Clouds, Creeks, and Courage: 3rd to 5th Grade Science

Apr 20

Lesson Objective:

From third to fifth grade, students in New Jersey are expected to build key scientific skills, such as making observations, recognizing cause and effect patterns, and understanding systems and system models. In particular, goal 5-ESS2-1 of New Jersey Science Learning Standards requires that students demonstrate the ability to “develop models using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.” This includes key environmental systems, such as the water cycle, which are often taught via textbooks, as they encompass multiple processes and often include a lot of new vocabulary. For students who struggle with heavy reading material, understanding these processes and developing models that show comprehension of grasping new vocabulary may not come as easy.

This activity serves as an introductory lesson on the water cycle and the key vocabulary involved in it, namely evaporation, condensation, precipitation, and collection. A two part project, including a physical model and a craft, this project uses multisensory learning to gain a deep understanding of the processes that make up the water cycle while strengthening necessary scientific skills (making observations and models) and, ultimately, instilling a deeper emotional lesson about resiliency through the example of water itself.

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Materials:

Part 1: Physical Model

Plastic Bag
Water
Blue food coloring
Sand/rocks
Markers

Part 2: Water Cycle Craft

Graphic Organizer print materials
Scissors
Glue
Coloring materials

(Example craft and walkthroughs for each part provided, if needed)

Download Lesson Materials

Set-Up (for Parents and Teachers) and Pre-Activity:

Set-Up:

Print and cut out enough copies of the graphic organizer print materials for each student
Gather all model and craft materials
Pre-mix some water with blue food coloring
Note: It is recommended to do this activity on a sunny day

Pre-Activity:

Consider doing a pre-lesson to introduce the four main vocabulary words of this lesson: evaporation, condensation, precipitation, and collection
Considering using a segmenting strategy to introduce each word and assist with learning the correct pronunciation/spelling

Break into syllables
Write the word and underline each syllable while saying it with students
Slowly repeat each syllable until pronunciation of the word is correct
Encourage students to try writing it themselves and guide them to make sure each letter is written correctly

Ask students if they have heard of the word before and what they think it means. Come up with an official definition together.
Set the stage for the activity! (see sample):

You and your students are fearless scientists who study the biggest and smallest processes that power all of life on earth. Today, your mission is to figure out the crucial question: Where is water going? We see it in the ocean, we see it in the sky. Water always seems to be on the move, but where exactly is going and how does it move?

Activity:

Part 1: Help your students build a physical model of the water cycle:

Decorate the outside of the empty plastic bag with some sort of outside environment, but include at least a sun and cloud. Mark a fill line for the water near the bottom or middle of the bag
Add some sand and rocks to one side of the bag. Add enough blue water to the other side of the bag until it reaches the line made in the previous step.

Check in for comprehension: If this is supposed to be a model of something in the environment, what could the sand be? What are the rocks?

Close the bag and tape it to a window (preferably one in the sun) and wait for the water cycle to happen naturally!
Be sure to make initial observations before leaving; consider asking your students:

Where is the initial water level? (relative to the line)
Is the bag clear or cloudy?
Where is all of the water concentrated?

Part 2: Create a graphic organizer together while physically observing the water cycle

After a few hours, observe the bag again.
Use the walkthrough as needed to connect observations with the major steps of the water cycle.
Work together with your students to create a mnemonic device for each word to help them remember the definitions you previously created together. Consider using hand motions or “acting out” these mnemonics to really help them stick.

Examples:

What do you notice about where the water level is now? Where did the water go? What caused this to happen?

Connect to the idea of evaporation and create a mnemonic device with them: Ex. Water vapor-izes when e-vapor-ates, meaning it turns into air

Is the bag still clear or is it now more cloudy?

Connect this to the idea of condensation and create a mnemonic device together: Ex. Droplets in the air come together and condense during condense-ation

For each word find the picture that best matches the definition that you established together to make that part of the graphic organizer (see the example provided for what it should look like at the end)

Post-Activity Reflection and Discussion:

Review each step of the water cycle and the key vocabulary
Ask your students to consider: Despite changing the form it was in, did the water itself change into anything else?
Connect this idea to a discussion about the resiliency of water; consider touching upon the following major points of the activity:

Water goes through many physical changes as it endures changes in the environment (heat, pressure), but it still stays water - thus water exhibits a sense of resiliency
We can learn from the properties of water and be resilient in our own lives as we come across different challenges in our environment

Like water, we can learn to adapt to different environments while maintaining our own values and loving ourselves for who we are

Use the ‘resiliency of water’ to applaud your students for their courage to learn new words that may seem hard or scary at first.

Learning More for Parents:

What is orthographic processing?

Orthographic processing refers to the ability to “visually recognize and remember written words and parts of words,” which includes being able to recognize letter sequences and patterns as well as spell phonetically irregular words (Schoolhouse Educational Services). This ability to immediately recognize and decode words and parts of words is a necessary component of reading fluency.

Deficits in orthographic processing, in conjunction with weak phonological processing (the ability to recognize sounds), are commonly associated with dyslexia. Impairments in orthographic processing specifically are referred to as “surface” dyslexia and are characterized by “low sight word vocabulary, weak reading of irregular words, slow reading rate, and spelling errors, especially with irregular words” (Schoolhouse Educational Services). This can make it difficult to learn new words and recognize them upon sight, especially those with many syllables or irregular patterns before they can be retained in orthographic memory. While non-dyslexic readers may only need 1-4 exposures to retain new vocabulary to orthographic memory, readers who struggle with orthographic processing may have more frequent exposures to have the same level of retention.

What are Mental Graphemic Representations?

Mental Graphemic Representations (MGRs) are “stored mental representations of specific written words or word parts” that, according to The Australian Federation of SPELD Associations, serve as a key component of orthographic processing, especially in terms of reading and spelling fluency. The interventions recommended for building MGRs emphasize repeated exposures to new vocabulary while focusing on the patterns of the graphemes (letters) and phonemes (sounds).

Mnemonic devices (such as specific chants coupled with hand motion) can assist the process of making these patterns more recognizable and automatic. In particular, mnemonics that break down the original word into parts in order to decode the overall word is essentially the same segmentation strategy commonly used with dyslexia to build morphological awareness (or the ability to understand the individual units of a word). Studies furthermore show that mnemonics that use mental pictures (essentially creating MGRs) can strengthen working memory and long-term memory, both of which contribute to effective orthographic processing (Luan, et al., 2022). Using hand motions or “acting out,” the mnemonic device similarly enhances neural connections in areas of the brain responsible for working and long-term memory, therefore contributing to improved orthographic awareness.

What can you do to help your child?

Come up with fun, creative mnemonic devices with your child to make learning new vocabulary fun! Decoding unfamiliar, multisyllabic words may not come naturally, but this activity strives to help kids shift their perspective toward overcoming these challenges while embracing their own abilities. Hopefully, at some point, decoding and learning new words won’t be scary at all, but rather, a fun and engaging activity.
Repetition is key. Studies corroborate that dyslexia is often associated with deficits in working memory (Lum, et al., 2013), which can inhibit orthographic processing. This means that more time may be needed to learn and recognize unfamiliar or irregular words but with practice comes progress.
Keep the curiosity going: Encourage students to keep asking questions and making observations about the world around them like the scientists that they are! The idea of embracing the unfamiliar instead of shying away from it can translate to a better mindset when reading or learning new vocabulary as well.