Rainy the Raindrop
and the Water Cycle
Activity Basics
Purpose
Students are introduced to components of the water cycle;
Topic: Water Cycle
evaporation, condensation, and precipitation.
Level: Primary
Time: 2 class periods
Overview
Science Standards
Students examine the characteristics of the
National Science Standards:
water cycle by creating a short story using
• A: Scientific Inquiry
scientific vocabulary to predict what causes
each phase of the water cycle. Students will
• D: Changes in Earth and sky
reflect on what they know, what they want
• E: Science and Technology
to know and what they have learned about
the water cycle through the creation of a
Colorado State Standards:
short story and illustration.
• Science Standard 3.1 (matter exists in
Student Outcomes
different states by heating and cooling)
• Science Standard 5.3 (weather changes)
Students will be able to:
Time
• Create a short story/creative writing
piece incorporating the phases of the
water cycle.
Approximately two 45 minute class periods.
Level
Primary (3rd Grade), but can be scaled up
• Demonstrate use of scientific vocabulary
to describe the steps of the water cycle.
or down to accommodate other grade levels.
Materials
• Problem solve and predict what causes
•
Coloring Supplies
•
Paper for the student work
know, and learn about the water cycle.
•
Copies of CoCoRaHS KWL student worksheet
• Illustrate the phases of the water cycle.
•
Copies of CoCoRaHS “Rainy the Raindrop”
Story
each phase of the water cycle to occur.
• Reflect on what they know, want to
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Preparation
Explore
Before teaching this lesson, create a word
1. After the story is completed, students
bank on the board with a section for the
should then write more in the K section
word, and then a section for the definition,
of their KWL worksheet about the water
however make sure the word bank is blank.
cycle.
Also prepare the following:
• Coloring supplies and paper organized
and available for student use.
• Copies of CoCoRaHS KWL worksheet
and “Rainy the Raindrop” handouts.
• Assign student groups of 2 or 3.
2. Challenge students to think critically and
outside of the box about the water cycle;
remember this may be the first time they
are being exposed to this information.
Remember to reinforce the fact the there
are no “right” answers at this point so
they feel confident to put down what they
are thinking without having the burden of
What to do and How to do it
being “wrong.” This can be a great way
to gather the students’ misconceptions
Engage
about the topic.
1. Distribute the CoCoRaHS KWL Student
Worksheet to the class.
3. Students should now complete the W
section of their KWL worksheet listing
what they still want to know about the
2. Have the Students sit on the floor
water cycle.
together so they can all listen to the
story about Rainy the Raindrop.
4. After each student has created his/her
KWL worksheet, divide into groups of
3. As you read the story, focus on the
2 or 3, according to what works best
vocabulary words, and have students
for your class. Group sizes may also
record what they think the definition
be increased if desired.
might be in the K section of their
KWL worksheet.
5. Allow them to discuss what they wrote on
their KWL worksheet. Students should use
each other’s ideas to alter or add to
what they have already written down.
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Explore (continued)
4. Students will also be able to ask questions
6. As the groups discuss what they came up
with on their KWL sheet, have them
from their “W” section so they cover all
they wanted to know about this topic.
discuss the weaknesses and strengths of
all of their ideas. Maybe there are some
Elaborate
ideas that are partially correct, and others
1. Using the Rubric below, explain to the
that don’t make any sense.
students how they will be graded on with
the story. Assist students in brainstorming
their ideas.
Explain
1. After the groups have finished discussing
2. Using the vocabulary that they learned after
what they have written on their KWL
the story and class discussion, students will
sheets, bring the class together and have
create a short story/creative writing piece
them share their ideas as an entire class.
about Rainy the Rain Drop.
This should be when students challenge
each other’s ideas about how the water
cycle works.
3. Challenge students to think about what
could happen to Rainy after he precipitates
down back to the ground. The stories
2. On the board, write down all of the
should be realistic; however they will all
vocabulary terms introduced in the story
have the freedom to be creative with the
and have them come up with definitions
piece.
as a class. This is when students will
be provided with formal definitions and
explanations about the water cycle.
Although it is a class effort to come
up with the definitions and explanations,
make sure they get the right information.
3. Have students write down the information
under the “L” section of their KWL worksheet. This information should include the
formal definitions of all the vocabulary
Evaluate
1. Make yourself available to students if they
have questions.
students to think about concepts covered in
class.
2. After students create their story, they should
then draw a picture of the water cycle.
words on the board.
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Ask questions to challenge
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Evaluate (continued)
•
Students may think clouds do not form as
a result of water condensing.
