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Vancouver Island University Faculty of EducationBACHELOR OF EDUCATION - UNIT MATRIX

Part 1Grade(s): 2 Title of Unit: The Water Cycle and the World Around Us (Water Cycle and Weather)

Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).

This unit will expose students to the many features of the water cycle, how this connects to our weather systems and climate around the world, and how the water cycle connects to our daily lives.

Key concepts: Weather – What is it? How is it created? The Water Cycle Water Resources – The scarcity of water and threat of pollution

o Where is all our water?o What are threats to our water resources?o How can we conserve water?

Clouds Precipitation Climate

Key Vocabulary:

Weather Precipitation Sun Transpiration NimbusMeteorologist Collection Rain Climate AltoThermometer Water Resources Snow Tropical CirroTemperature Fresh Water Hail Polar StratoWind Sock Pollution Sleet Temperate TroposphereRain Gauge Conservation Runoff Cirrus AtmosphereEvaporation Acid Rain Groundwater Cumulus

Condensation Cloud Water Vapor Stratus

/tt/file_convert/60fdf9f40138586e5a1fbb88/document.docxRevised” Sept 2015

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Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?

Weather is a big part of everyday life and it is relevant to everyone. By understanding our weather systems we can better see how everything is connected. The water cycle (Big Idea) is the starting point for weather. Learning the water cycle and its impact on weather will help students make connections and will help to demonstrate the important role water plays in our lives.

List the Provincial Learning Outcomes (PLOs):

Big Ideas:

o Water is essential to all living things, and it cycles through the environmento Materials can be changed through physical and chemical processes

Curricular Competencies:

o Demonstrate curiosity and a sense of wonder about the worldo Observe objects and events in familiar contextso Make and record observationso Make and record simple measurements using informal or non-standard methodso Experience and interpret the local environmento Sort and classify data and information using drawings or provided tableso Compare observations with predictions through discussiono Consider some environmental consequences of their actionso Take part in caring for self, family, classroom and school through personal approacheso Communicate observations and ideas using oral or written language, drawing, or role-playo Transfer and apply learning to new situationso Express and reflect on personal experiences of place

Content:

o Physical ways of changing materialso Water sources, including local watershedso Water - a limited resourceo The water cycle


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Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.

Students will engage in a cross-curricular lesson (2 class periods) where they will read a story “On the Same Day in March” and then will write their own story explaining the climates of three different locations around the world. This story will integrate knowledge learned during this science unit as well as creative writing. This task will also allow students to build experience with the research process through using informational texts.

Resources: What resources will you use in this unit?

“On the Same Day in March” by Marilyn SingerYoutube – Bill Nye the Science Guy Videos, Video about cloudsInformational texts to have in classroom – Weather and Climate, Weather at Your FingertipsVarious worksheets/templates/activities for unit booklets – many from teachers pay teachers


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Part 2Learning Outcomes Description of Learning

Activities & StrategiesAssessment Method/Tool Assessment Criteria

What are the unit level learning outcomes? What do you want students to learn/understand/appreciate?

What teaching strategies & activities will you utilize to enable students to achieve the learning outcomes?

What method (e.g. write/say/do) and tool/instrument will you use to collect evidence of the learning?

By what criteria do you decide that the outcome has been successfully met? What will you look for in the evidence?

Lesson 1 – Introduction to Weather

o Observe objects and events in familiar contexts

o Make and record observations

o Make and record simple measurements using informal or non-standard methods

o Experience and interpret the local environment

o Sort and classify data and information using drawings or provided tables

Watch video clip of local weather forecast

Discussion about weather (students in circle)

o Focus Questions:o What are different

types of weather you have experienced?

o What is a meteorologist?

o What tools can does a meteorologist use to collect data about the weather?

Introduce some weather vocabulary on board – begin word wall for unit

o Weather, sun, cloud, rain, snow, wind, meteorologist, thermometer, temperature, wind sock, rain gauge

Introduce weather tracking

Students participate in class discussion about weather

Students record data about the weather outside

Students will complete exit ticket – 3 things they learned, 2 things they aren’t sure of, and 1 question they have.

