Cause- Sun rays heat the water found on earth

Effect- Because the liquid water is heated, it causes the liquid to turn into vapor and evaporate into the air.

On going Data collection opportunity, Student Interest and Background: (I would post pictures of our heat lamp evaporation experiment where we placed water droplets onto a surface underneath a hot lamp. I would give students jobs such as photographer, time recorder, note taker, and water dropper.)

I would have a before and after picture of the water and with write in between those pictures how long it took for the water to evaporate.)

On Going Data collection: (I will paste students investigation question and answers onto the board. This questionnaire goes along with the bucket experiment under "Step 4: Collection," where the class will test out the water cycle in real life. These are questions and information we will use to carry out our water cycle investigation)

Student interests & Differences- Way for student to show their knowledge a different way then writing: I would hang student drawn diagrams of how erosion (run off water from the water cycle) happens and posts real life images of erosion that took place.

(I would hang two of these on the board to support sensory learning, after making with the class I can hang theirs as well)

On Going Data Collection Opportunity, Student Interest and Hands On learning: (Photos from condensation coke bottle experiment done in class. I would give students jobs such as photographer, time recorder, note taker)

Another opportunity to display students photos of them and family members in the rain to include the backgrounds and loved ones.

Opportunity for real life science, hands on learning, and data collection: (I would give students jobs such as photographer, time recorder, note taker. To give students a real example of water cycle, I will give each of them a small shallow bucket to place outside on the playground to be filled with rain water overnight. Water will be collected in our buckets and I will take a picture of our buckets filled with water to hang on the board. We would follow the process and check in on our buckets to see how much water was evaporated after being collected.)

(While reading our water cycle story book, I would pause during reading and ask for students to draw a labeled diagram of evaporation with the person sitting next to them based off what we just read. I would give 5 minutes to do this and hang multiple examples up together on the board)

Tactile and Sensory Learning: (I would hang a sensory/tactile diagram of nimbostratus cloud diagram that students had made when we had a lesson on different kinds of clouds)

Visual Learning: (I would hang small jars of soil, with paper arrows glued behind to represent the moisture evaporating from the soil) This could be made in class with a couple of helpers.

Visual Learning: (I would place a fake plant in a hanging vase with water and glue thick, dark arrows to the back of leaves. The arrows symbolize the water stored in plants evaporating) This could be made in class with a couple of helpers.

(I would hang multiple student drawings after asking them to draw a picture of "what you think water vapor and water droplets might look like at dew point.")

Tactile & Sensory Learning, Hands On Learning: (I would hang students work from our prior lesson on different kinds of clouds. I would stick labels pointing at the clouds around their work to show how clouds are full of water droplet.)

Visual Learning & Student Background: (I would make a paper sun over pictures of my students and their loved ones together outside. I would make the rays of the sun 3D like and "pop off" the board to draw attention, instead of laying straight down attached to the board.)

(I would hang up students labeled diagrams/drawings of the layers of the atmosphere, after having a mini lesson on each layer)

Visual Supports: (Large print poster hung on board)

(Diagram that will be discussed in lesson.)

Visual needs support: (I would hang large pictures to show the difference of hail and snow.)

(Diagram that will be hung and also discussed in the lesson.)

Visual Learning: (I would hang a large, fake thermometer with a paper line coming off at 32 degrees. I would hang small snowflakes around the thermometer.)

Activity for Ongoing data collection and Real life science opportunity: I would give students jobs such as photographer, time recorder, note taker (I would hang posted pictures from our experiment with turning water into steam, making sure the picture clearly shows the water steam. Before letting the boil water and steam, each child predicts how hot it will need to be to create water vapor. We also will time how fast it takes for the water to evaporate into vapor.)

(I would hang this humidity meter, with a larger/darker font and coloring. This shows that how humid it is outside depends on how much water vapor is in the air.)

(I would like to hang any pictures my students might have of them and their families at lakes, rivers or oceans)

Pictures in classroom display children of all race, ethnicities, religions and abilities.