to reading the selection, assess students' background knowledge.
Post the following topics on chart paper: Blue Spring State Park,
Blue Spring Run, the St. John's River, and Floridan Aquifer. Have
students work in small groups to create a KWHL
chart. Each group records what they KNOW about
each topic, what they WANT to learn, HOW
they will find facts, and (after reading and researching) what they
have LEARNED. (Activating Prior Knowledge; Asking
Questions to Set a Purpose for Reading)
Ask questions to assess students' background knowledge about the
water cycle. "What is the water cycle?" "What is
the hydrological cycle?" "What is a closed system?"
"What do you know about the following terms: evaporation, condensation,
transpiration, percolation, and saturation?" As a class, draw
a concept map that illustrates the water cycle. Add words, phrases,
and sentences to describe each part of the cycle.
a list of water words: lakes, rivers, streams, oceans, springs,
geysers, rainfall, groundwater, canals, tributaries, creeks, aquifer,
etc. Encourage students to use reference materials to collect definitions
for unfamiliar words on their list.
the reading selection by reading aloud the title and first paragraph.
Ask students to predict answers to the question: "Where does
all the water come from?" Record their responses on chart paper.
"The Blue Spring Boil: Where Does All the Water Come From?"
Invite students to read the text independently. Encourage them to
“mark up the text” by circling unfamiliar words, underlining
key ideas, and writing questions in the margins.
Reading Selection: "Blue Spring State
Revisit the selection to add facts collected from the text to the
KWHL chart. Invite students to share fact statements
recorded in the "L" (What I Learned) section of the chart.
the selection to find words and phrases the author used to help
readers visualize the Blue Spring Boil. Ask students to analyze
the collection of words. Encourage them to organize the words and
phrases into categories. Invite students to share how they sorted
the words and phrases: Parts of Speech (Nouns, Verbs, Adjectives)?
Comparisons (Similes and Metaphors)? Sensory Details (Sights, Sounds,
Smells, Textures)? Invite students to use the sensory details in
the text to illustrate a picture of the Blue Spring Boil.
the Water Cycle concept map created prior to reading. Use ideas
from the text to add ideas to the chart.
1. The water from the Blue Spring Boil is actually only 72 degrees
Fahrenheit (approx. 22.5 degrees Celsius). Do you know the true
boiling temperature of water? In degrees Fahrenheit? In degrees
Using the details you learned about the hydrological
cycle, write a paragraph that explains the importance water quality.
"Why is it important to be concerned about pollutants poisoning
examine author’s strategies.)
If you were an author describing the Blue Spring Boil, what words
and phrases would you use to help readers visualize the scene? What
sensory details would help readers experience a visit to Blue Spring
Boil? What comparisons (similes and metaphors) would you use to
help readers imagine the Boil, the limestone caverns, the surrounding
landscape and vegetation, and the aquatic wildlife?