Draft for teacher review
How does water move between the ground, bodies of water and the air?
18 minutes · selected passages · drawing, oral or written responses
Review the selected reading before teaching. Source notes
Lesson draft. TumbleBooks source notes support the core; rehearse the selected reading before teaching.
Explore the connected text set. Book links use your TumbleBookLibrary access. If sign-in opens the library home, return here and select the book again.
This lesson uses selected water explanations from Our Seasons, rather than a dedicated water-cycle book. Grades 3–5 also uses a short teacher-background paraphrase from The Curse of Akkad (STEM); K–2 does not.
Anchor — selected water passages
Grace Lin · Book ID 6482
Open book: Our Seasons[V] Catalogue identity and source text present. Selected read-along locations reviewed: 4, 5, 6, 8, 13, 14, 15, 24, 32, 39, 40. Playback and other locations remain unverified.
Teacher background only — catalogue Grades 6–8
Peter Christie · Book ID 8114
Open teacher reference: The Curse of Akkad (STEM)[V] Selected ebook location checked: Ebook page 81, Storm Stripes. Teacher background only; whole book is Grades 6–8. Other passages are not certified.
[V] Source selection: the supplied water set was cross-checked with the catalogue. Its habitat/environment books do not establish cycle coverage. A verified nonfiction water-movement anchor is now selected from the wider catalogue: Our Seasons, Book ID 6482. Its science prose is suitable for teacher read-aloud in both bands; the full read is too long for the core.
[V] For Grades 3–5, only the short runoff paraphrase from 8114 is used. The catalogue places that whole book in Grades 6–8; it is teacher background and must not be assigned or played for elementary pupils. K–2 omits this reference entirely.
[V] No relevant cycle video is verified. Kersplash! 8410 remains a coming-soon catalogue entry without an accessible reader; Clouds 8763 is a figurative poem and remains excluded. The lesson uses books only.
[P] The model joins separately described movements as an original teaching diagram. The sources do not track one drop through every arrow. Do not describe it as a source illustration or exhaustive full-cycle coverage.
Model water moving into the air, forming clouds and returning as rain or snow.
I can label water moving into the air, forming cloud droplets and falling back to the ground.
The source notes below qualify what this draft can currently support.
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only the selected sentences or short source-note paraphrases. Read-along numbers refer to Page-N clips, not printed pages. Ebook chapters/pages and supplied-extract sentence numbers are labelled separately. Do not autoplay complete clips.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Our Seasons · 6482 | Read-along pages 32, 14, 15, 24, 40 | Read only evaporation into air, cloud droplets, snow falling, rain in a thunderstorm and the evaporation/condensation glossary entries. On page 40 wait for the later glossary; skip other glossary entries and poems. | [V] Selected location checked |
Original paraphrases of the specified TumbleBooks sources. These are not quotations. Read each short note OR its corresponding book sentences, not both. The notes count toward the 200-word reading cap.
Water from oceans, lakes and rivers evaporates into the air as water vapor. Water vapor can turn into liquid droplets in clouds. In the cold-cloud example, ice crystals grow and fall as snow. The book also describes rain in thunderstorms.
[V] Our Seasons, Book ID 6482: read-along pages 32, 14, 15 and the final rain sentence on page 24; glossary later in page 40. Read science explanations, not the poems.
