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Students learn major water-cycle components and plant-related processes such as transpiration, evaporation, condensation, and precipitation, using key vocabulary. The activities include an engagement discussion with a jar of water, group sharing of where water exists, and a Water Cycle Game where students model travel through nine stations, recording journeys and observations on diagrams. 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The lesson also revisits how water changes states and connects learning to major components of the cycle.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which vocabulary and processes do students focus on?",{"text":118,"@type":114},"Students use terms such as transpiration, evaporation, condensation, precipitation, plants, roots, xylem, and stomata. These vocabulary words support explanations of how water moves and changes states.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the Water Cycle Game work?",{"text":122,"@type":114},"Students act as drops of water traveling through nine stations. 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This lesson explores more deeply the role of water as a component that plants need for growth introduced in the previous lessons.  \nLesson Vocabulary  \nwater cycle, transpiration, evaporation, condensation, precipitation, plants, roots, xylem, and stomata  \n\n| Standards and Learning Targets for Lesson |\n| --- |\n| Learning Targets\u003Cbr>• I can describe the major components of the water cycle.\u003Cbr>• I can explain the role of plants in the water cycle. |\n| Next Generation Science Standards\u003Cbr>• 5-ESS2-1 – Earth’s Systems\u003Cbr>- Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |\n| Idaho Science Standards\u003Cbr>• 5.S.4.1.1 – Earth and Space Systems\u003Cbr>- Describe the interactions among the solid earth, oceans, and atmosphere.\u003Cbr>• 5.S.1.6.4 – Understand Scientific Inquiry and Develop Critical Thinking Skills\u003Cbr>- Use evidence to analyze descriptions, explanations, predictions, and models. |\n| Common Core ELA Standards\u003Cbr>• W.5.7 – Writing\u003Cbr>- Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |\n\nMaterials  \n• Jar of water (You can use the same jar from Day 1 of this week. )  \n• Water Cycle Game supplies:  \n- Signs (Print one copy, cut out the signs, and hang one at each of nine stations. )  \n-Station cards (Print, cut out, and place at each station. Tip: print two or three copies. It will be easier for students to read and move quickly with multiple copies at each station. )  \n- Dice: two or three dice at each of nine stations  \n- Blank paper: one sheet for each student to draw their journey through the water cycle  \nWeek 1 • Day 3  \n• U.S. Geological Survey (USGS) water cycle diagram: regular and kid versions as PDFs (See websites in Resources section below for other downloadable and online interactive versions. )  \n• Computer and projector for showing water cycle diagram  \n• Transpiration demonstration: set up on Day 1 of this week  \n• Xylem demonstration: set up on Day 2 of this week  \nLesson Duration  \nApproximately 2 hours  \nLesson Description  \nEngage (10 minutes)  \n• Hold up a jar of water in front of the class. Tell them that you just filled it from the sink this morning (or two days ago) and ask the students, How old is this water?  \n- Have students write their answers in their science notebooks and explain their answers. Once they have finished writing their responses, let them know that we will revisit their responses at the end of today’s lesson.  \n• Have students work in groups to make a list of all the places in the world where water exists. Ask for a few examples to get them started (i.e., lake, rain, ocean, etc. ) .  \n- Ask a few students to share an example of where water exists, and let them know that today we are going to learn about the water cycle on Earth.  \n- Tell them that there are nine main places where water can be found in the water cycle. Have them compare their lists to the nine stations in the game.  \n- As you go through this with the students, hang the Water Cycle Game station signs at each station and place the station cards and dice at each station.  \n• Unpack the learning targets: (1) I can describe the major components of the water cycle; and (2) I can explain the role of plants in the water cycle. Write the learning targets on the board or on chart paper. Discuss the meaning of key words. Discuss the purpose of the lesson in terms of what students will be able to do by the end of the lesson.  \nExplore (30 minutes)  \n• Introduce the Water Cycle Game. Let the students know that they will each be a drop of water traveling through the Earth’s water cycle. As they travel through the water cycle, they will create a picture of their journey that shows all the places they trav","cbCaioC5wJ9TCxnE","https://ap.wps.com/l/cbCaioC5wJ9TCxnE","pdf",3064667,14,"English","# Lesson Overview\n## Lesson Vocabulary and Targets\n## Materials and Duration\n## Lesson Description: Engage\n## Lesson Description: Explore\n## Water Cycle Game Instructions","[{\"question\":\"What is the main goal of Week 1 Day 3’s water cycle lesson?\",\"answer\":\"Students learn about the water cycle and how plants contribute to it. The lesson also revisits how water changes states and connects learning to major components of the cycle.\"},{\"question\":\"Which vocabulary and processes do students focus on?\",\"answer\":\"Students use terms such as transpiration, evaporation, condensation, precipitation, plants, roots, xylem, and stomata. These vocabulary words support explanations of how water moves and changes states.\"},{\"question\":\"How does the Water Cycle Game work?\",\"answer\":\"Students act as drops of water traveling through nine stations. They roll dice to choose the next location, read station information, draw arrows for their movement, and record key words or processes on their diagram.\"}]","Elem Curriculum W1-D3 - The Water Cycle - Lesson Plan | PDF",1790589979,35]