LESSON TITLE: THE WATER CYCLE
GRADE LEVEL: MIDDLE SCHOOL
PREPARED BY: DEBORAH SETO
TEACHER NAME, SCHOOL
DEBORAH SETO, SLIGH MIDDLE MAGNET SCHOOL FOR MEDICAL STUDIES
GRADUATE MENTOR NAME, DEPARTMENT, USF
RYAN LOCICERO, DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING, USF
FACULTY MENTOR NAME, DEPARTMENT, USF
MAYA A TROTZ, ASSOCIATE PROFESSOR, DEPARTMENT OF CIVIL AND ENVIRONMENTAL
ENGINEERING, USF
(50 WORD BIO)
I am currently a 6th grade science teacher at Sligh Middle Magnet School for Medical
Studies in Hillsborough County. I have also taught 6th and 7th grade science and
geography at Orange Grove and Mulrennan Middle School. Prior to becoming a
science teacher I worked in academia and in the pharmaceutical industry on medical
research and drug discovery for 15 years in California, New Jersey, and Florida.
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Blank Lesson Template
Subject Area(s)
Comprehensive Science 1
Associated Unit
Earth’s Systems and Patterns
Lesson Title
The Water Cycle
Yellow highlight = required component
Header Insert Image 1 here
Image 1
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ADA Description: ___?
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Grade Level
6-8
Lesson #
1
Lesson Dependency
Time Required
50 min
Summary
This lesson investigates and allows students to apply how the cycling of water between
the atmosphere and hydrosphere has an effect on weather patterns and climate.
Students will understand the water cycle; understand the change in temperature as you
move up in the atmosphere and the effect on weather and climate patterns.
Engineering Connection
Engineering Category = #_
Choose the category that best describes this lesson’s amount/depth of engineering
content:
1. Relating science and/or math concept(s) to engineering
2. Engineering analysis or partial design
3. Engineering design process
Keywords
Evaporation, condensation, precipitation, transpiration, respiration, percolation
Educational Standards
National and State
Florida Department of Education (2012) Next Generation State Standards
http://www.floridastandards.org/standards/flstandardsearch.aspx
SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere
and hydrosphere has an effect on weather patterns and climate.
SC.7.E.6.6: Distinguish between clean and dirty water.
SC.8.N.4: Identify ways that science processes can be used to make informed
decisions in the community, state, and nation.
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SC.8.N.3.Pa.2: Observe and recognize a cause-effect relationship related to a science
topic.
SC.6.N.1.1: Define a problem from the sixth grade curriculum, use appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigation of various types, such as systematic observations or experiments, identify
variables, collect and organize data, interpret data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
SC.6.N.1.2: Explain why scientific investigations should be replicable.
SC.6.N.1.3: Explain the difference between an experiment and other types of scientific
investigation, and explain the relative benefits and limitations of each.
SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and
explanations among groups of students conducting the same investigation.
SC.6.N.1.5: Recognize that science involves creativity, not just in designing
experiments, but also in creating explanations that fit evidence.
SC.6.N.2.1: Distinguish science from other activities involving thought.
SC.6.N.2.2: Explain that scientific knowledge is durable because it is open to change as
new evidence or interpretations are encountered.
SC.6.N.2.3: Recognize that scientists who make contributions to scientific knowledge
come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.6.N.3.1: Recognize and explain that a scientific theory is a well-supported and
widely accepted explanation of nature and is not simply a claim posed by an individual.
Thus, the use of the term theory in science is very different than how it is used in
everyday life.
SC.6.N.3.4: Identify the role of models in the context of the sixth grade science
benchmarks.
English Language Arts Standards » Science & Technical Subjects » Grade 6-8
CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6–8 texts and topics.
CCR.RST.6-8.1: Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
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ITEEA Educational Standard(s)
ITEEA (provide standard number, grade band, benchmark letter and text):
Standard 2. Students will develop an understanding of the core concepts of technology.
Grade Level: 6-8. Benchmarks: X. Systems, which are the building blocks of
technology, are embedded within larger technological, social, and environmental
systems.
Pre-Requisite Knowledge
States of matter, types of precipitation, differences between weather and climate
Learning Objectives
After this lesson, students should be able to:
Understand
Know
Do
Students will understand the
consequences of human
actions and changes within
the water cycle using data
from current models, articles,
and/or scientific models.
Students will know the
different parts of the water
cycle and how water
molecules gain and lose heat
as water cycles through the
atmosphere.
Students will create a
model to simulate and
understand the
interactions between
air, water, and land in
the water cycle,
through the “Water
Cycle Lab Model”.
Engage
(hook,
demonstration,
free write, brainstorming, analyze
a graphic
organizer, KWL,
etc)
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Why Should I Care?
1. Students will complete column 1 of the graphic organizer, “Why Should
I Care?” as it relates to the consequences of human actions on water and
the water cycle. At the end of lesson, students will complete column 2 of
the graphic organizer, “Why Should I Care?” which will demonstrate
learning.
StudyJam: The Water Cycle
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/watercycle.htm
1. Students will view the studyjam and complete the StudyJam: graphic
organizer as they view it.