Students are asking questions, providing their ideas and experiences with weather during discussion time - everyone will participate at least once

Data is accurately recorded in weather tracker

Exit ticket handed in, I will review submissions to look for content we have covered and what students are interested in/curious to learn more about


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activity – weather data template for students to fill in each day (part of their weather booklets)

Lesson 2 – Introduction to Water Cycle

o Water is essential to all living things, and it cycles through the environment

o Materials can be changed through physical and chemical processes


o Compare observations with predictions through discussion

o Communicate observations and ideas using oral or written language, drawing, or role-play

o Physical ways of changing materials

o The water cycle

Watch Bill Nye the Science Guy video on the Water Cycle

Vocabulary – evaporation, condensation, precipitation, collection (add to word wall)

Class experiment (Water Cycle) – students in groups of 3-4

o Evaporation: Boiling water in pot, steam created is water vapor

o Condensation: Hold metal tray with ice cubes above boiling water/steam, water droplets form on underside of metal tray to illustrate condensation

o Precipitation: When water droplets get large enough they fall back in to the pot of water to illustrate

Students will create original hypothesis of what they think the outcome of the experiment will be

Students will work together in groups to perform experiment

Students will take notes/record observations in science notebook

Students will answer these questions in science notebooks:

o What are the stages of the water cycle?

o What order do these stages occur?

o What occurs during each stage?

o Was your hypothesis correct?

Students complete experimento Create hypothesiso Work together in

groups to perform experiment

o Make notes in their science journals and answering the four questions asked

Students demonstrate understanding of the water cycle through their observational notes and answering of questions

o Make connection that the water cycle demonstrates physical changes in the state of water

Students compare observations with their hypothesis


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precipitationo Collection:

Precipitation is collected in the pot - pot is representative of oceans, lakes, streams, etc.

o Students first write hypothesis of what they think is going to happen in science notebooks. Then, students take turns performing different parts of experiment. Observational notes are recorded in their science journals. Answer – What are the stages of the water cycle? What order do stages occur? What happens at each stage?

Lesson 3 – Water Cycle Wind Sock Activity


o Communicate

Read water cycle poem as a class (located in their unit booklets)

Water Cycle Wind Sock Activity

o Each student

Students will work independently to create a wind sock illustrating the water cycle – these will be hung in classroom on display for duration of unit and so

Students use prior learning to aid in completing wind sock activity

Wind sock meets all criteria (outlined on board for students to see)


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observations and ideas using oral or written language, drawing, or role-play

o Transfer and apply learning to new situations


o The water cycle

receives templateo Colour and fill in

sectionso Label stages of

water cycle and show order (1, 2, 3, 4)

o Construct wind sock

o Hang in classroom

students can refer to them as needed

o Colour and fill in template

o Label stages of water cycle and show order (1, 2, 3, 4)

o Construct wind socko Hang in classroom

Lesson 4 – Where is all the water?



o Consider some environmental consequences of their actions

o Take part in caring for self, family, classroom and school through personal approaches



o Express and reflect on

Class discussion (in circle)/students take notes in science notebooks:

o Focus Questions:o Where is all the

water on Earth?o How much of

Earth is water?o Why is water

important to us?o Where is fresh

water located? Locally?

o What is water pollution?

o How does pollution cycle through environment?

Discuss acid rain

o How can we conserve water?

Student participation and discussion during class activity and group work

Students explore information presented and complete group activity together

Students record findings/ideas on chart paper:

o Discoveries, findings, methods

o Possible solutions to end water pollution

o Suggestions of how to conserve water

Exit Ticket (Individual):o Can polluted water be

cleaned?o Why is it important to

keep water resources free of pollution?

o Make pledge to do one of water conservation strategies

All students participate in class discussion – asking at least one question or putting forth at least one idea/connection

Students use knowledge of water cycle to connect ideas of how pollutants can move through the environment

Students work together to complete water resource group activity – fill in chart paper as a group

Students complete exit ticket individually

o Reflect on topics of the day, what they learned

o Show how they would care for their environment through pledge


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personal experiences of place

o Water sources, including local watersheds

o Water - a limited resource

Vocabulary to add to word wall – water resources, pollution, conservation, acid rain, fresh water

