windi turner - mullensharlet1101.weebly.com€¦ · web viewwater changes through a cycle of...

Third Grade Water Cycle 5-day Unit

Instructor:Sharlet Mullen

Subject Area:Science – The Journey of the Water Cycle

Grade:3rd grade

Date:4/13/16

Lesson #4: Apply knowledge of the Water CycleSafety Warning: This lesson includes the use of hot pot, which should not be handled by the students. The areas were these are located are taped off so student do not get to close.Central Focus: Earth is made up of land and water. This unit starts the journey an understanding of the water cycle. Water is on of earths most abundant, and essential substances. Water can be in many forms from solid (snow, ice), liquid (water) and gas (steam). Water is a wet substance with no taste, smell or shape. Water changes through a cycle of evaporation, condensation and precipitation.Lesson one: begins with the design and construction of a terrarium. Students will observe the water-cycle process over time. Lesson two: Student will investigate and research what happens to water when it gets hot and then when it gets colds in their science notebooks. Discuss these processes as a class and begin to understand the ideas of evaporation, condensation, precipitation and collection.Lesson three: Student will discover the human effect on the water cycle. Students will investigate, research ways to save the earth’s natural water cycle. Lesson four: students have been learning and investigating the water cycle. This lesson allows student to observe the process as a final visual understanding. Lesson five: Student will use the knowledge acquired to construct a display to help others see the essential need to conserve water. Or student will use the knowledge acquired to create a presentation to explain the Water Cycle.

Context/RationaleStudents have been learning and investigating the water cycle. This lesson allows student to observe the process as a final visual understanding. By reading “Wet all Over” students will have all the same information.

Learning Objective(s)Earth and Space Science: The Water Cycle

1) Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere. (evaporation, condensation, precipitation and collection)

2) Identify the key components of the water cycle. Physical Science: States of Matter

1) Describe how water can be changed from one state to another by adding or taking away heat.

Essential Question(s) Explain how water moves through the water cycle. (day 4) Form predictions about how the water cycle works, record observations, and develop conclusions about the

water cycle. (day4) What three Steps does the water go through? (evaporation, condensation, precipitation, and collection)

(day4)

Materials Needed: “The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif (day 4) 6 oz. plastic cups (1 per student) (day 4) Bottles of water (6 to 8 bottles) (day 4) Paper towels for spills (day 4) Water cycle song YouTube (day 4) Hot Pot (day 4) Clear glass lid or cover (in freezer or on ice) (day 4) Plant in clear glass jar (day 4) Masking tape (day 4) A bag of ice or freezer to keep lid frozen (day 4) Hot pads (day4)

Worksheets Evaporation, precipitation, condensation and collection definition worksheets (1 of each) (day 4)

Science packet or booklet with the following pages “What is ______” worksheet (1 per student) (day 4) Observation Journal page (1 per student double sided with Post lab definition student page) (day 4) Vocabulary page (1 per student double sided with observation journal page) (day 4) One black piece of paper on the back for the students to draw the Water Cycle at the end. (day 4)

Prior Academic Learning and Prerequisite Skills: Students know the concept of solids, liquid and gasses. (2.2.1.2.1) Students have described properties of liquids. (2.2.1.1.1) Students understand how to ask questions and make predictions that can be tested. (3.1.1.2.1 & 2.1.1.2.1) Students have prior experience keeping accurate records while conducting simple investigations or

experiments. (3.1.1.2.3 & 0.3.2.2.1) Students have prior knowledge of plants. They understand plants need water, sun and a foundation to grow.

(1.4.2.1.1)

Misconceptions(s): The water cycle involves freezing and melting of water. Truth – The water cycle involves evaporation of

liquid water, condensation of water vapor, and precipitations from rain, sleet, snow or hail. Water can only evaporate from lakes, ponds or the ocean. Truth – Water is evaporating all around us from

the plants that drink water, to the puddle on the ground after a rain.

