Engagement


 * Title:** Water Cycle


 * Grade Level:** 4th


 * Duration:** 20 minutes

1. Observe water in different physical forms 2. Theorize what happens in the evaporation process 3. Observe residues after water evaporates
 * Objectives:** Students will be able to

1. The different stages of the water cycle 2. How to distinguish between the different stages in the water cycle. 3. http://www.nap.edu/openbook.php?record_id=4962&page=27 http://www.nap.edu/openbook.php?record_id=4962&page=103 http://www.isbe.net/peac/pdf/IL_prof_teaching_stds.pdf http://www.isbe.state.il.us/ILS/science/standards.htm
 * Content:** Students will learn
 * Scientific Inquiry:**
 * Nature of Science:**
 * Standards:**
 * NSES (Teaching):**
 * NSES (Content):**
 * IPTS:**
 * ISBE:**


 * ISBE Science Standards:**

1. Ask students, "What are some ways you used water today?" Emphasize that all life is connected to water. 2.Ask students, "What are some words that have something to do with water, including its important to people and wildlife?"
 * STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. **
 * A. Know and apply the concepts, principles and processes of scien­tific inquiry. **
 * **11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions. ** ||


 * STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. **
 * C.  Know and apply concepts that describe properties of matter and energy and the interactions between them. **
 * 12.C.2b Describe and explain the proper­ties of solids, liquids and gases. **


 * STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts. **
 * A. Know and apply the accepted practices of science. **
 * 13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use) **


 * 11.A.1a Describe an observed event**


 * 11.A.1b Develop questions on scientific topics.**


 * 11.A.1f Compare observations of individual and group results**

Students will use scientific inquiry, experimentation, and observation to comprehend the water cycle as well as relate it to their own lives. Students will watch a video about how water changes forms. Students will each conduct the experiments with the teacher's supervision and will be encouraged to ask questions.
 * Rationale:**

Water evaporates from the surface of the earth, rises and cools, turns into rain or snow, and falls again to the surface. The water falling on land collects in rivers and lakes, soil, and porous layers of rock, and much of it flows back into the ocean.
 * Background Knowledge:**

Discuss with the students about different points in their day(s)/live(s) when they encounter water, ice, steam, gas. We will ask students questions to see what they already know about the different forms of water and make connections to their own experiences. They will also be able to ask the teacher if they have questions about anything and the teacher will encourage them in inquire and experiment. Ask students if they have ever seen water boil in a pot while their parents, grandparents, etc, were making soup or pasta. Ask the students why they think the water was boiling. Ask students if they know what snow is (a form of precipitation) and what causes it to melt. Ask students if they have ever put a snowball in their freezer to see if it turned to ice. Ask students why they think water or snow can turn into ice.

Before conducting the experiment, the teacher will show the students a short clip from The Magic School Bus about how water changes: How Water Changes Video 1. Provide each student with an ice cube in a cup. 2. Ask the students what the ice cube is made of and ask them to put them in the glass and observe what happens. 3. When the ice has melted, discuss with the students the difference between the solid form of water and the liquid. 4. Have the students leave their glasses of water on the shelf and ask them what they think might happen. 5. Once the water has evaporated, discuss with them what has happened and compare this to their answers to what they thought would happen in step 4. 6. Observe the sides and bottom of the glasses and compare them to a new glass. 7. Discuss with them where the film came from that is left on the sides and bottom on the glass. 8. Have students put on goggles to protect their faces from the next procedure, heating water in a tea kettle. Explain to students why they need to wear goggles to protect their faces from the steam coming from the tea kettle. 9. Heat water in a tea kettle and when boiling hold a mirror over the opening in the spout and observe what happens. 10. Discuss with the students how water becomes steam and is able to move into the air.
 * Procedure**

Have the students draw what they observed. Have students describe the three physical forms of water and compare and contrast them.
 * Engagement:**