in its gas
form becomes water in its liquid form.
Ice
Water in its solid form.
Word
Definition
Freezing
The process by which water in its
liquid form becomes a solid.
Humidity
The amount of water vapor in the air.
Relative Humidity
The percentage of water vapor in the
air compared to the maximum
amount of water vapor the air can
hold at a given temperature. (The
hotter the air, the more water vapor it
can hold.)
Dew point
The temperature at which the air will
reach 100% humidity and
condensation will occur.
Clouds
Liquid water or ice bonded to
particles in the air, created when
water vapor condenses into liquid or
ice.
Word
Definition
Freezing point
The temperature at which a substance
freezes. (The freezing point of water
is 32 degrees Fahrenheit or 0
degrees Celsius.)
Cumulous Clouds
Mid-atmosphere clouds which form in
rounded heaps.
Cirrus Clouds
High-atmosphere clouds made of ice
crystals which form in feathery wisps
and leave lots of blue sky visible.
Stratus Clouds
Low-atmosphere clouds which create
a blanket of clouds covering most of
the sky.
Fog
Clouds that form at or near ground
level.
Word
Definition
Precipitation
Any type of water that falls from
clouds.
Rain
Liquid water that falls from clouds
when the individual droplets collide
with each other and become too
heavy to stay in the atmosphere.
Snow
Ice crystals that fall from clouds when
they become too heavy to stay in the
atmosphere.
Sleet
Rain that freezes after leaving a cloud
but before reaching earth’s surface.
Freezing Rain
Rain that freezes after coming into
contact with surfaces on the planet
that are below freezing in
temperature.
Word
Surface runoff
Definition
When precipitation hits the surface of
the earth and moves through gravity
into the ground, lakes, streams and
the ocean.
Accumulation
Similar to surface runoff—When
precipitation collects in lakes,
streams, and the ocean.
Hail
Round pellets of ice that form in
cumulonimbus clouds. (Very tall rain
clouds that produce serious thunder
storms and tornados.)
Word
Water Cycle and Clouds Visualizing Glossary
Definition
Picture
Water cycle
The movement of water in
all of its forms between the
atmosphere and earth’s
surface.
Evaporation
The process by which water
in its liquid form becomes
water vapor. (Water in its
gas form.)
Transpiration
Water vapor put into the
atmosphere when plants
“breathe”.
Condensation
The process by which water
in its gas form becomes
water in its liquid form.
Word
Definition
Ice
Water in its solid form.
Freezing
The process by which water
in its liquid form becomes a
solid.
Humidity
The amount of water vapor
in the air.
Relative Humidity
The percentage of water
vapor in the air compared
to the maximum amount of
water vapor the air can hold
at a given temperature.
(The hotter the air, the
more water vapor it can
hold.)
The temperature at which
the air will reach 100%
humidity and condensation
will occur.
Dew point
Picture
Word
Definition
Clouds
Liquid water or ice bonded
to particles in the air,
created when water vapor
condenses into liquid or
ice.
Freezing point
The temperature at which a
substance freezes. (The
freezing point of water is
32 degrees Fahrenheit or 0
degrees Celsius.)
Cumulous Clouds
Mid-atmosphere clouds
which form in rounded
heaps.
Cirrus Clouds
High-atmosphere clouds
made of ice crystals which
form in feathery wisps and
leave lots of blue sky
visible.
Stratus Clouds
Low-atmosphere clouds
which create a blanket of
clouds covering most of the
sky.
Picture
Word
Definition
Fog
Clouds that form at or near
ground level.
Precipitation
Any type of water that falls
from clouds.
Rain
Liquid water that falls from
clouds when the individual
droplets collide with each
other and become too
heavy to stay in the
atmosphere.
Snow
Ice crystals that fall from
clouds when they become
too heavy to stay in the
atmosphere.
Sleet
Rain that freezes after
leaving a cloud but before
reaching earth’s surface.
Picture
Word
Definition
Freezing Rain
Rain that freezes after
coming into contact with
surfaces on the planet that
are below freezing in
temperature.
Surface runoff
When precipitation hits the
surface of the earth and
moves through gravity into
the ground, lakes, streams
and the ocean.
Accumulation
Similar to surface runoff—
When precipitation
collects in lakes, streams,
and the ocean.
Hail
Round pellets of ice that
form in cumulonimbus
clouds. (Very tall rain
clouds that produce
serious thunder storms
and tornados.)
Picture
Unit Topic: Water Cycle and Clouds Introductory Lessons
Essential Questions:
How does the water cycle impact life on earth?
What words and strategies are essential to use in order to ask questions, answer questions,
and make comments pertaining to the water cycle?
Learning Objectives:
Students will be able to define key words and concepts related to the water cycle.
Students will be able to ask and answer questions, and make comments during small group
language lessons and classroom lessons on the topic of the water cycle.
IEP Benchmark Objectives:
Students will be able to use active listening strategies (listening for and highlighting key
words) while viewing water cycle videos.
Within the context of curriculum-related assignments, students will be able to use strategies
(visualizing, illustrating, graphic organizers, visual aids) to understand, retrieve and express
grade level vocabulary.
