*evaporation

*condensation

*precipitation

*groundwater

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Big Ideas:

Objectives:

1. TSW distinguish between the information about the water cycle and the story parts of the book.
2. TSW identify educational books as a resource for researching topics.
3. TSW identify the stages of the water cycle.
4. TSW recognize the importance of the water cycle.

Multiple Intelligences:

1. Verbal/linguistic- listening to the book being read
2. visual/spatial- illustrations of the book

Universal Design:

EC/ESL- using the story as a review from what they should have already learned in the Webquest; this is a second exposure to the information presented in a different format

Materials: The Magic School Bus: Wet All Over, the KWHL chart posted

Procedure:

1. Yesterday we used the Internet as a resource to research the water cycle. When scientists research they use multiple resources, so we are too. I know you are already familiar with researching with encyclopedias. We said in our chart that books from the library are good resources for information. I found a Magic School Bus book that talks about the water cycle. This book is not solely informational, it tells a story too. We are going to have to notice when specific information about the water cycle is mentioned. Part of researching is noticing the IMPORTANT information.
2. So when you hear important information explaining the water cycle, I want you to put your thumbs up.
3. Each time there is a consensus of important information being given about the water cycle, I will stop and we will discuss if it was important, if we already learned it from our Webquest, and if it answered any of our questions on the chart.
4. I will make sure to stop whenever there is important information about the water cycle. Among the students raising their hands, I will ask someone to explain the important information mentioned and add any follow-up questions.
5. There are a couple of places in the book where it explains a process within the water cycle but does not use the vocabulary such as precipitation or runoff. I have marked these places in the book and will ask a volunteer to give me the vocabulary word that is described.

Assessment:

1. What is the way we researched the water cycle today?
2. Did you enjoy researching by reading the book or doing the Webquest better? (have students raise their hands accordingly to which they liked better like a vote then have some students share why they liked one way more than the other)
3. Person Number One in your groups, take out a sheet of paper and write a sentence about the water cycle. Pass it to your neighbor so they can add another important sentence. You will create a short paragraph once you have finished passing it to each person in your group.
4. Have groups share their paragraphs.

Reflection:

I was very happy with how today’s lesson went. When I looked at the students’ faces as I was reading the story, I could tell they were intently paying attention. The students were also able to answer many important questions I asked them about the water cycle. I felt that today’s lesson was a good review of water cycle information they needed to know before proceeding to the presentation aspect of the unit. The students were becoming clearer on the important vocabulary of the cycle such as evaporation, condensation, and precipitation. I was especially pleased with how two of the students responded to the lesson. These two students sometimes have behavior problems in class, but during the writing of their paragraph they did an outstanding job of summarizing the water cycle. Both students had been very good at paying attention. Even though they had two people in their group, they were willing to write extra sentences. There were also many visitors in this lesson. Ms. Bateman was in the classroom, I was being observed for a grade, and Mrs. Rumley dropped by the classroom also. I’m glad the students weren’t distracted by the visitors. Ms. Bateman has mentioned that they have become very accustomed to people coming in and out of the classroom on a regular basis.

Cole, J. (1996). The magic school bus: Wet all over. New York: Scholastic, Inc.