I begin the lesson by asking students to work with their science groups to discuss their experiences with rain. I ask the students to consider the ways that rain has changes the land. I provide several minutes for this student discussion. I then ask students to share their thinking with the class.
I inform the students that in today's lab, they will create model rain in their stream tables. I ask the students to use their personal experiences with rain to predict what will happen when they create rain on land in their stream tables.
I provide each student with a copy of the rain on land recording sheet and display a copy on the document camera. I ask students to record their predictions on their lab sheets. I then review the procedures for the lab. In this lab, students use a sprinkler head in a two-liter bottle to create model rain. The students observe how rain changes the land. As students conduct the lab, I ask the students to record their observations and results on their worksheet. A copy of a student's completed lab work can be found here. A video of students completing the lab can be found here.
To close the lesson, I ask students to review the vocabulary from the water cycle lesson and from today's lab. To help students review this scientific vocabulary, I use the dice vocabulary game. I display the water cycle words (precipitation, condensation, transpiration, collection, evaporation, percolation, and surface runoff) along with the words learned in today's lab (erosion, deposition) on a pocket chart in the front of the class. I distribute a dice to each student. I ask them to roll the dice one time for each vocabulary word and to complete the accompanying task in their science journals. This vocabulary activity connects with activities learned in English Language arts class and provides a strong cross-curricular connection.