The Water Cycle Lesson Plan

1. Topic-

The water cycle and the different processes that accompany it (evaporation, condensation, and precipitation).

2. Content-

State Standards:
- S4.A.3.2.2: Use models to make observations to explain how systems work (e.g., water cycle, Sun-Earth-Moon system).

- S4.A.3.2.3: Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and string to model a communications system, terrarium to model an ecosystem).

- S4.A.3.1.1: Categorize systems as either natural or human-made (e.g., ballpoint pens, simple electrical circuits, plant anatomy, water cycle).

- S4.A.3.3.1: Identify and describe observable patterns (e.g., growth patterns in plants, weather, water cycle).

Key Terms: Water Cycle, Evaporation, Transpiration, Condensation, Precipitation, Collection, Vapor, Solid, Liquid

3. Goals: Aims/Outcomes-

1. Students will explore what a water cycle is and how it works.
2. Students will describe in detail the different processes that take place during the water cycle including collection, evaporation, condensation, transpiration, condensation and precipitation.
3. The students will explore the different forms that water can take while traveling through the water cycle.
4. The students will understand the importance of the water cycle to all living things.

4. Objectives-

1. Students will be able to create a model of the water cycle using hands-on materials.
2. Students will be able to "talk like a scientist"� to describe the three observable phases (evaporation, condensation, and precipitation) within their models of the water cycle.
3. Students will be able to use new vocabulary terms to write a creative story that will depict the water cycle.
4. Students will be able to explain how the water cycle impacts their daily lives.

5. Materials and Aids-

- Small clear plastic bowls (1 per group)
- Plastic cellophane wrap
- Soil (enough to fill ½ of each plastic bowl)
- Water (amount depends on the size of the bowls and the amount of soil used.)
- Rubber bands
- Heat lamps
- Book titled The Water Cycle by Cheryl Jakab
- Teacher made Worksheet (KWL Chart)
- Teacher made Worksheet (Diagram)
- Chart paper
- Smartboard
- Teacher made Rubric for Final Presentation

6. Procedures/Methods-

A. Introduction-

I will begin by asking the class a series of questions that should spark interest and engage students in wondering about what happens to the water they use and consume. I will show them a glass of water. As I hold the glass in front of the class, I will ask if they think it is possible that a saber tooth tiger or a dinosaur once bathed or drank the same water that is in the glass that I am holding. I will ask if they think cavemen could have possibly drank the very same glass of water at one time a long, long time ago. I will allow students to work in pairs to discuss the answers to these questions and to write what they think in their notebooks. After 5 minutes, I will ask the students to raise their hands if they think these ideas are possible. I will ask a few students to volunteer to share the responses they wrote in their notebooks. I will write WATER CYCLE on the board or chart paper and ask if anyone has ever heard of this. At this point I will handout a KWL chart to activate prior knowledge. I will ask students to fill in the first two portions of the chart, "the what they know"� portion and "the what they want to learn"� portion.

B. Development-

- I will ask a couple of students to share what they wrote on their KWL charts before moving on. We will discuss what a cycle is. I will ask a few students to provide me with examples of other cycles they know about. I will ask them to think about each one of these cycles and if they are natural or manmade. If students cannot provide examples of their own, I will provide some for them, such as the life cycle of a frog, or the cycle of the earth in our solar system. At this time I will present more information about cycles and the water cycle by reading a book titled The Water Cycle by Cheryl Jakab aloud. This book opens with a simple explanation of exactly what a cycle is and continues to discuss cycles and how they create balance within nature. The book features brightly colored photographs accompanied by text and an easy to understand explanation of the water cycle. The water cycle is shown beginning with rain moving to rivers and oceans, to water vapor and clouds, and then to rain once more in a continuous cycle. The book also includes diagrams of the water cycle to help provide a visual representation.

- After reading the book, I will write important key terms on the smart board and we will discuss as a class what each of these terms mean and what each term would look like if we were observing them. These terms will include: water cycle, evaporation, transpiration, condensation, precipitation, collection, vapor, solid, and liquid. The students will keep notes and write the answers in their notebooks during this time.

- Students will work in collaborative groups to create their own working models, which will show the water cycle process. Each group will be given a clear plastic bowl, soil, water, clear cellophane wrap, and a few large rocks. I will ask the group to talk about the materials they have and try to think about how they can use them to replicate a water cycle. I will inform the class that a heat (energy) source will be provided by using a heat lamp or the natural sun (depending on how sunny the day is).

