[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-493619-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-493619-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","water-cycle-3rd-grade-ngss-activity","Water Cycle - 3rd Grade NGSS Activity","","Working model bracelet activity introduces the water cycle from a water-molecule perspective for 3rd grade NGSS ESS2.D. Students use dice/spinners and colored bead “water features” (glacier, lake, river, clouds, soil, ground water, plants, animals, ocean) to build a bracelet that starts with a yellow “sun” bead for energy. A guided discussion connects where water spends time and how humans impact it, followed by writing, graphing visits, and labeling movement using vocabulary.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/water-cycle-3rd-grade-ngss-activity/493619/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/water-cycle-3rd-grade-ngss-activity/493619.png","ImageObject",300,407,{"name":42,"@type":43},"vwvw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the water cycle working model activity?","Question",{"text":63,"@type":64},"Students learn the water cycle and explore how humans impact it, using a bracelet-building model that traces water movement through multiple Earth features.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the activity begin for each participant?",{"text":68,"@type":64},"Each participant starts with a yellow bead tied to a string to represent the sun, then adds beads from stations to build the bracelet while recording station names.",{"name":70,"@type":61,"acceptedAnswer":71},"What do students do after finishing the bracelet?",{"text":72,"@type":64},"They join a final discussion about where water spends most time and why, then complete post-trip tasks such as writing a water-molecule story, tallying visits, graphing results, and labeling movement using water-cycle vocabulary.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},493619,1791937581,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},3985747874149,"https://ap-avatar.wpscdn.com/avatar/3a001161165b4dc3d9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790129441039064114","LEARN ABOUT OUR WATER CYCLE DURING A WORKING MODEL ACTIVITY FROM THE PERSPECTIVE OF A WATER MOLECULE  \n3rd Grade NGSS DCI Addressed:  \nESS2.D Weather and Climate  \nPre-Trip Information/Activities:  \n􀁸  Water Cycle Video  \n􀁸 The Water Cycle NewsELA Article (3rd grade)  \n􀁸  Water Cycle Vocabulary Word Search  \nMaterials:  \n􀁸 Spinners (9)  \n􀁸 Bins of Colored Beads (9)  \no Glacier – Clear or Pearly Green  \no Lake – Dark Blue  \no River – Teal  \no Clouds-White  \no Soil -Brown  \no Ground Water-Purple  \no Plants-Green  \no Animals-Black  \no Ocean – Light Blue  \n􀁸 String  \n􀁸 Labels (9)  \n􀁸 Documentation paper  \nObjectives:  \n􀁸 Learn about the Water cycle and how humans impact it.  \nSet Up:  \n􀁸 Spread out the 9 dice/spinners  \n􀁸 Place feature label cards with the appropriate die/spinner  \n􀁸 Place a container of colored beads at each station (all colors except for yellow should be used at a station; you can match the colors with the station e.g. white as cloud, green as plant)  \nEach strand starts with a YELLOW bead to represent the sun, as it takes the energy from the sun to move water around the earth.  \nSan Joaquin River Parkway and Conservation Trust [www.riverparkway.org](www.riverparkway.org)  \nIntroduction:  \n􀁸 What is the water cycle?  \nWater cycle-the cycle of processes by which water circulates between the earth's oceans,  \natmosphere, and land, involving precipitation as rain and snow, drainage in streams and  \nrivers, and return to the atmosphere by evaporation and transpiration.  \n􀁸 Can you name all the different places we find water on the earth?  \nIn this activity we will use:  \no Glacier  \no Lake  \no River  \no Clouds  \no Soil  \no Ground  \no Plants  \no Animals  \no Ocean  \nActivity:  \n1) Spread participants evenly amongst stations and give each participant a blank worksheet  \n2) Have each participant take a string and a yellow bead; tie the string around the yellow bead to form the beginning of the bracelet. The yellow bead represents the sun, which provides us energy  \n3) Have participants take a bead from their first station and slide it onto their string, then write the name of their station in the first blank space on the worksheet  \n4) Have participants roll their dice/spin the spinner (make sure the dice stays at its designated station!)  \n5) If dice/spinner reads \"STAY,\" then the participant grabs another bead and repeats process, writing down the name of their station in the next blank space  \n6) If dice shows a different water feature, the participant travels to that features station,  \ntakes a bead from that station and writes down the name of that station on their  \nworksheet  \n7) Repeat the process until bracelet is formed (max 15 beads)  \n8) Once completed, tie off the end of the string to secure the beads  \nSan Joaquin River Parkway and Conservation Trust [www.riverparkway.org](www.riverparkway.org)  \nFinal Discussion:  \nAt the end of the game have students sit down and talk about where they went, why they  \nended up spending a lot of time in one area and not others. The ideas below include a few  \ndiscussion points  \n*In the event the group is not in a discussing mood you can have them see how many different‘water’ places they have been or experienced*  \n􀁸 Where does water spend most of its time?  \n􀂃 Students might spend a lot of time in the ocean or clouds because most of the earths water is found in those two places  \n􀁸 Why did they spend most of their time there? OR why did they follow the path they did  \n􀂃 This will require them to think about the connection between each place they visited.  \n􀁸 Find out how many students got to spend time in a plant or animal (it should be very little)  \n􀁸 Where are places we share water with animals?  \n􀁸 How much water is available to humans?  \n􀁸 How does water get polluted?  \n􀁸 How can we clean up our water?  \n􀁸 Are there ways we can conserve water during a drought?  \nPost-Trip Activity (to be done in class after trip)  \n􀁸 Have students write their story as a water molec","cbCaidKxQDKVP4vz","https://ap.wps.com/l/cbCaidKxQDKVP4vz","pdf",637705,"English","# Pre-Trip Information/Activities\n## Water Cycle Video\n## Water Cycle NewsELA Article (3rd grade)\n## Water Cycle Vocabulary Word Search\n# Materials\n# Objectives\n# Set Up\n# Introduction\n# Activity\n## Step 1\n## Step 2\n## Step 3\n# Final Discussion\n# Post-Trip Activity","[{\"question\":\"What is the purpose of the water cycle working model activity?\",\"answer\":\"Students learn the water cycle and explore how humans impact it, using a bracelet-building model that traces water movement through multiple Earth features.\"},{\"question\":\"How does the activity begin for each participant?\",\"answer\":\"Each participant starts with a yellow bead tied to a string to represent the sun, then adds beads from stations to build the bracelet while recording station names.\"},{\"question\":\"What do students do after finishing the bracelet?\",\"answer\":\"They join a final discussion about where water spends most time and why, then complete post-trip tasks such as writing a water-molecule story, tallying visits, graphing results, and labeling movement using water-cycle vocabulary.\"}]","Water Cycle - 3rd Grade NGSS Activity | PDF",1790884650]