Title of Unit

The Water Cycle Grade Level Stage 2 Determine Acceptable Evidence

4th Grade

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. Students will be able to: a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor steam) and changes from gas to liquid to solid. !. "dentify the temperatures at which water !ecomes a solid and at which water !ecomes a gas. c. "nvestigate how clouds are formed. d. #$plain the water cycle (evaporation% condensation% and precipitation). e. "nvestigate different forms of precipitation and s&y conditions. (rain% snow% sleet% hail% clouds% and fog). Students will understand t at: 'ome events in nature have a repeating pattern. The weather changes some from day to day% !ut things such as temperature and rain (or snow) tend to !e high% low% or medium in the same months every year. Water can !e a liquid or a solid and can go !ac& and forth from one form to the other. "f water is turned into ice and then the ice is allowed to melt% the amount of water is the same as it was !efore free(ing. Water left in an open container disappears% !ut water in a closed container does not disappear. Different temperatures affect water% !y changing the states. !elated "isconceptions: The water cycle involves free(ing and melting of water. Water only gets evaporated from the ocean or la&es. When water !oils and !u!!les come up the !u!!les are air. The white su!stance coming from !oiling water is smo&e. Water in an open container is a!sor!ed !y the container. Condensation on the outside of a container is water that seeped through the container itself (or sweated through the walls of the container) )ain falls out of the s&y when the clouds evaporate. )ain comes from holes in clouds.)ain comes from clouds sweating. )ain comes from clouds melting. )ain falls from funnels in the clouds.

Essential #uestions $verarc ing #uestions: Topical #uestions:

*.+ow can we investigate what happens daily *. +ow is inquiry used to investigate the answers to to the water on earth, questions we pose, -. +ow is freshwater availa!ility changing and how can we understand and predict these -. Do we drin& the same water that was on earth a changes, million years ago, .. What form does water ta&e on our earth, 4. What are the cycles in our everyday life, /. +ow do clouds affect life processes since they are the lowest part of the earth0s atmosphere, 3. How does water change states as it travels through the water cycle? 3. How does heat energy (temperature) change the state of a liquid/solid/gas? 4. How does the water cycle impact the environment? /. +ow are clouds formed,

Stage 2 % Evidence &erformance Tas's

Each assessment listed is followed by its correlating facet in parentheses. Tas' (: ) ildren*s +oo' ,ApplicationGoal1 2our tas& is to create a children0s !oo& that focuses on the water cycle. !ole1 2ou are a Caldecott 3ward winning author. Audience1 The target audience is second grade children. Situation1 The challenge involves creating a narrative appropriate for the target audience. &roduct 4erformance and 4urpose1 2ou will create a children0s !oo&% which will !e read !y second graders in order to e$plain the water cycle in as much detail as possi!le. 2ou may choose the format of your !oo& (i.e. pop up !oo&% comic !oo&). 2ou will each !e assigned to read to -5. second grade students in the media center. Standards and Criteria for 'uccess1 2our product must meet the following standards1 "llustrations and appropriate voca!ulary for the intended target audience #$planation of the water cycle in detail Correct grammar punctuation Tas' 2: .eat er +roadcast ,ApplicationGoal1 The goal is to design a weather forecast !y monitoring and collecting daily data% communicating patterns% and recording the findings. !ole1 2ou are a meteorologist. Audience1 The target audience includes peer students% teachers% and office staff. Situation1 The challenge involves reporting weather findings and how they relate to the water cycle via school !roadcasts each morning. &roduct 4erformance and 4urpose1 2ou will !ecome meteorologists. 2ou will wor& in groups of -5 . to predict and report the weather daily% !roadcasting over closed circuit television throughout the school on a daily !asis. )eference to the water cycle will !e reported. (#ach group will !e assigned a day of the wee& to which they will report their findings to the school). Standards and Criteria for 'uccess1 To !e successful% your !roadcast needs to include1 Weather predictions/conditions for forecast References to the water cycle (How does the water cycle play a part in the days forecast?)

