The Water Cycle
Intended for Grade:
Subject:
Second
Science and Math
Description:
This activity introduces the states of matter and the
water cycle. It includes an activity related to each step of the water cycle.
Objective:
The student will be able to determine the properties of the
states of matter and identify the characteristics of each state. The student
will also be able to recognize and label each step of the water cycle.
Mississippi Frameworks addressed:
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Science Framework 6a: Introduce the water cycle.
Science Framework 8b: Classify solids, liquids, and gases as states of
matter according to their characteristics.
Science Framework 8c: Determine the properties of the states of
matter by experimenting.
Science Framework 10a: Use appropriate tools and terms to explore
measurement.
Science Framework 10c: Categorize measurement terms according to
length, mass, weight, and capacity/volume.
Math Framework 2a: Use appropriate tools and terms to explore
measurement.
Math Framework 2b: Estimate and measure length, weight, and
capacity using standard units of measurement (e.g. inch, foot, yard,
centimeter, meter, ounces, pounds, grams, kilograms, cups, pints,
quarts, and liters).
Math Framework 3a: Tally, interpret, predict, and record outcomes
based on given information.
Math Framework 3b: Using collected data from students and other
resources, create line, bar, and pictorial graphs.
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Math Framework 3c: Interpret graphical data in terms of "more,"
"less," "same," "most," and "least."
Math Framework 6f: Subtract two-digit whole numbers with and
without regrouping
Math Framework 6g: Subtract three-digit whole numbers without
regrouping
National Standards addressed:
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Content Standard A: Science as Inquiry
Content Standard B: Physical Science
Content Standard D: Earth and Space Science
Math Standard: Measurement
Math Standard: Number and Operations
Math Standard: Probability
Materials:
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24 small plastic containers with some sort of measurement scale
marked on the side and lids
Blowdryer
Ice cubes
Water
States of Matter Observations Worksheet
Precipitation Worksheet
Evaporation Worksheet
EXAMPLE Evaporation Worksheet
Where’s the Water Coming From? Worksheet
Water Cycle Diagram Worksheet
Mississippi River System Map
Mississippi’s Rivers and Streams Map
Water Cycle Poster
Rain gauge
Small heating humidifier
Box with lid (that will hold the humidifier)
Construction paper
Eight sticks (approximately 1.5 feet)
Sheet of plastic (enough to cover the box)
Ziploc baggie
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Packaging tape
Glue
Exacto knife
Background:
Water is present on the Earth’s surface in three states: solid, liquid,
and gas. Solids have a definite shape and volume. Liquids have a definite
volume and take the shape of their container. Gases expand to fill their
container and take the volume and shape of the container. Water in the solid
form is called ice and is present in extremely cold places such as mountain
peaks, the north and south poles, and in your freezer at home! Liquid water
is present almost everywhere. In fact, liquid water covers the majority of
the Earth’s surface. It is present in lakes, rivers (like the Mississippi River),
oceans, and even in your faucet. Water vapor, or water in the gas phase, is
present in the air. On days that it feels very humid outside there is more
water vapor in the air than on days when it doesn’t feel humid.
Water covers approximately ¾ of the Earth’s surface and has been
around since the beginning of the Earth. That’s right, the water you bathe in
today was around when the dinosaurs roamed the earth. Since no new water
is created, water is recycled again and again through a process called the
water cycle, or the hydrologic cycle.
The water cycle consists of four main steps:
• Evaporation: Evaporation occurs when liquid water is heated up
and converted into gas. Think of a mud puddle on pavement. A
day or two after it rains, the mud puddle disappears because all
of the water dries up- this is evaporation. In the water cycle,
water is evaporated from rivers and oceans and becomes water
vapor in the air.
• Condensation: Condensation occurs when water vapor (water in
the form of a gas) is cooled and converted back into liquid.
Think about the water that forms on the outside of a glass of
cold water. The water on the outside of the glass isn’t water
that leaked through the glass, it is water vapor from the
atmosphere that has been converted into liquid because the
glass is so cold. In the water cycle, the process of condensation
changes water vapor in the atmosphere to liquid droplets that
then combine with dust particles to form clouds.
