Avery Rodrigue

Lesson Four
Daily Topic: The Water Cycle Geography: Social Studies
Standards:
G-1A-E1. The World in Spatial Terms: identifying and describing the characteristics
and uses of geographic representations, such as various types of maps, globes,
graphs, diagrams, photographs, and satellite-produced images. (1, 3, 4) 61
G-1A-E3. The World in Spatial Terms: constructing maps, graphs, charts, and
diagrams to describe geographical information and to solve problems. (1, 3, 4) 61
G-1B-E1. Places and Religions: describing and comparing the physical
characteristics of places, including land forms, bodies of water, soils, vegetation,
and climate. (1, 3, 4) 214
Objective: The learner will use a map of the water cycle to create a brochure as
they travel through it.
Procedures:
1. Show students the video on how to make a brochure in Microsoft word.
2. After reading the story, have the students pull up Microsoft word and give
them their assignment.
3. The students will make a travel brochure, only this time, they are water vapor
traveling through the water cycle. The student will explain each of their
surroundings in each stage of the cycle. The brochure should have a map of
the cycle somewhere on it. The four steps the students must show are
evaporation, condensation, precipitation, and collection. The students must
begin in one part of the world and end in another.
4. Allow the students to print their brochures and then place them somewhere
in the classroom where the students can view them at any time.
Materials:
Smartboard with Youtube available
Computer for each child
Printer connected to the computers with paper
Special Needs: Special needs students can partner with a student to help them
maneuver the software of a brochure.
Non-native: These students may benefit from the assignment because the water
cycle is everywhere. This may be a chance for them to talk about their native
cultures. Additional teacher assistance will be provided if the students do not
understand what to do.
Gifted: Gifted students will be allowed to be creative in their assignments because
not all of them will be the same.

Evaluation:
CATEGORY
Attractiveness

Presented
Steps

Explained
Steps

Contained Map

Use of Class
Time

4
The brochure
was
exceptionally
full, colorful
and showed a
level of
creativity.
All four steps
of the water
cycle are
shown.
Each steps is
accurately
explained as
well as the
ending
destination.
A map of the
water cycle is
somewhere on
the brochure.
Student
remained on
task and used
class time
wisely.

3
The brochure
was attractive
in terms of
neatness and
creativity.

2
The brochure
was complete
but was messy
in
presentation.

1
The brochure
was very
messy and
poorly
designed.

3 or 2 steps of
the water
cycle are
shown.
Steps are
explained
accurately but
the ending
destination is
missing.
The map
depicted is
missing steps.

1 step of the
water cycle is
shown.

No steps of the
water cycle are
shown.

Some steps
are explained
inaccurately or
are missing.

All steps are

explained
inaccurately or
are missing.

The map
depicted is
inaccurate.

Student was
fairly
distracted and
therefore could
not focus on
their
assignment.

Student
caused other
students to be
distracted from
their
assignment.

There is no
water cycle
map on the
brochure.
Student did
not remain on
task the entire
time.