Download Connecting the Water Cycle to Weather

Grade 2
Science
Unit: 07
Lesson: 02
Suggested Duration: 4 days
Science Grade 02 Unit 07 Exemplar Lesson 02: Connecting the Water Cycle to Weather
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will build on their understanding of weather in order to make connections between the water cycle and the weather
they observe.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
2.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among
objects in the sky. The student is expected to:
2.8C Explore the processes in the water cycle, including evaporation, condensation, and precipitation, as
connected to weather conditions.
Scientific Process TEKS
2.3
Scientific investigation and reasoning. The student knows that information and critical thinking, scientific
problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
2.3B Make predictions based on observable patterns.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Science Unit 07 PI 01
Create a four-door book describing the processes in the water cycle, including evaporation, precipitation, and condensation. Include a diagram of the water
cycle, and explain with pictures and words how the parts of the water cycle are connected to weather conditions (temperature, wind conditions, cloud cover,
precipitation).
Standard(s): 2.3B , 2.8C
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5F
Key Understandings
The water cycle has a close relationship to weather.
— How are the water cycle and the weather connected?
Meteorologists study the components of weather in an effort to predict the weather.
— How could understanding the water cycle help us understand how to predict weather?
Vocabulary of Instruction
Sun
temperature
warm/hot
evaporation
water vapor
humid
condensation
clouds
precipitation
rain
snow
sleet
Last Updated 05/09/2013
hail
lake
puddle
river
ocean
page 1 of 11 Grade 2
Science
Unit: 07
Lesson: 02
Suggested Duration: 4 days
Materials
chart paper (per class) – Optional
crayons or colored pencils (per group)
paper (plain, 1 sheet per student)
resealable plastic bags (to hold sets of cards, 1 per group)
scissors (per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Handout: Water Cycle/Weather (1 per student)
Teacher Resource: Connecting the Water Cycle to Weather SAMPLE KEY
Handout: Connecting the Water Cycle to Weather (1 per student and 1 for projection)
Handout: Weather and Water Cycle Connections (1 set per group)
Teacher Resource: Performance Indicator SAMPLE KEY
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1, locate and preview a video clip on the water cycle. Make sure the video clip includes the terms: precipitation,
evaporation and condensation.
2. Copy the Handout: Weather and Water Cycle Connections on cardstock. Cut out the cards, and place them in resealable, plastic
bags for each pair of students.
3. Prepare attachment(s) as necessary.
Background Information
Prior to this lesson, students learned about the components of weather. In this lesson, they begin to understand the connections between the water cycle and the
weather that they observe. Students will explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather
conditions.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE/EXPLORE – Connecting the Water Cycle to Weather
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute the Handout: Water Cycle /Weather.
Attachments:
2. Show students a video clip about the water cycle. Make sure the video clip
includes the terms evaporation, condensation and precipitation.
3. After viewing the video clip of the water cycle, stop to facilitate a discussion
about how the parts of the water cycle are connected to the following words:
precipitation, evaporation, and condensation. Include how wind is created
because of the Sun heating up both the land and the water.
4. On the Handout: Water Cycle/Weather, instruct students to label the clouds
as both “condensation” and “clouds”, the evaporation arrows as both
“evaporation” and water vapor,” and the rain as both “precipitation” and rain.
Additionally, the Sun could be labeled as “heat energy” and “Sun”.
Last Updated 05/09/2013
Handout: Water Cycle/Weather (1 per
student)
Instructional Note:
You can keep the explanation as simple as “the Sun heats up
both the land and the water to create wind”, because students
will have more detailed instruction on this concept in later
grades.
Check For Understanding:
page 2 of 11 Grade 2
Science
Unit: 07
Lesson: 02
Suggested Duration: 4 days
5. As the discussion progresses, include any additional information that would
Monitor students as they label the picture. This handout could
assist in the understanding of the guiding questions:
be used as a formative assessment to indicate the concepts
How are the water cycle and the weather connected? The water cycle
that students do not clearly understand.
has a close relationship to weather. Some water vapor always exists in the
atmosphere. Water vapor condenses onto small (airborne) particles to form
dew, fog, or clouds. The clouds produce precipitation.