Plastic Globe Toss Activity

o Students in circle – toss ball around circle so everyone gets it once

o Track where right thumb lands (land or water) on board

Water on Earth - Plastic Bag of Beads Display

o Plastic bag filled with 100 beads (all the water in the word)

97 white/clear (97% oceans)

2 red (2% ice)

1 green (1% fresh)

Group Activity (groups of 3-4)

o Each group has 1L of water in container, beaker, pipette, pollutants, clean water tool kits

o Measure out 10ml /tt/file_convert/60fdf9f40138586e5a1fbb88/document.docxRevised” Sept 2015

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of water in to beaker

Total fresh water on Earth

o Add water back to container

o Add “pollutants” (food colouring, plastic bits)

o Use tool kit to try to clean water – students work together, develop ideas/solutions, record on chart paper to share with class

Water pollution can be irreversible

Lesson 5 – Clouds




o Sort and classify data and information using drawings or provided

Talk about clouds – diagram on board

o Where they are located in the atmosphere

o The four main types of clouds

Cirrus Cumulus Stratus Nimbus

Students take notes/record field observations in their science notebooks during outside cloud viewing

Students create a cloud book “My Cloud Book”

o Four main cloudso Clearly label each

cloud type Cirrus Cumulus

Students will experience their local surroundings and record observations about clouds outside

Students will use the notes they took outside to help them illustrate each cloud

Students will classify information about the four main types of clouds through the creation of a “My Cloud


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tableso Communicate

observations and ideas using oral or written language, drawing, or role-play

Watch cloud video Read cloud poem Field Observations:

o Observe clouds outside

o Cloud scavenger hunt (in unit booklets)

o Make notes about clouds

What do the clouds look like?

What colour are they?

What shape are they?

My Cloud Booko Students use

construction paper to make book with four pages

o Label the four main types of clouds (one per page)

o Illustrate each cloud using cotton balls

o Write three facts about each cloud on bottom of page

Stratus Nimbus

o Illustrate each type of cloud using cotton balls

o Write three facts about each type of cloud

Book” Cloud book meets criteria

(outlined on board for students to see)

o Clear labelso Illustration for each

type of cloudo Three facts about each

type of cloud

Lesson 6 – Precipitation/tt/file_convert/60fdf9f40138586e5a1fbb88/document.docxRevised” Sept 2015

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o Materials can be changed through physical and chemical processes




o Express and reflect on personal experiences of place


Teach four main forms of precipitation and provide illustrations of each, descriptions of what they look/feel like

o Raino Snowo Hailo Sleet

Class Discussion/Students take notes in science notebooks

o Focus Questions:o Which forms of

precipitation have you seen before?

o What did it look like?

o What did it feel like?

Vocabulary to add to word wall – Hail, Sleet

Student Activityo Construction paper

– divided in to 4 sections

o Write headings in each section (rain, snow, hail, sleet)

o Create example/illustration for each form of precipitation

Painted rain drops (rain)

Students will each create a poster illustrating the four main forms of precipitation

o Use materials provided

o Follow example and expand with their own ideas of how to illustrate each form

o Clearly label all four forms (rain, snow, hail, sleet)

o Write three descriptions for each form of precipitation

Students use prior knowledge of clouds and the water cycle to understand how precipitation occurs

Students demonstrate understanding of the four main forms of precipitation through completing their posters

o Meet all criteria (outlined on board to students to see)

Clearly labeled

Illustration for each form of precipitation

Three descriptions of each form of precipitation


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Paper snowflakes (snow)

Balls of plastic wrap (hail)

Shiny white/silver sequins (sleet)

o Write three descriptions for each form of precipitation underneath

Lesson 7 – Reader’s Theatre “The Water Cycle”



Class performs a Reader’s Theatre together

Every student is assigned a role to read (some partners)

o Students have a few minutes to preview reading/prepare for their roles

Reader’s Theatreo Each student has a

scripto Students have

liberty to be creative with actions, or just read

Vocabulary to add to word

Students will participate in class activity (Reader’s Theatre)