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Precipitation: Precipitation occurs when so much water has
condensed that the clouds can no longer hold it all. The result is
rain, hail, sleet, and/or snow.
• Accumulation: Accumulation, or collection, occurs when water or
snow falls on the ground and flows over/through the land until
it reaches a river. Eventually the river will flow into an ocean or
a lake, where the water is evaporated and the cycle starts over
again. Much of the precipitation that falls in the United States
trickles into the Mississippi River. From the Mississippi, the
water flows into the Gulf of Mexico and eventually makes it into
the Atlantic Ocean. For a better understanding of how rainfall
eventually finds its way to the Mississippi River, see the
Mississippi’s Rivers and Streams map included in the activity.
Most of the smaller streams and rivers all over the state of
Mississippi eventually feed into the Mississippi River.
Here is an illustration of the water cycle:
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Procedure
Prior to Activity
1. Print the Mississippi River System Map, Mississippi’s Rivers and
Streams Map, and Water Cycle Poster on 11 x 17 inch paper.
You can also laminate them if you choose.
2. Print enough of the following worksheets so each small group
can have one: States of Matter Observations, Precipitation,
Evaporation, Where’s the Water Coming From?.
3. Print enough of the Water Cycle Diagram Worksheet so each
student can have one.
Build the Water Cycle Model for Part 2 of the Procedure
1. Obtain a small heating humidifier, box with lid, blue and green
construction paper, eight sticks, a sheet of plastic, a baggie of
ice, packaging tape, glue, and an exacto knife.
2. Place the heating humidifier on top of the lid of the box and
trace the base.
3. Cut out the outline of the humidifier so that it will sit in the lid.
4. Turn the main part of the box upside down.
Use the 8 sticks
and tape to develop a frame that will stand above the box (see
image below).
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5. Place the box over the humidifier and mark on the bottom of
the box where the vent from the humidifier lines up.
6. Cut a hole in the bottom of the box so that the steam from the
humidifier vent will pass through the hole (see image below).
7. Use the construction paper and glue to design a scene on the
top of the box. The hole in the box will be a lake. There should
be a river leading to the lake somewhere in the scene.
8. Use plastic or tape to cover the construction paper so that the
landscape is still visible but will be protected from the water
droplets.
9. Drape the plastic sheet over the top of the frame of sticks.
Use the tape to ensure that the plastic will be stable.
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10. To get the model ready for use, place the lid on a table near an
outlet.
11. Place the humidifier in the lid cutout.
12. Place the box over the humidifier so that the vent lines up with
the lake hole.
Test the Water Cycle Model
1.
Place a baggie of ice cubes on top of the plastic frame. Line
the baggie up so that it is directly over the land and river
portion of your landscape.
2.
Put a sheet of paper over the baggie so that the ice does not
confuse the students.
3.
Turn on the humidifier. It should run approximately 15 minutes
before a good cycle will be observable. As the humidifier
begins to release steam it will appear to evaporate out of the
lake. When the steam hits the plastic (sky), the ice in the
plastic will cause the steam to condense like in the formation of
clouds. When a lot of water condenses, it will begin to drip off
of the plastic as if raining. Finally the landscape image of the
river flowing back into the lake will represent accumulation (see
images below).
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Condensation
Evaporation
Precipitation
Accumulation
Activities
Part 1: Solids, Liquids, and Gases: Introduction to the
Water Cycle
1. Introduce water by asking the students a few questions:
a. What is water?
b. Why is water important?
c. Where is water found?
d. Is water a solid, liquid, or gas?
Explain that water is a clear, colorless, odorless, and tasteless
liquid that is essential for most plant and animal life. There is
just as much water on Earth today as there was millions of
years ago thanks to a process called the water cycle. Even
though most of the water at the Earth’s surface is liquid, water
is also present in the solid and gas form.
2. Divide the students into small groups (two or three). The
students will use this small group for all of the following
activities.
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3. Pass out three empty plastic containers with lids to each group
of students. Explain that you will fill each container with
something different, and it will be their job to record three
observations about what is placed in each container. Each group
should choose one person to record the results for the team,
but each member of the team should contribute. The team
must come to an agreement about which three observations to
write down about the contents of each container. Observations
should be recorded on the States of Matter Observations
Worksheet.