MN Content Standard(s):Science standards3.1.1.1.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 1. Scientists work as individuals and in groups; emphasizing evidence, open communication and skepticism. Benchmark 1. Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. (day 2, day 3, day 5) 3.1.1.2.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 1. Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. (day 1, day 2, day 3, day 4, day 5)

3.1.1.2.3 - 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. (day 2, day 3, day 4, day 5)

3.1.1.2.4 – 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 4 Construct reasonable explanations based on evidence collected from observations or experiments. (day 1, day 2, day 3, day 5)

2.2.1.2.1. - 2. Physical Science. 1. Matter. 2. The physical properties of materials can be changed, but not all materials respond the same way to what is done to them. 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another. (day 1, day 2, day3, day 4, day 5)

2.3.2.2.1 – 3. Earth Science. 2. Interdependence within the Earth system 2. Weather can be described in measurable quantities and changes from day to day and with the seasons. 1. Measure, record and describe weather conditions using common tools. For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. (day 2, day 4)

2.4.2.1.1 - 4. Life Science. 2. Interdependence Among Living Systems. 1. Natural systems have many components that interact to maintain the system. Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. (day 1, day 3, day 5)

Science Methods Ed3222 Sharlet Mullen 2

4.1.2.1.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 1. Engineers design, create, and develop structures, processes, and systems that are intended to improve society and may make humans more productive. Benchmark 1. Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. (day 5)

4.1.2.2.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. Benchmark 1. Identify and investigate a design solution and describe how it was used to solve an everyday problem, (day 3, day 5)

4.3.2.3.1 – 3. Earth Science. 2. Interdependence within the Earth system. 3. Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle. 1. Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. (day 2, day 3, day 4, day 5)

4.3.4.1.1 - 3. Earth Science. 4. Human Interaction with Earth Systems. 1. In order to maintain and improve their existence, humans interact with and influence Earth systems. Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. (day 3, day 5)

Reading standard- craft and structure3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 1, day, 2, day 3, day 4, day 5)

3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 1, day 2, day 4)

3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 1, day 2, day 3, day 4, day 5 )

3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. (day 5)

Reading Standard – Key ideas and Details3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 2, day 3, day 5)

Arts (K-3)0.2.1.2.1 – K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 2. Media Arts. 1. Create original media artworks to express ideas, experiences or stories. (day 4, day 5)

0.2.1.5.1– K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Create original two- and three- dimensional artworks to express ideas, experiences or stories. (day 1, day 4, day 5)

0.3.1.5.1 – K-3 3. Artistic Process: Perform or Present. 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Share and describe a personal artwork. (day 5)

Lesson Plan DetailsLesson Set-up:

At each table spot have a glass of water and a worksheet. (one for each student) Students have previous described properties of liquid in a bottle. Bring in two of the bottle of liquids for

visual. Tape of the area of the hot pot and crockpot so students will not get to close. Plug in the crockpot to warm it

up. Place the plant in the crockpot with water around it. Create a poster for students to place the pieces of the water cycle. Secure the green area and

the lakes and rivers. Have a plant in a glass jar so the student can see the precipitation soaking into the dirt.


Introduction (Hook): Gather students in the circle explain. Today, we are continuing to understand the journey of the water cycle.

Today we are going to experiment with a liquid and later observe the water cycle. We know that water is a liquid similar to the liquids in these bottles. (show previous used bottles) What did we do with these bottles? (observe, shake and describe the properties or characteristics of a

substance)

In a minute we are going to go explore the cups at the tables. Safety – If liquid gets spilled – raise your hand so I can help you clean it up. Have towel

ready. Safety – do not smash the plastic cup. The cup could break open and cut someone. Each student will have a cup and “What is _____” worksheet. (show a glass of water and the worksheet) Students will taste, smell, listen, observe and touch the water. Yes, it is safe to taste this liquid. Most times

in science we do not taste the liquids. On the worksheet the students will record one word to describe how the water tastes, smells, sounds, looks

and feels. Guess what the liquid is and fill in the blank. “What is _____” (point to blank)

Do not answer the last question just yet. Where does this liquid comes from? This will be answered later. When you are done dump your liquid in the sink, and bring your worksheet back to the circle.

If you are wearing blue slowly stand up and walk to your spot. (red, yellow, orange…)

Discussion Question: How did the liquid taste? Smell? Sound? Look? and feel? Allow three students to share their descriptive

words. Quickly have the students return their papers to their table spots and return for the story.

Read “The Magic School Bus Wet All Over: A Book About…The Water Cycle.” by Pat Reif. While reading be sure to emphasize “evaporation” “condensation” “precipitation” and “collection”. These are the major points in the water cycle.

Learning Activities:

In the background have the water cycle song playing almost too soft to hear. https://www.youtube.com/watch?v=TWb4KlM2vts

Post the Water cycle flannel board/poster - Tell the students we are going to be completing the water cycle poster by adding the pieces throughout the lesson.

Show students the water in the hotpot before turning it on. This is water like water in lakes, rivers, or even rain gauges we read about in the “Wet all Over” story. Show

the student the plant. This is like the plants or trees on the ground. Notice how dry the soil is.

