Activity 1: Water Cycle Mobile

Posted By on Dec 19, 2013


Activity 1: Water Cycle Mobile

Activity 1: Water Cycle Mobile

Students can either draw a large circle on a piece of construction paper and cut it out or use a paper plate (made from recycled paper) to construct a water cycle mobile using the following concepts: evaporation, transpiration, condensation, precipitation, and water collection.

Purpose:  To solidify the stages of the water cycle by creating colorful mobiles that will be showcased in the classroom for parents to see.

Materials:  Recycled paper plates or construction paper, markers, crayons, colored pencils, pencil, scissors, hole-puncher, yarn, and tape.

Common Core Standards:

English Language Arts Standards:

Reading: Informational Text:

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RI.3.7 (third) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-Literacy.RI.3.8 (third) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Craft and Structure:

CCSS.ELA-Literacy.RI.4.5 (fourth) Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Writing:

Text Types and Purposes:

CCSS.ELA-Literacy.W.3.2a (third) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

CCSS.ELA-Literacy.W.4.2a (fourth) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.5.2a (fifth) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Next Generation Science Standards (NGSS):

NGSS Science and Engineering Practices:

Developing and using models:

Develop and/or use models to describe and/or predict phenomena.  Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.  

Procedure: 

  • Students will use the symbols from Lesson 1 to sketch each stage of the water cycle (see circle template below).
  • Students can either write or type their understanding of each scientific concept in a table format and tape on the back of their mobile (see table template below).
  • Students can hang up their mobiles by punching a hole at the top and threading yarn and/or string through the hole.

Note:  These colorful mobiles can be showcased in the classroom during Open House, Back to School Night, Parent Conference Week, etc.  Parents love to see what their children are learning and students love to share what they have learned with their parents.


Water cycle mobile

Untitled-2

Water cycle concepts

Concept Meaning
Evaporation     

 

Transpiration     

 

Sublimation     

 

Condensation     

 

Precipitation     

 

Collection     

 

 


Rating Activity 1

Teachers:

Teachers rating Activity 1 for effectiveness in helping students learn ____

1 not helpful!    2 a little bit helpful    3 helpful    4 very helpful    5Wow!

 

Teachers rating Activity 1 for level of enjoyment _____

 1 not fun!    2 a little bit fun    3 fun    4 very fun    5 Wow!

Students:

Students rating Activity 1 for helping you learn _____

1 not helpful!   2 a little bit helpful   3 helpful   4 very helpful   5 Wow!

Students rating Activity 1 for level of enjoyment _____

1 not fun!    2 a little bit fun    3 fun    4 very fun    5 Wow!

PDF Version

Completed Student Examples :

3rd Grade :

Jasmine’s Water Cycle Mobile

4th Grade :

Zayra’a Water Cycle Mobile

5th Grade :

Dannika’s Water Cycle Mobile