The water cycle/cloud types

Introduction:
My lesson is modeled after a lesson in the textbook that was flagged by my 6th grade science practicum teacher, Jill Godfredsen at South Middle School in Waukee. The benchmark that she suggested I work on with the students is Illustrates the processes involved in the water cycle. According to the Weather and Climate section of the NSDL Science Literacy Maps this is appropriate because between grades 6-8 they should learn the science behind the water cycle and how water evaporates from the surface of the earth, rises and cools, condenses into rain or snow, and falls again to the surface.

Standard:
Iowa Core: Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality.

Learning goals:

Explain how the water in the atmosphere changes Explain how clouds form Describe types of clouds Observe a model of how clouds form

What the students will learn today:

How water in the atmosphere changes How clouds form About the types of clouds

Steps:
1. Ask students: Where is the water coming from when it is raining? Is rain and snow the same thing? How are they different? (Begin the lesson with a whole group discussion to gain some knowledge about what they already know about the water cycle. According to what they have already studied they know the water cycle and many should be able to answer these questions, but they might need to be refreshed on it.) 2. Observe condensation - have each of the students go to the window and breathe heavily on the window. Ask: What do you observe? Why does the window fog up? Have students return to their table groups and share with the table why they think this happens and record on a piece of paper what happened, why they believe this happens and how they think it relates to weather. (When students observe the condensation on the window they are in the explore phase of the learning cycle. When they return to their seats and share with the table I am relying on social learning theory to scaffold their learning.)

3. Move back to whole group discussion and ask: Why does a bathroom mirror fog up? Where does the water go once it dries? Where does rain come from and can it ever run out? (Rely on constructivist learning theory to build on ideas and background knowledge that the students already possess). 4. Hand out a worksheet (or work in science journals): The worksheet/journal entry will be two pages, and the first page is blank. Instruct each student to work with a table partner and form an hypothesis about how the water cycle works. Tell students to be sure to label it hypothesis #1, and advise students that they can refer back to this page to take notes or change/add to their hypothesis. 5. Discussion. Ask students: Who can tell me what precipitation is? (anticipate students answering with rain right away). Ask students if precipitation can be the same thing as hail, sleet, snow... etc. This question may not need to be asked, depending on if it was covered at the beginning of class or the beginning of this discussion. Move into a discussion about the weather today, and ask students how the weather today is different than yesterday. Have students move back to the windows and ask them what kind of clouds are in the sky right now (hopefully, there are clouds. If not make up a description of clouds). Continue discussion, occasionally asking students to share with a partner or their table groups, depending on the level of interaction from the class. 6. Move into a discussion about the different types of clouds. Ask students what the clouds are made of. How do clouds form? (Depending on level of knowledge, hopefully scaffold the students to ask the question - how do the clouds stay up there, arent they heavy?? (Constructivist theory) If nobody asks or poses the question about how clouds stay up there, I will ask them. At this time have the class return back to their hypothesis and record another hypothesis about how clouds stay in the sky. 7. Hand out a small feather to each student. Ask them to try to keep the feather in the air for 10 seconds. (Concept development phase of the learning cycle). Ask class if anyone can compare the feather to a cloud, and explain how they may be alike. If nobody offers, ask students if a droplet of rain is heavy, or light. (Im sure someone will respond with, light). Depending on student reaction and level of interaction with class and me, have them share with their table groups how the feather is like a cloud and how that demonstration is similar to the clouds in the air.