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Main Curriculum Tie:
The Water Cycle, by Trudi Strain Trueit; ISBN 0-531-16220-6
The Snowflake-A Water Cycle Story, by Neil Waldman; ISBN 0-7613-2347-3
A Drop of Water – A Book of Science and Wonder, by Walter Wick; ISBN 0-590-02319-5
A Drop Around the World, Barbara Shaw McKinney; ISBN 1-883220-72-6
A Teacher’s Guide to A Drop Around the World, by Bruce and Carol Malnor; ISBN 1-883220- 77-7
The Life and Times of a Drop of Water, by Raintree Press; ISBN 1-4109-1956-0
The Magic School Bus – Wet All Over, by Joanna Cole, Scholastic Inc; ISBN 0-590-50833-4
Background For Teachers:
The model is constructed using three clear two-liter bottles with caps. These bottles will need to be prepared beforehand by removing labels and cutting one bottle just below the curved top, (you can use a drywall screw to make a starter hole for the scissors). Label this bottle “A” with a permanent marker on the side of the bottle. Cut the other bottle just above the curved bottom; label this bottle “B” with a permanent marker on the side of the bottle. Label the third bottle “C.” A quarter inch hole should be drilled in one of the bottle lids.
This activity will require a minimum of two 50-60 minute periods.
Intended Learning Outcomes:
The teacher invites the class to have a drink of water. As the class is sipping their cups of water, the teacher asks 5 students to each open a numbered envelope and read the contents. Each envelope contains a factoid about the water cycle that has previously been discussed in class. The fifth envelope is opened and the student reads aloud from the card, “Mr./Mrs./Ms._______, do you know you are drinking dinosaur drool?” The teacher either pretends to choke or spits out the water in a “dramatic” fashion. “How is this possible?” exclaims the teacher, “It tastes like clean, fresh water, it looks like clean fresh water, it smells like clean fresh water, how did the dino drool get in here? It is time for an investigation!”
Photograph interview. Take photos of the students building their models and the models “in progress.” After the activity is completed (a week later) show the students the pictures and ask questions. You can do this as a group or individual interviews. As students observe the pictures, some questions that can be asked are:
Ash, D., & Kluger, B. B., (1999). Identifying Inquiry in the K-5 Classroom.
Instructional models engage students in scientific questions, provide opportunities for students to explore those questions, and require students to interpret data to create explanations. Good science inquiry involves learning through direct interaction with materials and phenomena. One important sign of inquiry is the relative level of control that the students have in determining various aspects of the learning experience.
Marzano, R. J., Pickering, D. J., Pollock, J. E., (2001) Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.
Scientific thinking is enhanced through instructional methods such as identifying similarities and differences; summarizing and note taking; non-linguistic representation; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; and questions, cues, and advance organizers.
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