Let’s Recycle the Water Cycle - Week 4
Ms. Stone – 3-4 grade Science
Ms. Teresa Harper - TeacherLibrarian
This is assessment element to a 3 week unit on The Water Cycle
Grade Level
4th Grade : Bishop Elementary
Primary Subject - Science
Secondary Subjects – Fine Arts, Language Arts, Information Literacy,
Technology Skills
Each group would have one storyboard (see attached), two computers, and
4 children.
Unit Overview
This is week 4 of a unit on the Water Cycle. Students have visited
the library before the beginning of this unit to create a Picture
Dictionary of this unit’s vocabulary words. Students have used
the library’s computer lab to view online tutorials about the
water cycle and the importance of recycling water.
Students will work together cooperatively to create a 10-12 slide
PowerPoint that illustrates the stages of the Water Cycle and opportunities
to recycle water.
Students will demonstrate awareness of the forms in which water are
present in the environment, and move through it (the water cycle)
Students will investigate the visible effects of water in the environment
Students will describe the ways in which living things need – and are
affected by – water
Students will describe ways in which people can conserve water and keep it
clean
Students will understand that water on earth moves in a continuous cycle.
Students will be able to name and explain the stages of the water cycle.
Students will be able to use Internet data to access information about the
water cycle
Students will demonstrate their understanding of the methods of reducing,
reusing and recycling in actual situations.
Time Frame
4 days (60 minute periods)
Content Area Standards
Colorado Model Science Standards
http://www.cde.state.co.us/coloradoscience/Science_Standards_July_2007.pdf
Standard 1:
Students apply the processes of scientific investigation and design, conduct,
communicate about, and evaluate such investigations.
1.3-5.2 Select and use appropriate tools and technology to gather and
display (for example: graphs, charts, diagrams) quantitative and qualitative
data related to an investigation (for example: length, volume, and mass
measuring instruments, thermometers, watches,magnifiers, microscopes,
calculators, and computers)
Standard 3:
Students know and understand the characteristics and structure of living
things, the processes of life, and how living things interact with each other
and their environment.
3.3-5.4 There is interaction and interdependence between and among
nonliving and living components of ecosystems
Standard 4:
Earth and Space Science: Students know and understand the processes and
interactions of Earth's systems and the structure and dynamics of Earth
and other objects in space.
4.3-5.1. There are different types of Earth’s materials that come in
different shapes and sizes (for example: rocks and soil)
4.3-5.2 There are major features of Earth's surface (for example:
mountains, rivers, plains, hills, oceans, plateaus)
4.3-5.5 Most of the Earth’s surface is covered by water, that most of the
water is salt water in the oceans, and that fresh water is found in rivers,
lakes, underground sources and glaciers
4.3-5.6. Water exists on Earth in different states (solid, liquid, gas) and
changes from one state to another (for example: evaporation, condensation
and precipitation)
Kansas Library and Technology Standards
Standard 1
The student who is information literate accesses information efficiently and
effectively.
1.1.1 The student recognizes the need for information.
1.2.1 The student recognizes that accurate and comprehensive information
is the basis for intelligent decision making.
1.2.3 The student constructs, teacher assistance, a bibliography with full
citation.
1.3.1 The student formulates questions based on information needs.
1.4.1 The student selects the most appropriate reference sources of
information reference sources of information
1.5.2 The student interacts with media of various types and lengths
Standard 3
The student who is information literate uses the information accurately
and creatively.
3.1.1 The student demonstrates the assistance, demonstrates the
knowledge and skill to organize information.
3.4.1 The student, with assistance, chooses the most appropriate format for
presenting information.
Standard 5
The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information.
5.3.1 The student develops creative products in a variety of formats.
Standard 6
The student who is an independent learner is information literate and
strives for excellence in information seeking and knowledge generation.
6.1.2 The student evaluate information for reliability and relevance to the
topic being researched.
6.1.3 The student collect data for a personal use in a graphic organizer,
note cards, outline, or any other product to meet the student’s needs
Standard 7
The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information
to a democratic society.
7.1.1 The student create a plan for locating and sharing resources for a
specific unit
Standard 9
The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to
pursue and generate information
9.1.1 The student discusses ideas with other in the group, listens well, and
changes ideas when appropriate
9.2.1 The student responds respectfully to the points of view and ideas of
the group and acknowledges the contributions of each
Standard 10
The student understands basic operations and concepts.
10.1.2 The student uses media and technology resources for presenting
information
Standard 11
The student demonstrates knowledge of social, ethical, and human
issues.
11.3.2 The student develops positive attitudes toward technology uses that
support collaboration
Standard 12
The student uses technology productivity tools.
