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Learning Experience/Unit

Water Cycle Bracelet and Writing Activity


Subject

English Language Arts (2005)

Grade Levels

Intermediate, 7th Grade


Learning Context/ Introduction

This activity can be used to review and reinforce how water is changed as it goes through the water cycle. Prior to this lesson students learned about the water cycle. Key vocabulary terms that were introduced were evaporation, condensation, collection, precipitation and runoff.

Essential Question

How does water move and change as it goes through the water cycle?

Duration

Three to four 40-minute class periods. 1 day to complete the bracelet activity. 2-3 days for writing.

Procedure

  1. Students will review the water cycle from previous day's lesson by completing a 5 question Senteo review using the Water Cycle Lesson SMART Notebook file. This will review a few key vocabulary words students need to know for this lesson. (Note: This lesson is modified from the Project Wet water cycle activity called "The Incredible Journey.")
  2. Students will be given a worksheet The Incredible Journey (Water Cycle Bracelet Activity Worksheet). Explain to students that today they will be going through the water cycle and making a bracelet with specific colors to record their journey.
  3. Students' attention will be directed to the nine stations around the room (Water, River, Lake, Plant, Soil, Ocean, Groundwater, Glacier and Animals). Explain that at each station they will write down the name of that station on their worksheet as they travel to it.
  4. They will also pick up a bead that corresponds with the color of that station and string it onto their bracelet. (They will be given 2 minutes at each station to complete this task each time. A timer will be displayed on the SMART Board).
  5. When the time is up, they will role a die at their station and go to that station. (If the die says stay, they must stay at that location until the next opportunity to roll is given. Up to three beads are obtained from staying at one station, then they must move on).
  6. Students will be randomly selected to go to the first station (there may be more than one student at a station).
  7. Students will share with their neighbor where they went as a water molecule through the water cycle. Students can compare the similarities and differences between journeys.
  8. Students will be asked to log onto their wiki account and to visit the "Water Cycle" page. Under the discussions tab students will find that they are to write a story from the perspective of a drop of water through the water cycle or a rap or a poem about their journey through the water cycle. In addition, students are to reflect on how many times humans interact with and impact the water cycle.
Note: In order to have students complete step 8, teachers will have to set up a class wiki or blog.  If this is not an option, teachers can elect to have students complete the activity offline using pencil and paper or a word processing program.

  • Water Cycle Lesson.notebook
  • Water Cycle Bracelet Activity Worksheet.docx
  • The Incredible Journey.pdf

    • Student Work

  • Water Cycle-HIGH.docx
  • Water Cycle-LOW.docx
  • Water Cycle-MEDIUM.docx

    • Assessment

    Student writing will be assessed with a rubric. See attached.

  • Water Cycle Writing Rubric.docx

    • Related Resource

    • Computers with Internet access
    • SMART Board
    • Senteo Interactive Response System
    • Cord
    • Beads
    • Dice
    • "The Incredible Journey" Project Wet
  • The Incredible Journey.pdf

    • Instructional/Environment Modifications

    Students could work together in pairs to complete the assignment if they have difficulty writing or typing. Some students may prefer writing and performing a rap together. This assignment could be a cross-curricular project between science and ELA.

    Website(s)

    Wikispaces
    Project Wet

    Reflections and Feedback

    I found this activity to be extremely creative and fun for the students. Many students were excited at the prospect of making a bracelet and writing a story about their own personal journey through the water cycle. Many students had a difficult time writing creatively as our 6th grade students had yet to be introduced to creative writing. They struggled for a bit but once the ELA teacher and I gave them examples of what a creative example would be they got the hang of it. I would definitely do this activity again with another class.

    Prior to Lesson

    You can set up a wiki account by visiting www.wikispaces.com and clicking Get Started. There is an option in this process to set up an educational account. Once the account is set up, teachers can create student accounts and passwords.


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