Ice, Snow, Water and Mist
National Park Service Mission
Black Canyon of the Gunnison National Park and Curecanti National Recreation Area Outreach Education is committed to: Creating an awareness and fostering an appreciation for the mission of the National Park Service and the natural, cultural, and historic resources of Curecanti National Recreation Area and Black Canyon of the Gunnison National Park.
EDUCATION LESSON PLAN
Title: Ice, Snow, Water, and Mist
Grade level: Kindergarten (can be adapted to 1st grade level, 1st grade adaptations are in red)
Time length: 30 minutes (closer to 45 minutes at the 1st grade level)
Subject areas: Science, reading and writing
Teacher: 1-2 NPS Education Specialists
Colorado Content Standards: Science: (4.3) Students know major sources of water, its uses, importance, and cyclic patterns of movement throughout the environment.Reading and writing: (1) Students read and understand a variety of materials.
Theme: Water, in its three different phases, is used in many ways by every living thing, including people.
NPS focus: Public Law 39-535 (Organic Act),Public Law 95-250 (Redwood National Park Expansion Act), Vail Agenda Education Committee Report (Strategic Goal #2; Action Plan 16)and (Strategic Goal #3; Action Plan 52,62),Curecanti and Black Canyon Themes: Natural Resources/Wildlife
Environmental learning hierarchy: Analogies
Materials: Spray bottle filled with water; snowball (if available); ice cubes in a cooler; water in plastic jar with lid; hair dryer; paper towels; mountain model (a snow capped mountain and a river running down the mountain into a lake made of paper towels to soak up water); three signs with the words liquid, solid, and gas on poster board or paper; laminated pictures (Velcro on back) to put on felt board; felt board; water sounds CD; CD player (test first with water CD); water pictures for station 2; water cycle chart; water book "Story of Water Stages."
I. INSTRUCTIONAL OUTCOMES
Knowledge level: Students will be able to list several uses of water. Students will be able to verbally state the different phases of water. Students will be able to verbally explain the processes that water goes through, using an example of snow melting on top of a mountain.
Comprehension level: Students will be able to verbally identify how different phases of water impact our life.
II. ANTICIPATORY SET
III. TEACHING PROCEDURE/METHODOLOGY
There are three different phases of water: solid, liquid, and gas. (Hold up a cup or clear bottle filled with water.) What's in this bottle? Yes, it's water. This is water in a liquid form. Let's all say LIQUID. Now let's spell liquid. L-I-Q-U-I-D. (Point to letters on a big sign while spelling for all children to see.) Where have you seen liquid water, or what do you use liquid water for? (kitchen sink, bathtub, rivers, lakes, Blue Mesa Reservoir, etc.) What do you use liquid water for? We drink water in its liquid form, we bathe with water, we swim and boat in water. (As students name the uses, put the appropriate pictures onto the felt board).
Now let’s talk about another one of water’s three phases. Hold up container with ice cubes. "What do I have in this container? Right, these are ice cubes. Do you know what an ice cube is made of? WATER! This is water in a solid form. Solids have a shape and can be hard. Let's all say SOLID. Spell solid with me. S-O-L-I-D." Hold up solid sign while spelling, pointing to each letter. Where have you seen frozen water, or what do you use frozen water for? Ice cubes, the local ice skating rink, snow flakes, and big piles of snow are all examples of frozen water, or water in its solid form. What do we use water in its solid form for? We use ice cubes to cool a big glass of lemonade on a hot day, we skate on the ice rink, and we play in the snow! (As students name the uses, put the appropriate pictures onto the felt board). When water is in its solid form, is it hot or cold? That’s right, it’s cold!
This is the third form of water—(Spray a fine mist of water into the air with spray bottle.) "What's this that you feel in the air? This is water in the form of a gas. Let's all say GAS together. Spell gas with me, G-A-S." Spell gas using the sign. Water in the form of a gas is so tiny you can't see it. This is water vapor. Do you know what fog or mist is? They are clouds hanging in the air. Clouds are water in the form of a gas. (As students name them, put the appropriate pictures onto the felt board).
Can you tell me some other forms of water you see in nature besides fog, and mist?" Guide students to think of snow, rain, and mist, along with streams, lakes, rivers, and oceans.
IV. CHECK FOR STUDENT UNDERSTANDING
V. GUIDED PRACTICE
TRANSITION: “So now that everyone has had the chance to learn and see the different phases of the water, we are going to play a game so all of you will be able to be the different phases of water. Can I have everyone stand up, please? (Wait until they gather themselves) Now all of you will have to follow me very carefully, through the different hand motions so that you will be able to go through all the phases of water. First, water comes down from the sky as precipitation; this may be as rain, snow or hail. Hail is a form of solid water or ice. (Sprinkle your fingers down with hands apart up in the air and slowly bend down so you are in a crouching position on the floor. While you do the actions talk the students through the motions so they feel as if they are representing that form of water.) Then, water will gather into puddles, lakes or rivers. (Squat on the ground with your arms in like a basketball hoop around you) You have become a lake and a lake is a form of liquid water. And the more it rains, the more you grow. (Grow bigger with your hoop) Then the sun comes out and the water starts getting warm and starts evaporating. (You have started to turn into a gas rising into the air. (Oscillate your arms up and down, hands flat, like you are waving your whole arm from your shoulders, and slowly stand up) Then the water gas will turn into clouds through condensation, (flex your muscles. As more water evaporates, the bigger you get. So, you get bigger and bigger, and bigger and finally fall in the form of precipitation. (Repeat cycle and motions if you have time.)
Everyone please sit down quietly. In the next activity we are going to use our ears, so I need everyone to be very, very quiet.
VI. INDEPENDENT PRACTICE
Did You Know?
The temperature at the bottom of Black Canyon is approximately 8 degrees warmer than at the rim.