12.1.1 The student uses technology tools to enhance learning
Cooperative Teaching Plan
Library Media Specialist Will:
Gather a collection of age appropriate picture books
Create a pathfinder of Water Cycle and Recycling Water websites
Create a pathfinder of royalty free image websites
Schedule 4 days in the school library computer lab
Review basic PowerPoint software and best practice
Review simple MLA Parenthetical Documentation
Teacher Will:
Teach the water cycle in the science classroom; vocabulary and stages
Help students build a terrarium
Teach students how to observe, analyze, and record terrarium data
Teach water conservation and recycling in the science classroom
Procedures
1. Once the students are seated in the library computer lab, the
librarian will ask the following questions:
a. Where does water go when it disappears or evaporates?
b. What role does the sun play in the evaporation process?
c. Where does water come from when it rains?
d. Name some water conservation ideas
2. Explain the assignment: Students will work in groups to create
a PowerPoint Presentation that illustrates their knowledge of the
water cycle. In addition the presentation should include at least
4 opportunities for recycling water .
a. At least 10 slides
b. Include the list of Water Cycle vocabulary: precipitation, infiltration,
ground water, water table, evaporation, transpiration, and water vapor
c. Planning : use the storyboard to plan your presentation
d. Use the pathfinder to help create your presentation
e. Rubric: use the rubric to make sure the assignment is complete
3. Rotate through the room and check on groups
a. Ask questions/participate in group’s discussion
b. Help review Power Point techniques
c. Observe to make sure all students are participating
d. Keep student groups on task
Resources
Print
Cole, Joanna. The Magic School Bus at the Waterworks. New York:
Scholastic, Inc., 1988; 39 pages
Marzolla, Jean and Judith Moffatt. I Am Water. New York: Scholastic Inc.,
1996; 32 pages
Godwin, Sam. The Drop Goes Plop: A First Look at the Water Cycle. New
York: Compass Point Books, 2004; 32 pages.
Trueit, Trudi Strain. The Water Cycle. New York: Scholastic Inc., 2002; 63
pages.
Ross, Michael Elsohn. Re-Cycles. New York: First Avenue Editions, 2003;
32 pages.
Locker, Thomas. Water dance. New York: Houghton Mifflin Harcourt,
1997: 32 pages.
Schmid, Eleonore. The Water's Journey. New York: North-South Books,
1994; 30 pages.
Waldman, Neil. The snowflake: a water cycle story. New York: Millbrook
Press, 2003; 32 pages.
Electronic
The Water Cycle: Online video about the water cycle
http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
PBS.org: Water
Interactive website with stories, videos, map, and interviews.
http://www.pbs.org/pov/borders/2004/water/index.html
Morphie’s Great Water Ride Adventure
Online cartoon character explores the water cycle
http://www.on.ec.gc.ca/greatlakeskids/morphie-storytitle_e.html#content
Watersense Kids
http://www.epa.gov/watersense/kids/index.htm
Kidzone
Run and get a glass of water and put it on the table next to you. Take a
good long look at the water. Now -- can you guess how old it is?
http://www.kidzone.ws/water/index.html
Photos
http://www.cepolina.com/freephoto/table.html
Water Science Pictures
http://ga.water.usgs.gov/edu/mpg.html
Water Cycle
The Water Cycle (also known as the hydrologic cycle) is the journey water
takes as it circulates from the land to the sky and back again.
http://www.enchantedlearning.com/subjects/astronomy/planets/earth/W
atercycle.shtml
Microsoft Clipart
http://office.microsoft.com/en-gb/clipart/default.aspx?ofcresset=1
Earth’s Water Cycle
http://www.windows.ucar.edu/cgibin/tour_def?link=/earth/Water/water_cycle.html&sw=false&cd=false&fr
=f&edu=high
Power Point Tutorial
http://www.actden.com/PP/
Water Readers’ Theater
This 10-minute readers' theater play traces water in its never-ending
cycle. Students read the script as they perform the play. Neither props nor
scenery is necessary. There are 19 characters, but in a small class, students
can easily play more than one part.
http://www.enchantedlearning.com/rt/weather/watercycle.shtml
Equipment
Bishop Library Computer Lab
Students will work in groups of 4 – each group will use 2 computers
Culminating Learning Product
Students will perform the Water Readers’ Theater for the Teacher
Librarian. In the past, children have really enjoyed sharing their completed
projects with Heather, the library paraprofessional. I was excited when I
introduced the Water Cycle Readers’ Theater to the students, but I was
thrilled when the students decided to perform the readers’ theater for
Heather and I.
Enchanted Learning: Water Cycle Adventure
This 10-minute readers' theater play traces water in its never-ending cycle.
Students read the script as they perform the play. Neither props nor
scenery is necessary. There are 19 characters, but in a small class, students
can easily play more than one part.
http://www.enchantedlearning.com/rt/weather/watercycle.shtml
Assessment Overview
Student groups will be graded with a rubric (see attached)
Adaptations and Extensions
Gifted and Talented
1.G/T students can choose to create a 15 slide PowerPoint presentation
2. G/T students will be required to add the following terms to their
PowerPoint presentation:
1. cooling pond
2. xeriscape
3. industrial pond
4. contour farming
5. irrigation
6. irrigation canal
7. storm water runoff