Section outline

  • FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:


    We are FOCUSING on identifying how the water cycle works.

    We are FOCUSING on enhancing our understanding of the water cycle by transforming a bag into an experiment of the water cycle.

    We are FOCUSING on selecting information about the water cycle and explaining our understanding of it.


    Success Criteria: I can...

    • Classify different types of water through a matauranga Maori lens.
    • Create a visual poster which shows the different types of water.
    • Create a diagram of the water cycle.
    • Write opinions about different types of water.
    • Construct the water cycle in a bag.
    • Read an article about the water cycle.
    • Connect information about the water cycle.


                                                                                                              Achievement Objectives:

    Investigate the water cycle and its effect on climate, landforms, and life.


    Activities:


    Monday


    • The students will watch a video about the water cycle.
    • They will then classify different types of water through a matauranga Maori lens. That is, they will write what type of water it is when it is from the Maori translation and where they can find that type of water.
    • They will then create a visual poster of the different types of water.
    • Afterwards, the students will draw the water cycle in their science books using words, diagrams, labels and arrows.
    • Finally, the students will write about what water should be like to people.


                                                                                                                               Tuesday


    1. The students will draw the water cycle diagram on their bag.
    2. They will add blue food colouring into the water to represent ocean water.
    3. Then they will pour the water into a ziplock bag and zip it up.
    4. They will hang the bag upright on the window (or the door like I did) using packing tape.
    5. As the water evaporates, vapours rise and condense at the top of the bag. A white patch can be seen resembling clouds in the upper atmosphere.
    6. After a while, water droplets appear on the inside of the bag. As they become bigger, they will eventually slide downward. The sliding down resembles the flow stage that brings water back into the sea.
    7. If the water is still warm or if the bag is left on the window facing sunlight, it will keep cycling through the four different stages of the water cycle.

    Explore more about the water cycle by answering these questions.

    • Can you describe the relationship between the water cycle and living things?
    • How does snow fit into the water cycle process?
    • What causes soil erosion?
    • Have you seen the four stages of the water cycle appear in our daily lives?


                                                                                                                            Wednesday


    • In their science books the students will write and answer the questions below:

      1. Before you read this, what is the water cycle? 

      2. List stories, films, books which show the water cycle in them.

      3. What similarities or consistencies are there between them.

    • Students will then read the article A freshwater, saltwater tug-of-war is eating away at the Everglades.

    • They will write any keywords and scientific vocabulary which is related to the water cycle.
    • Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of the water cycle.