Students will each read their part (taking turns if they have a partner)

o Students have the option to show creativity

o Students will show respect for one another while reading

Students complete exit ticketo 2 stars, 1 wish

Students participate in activity Students illustrate knowledge

orally through reading the story, performing their part

Students use prior knowledge of the water cycle to make connections and expand ideas

Students show respect for one another during reading process

Students will complete exit ticket

o 2 aspects they liked about the activity

o 1 thing they would change/1 thing they want to learn more about


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wall – runoff, ground water, water vapor, transpiration

Lesson 8 – Climate

o Demonstrate curiosity and a sense of wonder about the world






Watch Bill Nye the Science Guy video on Climate

Class Discussion/Students take notes in science notebooks – Weather and Climate are different

o Focus Questions:o What are the three

main climate zones?

Tropical Polar Temperate

o What is the difference between weather and climate?

o What climate do we live in?

o What are examples of locations of the other climates?

Vocabulary to add to word wall – climate, tropical, polar, temperate

Map of Climate Zoneso Each student

receives a blank map template

o Shade the three

Students create a map illustrating the three main climate zones. Each zone is shaded a specific colour

Tropical (red) Temperate

(yellow or green)

Polar (blue)o Create a legend for

mapo Answer three

questions about each climate on back of map

What does this climate look like?

Is it hot or cold/what does it feel like?

Where in the world would I find this climate? Example of country

During discussion students make connections between their local environment and the climate zones – which climate zone do they live in?

Students complete maps and meet criteria, answer three questions for each climate (criteria outlined on board for students to see)

o Information is organized and classified with labels

o Legend helps to clearly identify each climate zone

o Students discover the world around them through looking at a map or globe to find examples of countries for each climate zone


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main climate zones to illustrate where they occur in the world

Tropical (red)

Temperate (yellow or green)

Polar (blue)

o Create legend for map

o Answer three questions for each climate – write on back of map

What does this climate look like?

Is it hot or cold/what does it feel like?

Where in the world would I find this climate? Example of country

Lesson 9 – LA crossover lesson/Culminating Activity “On the Same Day in

Travel Slideshow Class Discussion about

Students use a story-board to collect information/data about

Students will research their countries/climates during one


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March”

o Stories help us learn about ourselves, our families, and our communities.

o Everyone can be a reader and a writer.

o Begin to use sources of information and prior knowledge to make meaning.

o Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding.

o Use personal experience and knowledge to connect to text and make meaning.

o Communicate in print, using letters and words and basic conventions of English spelling, grammar, and punctuation.

o Demonstrate curiosity and a sense of wonder about the world


o Transfer and apply learning to new situations.

o Writing processes.

travelo Focus Questions

o Where have you travelled before?

o What was the weather like?

o What do we know about climates?

Read “On the Same Day in March”

Story-boards (template provided)

o Students begin outlining story by choosing three countries/cities and finding information about each one – plot on to story-board

o Research in library/using class texts about the climate of their countries of choice.

three countries/cities of choice and the climate there during the same time of the year.

Students will use story-board develop ideas for their story

time of the year Students will complete a story-

board and will have planned and organized the information found during their research

Students will make connections between information they learned in previous “Climate” lesson and the story they are developing

Students experience the first part of the writing process

Students use informational texts to expand knowledge.


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o Elements of story.o Form, function, and genre

of texts.o Features of written text.o Elements of non-fiction

texts.o Paragraph structure.o Sentence structure and

grammar.o Conventions.

Lesson 10 - LA crossover lesson/Culminating Activity “On the Same Day in March”

Continuation of last class

Continuation from last class

Students will write their climate story

o Students will use their story-boards from last class as a platform to build from

Students will develop a story that illustrates their knowledge of three countries and their climates during one time of the year

Students will create an illustration for each climate

Students will have a completed story

Story will connect scientific knowledge learned during this unit to their research

Students will integrate facts in to their fictional travel story

Students illustrate each climate Students will demonstrate their

understanding of writing conventions, (grammar, sentence structure, paragraph structure), elements of story, elements of non-fiction


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