3. Students can incorporate Rainy in their
drawings in order to go along with their
story if they would like.
Accommodations / modifications of activity
4. This provides students the opportunity to
for any special needs students
reinforce what they’ve learned about the
(special education, ELL, and gifted/talented)
water cycle into a visual diagram.
This lesson can be modified according to your
5. Students should label parts of their
illustration to let others know when certain
class needs; however here are a few suggestions.
steps of the water cycle are occurring.
•
For ELL students, provide a handout with
pictures that describe the water cycle after
the class discussion.
Assessment
Formative: Group discussion, and group
•
For gifted/talented students, you could
cooperation.
challenge them to describe how Rainy
Summative: Creative writing piece, along with
becomes part of the water cycle at
illustration reinforcing ideas presented in their
different stages; for example, they could
story and in the class discussion.
describe how the sun is the reason rainy
evaporates into a gas, floating up into the
Rubrics for grading: Attached below.
air.
•
For special needs students, you could
Anticipated misconceptions / alternative
create a fill-in-the-blank story, and have
conceptions:
them complete it based on what you have
•
Students may not understand that the
left for them to write.
water cycle is continuous.
•
As water moves through the cycle, phase
changes are what cause the water to
enter different stages; students may think
water stays in the same form throughout
the entirety of the water cycle.
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Page 5
Introducing Rainy the raindrop
**Teacher Commentary
Once upon a time, far, far away, there lived a water droplet named Rainy.
He loved to play and go to school, but most of all, he loved meeting new
friends while following his path on the water cycle -- You know; evaporation,
condensation, precipitation…? Through this process, Rainy does not stay the
same.
In fact, he changes between a liquid, gas and solid, depending on his
path. This would be a good place to get some student involvement and ask
them what they think happens to rainy when he’s a liquid, a solid, and a gas.
After they are done discussing what they think happens to Rainy, continue on
with the story. Listen closely to learn more.
One day, while swimming in the ocean with all of his water droplet friends,
Rainy decided to come to the surface where he could enjoy some sunshine.
While swimming along and soaking in the sun, he turns into vapor, rising up
into the air, evaporating, floating up, up, into the sky!
As he was floating up,
he noticed that he and some of his friends were starting to cool off.
were condensing and forming into a big white puffy cloud.
They
He wasn’t scared
though, because he had been on this ride many times before.
He first
evaporates because of the heat from the sun and then he rises up.
cools off, condensing and joining other water droplets to form a cloud.
Then, he
The big
puffy cloud then travels over the land and Rainy (along with a lot of his new
friends) falls down onto the ground as rain or snow, also known as precipitation.
Sometimes he freezes up and turns into solid ice! If you wanted to gain
more involvement from the students you could ask them what Rainy becomes
if he becomes frozen (hail).
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Introducing Rainy the raindrop (continued)
From there, he would often find himself on a fun rollercoaster ride, riding down
the river like a whitewater rafter, ending up back in the ocean all over again.
This time though, as he condensed into the cloud and traveled over the land,
he began to precipitate as rain… expecting to ride the river back to the
ocean…
But this time was going to be different.
onto the land, he fell into a rain gauge!
This time, instead of falling
Wow! What are the chances?
Well,
Rainy felt pretty lucky, because now he was going to get to meet some new
friends.
Not more water droplets this time, but people like you!
He knew that if he waited in the rain gauge, someone would come to check on
him in the morning.
As the sun came up, Rainy started to look around, and
he noticed a nearby flagpole and a big building.
“I hope I’m at a school”,
Rainy said, “Because I just love to teach kids about my ride throughout the
water cycle.
Sure enough, at 7:00 AM, someone came out and picked up the
gauge to look at it.
old?
Rainy could see that she was young, perhaps 10 years
Rainy knew that whoever it was, they were going to report on their
computer how much rain was in the gauge.
Rainy and the gauge were picked
up by the student and were brought into the classroom.
The teacher said,
“Thank you for bringing in our daily rain measurement Lisa, how much rain is in
the gauge?”
Lisa replied, “I can see that the water level in the gauge reads
point one eight.”
“18 hundredths! Good job,” the teacher replied, “let’s make
sure to report it on the website.”
What happens to Rainy next?
It is up to you!
Write a short story below
about Rainy’s adventure… from the school rain gauge back to the water supply;
either into a lake, river or ocean…
Introduce the creative writing assignment described in the lesson plan.
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Name:
K
W
L
What I Know
What I Want to know
What I Learned
CoCoRaHS 2011
Community Collaborative Rain, Hail & Snow Network