Education 341 Interdisciplinary Unity

Paige Brennan, Emmy Costantino, Emily Brinn

Title of the Grade 4 Activity: How Does the Water Cycle Work?
PA Core Curriculum Standards:
I. Section One
C PA State Standards
a) Subject Area 1: Reading, Writing, Speaking and Listening
1. 1.1: Reading Independently
(1) 1.1.4.A: Identify the authors purpose and type, using grade level text.
(2) 1.1.4.B: Use knowledge of phonics (e.g., syllabication, root words,
compound words, contractions, possessives, inflectional endings, prefixes,
suffixes), the dictionary, or context clues to decode and understand new
words during reading.
(3) 1.1.4.C: Use meaning and knowledge of words (e.g., homophones,
homographs, root words) across content areas to increase reading
vocabulary.
(4) 1.1.4.D: Demonstrate comprehension / understanding before reading,
during reading, and after reading on grade level texts through strategies
such as retelling, summarizing, note taking, connecting to prior
knowledge, supporting assertions about text, and non-linguistic
representations.
(5) 1.1.4.E: Demonstrate fluency in oral reading of grade level texts;
demonstrate an appropriate rate of silent reading based upon grade level
texts.
2. 1.2: Reading Analyzing and Interpreting Text
(1) 1.2.4.A: Analyze text organization and content to determine the authors
purpose.
(2) 1.2.4.D: Make inferences across texts about similar concepts when
studying a topic (e.g., science, social studies); draw conclusions, citing
evidence from the texts to support answers.
(3) 1.2.4.E: Read, understand, and respond to essential content of text in all
academic areas.
3. 1.3: Reading, Analyzing and Interpreting Literature: Fiction and Non- Fiction
(1) 1.3.4.C: Explain the literary elements in selected readings including
characters, setting, plot, theme, and point of view.
4. 1.6: Speaking and Listening
(1) 1.6.4.A: Listen critically and respond to others in small and large group
situations. Respond with grade level appropriate questions, ideas,
information, or opinions.
5. 1.8: Research
(1) 1.8.4.C: Produce an organized product that presents the results of research
findings, using appropriate visual aids and citing sources.
b) CC.1- English Language Arts

1. CC.1.1- Foundation Skills: Students gain a working knowledge of concepts of

print, alphabetic principle, and other basic conventions
(1) CC.1.1.4.D: Know and apply grade level phonics and word analysis skills
in decoding words.
(a) Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar
multisyllabic words.
(2) CC.1.1.4.E: Read with accuracy and fluency to support comprehension:
(a) Read on-level text with purpose and understanding.
(b) Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
c) CC.1.2- Reading Informational Tests: Students read, understand and respond, to
informational text- with emphasis on comprehension, making connections among
ideas, and between texts, with focus on textual evidence
(1) CC.1.2.4. A: Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
(2) CC.1.2.4.B: Refer to details and examples in text to support what the text
says explicitly and make inferences.
(3) CC.1.2.4.C: Explain events, procedures, ideas, or concepts in a text,
including what happened and why, based on specific information in the
text.
(4) CC.1.2.4.E: Use text structure to interpret information (e.g., chronology,
comparison, cause/ effect, problem/ solution).
(5) CC.1.2.4.G:Interpret various presentations of information within a text or
digital source and explain how the information contributes to an
understanding of text in which it appears.
(6) CC.1.2.4.I: Integrate information from two texts on the same topic to
demonstrate understanding of that topic.
(7) CC.1.2.4.K: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade level reading and content,
choosing flexibly from a range of strategies and tools.
(8) CC.1.2.4.L: Read and comprehend literary non-fiction and informational
text on grade level, reading independently and proficiently.
d) CC.1.3- Students Read and Respond to Literature: Students read and respond to
works of literature- with emphasis on comprehension, making connections among
ideas and between texts with a focus on textual evidence
(1) CC.1.3.4.A: Determine a theme of a text from details in the text;
summarize the text.
(2) CC.1.3.4.B: Cite relevant details from text to support what the text says
explicitly and make inferences.
(3) CC.1.3.4.C: Describe in depth a character, setting or event in a story or
drama, drawing on specific details in the text.
(4) CC.1.3.4.D: Compare and contrast an event or topic told from two
different points of view.
(5) CC.1.3.4.F: Determine the meaning of words and phrases as they are used
in grade level text, including figurative language.

