To begin this lesson, I ask students to share the data they gathered about water usage. I ask students to share their data from the water usage homework or the online home water calculator with their peers. I ask student groups to create a graph showing their water usage and to brainstorm ways that they might reduce their water usage.
Next, I ask students to review the steps of the water cycle lesson that they observed in the previous lesson. I list these on the board. I ask student teams to create a hand gesture for each stage of the water cycle. I then display the lyrics to the water cycle song. Teaching students a song related to the new science vocabulary helps them to remember the new science words that describe the stages of the water cycle that they observed in their own stream table.
A video of students singing the water cycle song can be found here.
I inform the students that they will be creating a physical reminder (a water cycle bracelet) of the stages of the water cycle to help them remember the science vocabulary. Using both the song and the bracelet helps reinforce student mastery of this new vocabulary and this key concept.
I provide each student with a copy of the water cycle bracelets graphic organizer. I also provide each student with a small cup containing the beads and a small piece of fishing line that they will use to construct their bracelet.
I guide students to name each stage of the water cycle and to describe the stage. I ask students to record their thinking on their graphic organizer. Please see the link to view a student's completed water cycle graphic organizer. As I move through the stages of the water cycle, I ask students to add the beads to their bracelets, one at a time. After each student has completed their bracelet, I ask them to review what each bead symbolizes with their science partner.