$t er Evidence

Informal Checks Assess students understanding of the water cycle by giving verbal examples of evaporation, condensation, and precipitation. Teacher asks students to raise their hand if they agree the example is good. Those who do not raise their hand have to explain why they disagree and offer an explanation that fits the example. (Explanation) The teacher uses a 6dipstic&7 chec& !y as&ing% 6+ow well do you feel you &now the information,7 'tudents respond !y indicating a num!er from one (*) to five (/)8 / 9 " &now it so well " can teach it8 4 9 " can do it alone8 . 9 " need some help8 - 9 " could use more practice8 * 9 " am only !eginning. ('elf5:nowledge)

Tests/Quizzes Teacher uses selected responses (e.g., multiple choice, true/false, matching) or short answer formats Tests (Self-Knowledge)

Academic Prompts Teacher assesses students knowledge of the water cycle by asking students to compare/contrast evaporation and condensation and to also compare the water cycle with other cycles in nature. (Explanation) Teacher shows the students a picture of the water cycle and the students orally identify the components of each part and how they each work together. (Explanation) Students collect precipitation over a period of rainy days. Students analyze and display data over time to find trends/patterns. Teacher assesses students by their ability to effectively interpret their findings. (Interpretation)

Observations/Dialogue Teacher utilizes think/pair/share to assess students understanding of the water cycle by asking how would life be different if water were not recycled in this never ending pattern. (Perspective) The Following Essential Question Should Be Addressed: o How does the water cycle impact the environment? Move from group to group, noting students who demonstrate understanding and those who do not during lessons and performance tasks. Learning Logs/Journals

- Writing Prompts Imagine that you are a drop of water. Write a narrative describing your journey through the water cycle. Think about how your form will change and what will cause the changes as you go through your journey. Remember, you are writing your narrative from the point of view of a drop of water! You also need to include a picture of yourself going through your journey. (You may choose to draw your picture either before of after your narrative.) (Empathy) Less than 3 percent of Earth's water is fresh. Write a speech that explains to people why it's important to protect Earth's freshwater resources. Present your speech to the class (live or digitally). (Perspective) *Note: Answers should include information referencing evaporation, condensation, precipitation, water storage, and water vapor. The Following Essential Questions Should Be Addressed: o How does water change states as it travels through the water cycle? o How does the water cycle impact the environment? o How does temperature change the state of a liquid/solid/gas? -Diagram and label the water cycle describing each process (Explanation) -Writing stems: Complete an I used to think(misconception), Now I know (Self-Knowledge) -Cloud Picture: Children create different types of clouds using cotton balls and draw a corresponding weather scene. Students write a small description of how clouds are formed in their own words. (Explanation) The Following Essential Questions Should Be Addressed: o How are clouds formed?

Student Self%Assessment and !eflection

/ame0000000000000000000000000000000000000000Date000000000000000000000000000 Today% " learned;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; " did well ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; " am still confused ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; " need help with ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; " want to &now more a!out;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; <e$t time% " will wor& on ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

Si1 2acet !ubric

Both Performance Tasks, when combined, incorporate the six facets of understanding to generate possible ways in which students might reveal understanding. Tas' (: ) ildren*s +oo' #$planation1 "dentify and e$plain the parts of the water cycle 3pplication1 Design a children0s !oo& to !e read !y second graders. 4erspective1 "s one part of the water cycle more important than the other, Why or why not, #mpathy1 "magine you are a raindrop. Descri!e your e$periences as you pass through each phase of the water cycle. 'elf5:nowledge1 Test to assess common misconceptions of the water cycle and have students reflect on deepening understanding. !ubric for &erformance Tas' (
)ategor3 .riting &rocess E1ceeds: 4 points 'tudent devotes a lot of time and effort to the writing process (prewriting% drafting% reviewing% and editing). Wor&s hard to ma&e the story wonderful. The entire story is related to the assigned topic and allows the reader to understand much more a!out the topic. The story is very well organi(ed. ?ne idea or scene follows another in a logical sequence with clear transitions. 3ll facts presented in the story are accurate. The story contains many creative details and or descriptions that contri!ute to the reader@As en=oyment. The author has really used his imagination. >any vivid% descriptive words are used to tell when and where the story too& place. ?riginal illustrations are detailed% attractive% creative and relate to the te$t on the page. Title page has a graphic or fancy lettering% has the title% authorAs name% illustrator@As name% and the year. The main characters are named and clearly Target: 2 points 'tudent devotes sufficient time and effort to the writing process (prewriting% drafting% reviewing% and editing). Wor&s and gets the =o! done. >ost of the story is related to the assigned topic. The story wanders off at one point% !ut the reader can still learn something a!out the topic. The story is pretty well organi(ed. ?ne idea or scene may seem out of place. Clear transitions are used. 3lmost all facts presented in the story are accurate. The story contains a few creative details and or descriptions that contri!ute to the reader@As en=oyment. The author has used his imagination. 'ome vivid% descriptive words are used to tell the audience when and where the story too& place. ?riginal illustrations are somewhat detailed% attractive% and relate to the te$t on the page. Title page has the title% author@As name% illustrator@As name% and the year. The main characters are named and Unacceptable: ( point 'tudent devotes hardly any time and effort to the writing process and was not very thorough. 5our Score

