Still image of an excellent interactive diagram from earthguide.ucsd.edu
This sequence of lessons was published by MacMillan Company in 1908. I like that it teaches a scientific concept -- across curriculum. Sure, there are the facts, even the experiments, which are super! But there is also poetry, which invites visualization, descriptive writing, vocabulary building, and making connections - to the child's world.
RAIN
An Exercise in Explanation
Under the influence of heat, water evaporates; that is to say, it passes into the air in the form of vapor. This vapor is invisible. If you leave water in an open dish, within a few days, especially if the air is warm, the water will be gone. You could not see the water passing off, and yet it has evaporated. When water is boiling in a tea kettle, you can see no steam close to the spout, but just as soon as this steam comes into contact with the colder air outside it becomes visible.
In the same way the heat of the sun causes constant evaporation from the surface of all water, and even from the surface of all land that contains moisture. This moisture is lighter than the air, and therefore is constantly rising. In this way water is all the time being drawn up into the air in the form of vapor, and when this vapor gets into the colder regions high above the land, it condenses into visible masses which we call clouds.
Now what causes rain? If you hold a cold plate in front of the steam coming out of a kettle, the steam will condense in little particles of water, and these particles will unite into drops which will run down the plate. In the same way when a cold wind strikes the fine particles of water in a cloud, these particles unite and form drops which, being heavier than the air. fall to the ground as rain.
1. What is explained in the first paragraph? What in the second? What in the third?
2. Learn the meaning of evaporate, invisible, contact, visible, moisture, condense, masses, particles.
3. Perform and report the experiments suggested.
4. Learn other facts about rain, and talk them over in class. Without the help of your book, write three or four paragraphs on the subject.
5. Look up and tell a story about James Watt.
Water Cycle Vocabulary Flash Cards - Created at Printable Flash Cards
A Study of Poetic Pictures
We knew it would rain, for all the morn,
A spirit on slender ropes of mist
Was lowering its golden buckets down
Into the vapory amethyst
Of marshes and swamps and dismal fens,
Scooping the dew that lay in the flowers,
Dipping the jewels out of the sea,
To sprinkle them over the land in showers.
We knew it would rain, for the poplars showed
The white of their leaves, the amber grain
Shrank in the wind —. and the lightning now
Is tangled in tremulous skeins of rain.
Conversation. — Have you ever seen "the sun drawing water," as children sometimes call it? Tell how the sun and sky looked at such a time. What lines in the poem seem to describe this appearance? Are there really any slender ropes and golden buckets dipping up the water? . To what fact does this word picture refer? How are clouds formed?
What is the color of amethyst? What does the word stand for here?
What five sources of the vapor that formed the clouds are mentioned in the second stanza?
How many signs of the coming rain are mentioned in the poem? Name them. What is the meaning of the word tremulous? What is the usual meaning of skein? What does the word mean here?
Commit the poem to memory.
* * * * *
PROSE AND POETRYNOTE: This next poem would be a good one to use for copy work or dictation:
In the first lesson we had a simple explanation of how rain is produced. It contains a series of plain statements about the evaporation of water, the formation of clouds, and the cause of rain. Each sentence states a fact. It is evident that the person who wrote the explanation was not trying to write something beautiful but rather to make the explanation plain, simple, and easily understood.
The poem in the last lesson shows you another view of the same subject. It gives you the poet's view. It shows how a plain, common occurrence like a thunderstorm calls up in the poet's imagination a series of beautiful pictures.
Be sure you see the word pictures — the sun letting down the golden buckets and scooping up the dew and the jewels (drops) of water, the poplars showing the white of their leaves, the grain bending before the wind, and finally the lightning mingled with the pouring, whirling rain.
Which is more beautiful, the plain scientific explanation or the pictures formed by the poet's imagination? Why do you think so?
