In this unit, students will learn about weather. The students will:

- learn about the relationship between water, clouds, and temperature.

- demonstrate the water cycle.

- create a water cycle bracelet to reflect the water-cycle process.

- Can I describe the changes that have occurred?

- Can I recognize changes through observation and explanation?

- Temperature: A measure of how hot or cold something is.

- Thermometer: An instrument for measuring temperature.

- Water Cycle: The path water follows as it evaporates into the air, condenses into clouds, and returns to Earth as rain, snow, sleet, or hail.

- Weather: What the air is like at a certain time and place.

- poster paper

- Weather Journal handout (S-K2-4-2_Weather Journal)

- Water Cycle diagram (S-K2-4-3_Water Cycle Diagram)

- shipping packing pieces or cotton balls

- colored beads (light blue, green, dark blue, yellow, clear, white); two of each color per student

- yarn, cut in bracelet-sized lengths, one for each student

This lesson enhances the awareness of different types of weather. It explains how the water cycle works and offers practice modeling this notion. Assess student's knowledge of:

- an early class discussion focused on clouds, water, and temperature.

- while modeling the water cycle, they monitor and provide feedback.

- students will learn about the water cycle by working in groups to create a class water-cycle graphic.

- they explained each step of the water cycle using the colored beads on their water-cycle bracelets.

Scaffolding, Explicit Instruction

W: Students will study about water's life cycle. They will demonstrate knowledge of the water cycle, including what it is and where it stems from. They will keep a weather notebook and create a bracelet illustrating the water cycle.

H: Students will engage in the lesson by producing rainstorms with their bodies, modeling the water cycle, and reading rain-related literature.

E: To demonstrate how to do the given assignment, show students a completed water cycle bracelet.

R: Students will explain their bracelets to classmates to reinforce their knowledge of the water cycle.

E: Formative assessments, weather journals, and water cycle bracelets will measure students' understanding of the topic. Additional practice or reteaching will be offered as needed. Students will engage in discussions with their peers and share what they have learnt about the water cycle.

T: Students will engage in teacher-led discussions, followed by individual activities and demonstrations to help them comprehend the topic.

O: This lesson allows students to work in large or small groups, with partners, or individually.

Students might organize a circle and stand with their hands touching. Have students form a circle. Say "Stop," and ask: 

"What would happen if I did not say 'stop'?" (We would continue going around and around.) 

"Can you name some things that are like a circle?" (Wheel, top, etc.) 

Day 1 

Show students the book Did Dinosaurs Drink This Water? or another one provided in the resources. After reading the book, discuss if it is conceivable to drink the same water that dinosaurs did. Tell the students, "Today we will learn about a circle that occurs all the time outside. The water cycle is also known as the water circle. Remember all the books we read about water? Each book discussed various we see water. We also learnt about thermometers and how temperature indicates how hot, warm, or cold it is outside. Water can also alter depending on the temperature. What do you believe would happen to water if it was freezing outside?" (The water would become colder. The water would freeze or snow.) "What did we learn clouds were made of?" (small drops of water) "What happens to the water in the clouds when it gets very cold and begins to fall to earth?" (The water transforms into ice and snow.) "What happens when it rains? Does the water stay on the ground forever? What happens with the water? Where does it go?" Students will conclude that water disappears because the sun warms it and causes it to evaporate. Note: The water cycle is an abstract idea that is being introduced. Students will just be introduced to this topic, which will be developed and mastered in subsequent grade levels. This is a fundamental, practical introduction to the topic. 

Show students the book, Did Dinosaurs Drink This Water? again and ask, "Why do you think the author believes dinosaurs could have drunk the same water we find on Earth today? Do you think it's possible to drink the same water dinosaurs did?" Assume the author implies it might be the same water because it is part of the water cycle. 

"Today you are going to model the water cycle." Choose a student to represent the Sun. Use white packing peanuts or popcorn to represent rain. Have the student who will represent the sun stand in the center of a circle of students. Have the students in the circle raise their hands out. Tell the students that their hands depict clouds. "Your hands are clouds filling up with water drops." (Fill students' hands with packing materials or cotton balls). "When your hands get too full of moisture drops, the drops overflow and rain falls." (Ask students to lift their hands and let the packing materials fall like rain).

"Now the sun will warm the water." (The student representing the sun will spread his/her arms to show warming, while students in the circle should pick up dropped cotton balls or packaging pieces to demonstrate evaporation.) "The sun warms the water so much that it condenses into small water droplets, which then form clouds. Then the cycle begins again. Who can explain why we say this is a cycle?" Students should be able to respond that the water travels in a circle. If they don't understand, pick up the pieces, set them in your hand, and show them how to form a circle again. 

Day 2

"Remember when we discussed the water cycle? Let's look at an image to see if we can identify the water cycle." Show the class a picture of the water cycle (S-K2-4-3_Water Cycle Diagram). Point out each stage of the cycle and connect it to the preceding activity. Ask every student to explain the picture and how it connects to a cycle. 

Divide the students into four groups. Provide each group with the following materials: 

Group 1, paper plate and yellow construction paper. 

Group 2, cotton balls 

Group 3, blue construction paper. 

Group 4, green construction paper. 

Inform students that each group will be helping to build a class water-cycle chart. Allow each group to build a portion of the cycle and then describe their contribution. Assemble the parts to create a classroom water-cycle chart. 

"Now we are going to make a water-cycle bracelet to help us understand the water cycle." Make a water-cycle bracelet with a bracelet-size length of yarn and colored beads to demonstrate the process to your students. "Each bead represents a part of the cycle." Before students build their own bracelets, demonstrate how to string the beads and explain the different colors. "The rain (light blue) falls on the grass (green). It makes puddles (dark blue). The sun (yellow) comes out and dries up or evaporates (clear) the puddles. The air becomes filled with moisture, causing a cloud (white) to form. Then the cycle begins again." Have students string beads on a piece of yarn. Use the bracelet as an assessment tool to determine what your students understand. 

Ask students to tell their partner what the bracelet represents. Then, have students share their understanding with you and review the water cycle as a class. Ask students to share their bracelets at home. 

Finish the task with the nursery song, Rain, Rain, Go Away. Ask students, "Why would you want the rain to go away? What would you do if it is not raining?" 

Extension: 

Students can arrange the steps of the water cycle. 

Students can role-play the water cycle.