0000064

2ocus on Assigned Topic

<o attempt has !een made to relate the story to the assigned topic. ;;;;; .

$rgani7ation

"deas and scenes seem to !e randomly arranged. There are several factual errors in the story. There is little evidence of creativity in the story. The author does not seem to have used much imagination. The reader has trou!le figuring out when and where the story too& place. "llustrations are not present ?) they are not original. Title page has fewer than . of the required elements.

;;;;; .

Accurac3 of 2acts )reativit3

0000064

0000064

Setting

0000064

8llustrations

000064

Title &age

0000064

) aracters

"t is hard to tell who the main characters are.

Dialogue

descri!ed in te$t as well as pictures. >ost readers could descri!e the characters accurately. There is an appropriate amount of dialogue to !ring the characters to life and it is always clear which character is spea&ing.

descri!ed. >ost readers would have some idea of what the characters loo&ed li&e. There is too much dialogue in this story% !ut it is always clear which character is spea&ing. "t is not clear which character is spea&ing.

0000064

0000064

Spelling and &unctuation

#ualit3 of .or'

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. The final draft of the story is reada!le% clean% neat and attractive. "t is free of erasures and crossed5out words. "t loo&s li&e the author too& great pride in it.

There is one spelling or punctuation error in the final draft.

The final draft has more than . spelling and punctuation errors. 0000064

The final draft of the story is reada!le% neat and attractive. "t may have one or two erasures% !ut they are not distracting. "t loo&s li&e the author too& some pride in it.

The final draft is not neat or attractive. "t loo&s li&e the student =ust wanted to get it done and didn@At care what it loo&ed li&e.

0000064

00000649 &oints &ossible 2inal Grade0000000

Tas' 2: .eat er Station #$planation1 #$plain how the water cycle affects weather. 3pplication1 Construct a weather station. Broadcast the findings during the school announcements. "nterpretation1 )ecord the amount of precipitation that falls for one month. 3naly(e the findings to discover trends patterns. 'elf5:nowledge1 Test to assess common misconceptions of the water cycle and have students reflect on deepening understanding.

)u!ric for 4erformance Tas& )ategor3 Accurac3 of .or' E1ceeds: 4 &oints The wor& is accurate throughout and ta&en from several sources. 3ll findings are up to date. "nformation provided ties in with the water cycle and includes detailed references in the !roadcast. The !roadcast is unusually well presented. The essence of the research is highly engaging. The presenter understands what he she is tal&ing a!out. Target: 2 &oints 3ccurate information ta&en from a couple of sources in a systematic manner. >ention of the water cycle is included in the !roadcast. Unacceptable: ( &oint "nformation ta&en from only one source and or information not accurate. <o mention of the water cycle is included in the !roadcast. 5our Score 0000064

!eference to .ater )3cle

0000064

#ualit3 of &resentation

The !roadcast is presented in an organi(ed manner. The research focuses on the topic at hand.

The !roadcast is disorgani(ed and it is evident the presenter does not understand the material he she is presenting.

0000064

0006: &oints &ossible 2inal Grade: 00000

Tests C Dui((es
.ater )3cle #ui7 *. #$plain how clouds are formed.

-.

#$plain the role of the sun in the water cycle.

..

+ow can rain !ecome part of the water cycle again,

4.

'uppose you are ta&ing a hot shower. 2ou notice that the mirror in the !athroom has water on it. +ow do you thin& the water got there,

Water Cycle Dui( (>odified)

*.

-.

..

4.