Background or Lesson Set up:
Use these preview lessons to introduce and practice using key words related to the water
cycle before students start learning about the water cycle in class.
Key Strategies/Skills:
Listening for and highlighting key words, visualizing, illustrating, using visual aids/graphic
organizers
Materials:
Water cycle word bank, glossary, visualizing glossary, and flashcards, videos in wiki
Procedures:
1. Introduce topic and pretest to determine what vocabulary students already know by
asking students to match definitions to target words and/or ask them to generate
definitions for target words.
2. Brainstorm possible words to include in the word bank.
3. Provide students with word banks. Activate schema by viewing water cycle videos in
wiki; students listen for key words and highlight words on word bank as they hear
them.
4. Using visual aids (videos, pictures, and diagrams) discuss the meaning of each word
in the glossary.
5. Create a set of flashcards (each student makes their own set) using the template in the
wiki. Fold two column chart in half so that the word is on one side and the definition
is on the other side.
6. Students use the strategies of visualizing and illustrating to draw their own pictures
on the water cycle glossary table (word, definition, picture).
7. Encourage students to use their word banks and picture glossaries during small group
language lessons and classroom activities.
8. Create a wordle word bank (wordle.net). Students take turns selecting a word and
asking another student to provide the definition. If needed have definitions available
so students can match definitions to target word. Students use selected words in
sentences to demonstrate that they know what the word means.
Assessment:
Matching definitions to words.
Definitions generated by students.
Highlighted word banks.
Completion of visualizing glossaries.
Oral responses during discussions.
Use of word banks and glossaries during discussions and classroom activities.
Performance on quizzes and unit tests.
Unit Topic: Water Cycle and Clouds
Lesson: Cause and Effect Relationships of the Water Cycle
Essential Questions:
What words are essential in order to explain cause and effect relationships related to the
water cycle and why is this important to understand?
How can a graphic organizer clarify help me to explain the water cycle?
Learning Objective:
Students will be able to explain cause and effect relationships for stages of the water cycle.
IEP Benchmark Objectives:
Students will be able to generate construct # 4 sentences using water cycle terminology in
order to explain cause and effect relationships pertaining to the water cycle.
Within the context of curriculum-related assignments, students will be able to use strategies
to understand, retrieve and express grade level vocabulary and provide explanations.
Background or Lesson Set up:
This lesson may be used at any time during the learning. It would be especially effective
soon after the classroom teacher presents the water cycle. Students should already know the
effect of heat on density—generally taught during the density unit at the beginning of the
year.
Key Strategies/Skills:
Explaining cause and effect relationships
Using graphic organizers
Materials:
Flashcards created from wiki template
Blank water cycle diagram from wiki
Index cards with the following phrases: Temperature increase (Getting Hotter), Temperature
decrease (Getting cooler)—two of each card.
Construct # 4 sentence starter with a blank created by teacher on the board.
“Precipitation falls because______________________.”
Procedures:
1. Ask students to give an example of a cause and effect relationship. If they have
difficulty, provide model and demonstration (If you push a book off the table, it
would fall to the floor. Students give examples from Science of cause and effect.
2. Review what happens to a substance as it is heated and cooled. (Molecules move
faster and spread apart when heat energy is added; molecules slow down and move
closer together when a substance is cooled (loses heat energy).
3. Show water cycle diagram. If the lesson is a preview, access their prior knowledge by
asking them to tell you what they know about the stages. After discussion, put the
stages on diagram and review each definition. If the lesson occurs after class
presentation, challenge them to accurately place each stage (provide clues as needed).
4. Tell them that this water cycle represents a “cause and effect” relationship and that
temperature changes are the “cause” part of this relationship.
5. Begin with the evaporation phase and review the definition of evaporation. Tell them
that a temperature change causes evaporation and present two cards, temperature
increase and temperature decrease. Ask them which of these cards would best explain
the cause and effect relationship that causes evaporation.
6. If the students accurately state temperature increase, ask them to explain why.
Review the behavior of materials when heated or cooled if necessary. If the student
does not select the appropriate card, use the activity as an opportunity to re-teach.
Demonstrate with your hands how the molecules in the heated water move faster,
spread out, and turn from liquid to gas.
7. Move on to the condensation stage in which clouds are formed. Review the definition
of condensation. Tell them that a temperature change also causes condensation and
present the two cards. Ask them which of these cards would best explain the cause
and effect relationship that causes condensation.
8. The correct answer is temperature decrease. Follow the directions in step 6. Use your
fingers to show molecules slowing down, moving closer together, and turning back
into liquid. You may also want to review the term dew point during the discussion.
9. Move on to precipitation. Review the definition and challenge students to fill in the
following cause and effect sentence: Precipitation falls because… (Encourage them
to go beyond, “the cloud is full” towards an understanding that the weight of the
drops or crystals is too heavy to remain in the atmosphere).
10. Using organizer and the cause and effect words students re-tell stages of the cycle.
11. Extension: The completed organizer can be used to review other words in the
glossary.
Assessment:
1. Student’s oral re-telling of the water cycle.
2. Student performance on tests and assessments.
3. Before the unit test, challenge students to use the organizer and cause and effect
words to write a paragraph about the water cycle.