How could understanding the water cycle help us understand how to
predict weather? Meteorologists need to understand air temperature,
humidity, cloud coverage, wind speed, and different types of precipitation in
order to predict what the weather will be like. The water cycle explains concepts
such as condensation (clouds), precipitation (rain, snow, sleet, and hail), and
evaporation (how much water vapor is in the air).
EXPLAIN – Connecting the Water Cycle to Weather
Suggested Day 2
1. Either project a copy of the Handout: Connecting the Water Cycle to
Weather, or create a chart that looks similar to the handout.
Materials:
2. Distribute the Handout: Connecting the Water Cycle to Weather to each
student.
chart paper (per class) – Optional
3. Explain to students that they will talk in their table groups about each of the
weather components (air temperature, wind conditions, precipitation and cloud
cover) and make connections to the water cycle.
Say:
The first component of weather I would like you to discuss is cloud
cover. In what ways can we connect cloud cover to the water cycle?
Allow time for students to talk in their groups and then share out. Record
their thinking on the chart or the projected copy.
The second component of weather I would like you to discuss is
temperature. In what way is temperature connected to the water
cycle? Allow time for students to talk in their groups and then share. Record
their thinking on the chart or the projected copy.
Attachments:
Teacher Resource: Connecting the Water
Cycle to Weather SAMPLE KEY
Handout: Connecting the Water Cycle to
Weather (1 per student and 1 for projection)
Instructional Notes:
This activity is important in order for students to clearly
understand the connections between the water cycle and
weather. If this activity takes more than one day, then the
Elaborate activity could be used as a center activity.
The third component of weather I would like you to discuss is
precipitation. In what way is precipitation connected to the water
cycle? Allow time for students to talk in their groups and then share. Record As the Sun warms the Earth's surface, the atmosphere warms
their thinking on the chart or the projected copy.
too. Some parts of the Earth receive direct rays from the Sun
The final component of weather I would like you to discuss is wind
condition. In what ways are wind conditions connected to the water
cycle? This will be the most complex idea, so you may need to facilitate this
discussion. Wind condition (speed) is connected to the water cycle because
of the Sun. The Sun heats the land and the water, but they do not heat up
evenly. The difference in the temperature between the land and the water
creates wind. Allow time for students to talk in their groups and then share
out. Record their thinking on the chart or the projected copy.
all year and are always warm. Other places receive indirect
rays, so the climate is colder. Warm air, which weighs less
than cold air, rises. Then, cool air moves in and replaces the
rising warm air. This movement of air is what makes the wind
blow.
Check For Understanding:
Monitor for student misconceptions. Review concepts as
necessary.
ELABORATE – Weather and Water Cycle Connections
Suggested Day 3
1. Distribute the Handout: Weather and Water Cycle Connections. It should be
cut out and in a resealable plastic bag for each group of four students.
Last Updated 05/09/2013
Materials:
page 3 of 11 Grade 2
Science
Unit: 07
Lesson: 02
Suggested Duration: 4 days
2. Instruct students in the groups to distribute the cards evenly among all group
members. Taking turns, each student places one card down and will explain:
a) the term or the picture and
b) the connection to the water cycle and weather.
When the group agrees the explanation is clear (or correct), the next person in
the group gets his or her turn. All students are “winners” in this game because
they are practicing language use, explaining the terms to their peers, and
reinforcing their learning.
resealable plastic bags (to hold sets of cards, 1
per group)
Attachments:
Handout: Weather and Water Cycle
Connections (1 set per student)
Instructional Note:
Monitor the class for understanding and cooperative group
skills.
