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:
Campus: Lacy
Author(s): Williams
Date Created / Revised: December 2013
Six Weeks Period: 4th six weeks
Grade Level & Course: 5th Science
Timeline:
Unit Title: Patterns In the Natural World
Water Cycle
3 days
Stated Objectives:
TEK # and SE
Lesson # 2
Supporting Standard:
5.8 Earth and space. The student knows that there are recognizable patterns in the natural world
and among the Sun, Earth, and Moon system. The student is expected to:
5.8B Explain how the Sun and the ocean interact in the water cycle.
Scientific Process TEKS
5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory
and outdoor investigations. The student is expected to:
5.2C Collect information by detailed observations and accurate measuring.
5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected to:
5.4A Collect, record, and analyze information using tools, including calculators, microscopes,
cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan
balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates,
meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and
stopwatches materials to support observations of habitats or organisms such as terrariums and
aquariums.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
— How does the energy from the Sun affect the ocean’s role in the water cycle? What is
the key factor in determining the difference between weather and climate?
Misconceptions
Students may think that water only evaporates from oceans or lakes.
Key Vocabulary
water cycle, atmosphere evaporation, condensation, precipitation, accumulation, storage,
weather, transpiration, runoff, interact
Suggested Day
5E Model
Instructional Procedures
Day 1-& 2
1. Draw or project an example of the water cycle. As you draw
the water cycle, discuss each component and its significance.
You may wish to use the Optional
2. Guide the students in playing the vocabulary game, as
described in the
: Water Cycle Headband Game.
3. Set up a TV Tray Water Cycle model, Let the students share
what they think it represents and allow them to share.
3. Instruct the students to draw a picture of the TV Tray Water
Cycle model in their science notebooks. Instruct the students to
leave enough room on their paper to add labels and information
about the model as they learn more during the lesson.
4. Guide students in a discussion about the model and what its
components represent with questions such as: What could this
model represent? The water cycle is represented. What does
Engage & Explore
& Explain
Water Cycle Terms
& Ocean & Sun
Models
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
TV tray (metal, 1 per class)
hotplate (2 per class)
pans of water (about ¾ full,
2 per class)
resealable plastic bags
(gallon-size, 2 per class)
ice (enough the fill the
bags, per class)
paper (plain, 1 sheet per
student)
each component of this water cycle model represent? The
hot plates represent the Sun and its heat energy. The pans of
water represent Earth’s oceans. The steam is modeling
evaporation over Earth’s oceans. The cold tray represents the
cooler temperatures high in the atmosphere, which cause the
water vapor to condensate. The drops of water, which fall from
the underside of the tray, model precipitation. What are some of
the limitations of this model?
5. Ask students to reflect on how they are affected by the water
cycle and where they see evidence of the water cycle around
them. Allow students the opportunity to share their reflections
with their classmates. Guide the discussion by asking questions
such as: In what ways do you think the Sun and oceans
affect the water cycle? The Sun’s energy causes water in the
oceans to evaporate. This vast amount of water vapor condenses
and rains over the oceans and the land. What if there was no
Sun? The water cycle could not continue. What if there were no
oceans? We depend on precipitation that comes from water,
which has evaporated over the oceans. If there no oceans, there
would not be enough water for the water cycle to continue. How
does the energy from the Sun affect the ocean’s role in the
water cycle? Answers may vary. The Sun heats the water
causing
evaporation.
6. Distribute a plain sheet of paper to each student. Instruct
students to draw another illustration of the water cycle; however,
this time, they are to illustrate how they fit into the water cycle.
Encourage them to draw areas such as their homes, community,
or land and show how they see themselves being affected by the
water cycle. Challenge students to add as much science content
into their illustration as possible.9. Allow students the opportunity
to share their illustrations and explanations of what they drew
with their classmates. Listen carefully for misconceptions as the
students present and use the opportunity to reinforce the concept
of the Sun and
ocean’s role in the water cycle.
Day 3 –
Evaluate
.Quiz over the water cycle, climate, and weather.

Teacher created quiz
Day 4 -ELABORATE –
Write a scenario in which the energy from the Sun has changed
drastically. Explain how the
change in energy will affect the ocean and its role in the water
cycle.

Science Notebook
Day Length Around the World
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.