Watch the 1 minute video for a brief description of the activity and to preview the resources.
The children will begin by reviewing the types of bodies of water (fresh, frozen and saltwater) that they learned in a previous lesson. Then the book titled Follow the Water From Brook to Ocean will be read to further their knowledge. They will write down the forms of water and their definitions on a graphic organizer. Then they will create a booklet in which they will define each of the forms of water and draw a picture of it.
NGSS/Common Core Connections
In the NGSS standards, the children are expected to be able to obtain information to identify where water is found on Earth, and that it can be a solid or a liquid. In the previous lesson they identified this information. In this lesson, the children are going to use that information to write a book. They will also need to recall information learned to write a short explanation of each of the forms of water.
Teacher Advanced Prep Work
You will need to make the booklet forms for the kids. It doesn't take very long, but you will need to make them in advance. Or you can have the children make it themselves, I have just found they have trouble folding it evenly. See this sheet for the directions. Here is an example book so you can see a finished product.
To engage the students in this process, the children need to first review the forms of water that we have learned about.
Who remembers a form of water that we learned about yesterday? If you do not remember, or need to check if we remembered each of the forms, where could you look to find the answer?
We can look at our research to help us answer that question. So I would like you to open your science notebooks to the chart about forms of water.
The children are able to tell me about rivers, lakes, oceans, glaciers, icebergs and ice caps. They do not come up with the word brooks, but I am not going to tell them at this point since I want them to discover it themselves.
When asking the children about how to find out information, it helps them when I link what we have already done with something we are about to learn. It also gives them the notion that scientists use their previous notes to help them investigate further.
In the previous lesson, the kids took notes on an organizer about icebergs, ice caps and glaciers. Today they will be adding to their notes. You will need another copy of the Forms of Water note taking organizer in which to do this since each organizer page has only 6 spaces. We already used 3 boxes yesterday and will need 5 more today.
I am going to read you a book about different forms of water. Some of them you found yesterday in our lesson. Today I am going to read you a book and you are going to add to your notes.
Then I read the book called from Follow the Water From Brook to Ocean to review some of the forms of water. They will need some sort of short definition in order to make the book itself, so this book is great. As I am reading, if we find a definition, we stop, discuss write it down (see video clip of our class discussion about rivers). Here is a short clip of my class writing their definitions down. They look so studious! Click here for a student sample definition page.Here are the definitions we used:
When I finish reading the book, we watch this short 3 minute video in which a girl and her dad follow the rain to streams, rivers and to the ocean. The class can also add to their charts Where is Water Found on Earth? if some new types of water are found.
In the NGSS standards, the children are expected to be able to obtain information to identify where water is found on Earth, and that it can be a solid or a liquid. They will be using this information to create a booklet.
Since one of the science practices is to communicate information, we start by discussing how scientists share their information.
Scientists share their information. One way for us to share our information with others, is to make a booklet showing what we know about different forms of water. So today you are all going to get to have the opportunity to make a booklet about water, just like this sample. (I show them a sample of the folded paper booklets--without any words yet).
The first thing we need to do is to think how we are going to organize our information. This booklet has 6 flaps on it. One flap is going to be for our title. So we have 5 flaps left. How many forms of water do we have? Since we don't have enough flaps for each of the forms of water to have its own page, what can we do?
How can we combine them? What would make sense?
I want the children to come up with the idea that we can group similar items on one flap. I also want them to begin to take some steps towards thinking on their own to solve problems. I know this is small, but it is still a step.
When you open the flaps of the booklet, what do you notice about the size of the flap inside? (It starts small and gets big). What do you think then, would make sense as to how we organize our forms of water?
Again, we go through this same thinking process. Since the forms of water vary from small to large, it would make sense to organize our books this way. So here is the organizational scheme that was logical:
So I have the children label each of the flaps with the names above. Remember that the top flap is for the title: "Forms of Water on Earth." Click here for a student sample and here for a student's entire booklet sample of each page.
After the children have labeled each of the flaps, we begin to work on the inside. They lift the first flap up. On the top section, they will be writing a short definition of the form of water. On the bottom section, they will draw a picture of the form of water.
Let's do the first flap together. I would like you to open your top flap. On the top portion, we will be writing a general definition of a stream, brook and river. We can use our organizer to help us with the definitions. Since they are similar we are going to combine them and write one definition. How could we write it?
We decided to write the brooks, streams and rivers are natural freshwater sources that flow into a larger body of water.
The children need to either recall or use information gathered to help them answer a question. In this case, the question for each would be asking them to define each term. This is part of the writing standard.
I collect the finished booklets. I have the students who have not completed their booklet within the amount of time, complete it when other work is finished.
Since making the booklets takes a bit of time, we quickly gather to discuss the lesson.
In your science notebook, I want you to answer this prompt (I write it on the board):
Choose one of the bodies of water that was new to you. Write its name and a short definition of what it is.
I want to make sure that the children understand that water can be in many forms. Most children know all about lakes and rivers, but some of the other forms of water are brand-new to them. Since we are short on time, we only have time to write about one. If a student is struggling to write the answer, I let them look in their booklet and make note of the additional help given.