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
| Word | Student-friendly definition | Source tag |
|---|---|---|
| evaporation | Liquid water changing into water vapor, a gas. | [V] 6482, page 40 glossary |
| condensation | Water vapor changing into liquid water. | [V] 6482, page 40 glossary |
| precipitation | Water falling from clouds; rain and snow are the examples used here. | [V] 6482, pages 15 and 24; teacher category label for the described examples |
| collection / runoff | Water gathering in a place / rainwater moving down slopes into a lake in this example. | [V] 8114, ebook page 81; teacher labels for the described movement |
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | How does water move between the ground, bodies of water and the air? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | How does the book explain water getting into the air? What are clouds made of, and how does water return to the ground in the examples? | [V] Water evaporates into air as water vapor. Clouds contain tiny water droplets; the book describes snow falling and thunderstorms bringing rain. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
| 5 | Draw a body of water, water vapor in air, cloud droplets and water falling to the ground. Label every arrow. Use the rain and snow examples without assuming local snow. | What is your evidence? Which part still needs checking? | [V] Water evaporates into air as water vapor. Clouds contain tiny water droplets; the book describes snow falling and thunderstorms bringing rain. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | What are clouds made of, and how does water return to the ground in the examples? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Explain three labelled water movements using the source. | Water from a lake can evaporate into air. Tiny water droplets form clouds. Water falls back as rain or snow. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Explain three labelled water movements using the source. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
Explain three labelled water movements using the source.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | Water from a lake can evaporate into air. Tiny water droplets form clouds. Water falls back as rain or snow. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I drew clouds and rain but did not explain how water enters the air. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | Water disappears forever when it evaporates. | Model one supported example and have the student point, draw or retell it. |
Water vapor is a gas; cloud droplets are liquid. Evaporation is a change, not disappearance.
This diagram combines selected examples and is not a map of every route. Do not add unsupported infiltration or snowmelt arrows.
Drinking-water treatment is separate from these natural water movements. Snow is an example, not a condition experienced everywhere.
Fact vs. figure of speech: Our Seasons includes poems with speaking weather and sticky air. Use only its explanatory prose and glossary for the water mechanisms. The lake reference uses only its runoff explanation, not imagined historical scenes.
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open K–2 student pageEXTENSION: Read more of Our Seasons outside the 18-minute lesson and separate poems from scientific explanations. Do not assign 8114 to elementary students.
EXTENSION: Record safe observations of rain or a puddle. These are new observations, not evidence of events in the books. Add a new route only when a TumbleBooks source supports it.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 6482 explains water evaporating from oceans, lakes and rivers into air, water vapor forming cloud droplets, snow falling and rain in thunderstorms. Its glossary defines evaporation and condensation.
[V] 8114 ebook page 81 describes rain carrying mud and sand from slopes into a lake and names runoff. This supports one route and collection example; infiltration, snowmelt and a complete map of all routes are not supplied.
[P] The model joins separately described movements as an original teaching diagram. The sources do not track one drop through every arrow. Do not describe it as a source illustration or exhaustive full-cycle coverage.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
Confirmed in this draft: No single fixed-loop-only explanation.
Confirmed in this draft: No drinking-water treatment mixed into the natural cycle.
Confirmed in this draft: No claim of exhaustive water-cycle coverage.
Confirmed in this draft: Grades 6–8 background book is never assigned to elementary pupils.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.
Explain evaporation, condensation, precipitation and collection, using a supported runoff example and allowing different routes.
I can explain the labelled water movements and show a runoff route into a lake without claiming every drop follows it.
The source notes below qualify what this draft can currently support.
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only the selected sentences or short source-note paraphrases. Read-along numbers refer to Page-N clips, not printed pages. Ebook chapters/pages and supplied-extract sentence numbers are labelled separately. Do not autoplay complete clips.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Our Seasons · 6482 | Read-along pages 32, 14, 15, 24, 40 | Read only evaporation into air, cloud droplets, snow falling, rain in a thunderstorm and the evaporation/condensation glossary entries. On page 40 wait for the later glossary; skip other glossary entries and poems. | [V] Selected location checked |
| The Curse of Akkad (STEM) · 8114 | Ebook page 81, Storm Stripes — rain/runoff paragraph | Teacher background only. Read the brief original runoff paraphrase below; do not open the whole book with students. | [V] Selected location checked |
Original paraphrases of the specified TumbleBooks sources. These are not quotations. Read each short note OR its corresponding book sentences, not both. The notes count toward the 200-word reading cap.
Water from oceans, lakes and rivers evaporates into the air as water vapor. Water vapor can turn into liquid droplets in clouds. In the cold-cloud example, ice crystals grow and fall as snow. The book also describes rain in thunderstorms.
[V] Our Seasons, Book ID 6482: read-along pages 32, 14, 15 and the final rain sentence on page 24; glossary later in page 40. Read science explanations, not the poems.
In the lake example, rain carries mud and sand down surrounding slopes into a lake. This is a runoff route; the lake is a place where water gathers. It is one example, not the route every drop must take.
