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The purpose of this activity is to learn about the water cycle, specifically clouds and precipitation. Objective: Students will be able to create their own ‘h. Neither in a cup” that represents how water droplets within a cloud grow and become heavy, which results in falling through the clouds to the Earth, known as precipitation. Materials: Shaving cream (Enough for whole class) Water (Enough for whole class) Clear cups (2 cups for each group) Food coloring (Enough for whole class)

Inquiry Question(s): Why does precipitation occur on Earth? How does water move through clouds? What is the water cycle? Vocabulary: The water cycle is the journey water takes as it circulates from the land to the sky and back again. When the temperature and atmospheric pressure are right, the same droplets of water in clouds from larger droplets and precipitation occurs. The raindrops fall to Earth. Condensation is the opposite of evaporation. It occurs when a gas is changed into a liquid.

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Evaporation is the process where a liquid, in this case water, changes from its liquid state to a gaseous state. Clouds are a large collection of very tiny droplets of water or ice crystals. The water droplets are so small and light they can float in the air. A molecule is a group of two or more atoms that stick together. Molecules are so small that nobody can see them, except with an electron microscope. A molecule is the smallest unit of a substance that has all the properties of that substance. For instance, a water molecule is the smallest unit that is still water.

A water molecule can be divided into tiny parts called atoms. This produces two hydrogen atoms and one oxygen atom. When a solution caches the point where it cannot dissolve any more solute it is considered saturated. Proceed rest: Engage: will start the lesson with asking students about weather, specifically focusing on rain. I will then ask students questions relating to weather and rain. When do we usually experience the most rain? Has anyone ever played outside in the rain? What do we usually wear when it is raining? Does anyone know another word for rain?

Where does rain come from? How does rain get into the cloud? Has anyone ever heard of the water cycle? After asking these questions, I will read a book to the class relating to this epic called, “A Raindrop’s Journey/’ by Suzanne Salad. This book is about where a raindrop comes from, where it goes, and the journey of a raindrop. When the story is over I will ask the students questions relating to the book. Where did the raindrop come from? Where did the raindrop go? What three steps (evaporation, condensation, and precipitation) did the raindrop go through? L will write these on the board) (If the students do not know these three steps, the teacher will briefly say them and write them on the board. ) Explore: The class will be split into pairs of two students. I will then explain the activity o the class. “Now that we have learned more about precipitation and the water cycle, every pair is going to create their own “weather in a cup” and be able to observe the process of precipitation occur in their cup. ” I will now hand out the worksheet to the students, which provides the materials, directions, and questions.

The students will then receive the needed materials to compete the activity. The students will be instructed to follow the directions given to create their weather in a cup with their partner. The teacher will walk around observing the students and assisting them when added throughout the entire activity. Directions on worksheet: 1 . You will need 2 plastic cups. Fill both of them with water to the top. (Your teacher will help you do this at the sink. ) 2. In the first cup place shaving cream on top of the water. Do not put too much shaving cream that it will overflow out of the cup. 3.

Next, add food coloring into the shaving cream until it starts to fall down into the water. Place only 3-4 drops of food coloring! 4. Observe what is occurring in this cup. 5. In the second cup, add a little food coloring to make the water blue. Place only 2-3 drop food coloring! 6. After the water is mixed, set this cup by the window in a sunny area. (You will return to this cup to check it tomorrow. ) Explain: Once the students are finished with all 6 steps of the “weather in a cup” activity the students will be instructed to complete the provided questions on their worksheet with their partner.

Questions on worksheet: 1. What did you observe? 2. Draw a picture Of what you observed. 3. In what ways is this experiment like our weather? 4. What does the shaving cream represent? 5. What does the food coloring represent? 6. Why do you think it takes awhile for the food coloring to drop through the having cream? 7. What happens when the clouds get too full of rain droplets? The teacher will then go over the questions as a class. The teacher will read each question and ask the students to share their answers.

Extend/Elaborate: The teacher will then bring the class’s focus on the three words on the board (evaporation, condensation, and precipitation). These words were written in the beginning of the lesson after reading the book. The teacher will ask students what they think each word means. “These three words are steps that occur in the water cycle. ” The teacher will then bring up a large picture of the eater cycle on the board without arrows. The teacher will ask students to explain which way the arrows should go in order to complete the diagram.

The teacher will then briefly explain the water cycle using the diagram and a Powering. (The water cycle will be the main lesson the next day; this is an introduction to the topic. ) The students will each receive their own diagrams with fill in the blanks to fill out while the teacher explains the water cycle. “Heat from the Sun causes water on Earth (oceans, lakes, rivers) to evaporate (liquid to gas) and rise into the sky. This water vapor (gas) collects in the sky ND forms clouds. This is evaporation.

The water vapor in the clouds cool down and become water again, which is called condensation. The water then falls from the sky in form of rain (snow, hail, sleet) and this is called precipitation. The ocean and lakes collect the water that has fallen. This is called collection. The water evaporates into the sky again and the cycle continues. The students will now be instructed to look back at their first worksheet at question 2. (The students were required to draw a picture of what they observed. ) The teacher will instruct students to label their picture with the tepees in the water cycle. Evaporation, condensation, precipitation, and collection) The students will be told they are allowed to go on the back of their worksheet and redraw their picture if they would like.

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