Journey of Water

Grade Level: 2nd Grade

Subject: Science
Duration: 40 minutes
Curriculum Standards: Next Generation Science Standards (NGSS): 2-ESS2-3 (Obtain information to identify where water is found on Earth and that it can be solid or liquid.)

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Lesson Overview

This lesson focuses on teaching second graders about the water cycle using CLR (Culturally and Linguistically Responsive) strategies. The session will explore the journey of water through its continuous cycle, making connections to the students’ experiences and observations of water in their daily lives. Hands-on activities and engaging visuals will support comprehension while fostering a love for science.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe the water cycle using age-appropriate terms like evaporation, condensation, precipitation, and collection.
2. Identify real-world examples of each stage of the water cycle.
3. Engage in culturally responsive discussions about water’s importance in their communities and the world.
4. Collaboratively use academic vocabulary while participating in hands-on and visual learning activities.

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Content Summary

1. Water is constantly moving through a cycle, transitioning between liquid, gas, and sometimes solid.
2. The four major stages of the water cycle are evaporation, condensation, precipitation, and collection.
3. Heat from the sun causes water to evaporate, forming clouds as it cools and condenses.
4. Rain and snow are examples of precipitation that return water to Earth’s surface, where it collects and flows back to water sources.
5. The water cycle is a natural process that ensures water is recycled and reused on Earth.

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CLR Quantity & Activities

Activity 1 (VA): Water Droplets Exploration (10 minutes)

Materials: Small cups of colored water and droppers.
Instructions:

• Each pair of students will get a small container of colored water and droppers.
• Students will use droppers to create tiny “droplets” on wax paper. As they observe how the droplets behave when gathered, discuss the concept of collection and how water gathers in rivers, lakes, and oceans.
  Engagement Goal: This tactile activity allows students to physically manipulate water droplets, helping them understand collection while building their academic vocabulary.

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Activity 2 (VA): Water Cycle Visual Storytelling (15 minutes)

Materials: A large poster board of the water cycle diagram without labels.
Instructions:

• Display a colorful, incomplete water cycle diagram on the board.
• In mini-groups, students will take turns labeling the cycle stages (evaporation, condensation, etc.) with vocabulary cards.
• Once labeled, they will come together to fill in one real-world example for each stage on the poster.
  Engagement Goal: Students will collaboratively visualize and cement their understanding of the water cycle while practicing teamwork and language skills. The group task fosters community learning through shared ideas.

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Activity 3 (BB): Water Cycle Motion Game (10 minutes)

Materials: None (just the classroom space).
Instructions:

• Assign each corner/area of the classroom to a stage of the water cycle (e.g., the windows represent evaporation because of sunlight).
• The teacher will call out a stage (e.g., “Condensation!”), and students will act out what happens during that stage as they move to the correct area. For condensation, they might huddle together to represent water turning into clouds!
  Engagement Goal: Through kinesthetic learning, this activity captures imagination and engages different learners by making the abstract water cycle come to life in motion.

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Quality: Addressing Uncertainty

Uncertainty Question to Address: Are students equipped to fully understand and describe the abstract processes of water changing states through the CLR activities?
Solution: Before engaging in the collaborative activities, provide a quick, teacher-led demonstration (e.g., showing steam from warm water or condensation on a cold bottle) to model and visually explain these processes. This tangible demonstration will give all students a clearer foundation.

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Strategy: Intent and Purpose of CLR Activities

1. Water Droplets Exploration:

   • Intent: To provide hands-on experience with water in its liquid form and the idea of collection.
   • Purpose: To connect science to real-life textures, visuals, and interactions.

2. Water Cycle Visual Storytelling:

   • Intent: To deepen understanding of the water cycle through visuals and peer collaboration.
   • Purpose: To build teamwork and academic vocabulary while reinforcing the cycle visually.

3. Water Cycle Motion Game:

   • Intent: To make the water cycle meaningful by connecting each state of water to a fun physical interaction.
   • Purpose: To help kinesthetic learners internalize and remember the stages through movement.

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Reflection Questions for Students

• What was the most surprising part of the water cycle and why?
• How can you see the water cycle working in your own life (e.g., rain, puddles drying, clouds)?
• How might the water cycle be important for all people and animals in the world?

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Teacher Reflection

Were the CLR activities engaging for all students, including those at different ability levels and with varying levels of academic vocabulary? Did the activities effectively build their understanding of the water cycle? Consider reviewing students’ responses to reflection questions and revisit any challenging sections in the next lesson.