Water+Cycle+K-2

Lesson Objectives

By the end of this lesson, students should be able to:
 * Identify land and water features in pictures, a map, and a globe.
 * Compare the amount of land on Earth to the amount of water on Earth.



Engage: Activate Prior Knowledge; Generate Interest

Activate Prior Knowledge Show pictures of land formations and bodies of water on the Earth’s surface. Say: “These are some pictures of the Earth. Tell me if you see land or water in these pictures.” Make two columns on the board. Label them “Land” and “Water”. Say: “If the picture shows land, place the picture in the column labeled Land. It is shows a body water, place the picture in the column labeled Water.” As you hold up the pictures, call upon students to describe what they see in the picture. Then ask a student to place the picture in the correct column. Students can tape the pictures to the board. (Use push pins for bulletin boards.)

Land: **[|Mountains]**, **[|Desert]**, **[|Rainforest]**

Water: **[|Ocean]**, **[|River]**, **[|Lake]**





Stimulate Interest Ask students what they know about the Earth’s water. Ask: Why is water important to us? Where can we find water? Remind students that plants and animals also need water to live. Ask: What is the surface of the Earth made of? (land and water) Tell students they will watch a short video titled “Welcome to the Earth: The Blue Planet.” Tell students to think, as they watch the video, about why the Earth is called the Blue Planet. Play the video **[|Welcome to the Earth: The Blue Planet].** Note that students may need to view this segment more than one time in order to fully grasp the concept.

When students have watched the video, ask: Why do you think some people call the Earth the Blue Planet? Record student responses.

Explore: Allowing Students to Experience Content

Post the Essential Questions that constitute what students will be learning. Students may read them or you may wish to read them aloud together.
 * How much of Earth’s surface is covered by land?
 * How much of Earth’s surface is covered by water?
 * How does water change the Earth’s surface?

Explain to students that they will have an opportunity to make a model that will show the amount of land compared to the amount of water on the Earth.

Students will complete the Hands-On Activity: **[|Land and Water]**.

Tell students, We have just made a model to show that there is a lot more water on earth than on land, but why is this important? What happens when water and land come together? Can you think of other questions you have about water and land? What would you like to learn?

Add any student generated questions to the list of essential questions if they are not already there.

Explain: Firm Up Understanding; Allow Students to Explain What They Know

As a class, review the Interactive Glossary Term **[|ocean]**



Ask students to explain what they know about the surface of the Earth. Ask: What is the outside or surface, of the Earth made of? Is there more land or more water on the Earth? Then point out to students that water itself can change into different forms. Ask students what they think those forms might be. (ice, clouds, steam) Have students draw a diagram of the forms of water on Earth including places where they might find ice, clouds and steam.

Elaborate: Allow Students to Apply What They Know

As a class, perform the exploration, **[|Waters of Earth]** Afterwards, walk students through answering the questions/completing the **[|Student Guide]**

Project Ideas**:** To help students apply their understanding of water and change, you may wish to have them complete some or all of the following projects. The time required to complete each project will vary; some may require students to work outside the classroom.


 * Freezing Cold Students can make predictions about how long they think it will take water in an ice-cube tray to freeze. Help students make reasonable estimates and record their predictions on chart paper. Students can then put an ice-cube tray full of water in a freezer and note after regular checking when the water is finally frozen.

Evaluate: Check for Understanding

Have students complete the **[|Brief Constructed Response]** for Water and Change and or have students write a story describing a water drop as it moves around the earth and changes from water to steam to ice.