Science
The water cycle in English, Spanish and your language
Connect five water-cycle terms with diagrams, short definitions and English-Spanish examples. The two-page A4 organiser invites pupils to add a home language or draw an idea, and explicitly says that sharing the home-language response is optional.
Name the water-cycle processes. Compare the English and Spanish words in the complete material.
Read the complete materialRead the material
Connect five water-cycle terms with diagrams, short definitions and English-Spanish examples. The two-page A4 organiser invites pupils to add a home language or draw an idea, and explicitly says that sharing the home-language response is optional.
Complete resource. Use the preview for diagrams and layout.
Page 1
LEARNING GOAL Know five water cycle words in English and Spanish, and show them in your own language. SUCCESS CRITERIA I can find the five numbered parts on the picture. I can say each word in English and Spanish. Find each number on the picture. Read the words. Then write or sketch the idea. Sketch it 1 evaporation la evaporaciĆ³n Water turns into vapour and rises. In my home language Sketch it 2 condensation la condensaciĆ³n Vapour cools and turns into tiny drops. In my home language Sketch it 3 cloud la nube Tiny drops of water float in the sky. In my home language Sketch it 4 precipitation la precipitaciĆ³n Water falls from clouds to the ground. In my home language Sketch it 5 rain la lluvia Drops of liquid water that fall. In my home language Your language counts. Write in any language or script, or just draw. You do not have to share. The water cycle Page 1 of 2 SCIENCE AND LANGUAGES AGES 8 TO 12 THE WATER CYCLE The water cycle Learn the words in three languages. NAME CLASS DATE 1 2 3 4 5 The water cycle el ciclo del agua
Page 2
Three languages, one idea Read both aloud. Then write it in your home language, or draw it. 1 ENGLISH The sun warms the water. SPANISH El sol calienta el agua. In my home language (or draw it) 2 ENGLISH Water from the sea evaporates. SPANISH El agua del mar se evapora. In my home language (or draw it) 3 ENGLISH Clouds form. SPANISH Las nubes se forman. In my home language (or draw it) 4 ENGLISH Rain falls. SPANISH La lluvia cae. In my home language (or draw it) How are they connected? Pick a word from the bank. Write it on the dashed line, then write a sentence in any language. Word bank becomes makes falls as warms the sun the sea water vapour a cloud GO FURTHER Link two other parts of the water cycle with a word from the bank. The water cycle Page 2 of 2 SCIENCE AND LANGUAGES AGES 8 TO 12 SENTENCES Say it in three languages 1 4 sentences 2 2 links choose a word choose a word
A teaching sequence
Connect water-cycle concepts with English and Spanish terms, then express or draw an understanding in an optional additional language.
Name the water-cycle processes. Compare the English and Spanish words in the complete material.
Read the complete materialConnect numbered parts and supplied labels
Match the numbered diagram parts with the five terms and read the English and Spanish labels.
Which diagram number belongs to this English-Spanish term?
Choose a language, sketch or blank response
Sketch or write an idea for each term in a language of the pupilās choice, or leave the space blank.
How would the pupil like to represent the idea without having to share it?
Read the pairs and connect two concepts
Read the paired English-Spanish sentences and use a word from the bank to connect two concepts.
Which joining word expresses the intended relationship?
Explain or draw a checked connection
Explain or draw how the two water-cycle parts relate without requiring the pupil to share a home-language response. Check the explanation with a science source.
What changes between the chosen parts, and what does the science source clarify?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for connections among the numbered diagram, vocabulary and sentence links. Ask: āWhat changes when water moves from this part to the next?ā The pageās cloud definition is simplified; clarify water vapour and condensation with a science source.
Give a little support
Provide an accurate bilingual word list and diagram labels, read the sentence examples aloud and allow drawing instead of writing. Respect a pupilās choice not to reveal or share a home language.
Take the idea further
Ask pupils to connect another pair of concepts and draw a labelled cycle, checking each sentence for scientific accuracy. They may add a verified translation with help from a fluent speaker.
Things to keep in mind
The English/Spanish cloud wording simplifies the physical process; water vapour is invisible and clouds consist of droplets or ice crystals. Review the science and translations. A pupilās home-language writing is not provided as an established translation.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Another starting point
Explore a different teaching task from this selection.
Water cycle: an interactive model
Watch the warm, breezy starting model. Keep wind fixed while exploring sun heat, then select Reset before comparing wind settings so the two investigations remain separate.
Explore resource
Process flowchart organiser
Read the learning goal and success criteria. Choose whether to begin with the water-cycle boxes or the frog-life-cycle sequence, then review the relevant word bank or stage names.
Explore resourceIdeas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
One Last Sticky Note
The two pages connect five water-cycle terms (evaporation, condensation, cloud, precipitation and rain) to English, Spanish and a pupil-selected home language or drawing. The direction says the learner does not have to share that response.
One More Question
The bilingual sequence moves from matching numbered parts of a picture to reading simple English and Spanish statements about warming, evaporation, cloud formation and rain. It keeps the concept and vocabulary linked across languages.
Margin Note
The learner may write in any language or script, or draw, and the material explicitly says sharing is not required. That lets pupils use their language knowledge without being asked to act as an interpreter for others.
Five More Minutes
Only English and Spanish are printed; the third language is supplied by the pupil or represented visually. Check scientific meaning as well as translation, and do not assume every learner wants to disclose or teach a home language.