4
Explore
(investigation,
solve a problem,
collect data,
construct model,
etc.)
A Water Cycle Lab Model
1. Students will complete the lab ”A Water Cycle Lab Model.” This lab will
introduce students to essential parts of the water cycle- evaporation,
condensation, and precipitation. The lab requires the students to relate the
model to the actual Earth system.
Water Cycle Gizmo
1. Students should complete the student exploration sheet for the
water cycle.
2. Teacher should lead a thorough discussion as the gizmo is being
completed.
Explain
(student analysis,
structured
questioning,
reading and
discussion,
teacher
explanation,
compare, classify)
1. Teacher leads post-lab discussion for “A Water Cycle Lab Model.”
2. Teacher shows interactive website of the actual water cycle
http://www.discoverwater.org/water-cycle/ and relates each piece to
the lab model. Students assist with interactive mouse.
3. Homework: Students should read Holt Science Fusion Unit 4
Lesson 1 The Water Cycle p. 206-217. Students should complete
questions 1-22 and Lesson Review on p. 217.
Elaborate/Extend
(problem solving,
decision making,
experimental
inquiry, compare,
classify, apply)
1. Students will view a 12 min. video on global warming and climate
change. As they do so, they should consider how changes in water
and the water cycle impact humans, animals, plants, and their
habitats.
2. http://www.globalchange.gov/resources/educators/toolkit/video and
http://www.epa.gov/climatechange/kids/index.html
3. As students view video, students will record information on their
graphic organizer, “Why Should I Care?”
4. Teacher will conduct follow-up discussion to ensure that students
understand how human actions contribute to global warming and
impact the water cycle. Teacher will also assure that students
recognize the consequences of altering the water cycle that include
changes in habitats, extinction of species, melting of glaciers, rise in
ocean level, extreme floods, and extreme drought.
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Evaluate
(any of above,
develop a scoring
tool or Rubric,
performance
assessment,
produce a
product, journal
entry, portfolio,
etc.)
Students will complete the 20 question common formative assessment.
Addressing the Needs of at Risk, ELL, & Gifted Students:
Community Outreach:
Introduction / Motivation
In this lesson students will learn about the most important resource, water. Water is
continuously cycled around the planet. Water exists in three states- solid, liquid, and
gas vapor. The biggest force driving the water cycle is solar energy from the sun.
Gravity is also a natural force that moves water along the Earth’s surface. Gravity
allows water to flow downhill, causes rivers to flow, and allows water to seep into the
ground.
Lesson Background & Concepts for Teachers
This lesson plan is on benchmark standard S.C.6.E.7.2 that deals with the water cycle.
It is geared specifically to the 6th grade science class but can be easily adapted to
similar standards in other grades. In incorporates the common core standards for
literacy that is currently enforced in our curriculum. The lesson allows students to cite
evidence from sources through the use of a video.
Image Insert Image # or Figure # here [use Figure # if referenced in text]
Figure 1
Image file: ___?
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Source/Rights: Copyright © ___?
Caption: Figure 1. ___?
Vocabulary / Definitions
Word
Evaporation
Precipitation
Condensation
Transpiration
Percolation
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Definition
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Respiration
Infiltration
Runoff
Associated Activities
Pointillism painting technique to depict water cycle (alternate assessment)
Lesson Closure
Teacher initiated discussion
Assessment
20 question formative assessment
Pre-Activity Assessment
“Why Should I Care?” graphic organizer (first column)
Activity Embedded Assessment
Exit slip
Graphic organizer
Pointillism painting depicting water cycle
Post-Activity Assessment
20 question formative assessment
Hillsborough County common assessment
Lesson Extension Activities
Reader’s script for the water cycle
Transpiration lab with plant stomata
Crystal Springs field trip
Additional Multimedia Support
Computer
Projector
Elmo
References
http://ga.water.usgs.gov/edu/index.html
http://thehappyscientist.com/science-video/model-water-cycle
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/watercycle.htm
http://www.discoverwater.org/water-cycle/
http://www.globalchange.gov/resources/educators/toolkit/video
http://www.epa.gov/climatechange/kids/index.html
Youtube video- Spring Waters Run Deep- Florida Aquifer
http://www.youtube.com/watch?v=XZBgW0zUupk
Youtube video- Florida’s aquifer adventure (Florida geologic Survey 2)- first 1.39 min
http://www.youtube.com/watch?v=XZBgW0zUupk
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Attachments
Why Should I Care Graphic Organizer
StudyJam: Water Cycle Graphic Organizer
“A Water Cycle Lab Model” student handouts
Water Cycle Gizmo student exploration sheet, teacher guide
Water cycle formative assessment
Other
Redirect URL
Contributors
Supporting Program
Water Awareness Research and Education (WARE) - Research Experience for
Teachers (RET) at the University of South Florida (USF) is funded by the NSF (proposal
#1200682). This project is a proactive and well-structured research, education and
professional development experience for middle and high school science and math
teachers in Hillsborough County Public Schools and pre-service teachers in secondary
science and math education at USF.
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