Annamarie Jones

ELEM 520: Science

Earth Science Lesson Plan

Due: 7/19/2012

Water Cycle – Earth Science Lesson Plan

Content Standard E.5.A:

Students understand the water cycle’s relationship to weather.

ENGAGE

Students will be asked various questions about the water system to assess prior knowledge. The

teacher will link prior knowledge to storms, types of precipitation, and how water “gets into” the

clouds in the first place.

The teacher will draw a diagram of the water cycle on the board and will ask the students for help in

completing the diagram.

After the diagram is complete, the teacher will show a model of the terrarium that the students will be

making and observing.

EXPLORE

Students will construct a model of the water cycle in action using 2-liter bottles to build a terrarium.

Materials

o 2-liter bottle with plastic top removed.

o Gravel

o Peat moss

o Potting soil

o African violets or seeds from a smaller flower that is less than 6” tall.

o Cacti or small pine seedlings

o Sand

o Water

1. Before giving to the students, cut the 2-liter bottles about an inch below the top curve of the bottle.

2. In small groups, have students discuss and plan what will be necessary for a healthy start for a

small ecosystem that students can add water to. They will be trying to make a small version of a

place on earth that relies on the water cycle for survival. Have the students determine what they are

going to put into their terrarium and have them record it as a picture in their learning journal.

3. Have students use the bottom of the bottle to make the terrarium and water the terrarium lightly.

Take the top of the bottle and place it over the bottom. You should not have to add more water.

4. Ask students to volunteer their plant for a “no sunlight” test and put one of the terrariums into a

closet. Place the other terrariums in a well-lit area, preferably in front of a window.

EXPLAIN

Have students explain to the class what materials they put into their terrarium and why they believe

that those will be the best for growing. Have them record this in their learning journals.

Have students predict what is going to happen to their terrarium and give explanations, examples, and

evidence related to the water cycle.

Have students predict what would happen if each of these materials was missing.

o Gravel

o Peat moss

o Potting soil

o Plants

o Sand

o Water

Annamarie Jones

ELEM 520: Science

Earth Science Lesson Plan

Due: 7/19/2012

o Sunlight

Ask students what the minimum materials needed are for the terrarium to survive.

All of these reflections should be done in the student’s learning journal before leaving the class.

Remind students to support their ideas with evidence, examples, observations, and logic.

EXPAND

Have students record observations for two weeks. Observe the results daily and record findings in

learning journals.

o What is happening inside the bottle?

o How does the plant look?

o How is this an example of the water cycle?

o What would happen if the top bottle was taken off?

o What parts are necessary for survival?

o What is happening to the “no sunlight” plant? What about the water in the terrarium? What

looks different than the other terrariums? What looks the same?

Have students measure and plot their plant growth and the “no sunlight” plant on a line graph during

the two weeks of observation. Once the graph is complete, have students make observations about

the growth of their plant in relation to the “no sunlight” plant in their learning journals.

EVALUATE

Students will be assessed on their ability to relate traits that they can see and evaluate from their

observations before, during, and after the building of the terrarium. (Formative/summative

assessment)

Students will be evaluated on their ability to interact with, make decisions with, and compromise with

peers while deciding what is necessary to sustain life in the terrarium. (Formative assessment)

Students will be evaluated on their ability to fill out the line graphs and make observations based off

of the data. (Formative/summative assessment)

Students will be asked questions related to the activity that they complete and their answers and

reasoning will be assessed by the teacher on an individual and group basis. (Formative assessment)

Students will be assessed on the completeness of answers and observations made in their learning

journal. Answers should be in complete sentences with evidence and support based off of

observations and what is learned during the course of the unit. (Summative assessment)