THE CLOUD
As you read these verses, try to think of the cloud as a person who is talking to you and telling you what she does:
I bring fresh showers for the thirsting flowers
From the seas and the streams;
I bear light shade for the leaves when laid
In their noonday dreams.
From my wings are shaken the dews that waken
The sweet buds every one,
When rocked to rest on their mother's breast.
As she dances about the sun.
I wield the flail of the lashing bail,
And whiten the green plains under;
And then again I dissolve it in rain,
And laugh as I pass in thunder.
—Shelley.
What is meant by "thirsting flowers "? Where do the showers come from? What is meant by "noonday dreams"? When the sun is very hot and the ground very dry, do the leaves droop as if asleep? Does a cloud have wings? In what respect is a cloud like a bird? When does the dew fall? What is thought of as the mother of buds and flowers? What is a flail? Why is hail spoken of as a flail? Why is hail called "lashing "? How does it feel to have snow driven into your face by a strong wind?
Go over the lines again. Name all the things which the cloud does. Memorize the lines.
Conversation. — Is there near your home a lake or a pond; a creek, a brook, or a river? If so, tell: —
1. Which form named above have you in mind? What is its proper name? How did it get this name?
2. Where is the water? How do you get to it? What are its surroundings?'
3. How does the water look? What use is made of it?
4. Why do people visit it in summer? in winter?
Written Exercise.
Write one or more paragraphs describing a body of water.
Word Study
Can you use any of these words in your description?
Is, lies, flows, runs, murmurs, chatters, nestles, still, running.
Title: Lessons in language, literature, and composition: New Terminology
Authors: Henry Pendexter Emerson, Ida Catherine Bender
Publisher: The Macmillan Company, 1908
Pages 158-162
* * * * *
More useful poems, stories and activities to teach the Water Cycle:
THE WATER DROPS' JOURNEY.
Some little drops of water,
Whose home was in a sea,
To go upon a journey
Once happened to agree.
A cloud they had for carriage;
They drove a playful breeze;
And over town and country
They rode along at ease.
But oh! there were so many.
At last the carriage broke,
And to the ground came tumbling
These frightened little folk.
And through the moss and grasses
They were compelled to roam,
Until a brooklet found them
And carried them all home.
Whose home was in a sea,
To go upon a journey
Once happened to agree.
A cloud they had for carriage;
They drove a playful breeze;
And over town and country
They rode along at ease.
But oh! there were so many.
At last the carriage broke,
And to the ground came tumbling
These frightened little folk.
And through the moss and grasses
They were compelled to roam,
Until a brooklet found them
And carried them all home.
—Author unknown.
THE RAINDROPS' JOURNEY.
Resting in a dark cloud were many little raindrops. They had a quiet life, but they were quite content to stay there in the great sky, rocking In the cloud-cradle, and dreaming of the time when East Wind would call them out on a journey to the brown earth. Mother Cloud had told them what that journey would be, so, as they waited, they sang merrily:
East wind will call;
Down we will fall,
Pattering over the green fields below
Gay little showers,
Bathing the flowers,
Washing the grasses and helping them grow.
At last, one afternoon a push from East Wind sent the cloud scurrying across the sky.
"Whew-ew-ew!" he called loudly, "are you ready to come with me, little raindrops?"
"Yes, yes!" they cried, tumbling out as quickly as possible:
Here we come merrily,
Down we come cheerily,
Gay little raindrops are we!
Wee silvery brother,
We'll help one another,
Together the great world we'll see.
Quickly they fell, soaking into the dry earth that the flower roots might drink the sweet, cool water, and on and on, until they swelled a tiny spring that bubbled out of the stones and moss.
"Come, journey with us," they cried to the spring, and ran on with merry song.
By and by they came to a little stream.
"Dear little brother," It said, "one little stream can't do much alone. Let's join hands and run together."
The two little streams hurried on, meeting others, and saying to all alike:
"We can have so much more fun together than by ourselves. Come, play with us." And now the streams formed a brook where flowers were refreshed and the meadow land made fertile by its cool waters.
