day 7: evaporation
Objective:
The student will examine the first stage of the water cycle.The students will develop a visual framework for the water cycle, which will be expounded upon with specific terminology.
The student will examine the first stage of the water cycle.The students will develop a visual framework for the water cycle, which will be expounded upon with specific terminology.
Materials:
The Snowflake: A Water Cycle Story. Pre-built water cycle environment from Day 6. Bulletin board materials (colored paper, scissors, etc.)
The Snowflake: A Water Cycle Story. Pre-built water cycle environment from Day 6. Bulletin board materials (colored paper, scissors, etc.)
Procedure:
- Read The Snowflake: A Water Cycle Story. This book starts out in Winter, so the evaporation stage is late in the book. That's okay, as we will return to this book over the next few days. When you reach the evaporation stage, emphasize what is happening. When the book is finished, ask the students what happened at that part. Make sure they point out that the sun's energy is what caused the evaporation.
- Define evaporation, and illustrate what it means in the water cycle. Have students take out their water cycle wheels and write in "Evaporation" next to the cutout above the water.
- Divide students into groups. Have each group be responsible for a different part of a bulletin board (Mountains, Clouds, River, Oceans, Town, and so on). Work together as a class to create a water cycle bulletin board. (You should be responsible for the major terminology, such as "Water Cycle," and "Evaporation." Make sure one student/group makes arrows.
- When the class is finished, assemble the board, and tape "Evaporation" in the correct spot. Double-check to see that they understand the concept, and that the sun is what causes the water to turn into water vapor, and that since heat rises, the water vapor is carried up into the atmosphere.
- Have students look at the water cycle environment. If you have a heat lamp or other heat source, there should be evaporation by now. Have the students journal about any differences they observe, and what they think is going to happen.
Differentiation:
- Instead of specific terminology like "water vapor," you can just use "gas". Again, it is the concept more than the vocabulary that is important. Advanced students can be introduced to transpiration.
- Instead of specific terminology like "water vapor," you can just use "gas". Again, it is the concept more than the vocabulary that is important. Advanced students can be introduced to transpiration.
Assessment:
Formative: While groups are making their part of the bulletin board, you can quiz them on what has been covered so far.
Summative: Journaling
Formative: While groups are making their part of the bulletin board, you can quiz them on what has been covered so far.
Summative: Journaling
Resources: None
References: None