Going in Cycles
Going in Cycles
Objectives
In this unit, students will understand how the weather plays an important part in their daily lives. Students will:
- identify the different kinds of weather.
- describe the water cycle.
- understand the use of a thermometer.
- identify different kinds of clouds.
Essential Questions
- Can I use my senses to help solve problems?
- Can I compare common physical characteristics?
- Can I explain what changes have occurred?
- Can I explain what I’ve observed?
- Can I identify changes through observation and explanation?
- Can I use tools and observation to find information?
- What are some events that occur in a cycle in nature?
Related Unit and Lesson Plans
Related Materials & Resources
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Materials haven't been entered into the unit plan.Formative Assessment
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Multiple-Choice Items:
1. Circle the pictures of things you would use or wear on a rainy day.
2. Circle the picture of an apple tree in the coldest temperature.
3. Circle the picture that shows what happens when water droplets are too heavy to float.
4. Circle the thermometer that shows that the temperature is cold.
Multiple-Choice Answer Key:
1. Students should circle the pictures of the umbrella, raincoat, and boots.
2. Students should circle the picture of the tree with snow, the first picture.
3. Students should circle the picture of the rain.
4. Students should circle the blue thermometer.
Short-Answer Item:
Students will draw two different forms of water. Encourage students to draw at least two kinds of water they remember from any of the books/stories they heard in class. Students may label or write a sentence describing their picture. Students may have to dictate to a teacher.
Draw two different forms of water.
Describe your picture:
Short-Answer Item Scoring Rubric:
Points
Description
4
- Student draws a picture with at least two different forms of water. Student is able to label words to describe the picture. Different kinds of water could be rain, snow, fog, or hail. Student is able to describe his/her pictures with words.
3
- Student draws a picture with at least two different forms of water. Student is able to label words to describe the picture. Different kinds of water could be rain, snow, fog, or hail. Student is not able to describe the picture with words. Student may need assistance to provide the explanation.
2
- Student draws a picture with at least one form of water. Different kinds of water could be rain, snow, fog, or hail. Student is not able to describe the picture with words. Student may need assistance to provide the explanation.
1
- Student draws a picture with little or no description of water.
0
- Student is unable to complete any of the objectives or does not attempt to complete the task.
Performance Assessment:
Students act out the water cycle and are able to tell how it functions.
Performance Assessment Scoring Rubric:
Points
Description
3
- Student is able to act out the water cycle. Student is able to describe the water cycle, including the role of the sun.
2
- Student is able to act out the water cycle. Student is able to describe the water cycle, but s/he does not include the role of the sun.
1
- Student is able to act out the water cycle.
0
- Student is unable to act out or describe any parts of the water cycle or aspects of the assessment.
DRAFT 06/01/2011