Presently it found another brook, and cried, "One little brook can't do much all alone. We can do twice as much if we work together."
Now it became a large brook. Mother Sheep and her little lambs could drink from it, while, as it ran past the farm-house, the children could have fine fun sailing their boats on its merry current.
Other brooks joined it, and now it had come so far, and so rapidly, that it stopped to rest in a quiet pond, then more quietly went on its way.
At last it came to a great river.
"Do you need my waters?" It asked, and the river answered: "I could not live if the brooks and streams did not join me. Come help me, and we can do much good together."
Then the cattle were refreshed by the river water, mill-wheels were turned, hundreds of fish found a home, and men, women and children used and rejoiced in it. Boats went up and down, and where the river was broadest, great ships sailed on its calm surface. "How glorious to help so much," murmured the river.
At last the ocean was reached, and into its mighty arms the river hurried.
"Is this the end?" wondered the little water-drops. "Will we always be a part of the great ocean?"
The sun shone down warmer and warmer. It whispered, "Dear little raindrops, would you like to go on another journey, giving rest and refreshment wherever you go?"
Then, softly, they were drawn up in a fine mist by the sun's bright rays, until the merry little raindrops rested once more in their cloud-cradle, waiting for East Wind to bid them go forth on another joyful mission.
By Mary Howell Wilson
Title: The Outlook, Volume 59
Volumes 386-420 of American periodical series, 1850-1900
Authors: Ernest Hamlin Abbott, Lyman Abbott, Francis Rufus Bellamy, Hamilton Wright Mabie
Publisher Outlook Co., 1898
Page 647
Another "Raindrops' Journey" story. This one could be printed and stapled for independent reading, depending on the age of the student:
* * * * *
Here are a couple of "Water Cycle" songs to sing - makes remembering those big words much easier:
This first song is sung to the tune of She'll Be Coming Around the Mountain:
Water travels in a cycle, yes it does
(use pointer finger to make a big circle)
Water travels in a cycle, yes it does
(repeat finger circle)
It goes up as evaporation
(moves hands up to the sky
Forms clouds as condensation
(make a cloud overhead with arms)
Then comes down as precipitation, yes it does!
(sprinkle with fingers while bringing arms down in front of you)
* * *
NOTE: Piano solo sound clip of My Darlin' Clementine can be found at Songs for Teaching, for those of you not fam
iliar with the song. For She'll be Comin' Around the Mountain, click the little red music symbol next to "piano solo" HERE.
iliar with the song. For She'll be Comin' Around the Mountain, click the little red music symbol next to "piano solo" HERE.
Water Cycle
(Tune: “My Darlin’ Clementine”)
Evaporation,
(Push palms up toward the ceiling.)
Condensation,
(Bring palms together over your head.)
Precipitation all around,
(Wiggle fingers as you bring your palms
down.)
Accumulation,
(Sweep arms together
as if gathering up something.)
Evaporation,
(Push palms up toward the ceiling.)
The water cycle goes round and round.
(Arms out by sides and make circles.)
Evaporation, evaporation, water goes up in the air,
(Palms up.)
Gets together and condenses and rain clouds do
appear.
(Palms together over
head.)
Then it rains, that’s precipitation, water falls to the
ground.
(Wiggle fingers down.)
It accumulates in puddles and splashes all around.
(Sweep arms together.)
The water cycle starts all over when it evaporates again.
It condenses in the clouds, then precipitation will
begin.
Evaporation, condensation, precipitation all around,
Accumulation, evaporation, the water cycle goes round and
round.
* * * * *
Looking for some fun weather activities for the younger set? Little Giraffes Teaching Ideas has some great activities to introduce weather concepts. I love the "water cycle" bracelets!
Michael's Craft Store has instructions for the simple Water Cycle Mobile.
No comments:
Post a Comment