(6) CC.1.3.4.G: Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
(7) CC.1.3.4.H: Compare and contrast similar themes, topics, and patterns of
events in literature, including texts from different cultures.
(8) CC.1.3.4.I: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies and tools.
e) Subject Area 4: Environment and Ecology
1. Standard Area- 4.1: Ecology
(1) Standard- 4.1.4.A: Explain how living things are dependent upon other
living and nonliving things for survival. Explain what happens to an
organism when its food supply, access to water, shelter or space is
changed. Identify similarities and differences between living organisms,
ranging from single-celled to multi-cellular organisms through the use of
microscopes, video, and other media
(a) S4.A.3: Systems, Models, and Patterns
(i) S4.A.3.1: Identify systems and describe relationships among parts
of a familiar system (e.g., digestive system, simple machines,
water cycle)
1. S4.A.3.1.1: Categorize systems as either natural or humanmade (e.g., ballpoint pens, simple electrical circuits, plant
anatomy, water cycle).
(ii) S4.A.3.2: Use models to illustrate simple concepts and compare
the models to what they represent
1. S4.A.3.2.1: Identify what different models represent (e.g.,
maps show physical features, directions, distances; globes
represent Earth; drawings of watersheds depict terrain;
dioramas show ecosystems; concept maps show relationships
of ideas).
2. S4.A.3.2.2: Use models to make observations to explain how
systems work (e.g., water cycle, Sun-Earth-Moon system).
3. S4.A.3.2.3: Use appropriate, simple modeling tools and
techniques to describe or illustrate a system (e.g., two cans and
string to model a communications system, terrarium to model
an ecosystem).
(iii)S4.A.3.3: Identify and make observations about patterns that
regularly occur and reoccur in nature
1. S4.A.3.3.1: Identify and describe observable patterns (e.g.,
growth patterns in plants, weather, water cycle).
PA Core Curriculum Standards
Academic Standards for Science and Technology
1. Standard 3.1- Unifying Themes
a. 3.1.4. A- know that natural and human- made objects are made up of parts
i.
Identify and describe what parts make up a system.

ii.

Identify system parts that are natural and human- made (e.g ball
point pen, plant anatomy)
iii.
Describe purpose of analyzing systems
b. 3.1.4. B- Know models as useful simplifications of objects or processes
i.
Identify different types of models
ii.
Identify and apply models as tools for prediction and insight
iii.
Apply appropriate simple modeling tools and techniques
c. 3.1.4.C- Illustrate patterns that regularly occur and reoccur in nature,
i.
Identify observable patterns (e.g. growth patterns in plants,
crystal shapes in minerals, climate, structural patterns in bird
feathers).
ii.
Use knowledge of natural patterns to predict next occurrences
(e.g. seasons, leaf patterns, lunar phases)
d. 3.1.4.E.- Recognize change in natural and physical systems.
i.
Recognize change as fundamental to science and technology
concepts.
ii.
Explain and examine change by using time and measurement
iii.
Describe the change to objects caused by heat, cold, light, or
chemicals
2. Standard 3.2- Inquiry and Design
a. 3.2.4. A- Identify and use the nature of scientific and technological
knowledge
i.
Distinguish between a scientific fact and a belief
ii.
Provide clear explanations that account for observations and
results
iii.
Relate how new information can change existing perceptions
b. 3.2.4. B- Describe objects in the world using the five- senses
i.
Recognize observational descriptors from each of the five sense
(e.g. see- blue, feel- rough)
ii.
Use observations to develop a descriptive vocabulary
c. 3.2.4.C- Recognize and use the elements of scientific inquiry to solve
problems
i.
Generate questions about objects, organisms and/ or events that
can be answered through scientific investigations
ii.
Design an investigation
iii.
Conduct an experiment
iv.
State a conclusion that is consistent with the information
3. Standard 3.4- Physical Science, Chemistry, and Physics
a. 3.4. 4. A- Recognize basic concepts about the structure and properties of
matter.
i.
Describe properties of matter (e.g. hardness, reactions to simple
chemical tests)
ii.
Know different material characteristics (e.g. texture, state of
matter, solubility)
b. 3.4.4. B- Know basic energy types, sources and conversions

i.