EVALUATE – Performance Indicator
Suggested Day 4
Grade 02 Science Unit 07 PI 01
Materials:
Create a four-door book describing the processes in the water cycle, including evaporation,
precipitation, and condensation. Include a diagram of the water cycle, and explain with
pictures and words how the parts of the water cycle are connected to weather conditions
(temperature, wind conditions, cloud cover, precipitation).
Standard(s): 2.3B , 2.8C
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.5F
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
for information on administering the assessment.
Last Updated 05/09/2013
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
scissors (per group)
Attachments:
Teacher Resource: Performance Indicator
SAMPLE KEY
Teacher Resource: Performance Indicator
Instructions KEY
page 4 of 11 Grade 2
Science
Unit: 07 Lesson: 02
Water Cycle/Weather
©2012, TESCCC
09/28/12
page 1 of 1
Grade 2
Science
Unit: 07 Lesson: 02
Connecting the Water Cycle to Weather SAMPLE KEY
Weather
Water Cycle
Use the terms: Precipitation
(rainy, snowy, icy), Condensation
(cloudy, clouds), and Evaporation
(water vapor).
Cloud Cover
cloudy
clouds
Temperature
Evaporation
water vapor
Precipitation
rainy
snowy
icy
Wind Conditions
©2012, TESCCC
05/08/13
page 1 of 1
Grade 2
Science
Unit: 07 Lesson: 02
Connecting the Water Cycle to Weather
Weather
Water Cycle
Precipitation
Accumulation
Evaporation
Condensation
©2012, TESCCC
09/28/12
page 1 of 1
Grade 2
Science
Unit: 07 Lesson: 02
Weather and Water Cycle Connections
Evaporation
Condensation
Precipitation
Rain
Snow
©2012, TESCCC
05/08/13
page 1 of 2
Grade 2
Science
Unit: 07 Lesson: 02
Clouds
Heat
Sunny
Water Cycle
©2012, TESCCC
05/08/13
page 2 of 2
Grade 2
Science
Unit: 07 Lesson: 02
Performance Indicator SAMPLE KEY
Condensation
Precipitation
Evaporation
outside
inside
clouds
The Sun warms the
Earth. We can have
hot, warm, cool, and
cold temperatures.
Clouds produce precipitation in the form of
rain, snow, sleet, or hail.
The Sun warms the land and the air to create
wind. The Sun also provides the heat energy
for evaporation.
Water evaporates into the air (atmosphere) and puts water
vapor in the air (makes the air humid).
©2012, TESCCC
05/08/13
page 1 of 1
Grade 2
Science
Unit: 07 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator

Create a four-door book describing the processes in the water cycle, including evaporation,
precipitation, and condensation. Include a diagram of the water cycle, and explain with pictures and
words how the parts of the water cycle are connected to weather conditions (temperature, wind
conditions, cloud cover, precipitation).
(2.3B; 2.8C)
1A, 1C; 5F
Materials:



paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
scissors (per group)
Attachments:

Teacher Resource: Performance Indicator SAMPLE KEY
Instructional Procedures:
1. Distribute a plain piece of paper to each student. Model how to fold the paper to create a four-door book
(See diagram on next page).
fold
Cut along this line to
the folded edge.
2. On the outside, students will create and label a diagram of the water cycle, including evaporation,
precipitation, and condensation.
3. On the inside, students will explain with pictures and words how the parts of the water cycle are connected
to weather conditions (temperature, wind conditions, cloud cover, and precipitation).
Instructional Notes:
If you feel your students will have difficulty with this or it will take too much time from completing the PI, you
may consider folding and cutting the paper for the students. Alternatively, you have the option of designing
your own graphic organizer for this Performance Indicator.
Students should have a word bank available to them in order to label their diagram. The purpose of the
Performance Indicator is to assess if students understand the connections. They should not be expected to
know how spell the weather or water cycle words. The Vocabulary of Instruction included in the lesson
provides words from which to choose.
©2012, TESCCC
05/08/13
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