The Water Cycle

Since the start of the school year, the Venus students expressed on-going interest in storms. Their weather journal entries have often featured the composition of storms, from how they are made to what they are made of.

One morning, their questions led their teacher to describe the water cycle. They understood that rain comes from clouds, which come from water that has evaporated because of the heat of the sun. They were asked to use paint to depict their understanding.

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They took the lesson to their Think Tank and pushed it further in the art studio. The students used loose parts to illustrate their conception of evaporation.

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“The sun is making the water hot, then it turns into gas.”

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“When sun hits the water, it turns into vapor.”

The students then performed a simple science experiment, to observe the effects of heat on water (to reinforce the idea of the Sun’s role in evaporating water). They first drew their predictions of what would happen when a pot full of water was placed in hot water.

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Then, when a pot full of boiling water was brought into the classroom, they sketched their observations.

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This science lesson afforded the students the opportunity to express their curiosity and knowledge regarding meteorological phenomenon. Although understanding the water cycle is not an objective requirement until higher elementary grades, the Venus group (kindergarten) broached the subject through their own curiosity, and their understanding of the full process expands as they are presented different avenues to present their questions and represent their hypothesis.

Art takes nature as it’s model.
Aristotle

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