Reflection: Developing a Conceptual Understanding Water Cycle Bracelets - Section 3: Creating Water Cycle Bracelets


Fourth graders often have difficulty understanding abstract science concepts, such as the water cycle. To aid students in both memorizing the new vocabulary and in developing new knowledge about this abstract process, I provide students with multiple ways to access this content. I use the physical lab, the water cycle song, and water cycle bracelets because these connect with various types of learners. Students have the opportunity to receive auditory, kinesthetic, and visual input through these activities. I further encourage students to create and share drawings that represent the water cycle. I have found that by taking the time to provide students many ways to learn the water cycle, that they are better able to remember key vocabulary and can describe the water cycle in their own words.

  Making the Abstract Concrete for Students
  Developing a Conceptual Understanding: Making the Abstract Concrete for Students
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Water Cycle Bracelets

Unit 4: Land and Water
Lesson 4 of 18

Objective: Students will create a bracelet to represent the stages of the hydrologic cycle.

Big Idea: Water is naturally recycled through the hydrologic cycle.

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water cycle bracelet
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