Lesson Plan

The Water Cycle

Students will learn the three stages of the water cycle. They will learn to differentiate between them and be able to apply them to real-world scenarios.
Griselda S.
Classroom teacher
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My Grades Pre-K, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
My Subjects English Language Arts, Math, Science, Social Studies, Arts, World Languages, English Language Learning, Health & Wellness
Objectives

Students will learn to recognize the three different stages of water: evaporation, condensation, and precipitation.

They will learn to:

  1. understand how water moves from state to state in the water cycle.
  2. learn and understand how evaporation occurs.
  3. learn and understand how condensation occurs.
  4. learn and understand how precipitation occurs. 
All Notes
Teacher Notes
Student Notes

1 Engage

Day 1

1. I will introduce the topic of the water cycle to begin our class discussion/informal conversation.

2. I will start by asking the students what they know about the water cycle, how it impacts our weather, ecosystem, and biodiversity.

3. Then we will watch the National Geographic Video.

4. I will demonstrate to the students how to create a water wheel.

5.I will hand out vocabulary (puzzle, maze and fill in the blank) worksheets for students to complete as independent work.

 

2 Explore

Day 2

2. Experiment: Group style

  • Use a 1-liter soda bottle and fill it with water (do this at the beginning of class).
  • Draw a black line on the plastic bottle indicating the start of the water level (record date and time), then draw another line in a different color indicating the expected water level at the end of the experiment.
  • Label their water bottle picture science journal with their observations.
  • Leave the water bottle outside in the sun.
  • Check at lunchtime and at end of the day (record water level, date/time, and label the next picture in the scientific journal)

Teacher instructions:

  •  I will review the vocabulary with the class and ask the class for examples.
  •  The students and I will navigate through the USGS Interactive Water Cycle Map. They will be able to play with this at home.
  • We will continue to review the vocabulary by doing a couple of worksheets (Match the words to the examples and draw a picture of the vocabulary word)
  • I will give the students 15 minutes of Where’s My Water? play time.We will go over how to correctly label and record our observations in the science journal.

3 Explain

Day 3

Experiment continued:

  • Check the water level in the morning and before lunchtime (record date and time, draw in the journal).

Teacher Instructions:

  • I will encourage students to discuss as a class their experience with the 3 processes of the water cycle.
  • I will provide guidelines and instructions for the power point slide presentation each student will create.
  • I will demonstrate how to create a powerpoint slide on Google doc and how to find and insert pictures from the internet.
  • I will demonstrate how to submit their powerpoint slides to the teacher using dropbox.

 

 

4 Elaborate

Day 3

Experiment continued:

  • Before lunch, students will take their last water bottle measurement (record, label their journals)
  • They will share their observations with their group using their water wheel.

Teacher Instruction:

  • I will read the students a story about the relationship of the water cycle and our ecosystems, environments, and animal/plant biodiversity.
  • I will lead a class discussion on how the water cycle helps our different ecosystems, the impact it has on our environment and the biodiversity of animal and plant life. 

 

5 Evaluate

Day 3

Experiment (cont):

  • Students will bring back to class their water bottles and they will all get to walk around to observe and compare their classmate's water bottles
  • As a class, we will discuss our findings, observations and whether our water level expectations were met. How did our water bottles differ and how were they alike?

Teacher Instructions:

  • I will write two questions on the board that they must discuss in their group after they have shared their observations and findings with each other.
  • I will have the class play a Kahoot! quiz game of the vocabulary words.
  • I will choose a couple of powerpoint presentations to view as a class. Those students will explain their slide to the class and answer 2-3 questions from their classmates