4. For each group, place an ice cube in one container, pour some
water in another container, and leave the third container
empty. Have the students put the lids on the containers. Ask
the students to begin filling out their observation worksheet.
(Ex: color, texture, shape, odor, feel, etc.)
5. After all of the groups have completed the worksheet, ask the
students to share their observations. Verbally compare and
contrast the three containers. Explain to the class that they
have observed water in three different states: solid, liquid, and
gas. Based on the observations made by the class, try to come
up with a description of all three states of matter.
6. As the class is trying to describe the properties of the states
of matter, it may be helpful to review volume and shape. Volume
is defined as the amount of space occupied by a threedimensional object. Shape is defined as the characteristic
configuration of a thing.
7. Discuss the characteristics of solids, liquids, and gases. Solids
have a definite shape and volume, meaning they cannot change
shapes and always take up the same amount of space; liquids
have a definite volume and take the shape of their container,
meaning they will always take up the same amount of space but
will change shape to fit into any container they are poured into;
gases expand to fill their container and take the volume and
shape of the container.
8. Explain that not only are they observing three different states
of matter, they are observing water in all three states. Ask the
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class to list places where water is found in different states
(ex: solid- on a mountain; liquid- in a pond; gas- in our breath).
9. Discuss what would happen to the solid ice cube if it were
heated up. What do the students predict? They can probably
already see the ice cube beginning to melt. Heat an ice cube
with the blow dryer and watch it melt. Compare and contrast
the ice cube and the liquid. The solid ice cube was a particular
shape- a cube. The melted ice cube (liquid) is now a puddle that
can be poured into different containers.
10. Then ask the students what they would expect the liquid water
to do if it were heated even more. If they need a hint, tell
them to think about placing wet clothes in a dryer. The heat of
the dryer causes the water in the clothes to dry up (and thus
turn into a gas). This process is called evaporation. Heat the
water with the blow dryer until it evaporates. Compare and
contrast the liquid with the water vapor.
11. Now that the students have observed water change from state
to state, ask the students if there is any way to get liquid
water back from the water vapor (gas state). What had to be
done each time to move the water into the next energy state?
(Heat was added.)
12. Since the ice cube had to be heated to turn into a liquid and
the liquid water had to be heated to change into a gas, it seems
that the water vapor could be cooled and would eventually turn
back into a liquid, and the liquid could be cooled until it turned
into a solid.
13. Demonstrate water vapor turning into liquid water. Show the
students an empty glass. Do they see any water on the outside
of the glass or any liquid water in the air? Then fill the glass
with ice cubes and a cold beverage. The students should notice
water droplets starting to form on the outside of the glass.
This is because the cool temperature of the beverage is
causing water vapor in the air to turn into liquid water. This
process is called condensation. Also, discuss that water (a
liquid) can be placed in the freezer (where it is very cold) and
then it will turn into ice (a solid).
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14. Now that the class has seen that water can easily change from
one state to another by simply adding heat or removing it
(cooling), begin the discussion of the water cycle.
15. Can the students name instances in nature where water is
changed from one state to another? For example, a mud puddle
evaporates, or the water in a pet bowl freezes when it gets
cold enough. Explain that this happens all of the time in nature
through a process called the water cycle.
16. Ask the students where water originates. They will probably
say things such as “the faucet” or “rain.” Ask them where
faucet water comes from. Where does the water for the rain
come from? Explain that no new water is being created, so
luckily all of the water on earth is recycled in a very efficient
manner.
17. Show the Water Cycle Poster and explain each step in the
water cycle, beginning with the water in the ocean. Relate
evaporation and condensation to what they observed during the
states of matter demonstration.
Part 2: Observe a Model of the Water Cycle
1. Turn on the humidifier so that the water cycle will be visible
when the students are ready to observe it. It will take
approximately 15 minutes before a good water cycle is
observable.
2. Tell the students that they are going to be scientists.
They
are going to view a scene and are going to try to figure out
what is occurring in the landscape.
3. Divide the class into their small groups.
4. Give each group a Where’s the Water Coming From?
Worksheet.
5. Have the students come up to observe the landscape scene one
group at a time.