Identify energy forms and examples (e.g. sunlight, heat, stored,

motion)
ii.
Know concept of the flow of energy by measuring flow through
an object or system
c. 3.4.4. C- Observe and describe different types of force and motion
i.
Describe various types of motions
ii.
Compare the relative movement of objects and describe types of
motion that are evident
iii.
Describe position of an object by lovating it relative to another
object or the background (e.g. geographic direction, left, up)
4. Standard 3.5- Earth Sciences
a. 3.5.4.A- Know basic landforms and earth history
i.
Describe earth processes (e.g. rusting, weathering, erosion) that
have affected selected physical features in students
neighborhoods
ii.
Identify various earth structures (e.g. mountains, faults, drainage
basins) through the use of models
b. 3.5.4.B- Know types and uses of earth materials
i.
Identify uses of various eart materials (e.g., buildings, highways,
fuels, growing plants)
c. 3.5.4. C- Know basic weather elements
i.
Identify weather patterns from data charts (including
temperature, wind direction and speed, precipitation) and graphs
of the data
d. 3.5.4. D- Recognize the earths different water resources
i.
Know that approximately three- fourths of the earth is covered
by water
ii.
Identify and describe types of fresh and salt- water bodies
iii.
Identify examples of water in the form of solid, liquid and has on
or near the surface of earch.
iv.
Explain and illustrate evaporation and condensation
v. Recognize other resources available from water (eg. energy,
transportation, minerals, food)
National Science Standards
i.
Content Standard A
a. Abilities necessary to do scientific inquiry
b. Understanding about scientific inquiry
ii.
Content Standard D
a. Properties of earth materials
b. Objects in the sky
c. Changes in earth and sky
B. Enduring Understandings
a. The water cycle is a continuous cycle that has no start or end point and
continuously reuses Earths water. Students see examples of the components
of the water cycle in their everyday lives. It is important that the students

have an understanding of the process and components of the water cycle.

Students need to understand the importance of the water cycle in our lives and
how without the water cycle we would run out of water on Earth. However,
students also need to understand the importance of seeing examples of
condensation, precipitation and evaporation everyday. They need to be able to
apply the water cycle into their everyday lives. For example, knowing that if a
puddle is on the sidewalk on their way to school and then is not there on their
walk home, that that puddle evaporated.
b. If the students are able to understand the reading on the scientific definition of
the water cycle, it will contribute to their later reading development. The
reading is on level for fourth grade science comprehension. Assessing their
understanding of the reading will help the teacher assess their reading
comprehension as well as their scientific understanding. By being able to read
and comprehend scientific articles students will further their reading ability.
They will be able to learn and take away information from their reading and
therefore become more advanced readers and more independent learners.
C. Essential Questions
a. In what ways are the components of the water cycle relevant to our everyday
lives?
b. How does comprehension of reading material correlate to later reading
development?
D. Performance Standards
a. Students will know
1. The different parts of the water cycle
2. What condensation, evaporation, precipitation, runoff, transpiration, and
groundwater are
3. The process of ice melting
4. The water cycle in everyday life
5. The process of ice melting to condensation and evaporation
6. How the water cycle works as a whole to reuse water
7. The importance of the water cycle
8. The water never ends/it is a continuous cycle
9. How to identify each stage in a diagram
10. Examples of the water cycle in our everyday lives
11. The importance of the water cycle in our everyday lives
12. Why ice melts using words from the water cycle
13. The different states of water
14. The relevance of the different states of water to the process of the water
cycle
15. That all living things need water to survive
16. Recognize how much water is used in daily activities
17. The importance of conserving and reusing water
18. That water is one of our most important natural resources
19. The water cycle is necessary in order for plants and humans to survive
b. Students will be able to
1. Explain how the water cycle works

2. Answer questions about the water cycle

3. Work collaboratively with their peers
4. Completely create a water cycle on their own
5. Observe the process of ice melting
6. Relate the ice melting cycle using concepts from the water cycle
7. Keep a journal of their observations
8. Read an article that is at grade level
9. Test their knowledge of the water cycle by playing a game
10. Define condensation, evaporation, precipitation, runoff, transpiration, and
groundwater
11. Listen to an entertaining story about the water cycle
12. Practice pronouncing the key words in the water cycle by sounding out the
phonemes
13. Use artistic freedom and creativity to create a poem
14. Create a scientific poem about the water cycle
15. Pick out the important themes in the story
16. Represent the water cycle using multiple intelligences
17. Use syllables and phoneme knowledge to spell the new scientific terms
18. Find examples of evaporation, condensation, and precipitation in our
everyday lives
19. Recognize the different states of water
20. Identify where to see different states of water in everyday life
21. See the water cycle in a small example version
22. See the importance of the water cycle for plants
23. Understand that the water cycle is necessary for life
24. Create a letter using creative writing
II. Section Two: Identifying Assessment
Assessments:
1. Pre-Assessment: Asking students what they know about the water cycle before
doing any of the readings, recording what they say onto the chalkboard in a
KLEW Chart in order to check their prior knowledge.
2. Formative: Asking questions throughout the lesson to make sure everyone
understands what they are learning, students are also using comprehension of the
material in order to match definitions and their corresponding terms. Ask
questions while reading the books and after. During individual and group work,
walk around the classroom and make sure everyone is on the same page, ask the
students questions to see that they understand. Watch students while playing
bingo to make sure they understand the terms and concepts on their board. Check
students labeled diagrams of the water cycle to make sure they knew how to
correctly label everything.
3. Summative: Review students answers to the questions on the comprehension
article, showing their knowledge on the water cycle. Also, look at the posters that
the students made and their paragraph explanations (and their presentation to the
class) to see how well students understand how the water cycle relates to their
everyday lives. Make sure students understand the importance of the water cycle

