SCE 3310.05
FEAP/PEC 10 ESOL 5, 6, 12, 15, 16, 18; PEC 14
Teacher(s) Name: Maria Vanegas and Natacha Edmondson Title: Make a Cloud in a Cup Grade Level: Second Grade Learning Objectives • • • • • • Florida Sunshine State Science Standards
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Materials
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The student will be able to understand that rain comes from an accumulation of water molecules. The student will be able to create a visual representation to document a science investigation. The student will be able to make careful observations and inferences of an investigation to determine how rain forms. The student will make a record of his or her observations through documentation. The student will use their observations to make inferences and connections to the real world. The students will understand cause and effect relationship of the water cycle. SC.2.E.7.1: Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.2: Compare the observations made by different groups using the same tools. SC.2.N.1.3: Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others. SC.2.N.1.5: Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Hands on activities Small groups (pair ELL’s with proficient English speakers) Visuals Modeling Gestures TPR Choral response Monitoring comprehension Weather Words and What They Mean by Gail Gibbons “Make a Cloud in a Cup” Worksheet Blue food coloring Water Shaving cream Plastic cups Paper towels
SCE 3310.05
FEAP/PEC 10 ESOL 5, 6, 12, 15, 16, 18; PEC 14
Through this lesson students will learn about rain and how it is formed through an investigation using a visual representation. Students will observe how the accumulation of water molecules (blue food coloring) creates precipitation (rain). Students will document their observations using pictorial and written records.
Content Overview
Process Skills
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Instructional Procedures
1. Engage (Anticipatory Set/Review): Read the book Weather Words and What They Mean by Gail Gibbons aloud to the students. As you read, review the concepts that the students have learned thus far from the Weather unit. Ask the students, “Where does rain come from?” Discuss with the students that rain comes from clouds and help them make predictions about why it rains. After a quick discussion have the students write their predications in one or two sentences on the back of their worksheets. Explain to the students that they are going to learn what makes it rain through a fun activity.
Observing Measuring Communicating Predicting Inferring
2. Explore/Explain: Provide small groups of students with the materials in a small paper bag. Model how to fill the plastic cup with water. Add shaving cream on top of the water for a cloud. Explain that we are going to use the cup as a model of our atmosphere. The shaving cream is a cloud and the water is the air around us. Ask the students to describe what they see and help them make connections to the real world. Have the students draw what they see on their worksheets. Explain to the students that they are now going to make it rain. While holding up the blue food coloring, explain that this food coloring is moisture or water. Model how to add the blue coloring into the shaving cream drop by drop. Use TPR to have students add 10 drops to the center of the shaving cream. Continue adding 5 drops at a time and making observations until the blue food coloring begins to drain into the water. Have students observe what happens and share their observations/inferences with an elbow partner and/or their group. Allow students to draw their observations and write down their observations and inferences in one or two sentences. 3. Elaborate: Ask students to share their observations/inferences. Ask questions to prompt students and helping them make connections. Remind students that rain comes from clouds. Explain that clouds are made up of water vapor. The water vapor comes together to create small water drops. Each drop makes the cloud heavier and heavier with water vapor or moisture. Explain that when clouds get really heavy and full with water
SCE 3310.05
FEAP/PEC 10 ESOL 5, 6, 12, 15, 16, 18; PEC 14
vapor or moisture, it cannot hold in all the water anymore and it rains. Explain to the students that this process is called precipitation. Write the word on the board and use choral response to read the word together. Revisit the book by Gail Gibbons focusing on the pages on “Moisture�. 4. Extend: Students will be able to identify the different forms of clouds that form in the sky. Students will also be able to identify the different types of precipitation that fall from clouds. Rain, ice, sleet, hail and snow will be defined and discussed. Students will be able to make connections to background knowledge and prior experience. The students will also learn how these forms of precipitation move between the land, ocean and the atmosphere. The students will also learn the repetitive cycle of water and discover the patterns of the cycle. There can also be an overlap into reading by conducting read-aloud activities related to the theme. We can continue several hands-on experiments and classroom centers to teach students about the water cycle and how it works and how it is related to precipitation. Students will be able to demonstrate the knowledge they have acquired. Students will also learn new vocabulary words that are related to the theme and this will help them increase their reading comprehension skills. Evaluation/Assessment
References
Discussion Notes:
Teacher will facilitate group work and ask discussion questions to monitor comprehension throughout the activity as the informal assessment. Teacher will use students completed worksheets as the formal assessment. Holt Science and Technology, Holt, Rinehart and Winston Publishing. 2006 Weather Words and What They Mean, Gail Gibbons A Rainy Day, Robin Nelson Our Make a Cloud in a Cup Experiment Worksheet, http://schroederpage.blogspot.com/2012/02/our-hedgehog-visit-and-anotherscience.html