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6. Guide their observations of the condensation occurring in the
sky, the water droplets on land, and the river and lake without
explaining how each is occurring.
7. Once back in their groups have them complete their worksheet.
8. When all groups have finished their worksheet, discuss their
answers with the class.
9. Ask the students if they have ever heard of a cycle (ex. frog
life, insect life, seasons, etc.).
10. Tell the students that water moves through nature in a cycle
too.
11. Explain the four steps of the water cycle to the students:
evaporation, condensation, precipitation, accumulation.
12. Have the students use gestures to exhibit the stages of the
cycle. Have the students wiggle their fingers. Tell them that
their fingers are now water molecules.
a. Evaporation-Extend your arms straight in front of you
then raise them above your head while wiggling your
fingers. This shows how water evaporates into the sky.
b. Condensation-While your arms are still above your head,
continuously close your hands into a fist and open them
again (as if you were crumpling a piece of paper). This
exhibits how water molecules in the sky condense into
clouds.
c. Precipitation-Lower your extended arms back down until
they are directly in front of you again. Wiggle your
fingers while doing this. This shows how rain falls from
the sky.
d. Accumulation-Finally cup your hands and bring them
together as if gathering materials. This exhibits how
rain water often gathers into puddles or lakes.
13. Gesture the water cycle several times.
Then challenge the
students by starting at a different point in the water cycle
and see if they remember what happens next.
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14. Now hand each student a Water Cycle Diagram Worksheet.
15. Have them try to complete the worksheet individually.
16. Discuss the answers to the worksheet.
Part 3: Observe the Water Cycle in Nature
1. Now the students will learn about the various stages of the
water cycle through a series of experiments and observations.
2. Observe Precipitation:
a. Place the rain gauge outside in a location that can receive
plenty of rainfall.
b. Each day have the small groups record their observations
on the Precipitation Worksheet. (You may want to wait
until there is some rain in the forecast before you begin
this experiment.)
c. What happened to all of the rain, since most of it is not
standing on top of the ground? Discuss runoff
evaporation, and infiltration. Runoff is the portion of the
rainfall that ends up in rivers and streams. Evaporation
occurs when the rain water dries up. Infiltration occurs
when the rainwater seeps into the ground. These are all
reasons that the rain water isn’t just collecting on the
ground as a giant mud puddle.
d. After recording the amount of rain in the rain gauge,
empty the rain gauge so that it is ready for the next
rainfall event.
e. At the end of this activity, use the collected data to
create a bar graph depicting the amount of rainfall
received each day. Then discuss which days received
more rain, which days received less rain, and which days
received the same amount of rain.
3. Observe Accumulation:
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a. On a particularly rainy day, take the students outside and
observe the water running over the land. From a covered
area, you should be able to see small “rivers” flowing over
the land, usually into ditches. The water in the ditches
will probably also be flowing (although you may not be
able to observe this from the covered area).
b. Explain that some of this water will evaporate, some will
sink into the ground, and some will flow through ditches
and gullies until it reaches a stream. Eventually the
stream will join a river, and the river will flow into the
ocean.
c. Return to the classroom and show the Mississippi’s Rivers
and Streams Map that shows small streams and rivers.
Discuss several pathways the water could take to
eventually get to the Mississippi River. Explain that
almost all of the rivers and streams in Lafayette County
eventually lead to the Mississippi River.
d. Show the Mississippi River Systems Map and point out
the Mississippi River. Discuss where the Mississippi River
ends and the fact that other rivers lead to the
Mississippi River. These rivers combined form the
Mississippi River System.
e. The Mississippi River system is made up of the
Mississippi River and all of its 250 tributaries!
Tributaries are streams that flow into larger streams or
bodies of water. They can range in size from tiny streams
to large rivers. Only the large tributaries are shown on
the map. With the help of so many tributaries, the
Mississippi River System drains 40% of the United
States and 1/8 of North America! The 31 states
completely or partially drained by the Mississippi River
system are said to be within the Mississippi River
drainage basin (shown in bright green on the map),
meaning that most rain that falls within the drainage
basin will eventually flow into the Mississippi River.
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f. Where does the water go after it gets to the Mississippi
River? (To the Gulf of Mexico and then to the Atlantic
Ocean.)
g. Review the water cycle, discussing where the water will
go after it evaporates from the ocean.