in everyday life. Listen to the students conversations during the discussion to see
that they understand the necessity of the water cycle for living things.
4. Adaptations: When putting the students in pairs or groups to observe ice cubes
and make their posters, put the less advanced students with the more advanced so
they can help each other. For students who have trouble with reading
comprehension, either give them a diagram of the water cycle or show them a
short video to further explain the concept. For students who are fast readers and
very good at comprehending, give them a second article to read while the rest of
the class finishes the first one.
III. Section Three: Lesson Activities
1. Materials:
Magic School Bus Wet All Over Book- by Pat Relf
Reading Comprehension Article on the water cycle
Bingo Board
Chips for Bingo
Cups
Ice
Science journals
Plastic mixing bowls (4)
Plastic mugs (4)
Plastic wrap
Rubber bands
Markers
Poster boards
Pitches of water
Clear plastic 2 liter soda bottles (2)
Scissors
Clear tape
Soil
Small plants
Procedure:
Day 1
Elicit
1. Write a KLEW chart on the white board- only doing K to get initial understanding
of what they already know
2. Ask the students what they know about the water cycle
a. What is the water cycle? Explain each component/ step
b. Where might you see the water cycle?
Engage
3. Pass out the cups of ice, have them take out science journals
4. Draw what the cup of ice looks like when we first pass them out
5. What changes if anything do you guys expect to happen to the cup? Discuss
predictions as a class, draw what they might expect in their journals

6. Pre-Reading- picture walk, based on what they saw in the film version what do
they expect to happen in the book
7. Read the Book, Magic School Bus: Wet All Over by Pat Relf aloud to the
students
8. Pause periodically throughout the reading and ask the students to predict the next
step of the water cycle in the book9. Ask specific questions while reading about the characters in the story as well as
the water cycle
a. Why steps of water cycle are useful and helpful?
b. Where do they travel?
c. What happens to Lizzies tail?
d. How will they re-enter the school?
10. After the completion of the book, have the students tell you what they learned
from the book
11. Fill out the L and E column on the KLEW chart on the board based on the
students answers
12. Ask the students how they see examples in the water cycle in everyday life based
on the Magic School bus
13. We then ask what they notice about their cup
Explore
14. Ask the students to make drawings and write down observations of what the cup
looks like now
15. Class discussion having them take notes about what has happened to the ice/water
since reading the book and how it connects to the water cycle
16. Have them feel the outside to see if they notice sweat or condensation on the
outside of the cup, discuss this as a group
17. Lift the cups and see if they notice the sweat ring on their tables and ask them
where they think this ring came from, discuss this as a group as well.
Explain
18. Have the students share their predictions for the above activity
19. Have the students share their actual observations and compare them to their
predictions.
20. Ask the students if they see other examples of condensation or evaporation, like
what they saw happening with the cup, in their everyday life? (Ex: puddles
evaporating, condensation from a cold drink leaving a ring on a table)
21. Fill out the W column of the KLEW chart by asking students what they want to
learn about the water cycle in everyday life and how they saw examples of the
water cycle in the cup and ice activity
22. Now Im going to pass out an article about the Water Cycle that will help to
clarify these steps
23. Have them read the questions before reading the article in order to clarify the
meaning of the comprehension questions so they know what information to look
for in the article
24. Have the students read the article and answer the comprehension questions
individually

