S4E3: Obtain, evaluate, and communicate information to demonstrate the…
Obtain, evaluate, and communicate information to demonstrate the water cycle. a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).
The Georgia Standards of Excellence, Science outcome S4E3 (Earth and Space Science) for Grade 4 says: “Obtain, evaluate, and communicate information to demonstrate the water cycle. a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).” These 4 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Earth and Sky at Home Grades K–5 · partly supports this outcome
Make a rainbow on the kitchen floor, grow crystals on a windowsill and build a cloud in a jar. Three classic home experiments that actually work, with the real science explained for grown-ups.
- How does a cloud form? 40 min
Children watch the grown-up set up two jars of hot water with ice on top, add a wisp of smoke to one, and compare the clouds. They finish able to explain that clouds form when moist air cools and water collects on tiny specks.
Winter Science at Home Grades K–5 · partly supports this outcome
Make frost on the outside of a can, race ice cubes with salt and sugar, lift an ice cube with a piece of string, and look inside a real snowflake. Three kitchen-table winter experiments that actually work, with the real science explained for grown-ups.
- Can you make frost in a can? 40 min
Children crush ice, pack it into two cans, add salt to one, and watch water and then frost appear on the outside. They finish able to explain that the water and frost came out of the air, not through the can.
Our Living Planet Grade 4 · partly supports this outcome
Air, water, land and living things, and how each one depends on the others. Students build a sealed jar ecosystem to keep for a month and catch the water cycle in a bag on the window.
- Where does rain come from? 45–60 min, plus a 5 min look later the same day or the next morning
Students tape a zip-top bag of blue water to a sunny window and another to a shady wall, and catch a cold cup 'sweating' in the room. They follow the water from the bottom of the bag to the clear drops at the top, and explain how the Sun, air and clouds bring rain back down.
Solids, Liquids and Gases Grade 5 · partly supports this outcome
Where does a puddle go? Why does ice float? A first look at the tiny particles that explain the stuff around us.
- Where does a puddle go? 50–60 min
Teams race wet paper towels in still air, in wind, in a warm spot and under a cup to find out what makes water disappear faster. They catch the 'missing' water on the inside of the cup and explain evaporation with particles.
Printable practice for S4E3
These pages practise a closely related idea; the match to S4E3 is partial.
- Our Living Planet workbook included with the unit
2 English-support pages, 2 practice pages, 2 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- The Water Cycle, Start to Finish workbook included with the unit
2 English-support pages, 2 practice pages, 2 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- Weather Detectives workbook included with the unit
2 practice pages, 2 readings, 1 word wall, 1 English-support page, 1 unit review, 1 unit test, with answer keys.
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Compared with NGSS: 5-ESS2-1 (partial).
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