The Water Cycle

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The Water Cycle by Mind Map: The Water Cycle

1. Content Subjects

1.1. Science

1.2. Reading/ Writing

1.3. Geography

1.4. STEM

2. Resources

2.1. Read Aloud Books:

2.1.1. The Magic School Bus Wet All Over: A Book about the Water Cycle, by Patricia Relf

2.1.2. A Drop Around the World, by Barbara Shaw McKinney

2.2. Web Resources:

2.2.1. The Water Cycle

2.2.2. https://www.natgeokids.com/uk/discover/science/nature/water-cycle/

2.2.3. Water cycle | National Oceanic and Atmospheric Administration

2.3. Graphic Organizers

2.4. Exploring the Water Cycle | Precipitation Education

3. Lesson Plan

3.1. I'll ask them a few questions about water and where it comes from, where it goes, and how old it is to see what they know about the water cycle.

3.2. After introducing them to these awesome resources, we'll have a discussion about the water cycle to answer any questions.

3.2.1. ELL Standard 2: The student will express orally his or her own thinking and ideas. B-4: participating in social conversations with familiar and unfamiliar people; sharing personal information, experiences, opinions, abilities, and needs using complete sentences.

3.3. We will do a fun project where they create a little water cycle in a zip lock baggy. After they make their models, we hang them in the window to start the process

3.4. While the models are working their magic, I would have them create a big poster with the water cycle on it. We could use cotton balls for clouds and blue tissue paper for water. We can use a blue ball or something small to move around the cycle.

3.5. Have the students pretend to be specific pieces of the water and see how they move through a cycle we create in the class.

3.6. The Water Cycle Play: have the students act out a representation of the water cycle

3.7. We will look back at the model we left in the window to see how the water has moved, and discuss this.

4. CONTENT LANGUAGE OBJECTIVE:

4.1. SWBAT summarize in order to express their understanding of the water cycle and how the sun affects water by using graphic organizers, participating in experiments, and discussing in group conversation.