Elementary Lesson Plan: Water Cycle Collage with Recycled Materials

Water Cycle Collage with Recycled Materials

Teacher: Ms. Christina Roberts

Grade Level: 1-4

Technology Foundation Standards:
Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.
Communicate about technology using developmentally appropriate and accurate terminology.
Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
Demonstrate positive social and ethical behaviors when using technology. (2)
Practice responsible use of technology systems and software.
Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.
Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.
Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.
Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

National Visual Arts Standards:
Content Standards: 1: Understanding and applying media, techniques, and processes
Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
Content Standard: 6: Making connections between visual arts and other disciplines

Goal:    
To create a collage that shows the different stages in the water cycle and use only 1 cup of water per student.

Objectives:      
1. Students will create a completed collage of the water cycle.
2. Students will recognize that materials recycled from their water filter can be used as art materials.
4. Students will recognize six different stages of the water cycle and how they inter relate.

Resource materials/Visual aids:
www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml,
Romare Bearden’s collages, my exemplar, and collage papers, water filters students made

Supplies/Materials:        
1. Newspaper
2. Elmer’s glue and water mixture
3. scissors
4. bowls
5. Smock/apron        
6. paper
7. Acrylic paints
8. brushes for acrylic paints
9. Dishes for water and paints
10.Large bin for waste
11. Shallow boxes
12. Water filters students made in previous science lab
13. Oak tag
14. 1 cup of water per student

Teacher Preparation:    
This lesson is to be competed after making a water filter. This science lesson consists of making a filter with a 2 liiter soda bottle, coffee filters, cotton balls, sand, activated filter carbon(available in pet stores), and watered down mud. See video link
Day 1:
1. Have Projector and computer available for class.
2. Have visuals ready- collages of Romare Bearden and website loaded of water cycle.
3. Cover tables with newspaper.
4. Have the water filters student made previously available.
5. Have shallow boxes for storage of each student labeled with their names.
6. Have digital camera ready.(Teacher will take photos each day)
Day 2-4:
1. Hand out  boxes and paper.
2. Have large containers to dump sand into and brushes to remove excess sand off.
3. Have paints, brushes and water containers ready.
4. Have digital camera ready.(Teacher will take photos each day)
Day 6-7:
1. Have photos in a shared folder that students can access from their computers
2. Have PowerPoint on desktop.
3.  Write water cycle website on black board for a resource.
4. Each group presents their presentation to the rest of the class.

Teaching Instruction:
“If you only had 1 cup of water to create a collage, how would that change your process?” Talk about conserving and planning color changes. Start with light colors and gradually make them darker.  Share with your fellow students your successes and failures- you can trade collage papers. You are all in this together. Show them the range of color and texture that can be made.

Directions:
Day 1:
1.Label all the backs of your papers before you start working.
2.Create textural papers from the materials available that vary in color, texture and materials used.
3. Share processes and combinations that are successful with fellow students.
4. Keep your work area clean and orderly.
5. Once you are satisfied with your assortment of papers, help others . Be careful not to damage your creation and leave it on the table to dry.
6. Place your dry papers in your box, but leave the wet ones on the table or drying rack.
7. Clean your area and replace the newspaper with dry paper for the next class.
8. Sweep all excess dirt and sand into bins provided.

Day 2:
1. Find your box and paper on the drying racks.
2. Survey the collection of papers you made and plan out which paper will represent what stage of the water cycle.
3. Put your name on the back of the oak tag given.
4. Cut and paste papers on the oak tag provided.
5. Save any papers that are as big as your hand; throw out the smaller ones.

Days 3-5:
1. Continue cutting and gluing.
2. Once you are completed, dispose of all papers made and place your collage on drying rack.

Day 6: Evaluate all digital pictures taken and choose the ones that will be in the PowerPoint Presentation for each group of four students. Divide the class in half: group A will write their thoughts and process used to make their collage. Using at least 8 photos and 8 slides, groups will focus on the process of making their collages. Group B: will write and demonstrate the water cycle through the collage. Using at least 8 photos and 8 slides, group B will focus on the stages of the water cycle.

Critique/Evaluation:
Criteria: Each student has a completed collage showing the 6 stages of the water cycle. Group A and B each have a PowerPoint Presentation of 8 photos and 8 slides each with text describing the step of the water cycle or collage process.
Understanding of vocabulary-quiz by using the PowerPoint Presentation.
Understanding of process -quiz by quizzing the PowerPoint Presentation.
Discuss how would this lesson be different if you could use all the water you wanted? What did you learn from this experience? What would you do differently?

Time Budget: 5-7 class periods of 45 minutes each

Vocabulary:
1) Precipitation: when water comes out to the clouds and falls to the surface-solid form or liquid form
2) Run-Off: when water bodies are formed by precipitation
3) Evaporation: when water changes form a liquid to a gas phase
4) Transpiration: when plants release water vapor
5) Condensation: is part of cloud making, when water changes from a gas phase to a liquid phase - results in rain
6) Infiltration: when water is absorbed by the ground, dirt, stone to the water table
7) Excretion: Liquid released by animals as waste- ex: sweat, perspiration FYI: dogs pant because they do not have sweat glands

Safety concerns: Carbon in powdered form has many particulates, try not to make clouds or blow into air.

Bibliography/References: www.enchantedlearning.com/subjects/ astronomy/planets/earth/Watercycle.shtml,
Romare Bearden’s collages
http://www.youtube.com/watch?v=pdhzm5-iQUg