Ask the students what would the water need to begin to change? Sun or heat. The hotpot is going to act like the sun in the classroom. Set the temperature on high. While this is heating up continue

Have one student add the sun to the poster/flannel board. Ask the students what they predict what will happen to the water in the hotpot? (Steam, rise,

evaporate, get hot, boil) (Keep the hot pot on can turn temperature down)


https://www.youtube.com/watch?v=TWb4KlM2vts


Observe the hotpot as steam begins to rise. Ask student to think what this process was called in the “Wet all Over” story. (evaporate) Give the full explanation as written on the Evaporation definition worksheet (attached) Ask for a volunteer to add the evaporation arrow onto the poster/flannel board. Give each student an Observation Journal page have them draw how they observed evaporation.

(Turn hot pot back to high) (Get clear lid or cover from freezer off ice)

Ask the students what the next process is in the Water Cycle? (Condensation)

Can anyone explain condensation? The water vapor from the evaporated water that was heated up for the sun. As the water gets cold it changes back to a liquid in the form of a cloud. (full explanation is on the Condensation definition worksheet.)

Have one student add the two clouds to the poster/flannel board. Take out the cold clear lid or cover. Allow student to feel how cold the lid is. We are now going to observe condensation. Use hot pad to hold lid. Have students predict what will happen next as the cold cover is held over the steaming hot pot?

(Condensation will form) (every few seconds remover the lid from the steam and give students a closer look)

Why did this happen? The cover was cold and the steam was hot. The water was evaporating in the form of steam. As the steam touched the cold cover it turned back into a liquid.

Have students draw what they observed on their observation journal page. Ask for a volunteer to add the condensation arrow onto the poster/flannel board.

(Continue to hold the cover over the steam of the hotpot)

Ask the students what the third process is in the Water Cycle? (restate first there was evaporation then condensation that formed the clouds.) (Precipitation)

Who can explain precipitation? Precipitation falls from the clouds when there is so much condense water that the air cannot hold it anymore. (full explanation is on the Precipitation definition worksheet)What are some forms the water might fall back to earth? Rain, snow, or hail.

Have one student add the raining cloud to the poster/flannel board. Ask the students to infer how we are going to observe rain, snow or hail? (the condensation on the lid with

drip as it fills.) Observer the top off and on as the condensation builds. (If possible put this under a doc cam so

the students can look down on the cover. When the cover is ready to rain hold over the plant in the glass jar.)

Have students draw what they observed on their observation journal page. Ask for a volunteer to add the Precipitation arrow onto the poster/flannel board.

(Turn off hotpot)Ask the students what the last process is in the Water Cycle? (Collection)Who can explain Collection? Water falls back to earth through precipitation. The land soaks up the water where the process starts all over again. (full explanation is on the Collection definition worksheet)


What are some forms the water might fall back to earth? Rain, snow, or hail. Where can the water fall? (reference the book for idea) Into lakes, rivers, the ocean, on land, trees, plants, or

the ground. Ask what happened when I held the cover over the plant? (it rained on the plant giving it water) Ask where did the water go? If the dirt was dry when we started, is it still dry? Look on the sides to observer

the color change of the dirt. Why did the color change? the water soaked into the dirt. If the sun comes out what will happen? (Evaporation) Have students draw what they observed on their observation journal page. Ask for a volunteer to add the Collection arrow onto the poster/flannel board.

Time to tell me what you knowOn the first worksheet where the students talked about the properties of water. They will answer the last question “Where does this liquid come from?”

Next the students will draw how they picture the water cycle on the last page in their journal. As the students are drawing turn the smartboard on with the water cycle song. Allow the song to loop.https://www.youtube.com/watch?v=TWb4KlM2vts

Lesson Conclusion:

Discuss the following questions as a class:

Does water in the ground end up in the atmosphere again? How? How does water change states in the water cycle? What is water? Water is a wet substance with no taste, smell or shape. What forms can water be? Water can be in many forms from solid (snow, ice), liquid (water) and gas

(steam). How does water change? Through the Water cycle by evaporation, condensation and precipitation.

Clarify misconception Does the water cycle involve freezing and melting of water? Truth – The water cycle involves evaporation

of liquid water, condensation of water vapor, and precipitations from rain, sleet, snow or hail. Water can only evaporate from lakes, ponds or the ocean. Truth – Water is evaporating all around us from

the plants that drink water, to the puddle on the ground after a rain. Even the rain gauge in the book.

