12:45-1:45 Science/Social Studies

Monday Tuesday Wednesday Thursday Friday

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
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.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
Standards
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).

What is the water cycle?

What is evaporation?
What is condensation?
Essential What is precipitation?
Questions How are clouds formed?
What are the different types of precipitation?
What temperature does water boil? Freeze?
How does matter change state?
Vocabulary Water Cycle, evaporation, condensation, precipitation, boil, freeze, state change, matter.
Resources/Mate Baggies, blue food coloring, Non-Fiction books,
rials
Lesson/Work Interactive Notebook
Time Notes Water Cycle in a Cloud Observations Clouds Weather and Climate
Baggie
True /False: The water Read Clouds book (Get Cloud Experiment: Cup, True/False: Weather is the same
cycle involves freezing Anticipatory Set: from Emilee) water, shaving cream, thing as Climate?
and melting of water. Explain to students that Cloud Experiment: Cup, Lead discussion on difference.
blue food coloring.
although we cant see it water, shaving cream,
True/False: Condensation happening the water cycle blue food coloring. What is weather?
Students will make clouds
on the outside of a is constantly happening. Is all the conditions of the
container is water that Ask for examples we see in Students will then receive (Stratus, Cirrus, and
Cloud Observational Cumulous) on piece of atmosphere at a certain
seeped through the our daily life (puddles,
Drawing page. The class paper with cotton balls. time and place. These
container itself (or pools, a glass of water
sweated through the walls outside, and cooking could will go outside and record conditions include
of the container) be some) Demonstrate to their observations of Teacher will lead temperature, amount of
the students how we can clouds. (Using words and water vapor in the air, wi
discussion on different
see the water cycle when illustrations) and air pressure.
clouds, how they form,
Students will glue water cooking. Refer to activity Inform
Upon returning to the and different types of
cycle notes into their from Thursday. students/meteorologists
notebooks classroom they will share precipitation.
their observations. that the class has receive
Students will use Instruction:
information from notes to 1. Students will a letter (read simulation
complete water cycle receive their Teacher will lead a concept). Advise students
lapbook. Student will then baggie and begin discussion on how clouds that for the next three
illustrate the water cycle drawing and are formed and the weeks, your class will wo
on the Show what you labeling the water different types of clouds
together on completing th
 know about the Water cycle (example (Stratus, Cumulous, task.
Cycle page. will be provided) Cirrus) Create a Weather/KWL
*Students can chart to each
GA Science Textbook pgs. even draw on a student/meteorologist.
64-71 piece of paper a
Have them tape or glue
background
landscape for them into their journal.
their baggie* Then ask
2. After drawing on students/meteorologists t
the baggie the fill in the K section to
students will put 2 share what they know
oz. of water in bag
about weather. Next have
and add a drop of
blue food coloring. students/meteorologists
3. The baggies record todays date and s
should be sealed conditions in the weather
tightly to prevent chart section.
any water from Share
escaping. student/meteorologist
4. The baggies
responses from chart.
should be put in a
place with a lot of Clarify any vocabulary on
sunlight (tapped the chart students may n
to a window with be familiar with. Answer
direct sunlight, or any questions or
somewhere else misconceptions that arise
that would provide Ask students where would
good conditions
people go to find out abo
for experiment)
5. This should be wind speed, precipitation
done over 3 days, etc. Go to
with students http://english.wundergrou
referring back d.com/ (Links to an extern
each day to site.). Search for local
record weather in your area.
observations and
predictions. Review the data with
students and complete
chart.
As a Ticket-Out-The-Door
(TOTD), have
students/meteorologists
define weather on a po
it note.

Assessment Observation Observation Observation Observation Observation