Transcript THE WATER CYCLE - University of North Texas

THE WATER CYCLE
By: Taylor Pearson
Essential Question
• Where does all the Earth’s water come from?
Student Mastery
• Each student will learn that
basics of each concept and be
able to tell the difference
between each term.
• Students should be able to
describe and illustrate the
water cycle, and identify all the
natural resources.
• Some examples include:
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Evaporation
Precipitation
Condensation
Transpiration
Student Mastery Cont…
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Collection
Saturation
Accumulation
Seasons
Climates
The different layers of
the Atmosphere
TEKS
• §112.4. Science, Grade 2
• (a) 2) As students learn science skills, they identify components
and processes of the natural world including the water cycle and the
use of resources. They observe melting and evaporation,
weathering, and the pushing and pulling of objects as examples of
change. In addition, students distinguish between characteristics of
living organisms and nonliving objects, compare lifelong needs of
plants and animals, understand how living organisms depend on
their environments, and identify functions of parts of plants and
animals.
• 10) Science concepts. The student knows that the natural world
includes rocks, soil, water, and gases of the atmosphere. The
student is expected to:
• (A) describe and illustrate the water cycle; and
• (B) identify uses of natural resources.
References
• http://www.tea.state.tx.us/teks/
• http://www.mckinneyisd.net/Campuses/school_websites
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/walker/TeacherCreated/Second/water_cycle.htm
http://www.msichicago.org/ed/env/envsample.html
http://www.epa.state.il.us/kids/fun-stuff/water-cycle/
http://wings.avkids.com/Curriculums/Atmosphere/makin
g_rain_howto.html
http://www.msnucleus.org/membership/html/k6/wc/pdf/wc2w.pdf