Raindrops falling into a lake
Grades 3-5
This lesson focuses on two main ideas.
Read introduction to students and review new vocabulary. Students will watch the “Water Cycle: Ways of the Watershed” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to the water cycle with students.
Complete extension activities with students, as you see fit.
Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.
Have students complete a reflection.
5-ESS2-1. Earth's Systems
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact.
Standard 2
Human Dependence on Earth Systems and Natural Resources
Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.
A student claims that evaporation and transpiration mean the same exact thing. Develop a response in which you support or refute the student’s claim. Use evidence and reasoning from the videos and activities to support your response.
Develop an explanation on how water moves around our planet. Use evidence and reasoning from the videos and activities to support your explanation.
No Response Score Point 0 |
Not There Yet Score Point 0.5 |
Beginning To Score Point 0.75 |
Yes Score Point 1.0 |
---|---|---|---|
The claim is missing. | The claim is incorrect or irrelevant. | The claim partially takes a position on the topic or issue addressed within the prompt. | The claim takes an appropriate position on the topic or issue addressed within the prompt. |
There is no type of evidence in the response. | The evidence is irrelevant or does not support the claim. | The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources. | The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources. |
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence. | Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence. | Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence. | Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence. |
This learning resource is a production of Maryland Public Television/Thinkport, in partnership with the Maryland Department of Agriculture.
Funding support is provided by a grant from the Chesapeake and Atlantic Coastal Bays Trust Fund.