[V] The Curse of Akkad (STEM), Book ID 8114: ebook page 81, Storm Stripes, rain/mud/sand and runoff sentences only. This Grades 6–8 book is teacher background, never assigned to elementary students; use only this short paraphrase. Do not read the surrounding historical narratives.
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
| Word | Student-friendly definition | Source tag |
|---|---|---|
| evaporation | Liquid water changing into water vapor, a gas. | [V] 6482, page 40 glossary |
| condensation | Water vapor changing into liquid water. | [V] 6482, page 40 glossary |
| precipitation | Water falling from clouds; rain and snow are the examples used here. | [V] 6482, pages 15 and 24; teacher category label for the described examples |
| collection / runoff | Water gathering in a place / rainwater moving down slopes into a lake in this example. | [V] 8114, ebook page 81; teacher labels for the described movement |
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | How does water move between the ground, bodies of water and the air? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | Which source supports each arrow? How does rainwater reach the lake in this example? Does the model show every possible route? | [V] Evaporation sends liquid water into air as vapor; condensation makes droplets. Rain or snow falls. The selected lake example shows rainwater running down slopes; it does not show every route. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
| 5 | Draw a branching model using evaporation, condensation, precipitation and a rainwater-runoff route to a lake. Label the lake as collection. Mark the model as examples of routes, not the only possible journey. | What is your evidence? Which part still needs checking? | [V] Evaporation sends liquid water into air as vapor; condensation makes droplets. Rain or snow falls. The selected lake example shows rainwater running down slopes; it does not show every route. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | How does rainwater reach the lake in this example? Does the model show every possible route? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Explain four process labels and the supported runoff route; name a limit of the model. | Water evaporates, condenses into droplets and falls as precipitation. In the lake example rainwater runs down slopes and gathers in the lake. These are examples, not every route. | If a student draws visible water vapor as a cloud, distinguish invisible gas from liquid droplets. If one loop is called the only route, compare the snow-to-ground and rain-runoff-to-lake examples. Leave unsupported routes out; keep drinking-water treatment separate. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Explain four process labels and the supported runoff route; name a limit of the model. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
Explain four process labels and the supported runoff route; name a limit of the model.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | Water evaporates, condenses into droplets and falls as precipitation. In the lake example rainwater runs down slopes and gathers in the lake. These are examples, not every route. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I named four labels but did not explain or support the arrows. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | Every drop must follow one circle through a drinking-water plant. | Model one supported example and have the student point, draw or retell it. |
Water vapor is a gas; cloud droplets are liquid. Evaporation is a change, not disappearance.
This diagram combines selected examples and is not a map of every route. Do not add unsupported infiltration or snowmelt arrows.
Drinking-water treatment is separate from these natural water movements. Snow is an example, not a condition experienced everywhere.
Fact vs. figure of speech: Our Seasons includes poems with speaking weather and sticky air. Use only its explanatory prose and glossary for the water mechanisms. The lake reference uses only its runoff explanation, not imagined historical scenes.
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open Grades 3–5 student pageEXTENSION: Read more of Our Seasons outside the 18-minute lesson and separate poems from scientific explanations. Do not assign 8114 to elementary students.
EXTENSION: Record safe observations of rain or a puddle. These are new observations, not evidence of events in the books. Add a new route only when a TumbleBooks source supports it.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 6482 explains water evaporating from oceans, lakes and rivers into air, water vapor forming cloud droplets, snow falling and rain in thunderstorms. Its glossary defines evaporation and condensation.
[V] 8114 ebook page 81 describes rain carrying mud and sand from slopes into a lake and names runoff. This supports one route and collection example; infiltration, snowmelt and a complete map of all routes are not supplied.
[P] The model joins separately described movements as an original teaching diagram. The sources do not track one drop through every arrow. Do not describe it as a source illustration or exhaustive full-cycle coverage.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
Confirmed in this draft: No single fixed-loop-only explanation.
Confirmed in this draft: No drinking-water treatment mixed into the natural cycle.
Confirmed in this draft: No claim of exhaustive water-cycle coverage.
Confirmed in this draft: Grades 6–8 background book is never assigned to elementary pupils.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.