Rationale
This unit entitled “The Water Cycle” is designed for 2nd grade. The unit will integrate many academic disciplines while teaching students about the water cycle with specifics such as the stages of the cycle, states of matter, water forms, clouds and the weather.
Students will do a variety of activities to enhance their learning. First the students explore an introduction to the concept of the water cycle. Then student will experience through literature information on the water cycle and do experiments to see how each stage of the cycle is formed. Next students will learn to identify water uses and resources, to classify types of clouds, and to distinguish the seasons, demonstrating their new knowledge with a variety of materials. Finally, students will explore the characteristics of how the cycle relates to weather.
According to the Pennsylvania Department of Education Standards (listed below) states that the students will be producing works of art, speaking and listening during discussions, applying process knowledge that enables them to become independent leaders throughout inquiry and design, and study the dynamics of earth science, which includes the studies of forces of nature that build earth and wear down earth.
3.2.3.A1: Differentiate between the three states of matter, classifying a substance as a solid, liquid,or gas.
3.2.K.A3: Describe the way matter can change.
4.2.5.A: Explain the water cycle.
3.2.3.A3: Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes.
3.3.1.A5: Collect, describe, and record basic information about weather over time.
3.3.3A5: Explain how air temperature, moisture, wind speed and direction make up the weather in a particular place and time.
When the unit is complete, the students will be able to describe different types of weather, the processes of the water cycle, the four types of clouds, and the types of water sources. This content is key in a student’s ability to understanding, explore, and explaining the natural world around them.
Students will do a variety of activities to enhance their learning. First the students explore an introduction to the concept of the water cycle. Then student will experience through literature information on the water cycle and do experiments to see how each stage of the cycle is formed. Next students will learn to identify water uses and resources, to classify types of clouds, and to distinguish the seasons, demonstrating their new knowledge with a variety of materials. Finally, students will explore the characteristics of how the cycle relates to weather.
According to the Pennsylvania Department of Education Standards (listed below) states that the students will be producing works of art, speaking and listening during discussions, applying process knowledge that enables them to become independent leaders throughout inquiry and design, and study the dynamics of earth science, which includes the studies of forces of nature that build earth and wear down earth.
3.2.3.A1: Differentiate between the three states of matter, classifying a substance as a solid, liquid,or gas.
3.2.K.A3: Describe the way matter can change.
4.2.5.A: Explain the water cycle.
3.2.3.A3: Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes.
3.3.1.A5: Collect, describe, and record basic information about weather over time.
3.3.3A5: Explain how air temperature, moisture, wind speed and direction make up the weather in a particular place and time.
When the unit is complete, the students will be able to describe different types of weather, the processes of the water cycle, the four types of clouds, and the types of water sources. This content is key in a student’s ability to understanding, explore, and explaining the natural world around them.