Assessment

Assessment Strategy # 1

“What is _____” worksheet This is an individual assessment. This assessment aligns with 2.2.1.2.1 - 2. Physical Science. 1. Matter. 2. The physical properties of

materials can be changed, but not all materials respond the same way to what is done to them. 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another

Also activates prior knowledge by naming properties of a liquid. Students will write one word describing how the liquid tastes, smells, sounds, feels, and looks. Evidence is written, later collected and part of group discussion. There is a total of 16 points in all of the 4 assessments. Each piece is worth 0 to 4 points

How to score assessment #14- Describes water with property words. All 5 sense have different words. Water is not used to describe. Refreshing, nothing, wet, clear, squish. 3- Describes water mostly with property words. 3 or 4 out of the 5 sense have different property words. Water is



used to describe 1 of the senses. Water, refreshing, wet, clear, squish. 2- Describes water mostly with property words. 2 out of the 5 sense have different property words. Water is used to describe 1 or two of the senses may not answer all the senses. Water, wet, water, squish, nothing 1 – Describes water mostly with property words. Uses the same word to describe the liquid. Water for most or all. 0 – Writes nothing on the paper.

Assessment Strategy # 2 Observation journal page in the packet This is an individual assessment. This assessment aligns with the standard 3.1.1.2.3 - Benchmark 3. Maintain a record of observations,

procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.

Students draw a picture of what they observed not what they know. Evidence is written, later collected and part of group discussion. There is a total of 16 points in all of the 4 assessments. Each piece is worth 0 to 4 points

How to score Assessment #2The pictures should show the following. Drawing shows, the hot pot with steam by evaporation. Drawing shows condensation on the lid above the hot pot and under the steam. Drawing shows precipitation by the water dripping off the lid and onto the plant. Drawing shows dirt in the plant changing and soaking into the dirt. 4 - All 4 pictures show what was observed.3- 3 of the pictures show what was observed. One picture was not drawn or shows what the student knows about the water cycle instead of what was observed. 2- 2 of the pictures show what was observed. Two pictures were not drawn or show what the student knows about the water cycle instead of what was observed.1 – 1 of the pictures show what was observed. Three pictures were not drawn or show what the student knows about the water cycle instead of what was observed 0 – Draws nothing.Assessment Strategy # 3

“Where does this liquid come from?” This is an individual assessment. This aligns with the objective of identifying key components of the water cycle. While describing how

water can change one state to another. Students will write their answer and turn in the packet. There is a total of 16 points in all of the 4 assessments. Each piece is worth 0 to 4 points.

How to score Assessment #34- Water is a natural part of the water cycle where the water goes through evaporation, condensation, precipitation, and collection where the process begins again. (uses all 4 words and mentions water cycle. Few spelling errors)3- Water comes from the ground evaporates into clouds then rains by precipitation and comes back to earth. (Uses at least 2 vocabulary words. May or may not mention water cycle. Most words are spelled correctly or phonically.)2- Water is from rain to the ground. Goes back to the clouds. (does not use any vocabulary words but is explaining the water cycle. Most words are spelled phonically.)1 – water is like a circle. (greats that the water cycle repeats)0 – Water comes in a bottle and from the store or the faucet in the sink. (though this is true we are studying the water cycle.)

Assessment Strategy # 4 Students will draw a picture of the water cycle. This is an individual assessment. The assessment aligns with objective 1 - Describe how water on earth cycles in different forms and in

different locations, including underground and in the atmosphere. (evaporation, condensation, precipitation


and collection) The drawing is evidence. The entire packet is collected at the end. There is a total of 16 points in all of the 3 assessments. Each piece is worth 0 to 4 points.

How to score Assessment #44 - The drawing should include the flow of the water represented by arrows.The four main parts evaporation, condensation, precipitation, and collection should be labeled and spelled correctly. They have the spelling in their journal.The picture should include the sun, a cloud, another cloud raining, and the earth with lakes.3 - The drawing should include the flow of the water represented by arrows.The three of the four main parts evaporation, condensation, precipitation, and collection should be labeled and spelled correctly. They have the spelling in their journal.The picture should include the sun, a cloud, rain, and the earth with lakes.2 - The drawing should include the flow of the water represented by arrows.The two of the main parts evaporation, condensation, precipitation, and collection should be labeled. Spelling not important.The picture should include the sun, a cloud, rain, and land.1-The drawing should include the flow of the water represented by arrows.The picture should include the sun, a cloud, rain, and land.0 - The picture should include the sun, land and other things.

