1 HOOK-Vocab Introduction
Begin the unit by introducing important vocabulary that the student will need to understand and use within the unit. Give student ten minutes to study the words and play the game scatter. Set up a goal of having the students reach under 12 seconds, and have the students compete for the fastest time in class. The fastest time in class will be allowed to sit in the teachers chair during class.
Monitor the students throughout class, keep the motivation up and the competition exciting.
https://quizlet.com/DrRumble - link to website
Students will first review the words, and study them quickly.
Students will then have 12 seconds to complete the scatter game. If the student gets more than 12 seconds, they must continue practicing the game until the goal is met.
If you have the fastest/lowest time you will be able to sit in the teachers chair for the remainder of class.
2 DIRECT INSTRUCTION - Nearpod
While the students are finishing up Quizlet the teacher will be getting the NearPod presentation ready and set up. If you have a few students finish Quizlet early you may have them log into NearPod.
Once you have all the students complete the Quizlet challenge, have them log into Nearpod and begin the lesson. NearPod is an interactive presentation tool, so be ready to involve the students and assess them accordingly.
After you complete quizlet, log into nearpod and input youre first and last name.
3 GUIDED PRACTICE
4 INDEPENDENT PRACTICE
Before making rain clouds in a jar discuss how it rains and what causes rain to form. Review where rain comes from and the process of how rain clouds form.
Materials you will need
- Shaving Cream
- Clear cups
- Blue Dye
Fill the jars or containers you are using 3/4 of the way with water and then top with shaving cream. Allow a few minutes for the shaving cream to fully settle on top of the water
In a bowl mix several drops of blue food coloring with a little bit of water. Add a pipette or two and the experiment can begin
Have kids fill their pipettes or droppers with blue water and squeeze it onto their cloud
Inserting the tip of the pipette into the cloud helped the cloud to fill. Have them squeeze more and more blue water into the cloud. As the cloud fills with water it will begin to rain
After the experiment, be sure to check for student understanding. This is possible by asking questions and judging comprehension by the answers given.While
5 WRAP UP
Finishing up with the Nearpod lesson, after the water rap, after the cloud in a jar experiment. Students should have a solid grasp of the information.
Students will complete a summative assessment of their understanding of the separate stages of the water cycle. Students will complete the drawing quiz, where they will use their mouse to add the missing stages on the diagram. Students do have the option to type in the missing words as well.
After all students have submitted double check it as a class, correcting it as a class if needed.
After the quiz, introduce the graphic organizer review sheet and answer any last questions about the water cycle.
Complete the nearpod with the final activity which involves the students typing a short story explaining "Wallys trip through the water cycle"
For students that finish quickly they may go to quizlet and practice their new vocabulary by playing the matching game "scatter"
Key Standards Supported
Earth and Human Activity
|3-ESS3-1||Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.|
|4-ESS3-1||Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.|
|4-ESS3-2||Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.|
|5-ESS3-1||Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.|
|HS-ESS3-1||Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.|
|HS-ESS3-2||Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.|
|HS-ESS3-3||Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.|
|HS-ESS3-4||Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.|
|HS-ESS3-5||Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.|
|HS-ESS3-6||Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.|
|K-ESS3-1||Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.|
|K-ESS3-2||Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.|
|K-ESS3-3||Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.|
|MS-ESS3-1||Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.|
|MS-ESS3-2||Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.|
|MS-ESS3-3||Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.|
|MS-ESS3-4||Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.|
|MS-ESS3-5||Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.|
|3-ESS2-1||Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2||Obtain and combine information to describe climates in different regions of the world.|
|4-ESS2-1||Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.|
|4-ESS2-2||Analyze and interpret data from maps to describe patterns of Earth’s features.|