4. Observe Evaporation:
a. Have the students get into their small groups.
b. Pass out one small plastic container with measurements
on the side to each group. Fill the container about ¾ full
with water. Pass out one Evaporation Worksheet to each
group.
c. Have the students measure and record the water level in
the container. Explain that this is the initial volume of
water in the container.
d. Discuss the units marked on the container.
e. Then explain that the group will monitor the container of
water for about two weeks. As a group they must predict
how much evaporation they expect to see (in mL or
whichever units you choose). They must record their
prediction so that it can be checked at the end of the
experiment. To add an interesting element, have each
group place their container in a different area (e.g. next
to a window, in a drawer, outside, etc.)
f. See the EXAMPLE Evaporation Worksheet and use it as a
guideline for completing the Evaporation Worksheet.
g. With the data you collect, challenge the students with
questions such as: How much more/less water evaporated
on Monday than on Friday? OR How much more/less
water evaporated than you predicted?
5. Observe Condensation:
a. Repeat the demonstration in which a cold beverage and
ice cubes are placed in a glass. Allow each group to have
their own plastic cup. Discuss how the cup looks and feels
before and after adding ice water to it. Watch the
condensation form on the outside of the glass.
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b. Explain again that the cold temperatures inside the glass
draw the water out of the air and cause water droplets
to collect on the outside of the glass.
c. Explain that this is what happens before it rains. Take
the class outside on a day that appears as if it is about to
rain. Observe the clouds. Which ones look like they are
holding the most rain? (The gray ones).
d. Explain that just like water seemed to be pulled out of
the air when it began to collect on the outside of the
glass, water from the air is collecting in the clouds. Soon
the cloud will not be able to hold any more water and it
will begin to rain.
Evaluation:
At the end of all of these activities and experiments, ask the class what
they have learned about the states of matter and the water cycle. Discuss
each activity step-by-step to reiterate the topics covered.
Extended Activities:
When the students have extra time, allow them to take turns labeling
the various steps of the water cycle on the water cycle diagram
included with this activity.
The students could also investigate evaporation more extensively.
Each group could place their container in a different location (some in
the sun, some in the shade). Do the evaporation rates change with
location? Why or why not?
Sources:
University of Illinois at Urbana-Champaign. Curriculum Archive.
Condensation.
http://faldo.atmos.uiuc.edu/w_unit/LESSONS/condensation.html
Accessed 2004 May 15.
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Missouri Botanical Garden. Clouds.
http://mbgnet.mobot.org/salt/cycle/clouds.htm Accessed 2004 May
15.
Kid Zone. The Water Cycle. http://www.kidzone.ws/water/
Accessed 2004 May 15.
Innovative Teaching Concepts. 1996-2006. www.todaysteacher.com
Accessed 2006 February 26.
Prepared by:
Ashley Phillips and Jill Frank
NSF NMGK-8
University of Mississippi
April 2006
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States of Matter Observations
Instructions: Draw what you see in each container and record three
observations about each container.
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Precipitation
Date
Rainfall
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Evaporation
I predict that the water level will drop by __________ ______.
Date
Water level
Change
The water level actually dropped by __________ ______.
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EXAMPLE Evaporation
200
mL
I predict that the water level will drop by __________ ______.
Date
Water level
Change
August 15, 2004
300 mL
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August 16, 2004
290 mL
10 mL
August 17, 2004
280 mL
10 mL
August 18, 2004
250 mL
30 mL
Total drop in water level
50 mL
(add all of the water level changes together)
50
mL
The water level actually dropped by __________ ______.
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Where’s the Water Coming From?
1.
Describe one thing you see happening inside the landscape.
2.
Describe another thing you see happening inside the landscape.
3.
Talk to the people in your group to find out if they saw something
different.
4.
If so, write down what they saw.
5.
Can you identify a cycle taking place inside the landscape?
6.
Can you describe it?
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Name:____________________
Water Cycle Diagram
Choose the right water cycle term to put in the
correct box of the diagram.
Water cycle terms: condensation, evaporation,
precipitation, accumulation.
You can color the diagram after you have labeled it.
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