Clouds are formed through which process of the water cycle, a. 4recipitation !. #vaporation c. Condensation d. Transpiration #nergy to fuel the water cycle is produced !y;;;;;;;;;;;;;;;;. a. #lectricity !. The sun c. The moon d. Clouds +ail is an e$ample of which process of the water cycle, a. 4recipitation !. #vaporation c. Condensation d. Transpiration Water on the outside of a can of soda is an e$ample of which process of the water cycle, a. 4recipitation !. #vaporation c. Condensation d. Transpiration

States of "atter #ui7 *. "n your own words% define matter, -. <ame the three states of matter and give an e$ample of each.

.. Water free(es at what temperature,

4. #$plain why an ice cu!e is a solid,

/. What happens when the temperature of water reaches *EE degrees Celsius,

States of "atter #ui7 ,"odified*. The three states of matter are solid% liquid and ;;;;;;;;;;;;;;;;;;;;;. -. Water free(es at which temperature, a. FE degrees Celsius !. .- degrees Celsius c. E degrees Celsius d. *E degrees Celsius .. The process !y which water turns from a liquid to a gas is called;;;;;;;;;. a. Condensation

!. #vaporation c. Water vapor d. Water cycle 4. Which of these descri!es a change from a liquid to a solid, a. >elting snow !. >a&ing ice cu!es c. Crushing ice d. Catching rain in a !uc&et /. +ow can water change from a liquid !ac& to its solid form, a. >elting !. Gree(ing c. Crushing d. Drying

<ame;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;Date;;;;;;;;;;;;;;;;;;;;;;;;;;; 'cience Hnit * Test1 Water Cycle Choose the !est answer for each question. Then circle the letter of the answer you have chosen. "ultiple ) oice: )ircle t e correct answer for eac ;uestion6statement< *. 'now falling from the s&y is &nown as a. Collection !. #vaporation c. 4recipitation d. Condensation -. :eri puts ice her drin& on a hot day. The heat will cause the ice to a. >elt !. Gree(e c. Condense d. #vaporate Dew forms when water vapor condenses. Which of the following forms the same way, a. "ce !. 'now c. Grost d. Clouds

..

Hse the diagram to answer question 4. 4. What process is shown in I-, a. Collection !. #vaporation c. 4recipitation d. Condensation 3my notices that ice has formed on the top of some puddles outside. 'he can infer that the temperature outside must !e a. E degrees Celsius or lower !. *E5-E degrees Celsius c. .-5J- degrees Celsius d. *EE degrees Celsius

/.

Hse the diagram for questions K5L. K. What is "$ST li&ely the temperature of the water in the &ettle, a. E degrees C !. *E degrees C c. .- degrees C d. *EE degrees C What part of the water cycle is "$ST li&e the steam over the pot of !oiling water, a. )ain !. 'now c. Water vapor d. Cloud "f an ice cu!e is placed on the stove% it will a. Turn from a gas to a liquid !. Turn from a solid to a gas c. Turn from a liquid to a solid d. Turn from a solid to a liquid What type of precipitation would you e$pect if it is E degrees Celsius outside, a. "ce

L.

J.

F.

!. c. d.

'now )ain 'leet

*E. What is the change from water vapor to water called, a. condensation !. evaporation c. precipitation d. collection **. What is the source of energy that ma&es water evaporateM e. Wind f. 4recipitation g. 'unlight h. Clouds "atc ing: "atc eac definition wit its correct letter or word< A< water c3cle +< evaporation )< condensation D< precipitation E< temperature 2< water vapor

*-. The process !y which a liquid changes into a gas8 sun heats up water from rivers la&es% and oceans and turns the liquid into a gas. ;;;;;;;; *.. The gaseous form of water is called ;;;;;;;;. *4. This process occurs when water vapor cools and turns into a liquid to form clouds. ;;;;;;;;; */. When water falls to the ground as rain% hail% sleet% or snow% it is &nown as ;;;;;;;;. *K. +ow hot or how cold something is &nown as ;;;;;;;;. S ort answer: Answer eac ;uestion in complete sentences wit as muc detail as necessar3< *L. Descri!e how clouds form.

*J. 4uddles often form during a rainstorm% !ut after a day or two% the puddles are gone. #$plain what happens to the water.

*F. +ow can you change water in its solid form to a liquid,

-E. 'uppose you are ta&ing a hot !ath. 2ou notice that the mirror in the !athroom has water on it. +ow do you thin& the water got there,