- I will ask the students to draw their models as a group before they begin to create them. At this time I will instruct that they can touch the materials but nothing should be opened, poured, dumped, or created yet!! They are to only draw a model that would show how the water cycle works. I will work around the room and guide students in the right direction. I will make sure that each student is participating and that each group has a working model before we begin to build. If they are having a difficult time, I will ask them to think about what each piece of material could represent. The soil could represent the ground and the dirt we naturally have on earth, the water will represent rainfall or a small body of water for example. After the water cycle models are created, we will place them under a heat lamp. I will ask the students to write down what they think will happen in their notebooks to compare with what does happen at a later time.

- Once each groups' model has been approved by the teacher, they can begin to move on to creating their model. Each group should have soil at the bottom of their bowl, enough water to cover the soil, and some large rocks to represent land. The bowl should be covered with cellophane wrap with a rubber band placed around the top to hold it tight. A small rock could be placed on the top of the cellophane which will help the condensed water collect into droplets large enough to fall back into the bowl.

- After models are created, they will be placed under heat lamps. (This lesson can be done before a lunch or physical education period so enough time can pass for the water to begin to evaporate.)

C. Practice-

After students return from lunch have them observe what has happened. Ask them to describe what they see and write this down in their notebooks. Students might say " I see that the water evaporated from the heat and collected at the top of the bowl on the plastic wrap."� Ask them to discuss what happened while they were gone and how the water from the bottom of the bowl reached the top of the plastic wrap. Ask them to create a drawing that represents what occurred in their models. They can use their previous model drawings and add what they see and what they think happened to the water while they were gone. The teacher should model or have a student model how to draw vapors, condensation, and precipitation on the Smartboard. Each group should label the three different processes of the water cycle and create their own diagram within their drawings. The teacher should ask questions and provide scaffolding while students are drawing and labeling their diagrams.

D. Independent Practice-

I will handout a diagram of the water cycle and have students label the three processes that occur during the water cycle.

After they label each process, they will write 3-4 sentences describing what occurs during evaporation, condensation, and precipitation. During this time, I will ask students to make sure they use the entire list of vocabulary words we have created during the lesson.

Next, students will color their diagrams and make them visually appealing.

After they finish labeling and coloring their diagrams, they will be asked to do some creative writing on the other side of their diagram paper. Have the students close their eyes and think about their lives as a raindrop. They should think about what their lives would be like and how they would change continuously. They will describe what will happen to them and the cycle they will go through before they become a raindrop again. Remind students again to make sure they include new vocabulary words in their compositions and include all three processes of the water cycle as well.

E. Accommodations (Differentiated Instruction)-

The lesson is designed to meet the needs of students who best learn in a variety of ways. It incorporates cooperative learning, hands on kinesthetic approaches, and visuals are available through diagrams and models.

F. Checking for understanding-

Students will have a variety of options to present their individual diagrams to the class and explain what they wrote for each label during independent practice. They have the option to act out the water cycle process by using body movements and verbal communication or they can choose to draw a diagram on the Smartboard and verbally explain each process of the water cycle. I will also ask questions during this time to ensure that all information is provided and to help guide the students along. I will not provide answers but will ask questions that will inquire about what they have learned if they are having a difficult time presenting the information.

They also have the option to read their creative writing pieces aloud if they would like or I can read them later to be graded. I will use a teacher created rubric to check for understanding. Students will be given a copy of the rubric before they begin their independent practice and notified that they will be grades according to the rubric during their performance based assessment or presentations.

G. Closure-

Students will complete their KWL charts and add new information they have learned from the lesson. We will close the lesson by discussing as a class how the water cycle impacts our lives. I will keep a list of all answers on the Smartboard. We will discuss weather and the importance of water in the lives of all living things. This will lead to other lessons on water conservation, pollution and the importance of taking care of our environment.

7. Evaluation-

Students will be evaluated through the performance based assessment, or presentation, according to the rubric that was handed out before independent practice. The rubric will include all criteria that should be included in the presentation.
This lesson reinforces the key terms and vocabulary that are critical to understanding the water cycle, as well as the major stages of the water cycle through an experimental process, which will help prepare the students for their summative assessment on the water cycle unit. The summative assessment will be diagram based and students will be required to explain their understanding in the same manner as classroom practice.

8. Teacher Reflection-

I will evaluate myself and the lesson based on the outcomes of the performance based assessments and the the more formal diagram based summative assessment. I will also allow the students to reflect on what they liked about the lesson and what they would have changed, and take this information into consideration for the next time I present the lesson.

This Lesson Plan is available at (www.teacherjet.com)