25. Have them write in their science journals the terms they do not understand and
ask them to use context clues to see if they can infer the meaning
26. Go over the vocabulary terms to clarify definitions
27. Discuss comprehension answers together as a class
Day 2
Elaborate
28. Use clips from the online video of Bill Nye to gain intrigue in watching the water
cycle (1:30- 3:30) http://www.youtube.com/watch?v=YPJYPo2qhOM
29. Show all of the materials we are using to make the homemade water cycle, just
like Bill Nye did in the video, and ask them to predict what could be made using
the bowl, mug, rubber bands, and plastic wrap
30. Tell the students that now that they have read about and seen some components of
the water cycle, they are going to create their own water cycle on a larger scale
31. Pass out the plastic mixing bowls, plastic mugs, rubber bands, and plastic wrap
(one to each group)
32. Make predictions and justify positions based on the video and predictions about
what could be made using the materials
33. Have the groups each place their bowls in a sunny place by the windows where
we will place the heat (sun) lamps as well
34. Walk around to each group and fill each mixing bowl with water until it is about
filled with water
35. Place the mug in the center of the bowl, without getting any water inside of it
36. Cover the top of the bowl tightly with plastic wrap
37. Place the rubber band around the plastic wrap to keep it tight and in place
38. Turn on the heat lights
39. Students will be asked to make predictions of what will happen to the water inside
the bowl
40. Have the students draw diagrams and write observations of what is happening
inside the bowl
41. While the water cycle is forming inside the bowl, have the students, in their
groups, create a short poem about the water cycle. The students will have artistic
freedom to create a poem in any style they decide as a group
42. The students, while working on the poem, will periodically separate from the
group to write down their observations and draw diagrams of the water cycle
43. Ask the students to have their observations include key vocabulary words from
the water cycle comprehension article
44. The students will watch as the mist that forms on the plastic wrap (condensation)
will change into larger drops of water that will begin to drip (to make this occur
faster, slowly move the bowl). Once a few minutes have passed, have the
students peel back the plastic wrap and see if the mug is still empty
45. The mug will be filled with the rain that fell from the condensation on the
plastic wrap
Evaluate
46. Ask the students which steps from the water cycle they saw during this
experiment

47. Explain that the water from bodies of water evaporates just as the bowl water did.
It condensed from misty clouds on the plastic wrap. When the clouds became
saturated, it rained into the mug.
48. Draw a diagram on the board of the components of the water cycle: evaporation,
condensation, and precipitation by drawing a cloud, rain, evaporation, and a
puddle from the rain in a cycle
49. Have some students come to the board and label the components of the water
cycle they saw through this experiment and how they think this was made
possible in the small-scale experiment version of the water cycle.
50. Ask the students once again if they can think of any more examples they see this
on a smaller scale in everyday life based off of their now deeper understanding of
a small-scale water cycle
51. Break students up into groups of four or five and give each group a poster board
52. Ask the students to draw on the poster board different examples of the water cycle
that can be seen in their everyday lives (ex: condensation on the side of a bath tub,
steamed windows in a car, rim of water on a table from a cold drink)
53. Have students write a detailed paragraph about what they drew on their poster
board in their groups. This can be used as a formative assessment
54. Have each group read their paragraph to the class and then explain their poster
and go over any questions that other students may have about their examples
Day 3
Extend
55. Ask the students: what would happen if we didnt have water?
56. Show the video:
https://www.youtube.com/results?search_query=importance+of+water+cycle
a. This video gives a summary of the water cycle that we have learned in the
past few days as well as begins to highlight the importance of the water
cycle without giving too many ideas away
57. Ask the students why the water cycle is important and who needs the water cycle
in order to survive
58. Divide the class into two groups
59. Tell one group they will be growing a plant without water and tell the other group
they will use water cycle to grow the plant
60. Have the students cut the bottom off a plastic bottle leaving at least five inches
remaining on the bottom portion of the bottle (1per group)
61. Have the students fill the container approximately one-third full with potting mix.
The amount of soil you put in will depend on the size of the container. (1 per
group) group 1 should use dry soil and group 2 should use wet soil
62. Add the plants to the plastic bottle
63. Tell group 1 to place their plant by the windowsill in the sunlight
64. Tell group 2 to attach the container lid, or cover the opening of the terrarium with
plastic. Place the terrarium in a windowsill with sunlight
65. Have the students in each group observe their plant, twice a day, for the next few
days to see how the plants survive. (Days 3-7)
Day 7

66. Ask the students from each group to share what they observed over the past few
days
67. Have each group share their observations and diagrams
68. Ask the students why the first groups plant died and the second groups plant
survived
69. Explain to the students that there was condensation and precipitation within group
2s plastic bottle, that acted as a water cycle to feed the plant
70. Hold a discussion with the students on the importance of the water cycle for
plants and all living creatures
71. Look over the KLEW chart and answer the questions from the W section on the
importance of the water cycle
72. For a final assessment, have each student individually write a letter to a friend,
family member, their school, a water conservation society, etc. to explain the
importance of conserving water and what they have learned throughout this unit