DifferentiationSupporting A Variety of Students:

Building on Personal/Cultural/Community Assets:

Offer students an option to explain before they draw. This could be done individually or with a group that needs support. Offer a few key words “what was the hot pot representing or pretending to be?” the sun. The sun did what to the water? Heat it up. Then what came out of the pot? Steam. This is evaporation. Now draw the steam coming out of the pot. Then stop and come back to the circle.

Second observation… How did the lid feel at first? Cold. What happened on the lid? Could you see through the lid anymore? Were there dots on the lid? This is condensation. Now draw the lid and it getting foggy with water spots. Then stop and come back to the circle.

Third observation… What happened the longer the lid was held over the steam? More dots formed and ran together. When they ran together what happened. It dripped. This is precipitation. Now draw the water dripping. Then stop and come back to the circle.

Fourth observation… What was the dripping lid held over? The plant. Where did the water go? In the dirt. What happened to the dirt? It made mud. This is where the water cycle starts all over again. This is Collection. Now draw the two color of the dirt. Leave your packet at you table and join me in the circle.

Instead of drawing the water cycle they can color the water cycle. Page attached.

Planned Supports ELL students are allowed to verbally explain to the teacher the water cycle. Extension learners write the definitions in their science notebooks. Extension learners create other ways this experiment could be recreated.

Academic Language:Vocabulary:

Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperaturesAtmosphere: the gases the surround the earthCondensation: water changes from a gas to a liquid; occurs when water vapor gets coldPrecipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow


Collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and streams, or underground

Language Demand: The water cycle involves evaporation of liquid water, condensation of water vapor, and precipitations from

rain, sleet, snow or hail.

Language Function: Students will categorize and describe the properties of the water when filling out the “What is _____”

worksheet. Student will interpret and explain the process water follows within the water cycle. This will be done

verbally during discussion. Students will interpret the water cycle through drawings both on the journal pages and in the final drawing. Students will verbalize their predictions during the presentation. Students will analyze the water cycle while listening to the “Wet all over” story.

Language Support: Vocabulary words “condensation” “evaporation” “precipitation” and “collection are revisited many times

throughout the lesson. In the story “Wet all over”, through discussion, vocabulary posters, on the journal pages, on the vocabulary page in the packet, on the poster, within the video and during discussion.

Citations: Guenther, Leanne. "KidZone ScienceThe Water Cycle." The Water Cycle. N.p., n.d. Web. 13 Apr. 2016. (day 4) Havefunteaching. "Water Cycle Song Video." YouTube. N.p., 27 Jan. 2015. Web. 11 Apr. 2016. (day 4) Relf, Patricia, Carolyn Bracken, George Arthur. Bloom, Joanna Cole, and Bob Degen. The Magic School Bus Wet All

Over: A Book about the Water Cycle. New York: Scholastic, 1996. Print. (day 4)


Name ____________

WHAT is ________?

Describe the liquid…

How does it Taste: _______________How does it Smell: _______________

How does it Sound:_______________

How does it Look: _______________

How does it Feel: _______________

Where does this liquid come from? Use all the

information researched this week to answer this question.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


Water Cycle

Science Methods Ed3222 Sharlet Mullen

Collection

EvaporationCondensation Precipitation

12

Water Cycle Name ________________________

Observation Journal PageDraw a picture of the observation of


EVAPORATION

CONDENSATION

PRECIPITATION

COLLECTION

17

Water Cycle Name ________________________

Vocabulary Page


EVAPORATION: When the sun heats up water in rivers, lakes

or oceans and turns it into vapor or steam. The water vapor or

steam leaves the river, lake or ocean and goes up into the air.

CONDENSATION: When the water vapor from the

evaporations rises it gets cold. When the vapor gets cold it

changes back into a liquid and forms clouds. Water droplets

collect and form the cloud.

PRECIPITATION: will occur when so much water has

condensed in the cloud that the air cannot hold it anymore. The

clouds get heavy and water falls back to the earth in the form of

rain, hail or snow.

COLLECTION: When water falls back to earth as

precipitation, it may fall back in the oceans, lakes or rivers or it

may end up on land. When it ends up on land, it will either soak

into the earth or run off to streams and rivers. Then the cycle

starts all over again.

18

Third Grade Water Cycle 5-day Unit

windi turner - mullensharlet1101.weebly.com€¦ · web viewwater changes through a cycle of...

Documents