Back in the classroom, sketch a large map of the walk route in a central place
and, working as a class, have students add the photographs and/or sketches
from the walk. Students might make drawings from memory and add these
images. Continue to model “I wonder” questions about air and water as
students work on adding images. Prompt students to ask their own questions.
Encourage creative ways of expression, such as supporting a student to draw a
picture of a phenomenon they are curious about. Use of a question generator
such as Wonderopolis or question matrix may lead students to deeper
questioning. Add these questions to the I Wonder Wall in the classroom.
Air and Water Words
Create and make copies of a Wordle, using terminology that came up in
the Nature Walk or any or all of the following unit terminology: air, water,
ice, water vapour, steam, moisture, weather, wind, rain, snow, hail, fog,
cloud, dew, frost, humidity, question, explore, investigate, observe, predict,
measure, record, sequence, group, conclude, communicate, solid, liquid, gas,
evaporation, condensation, melting, freezing, temperature, thermometer, rain
gauge, windsock, anemometer, weather vane, waterproof, rust, stream, river,
lake, pond, ocean, wells, pipes, tap, pollution, conservation. Have students
circle any words they don’t know, and tell that they will learn about these
words in this unit. Have students keep the Wordle somewhere they can
access easily and refer to throughout the unit. Alternatively, make thematic
Wordles based on key concepts, such as air, states of matter, moisture,
drying, weathering, and the environment.
Open a window or turn on an electric fan to show students the effects of air
movement on a light object, such as a streamer or light scarf. Ask students
to explain what happens to the object. Respond to students’ suggestions by
• How do you know? What is the evidence?
Explain that evidence is something we observe (e.g., see, hear, or feel) that
backs up an idea. Add “evidence” to the Word Wall, and continue to use it
during discussions with the students. Then, ask:
• Is there anything else you wonder about what we observed?
• Is there anything you wonder about evidence?
Add students’ questions to the I Wonder Wall.
Carnival of the Air
You will perform three demonstrations, some of which involve direct student
participation. Before class, or at the start of class with student help, set up
a stage area to perform the demonstrations as acts in a show. Students can
Unit 1: Air and Water in the Environment 15