Water, water, everywhere: an introduction to the water cycle
Scientific Theme(s):
Physical Science
*Properties of Matter
Earth Science
* Geochemical Cycles
Grade Level(s):
K-2
3-5
Lesson Duration: One hour lesson followed by daily observations for a week
Overview
Students will learn that water exists in multiple states (solid, liquid, gas) and “travels” in a cycle on earth (the
water cycle) by creating their own model in a closed glass jar.
Objectives
1. Students will recognize that water exists in multiple states.
2. Students will describe the water cycle using appropriate vocabulary (evaporation, condensation,
precipitation, accumulation) and relate the processes to causal factors (temperature).
3. Students will observe the water cycle, make inferences about what they see, and predict what will happen
next.
Grade Level Expectations (GLEs) Addressed
1. Concepts of Physical Science
a. [3-5] SB3.1 - The student demonstrates an understanding of the interactions between matter and
energy and the effects of these interactions on systems by explaining that temperature changes cause
changes in phases of substances (e.g., ice changing to liquid water and liquid water to water vapor).
2. Concepts of Earth Science
a. [3] SD1.2 – The student demonstrates an understanding of geochemical cycles by describing the water
cycle to show that water circulates through the crust, oceans, and atmosphere of Earth.
Required Background
1. States of matter (solid, liquid, gas) and phase changes between them.
2. The water cycle (evaporation, condensation, precipitation, accumulation) – See the USGS website.
3. The scientific method (observing, questioning, predicting, gathering data, making conclusions).
Vocabulary
1. Evaporation
2. Condensation
3. Precipitation
4. Accumulation
5. Water cycle
6. Observation
7. Prediction
8. Conclusion
Materials
1. Globe or world map
2. Butcher paper and markers
3. Small jam jars, 1 per student or group
4. Small houseplants, 1 per student or group
5. Plastic bottle caps, 1 per student or group
6. Water
7. Small bag potting mix
8. Small bag sand
9. Small bag gravel
10. Small paper cups
11. Heat lamp or sunny window
12. Student science notebooks
Kits available:
Alaska Public Lands Information Center (Morris Thompson Cultural Center) – Water Kit
Fairbanks Soil and Water Conservation District – Water Wonders Kit
FNSBSD Library Media Services - Foss: Water (Call no: KTL 551 WAT 1993)
Activity Preparation and Procedure
Part I: Introduction to the water cycle (1 hour)
1. Using a globe or world map, begin with a hands-on discussion of where water exists on earth (10 min.)
a. Differentiate first between land and water.
b. Point to the oceans and seas individually.
c. Point to some major rivers and lakes.
d. Point to the polar ice caps.
e. Explain that water is found also in the ground and in the atmosphere.
2. Introduce the water cycle with an illustration on butcher paper (15 min.)
a. Older students may volunteer to illustrate evaporation, condensation, precipitation, accumulation.
b. Older students should also copy the illustration into their science notebooks.
c. Encourage discussion in the form of making observations, asking questions, and predicting what will
happen next in the cycle and why.
3. Build a water cycle model (30 min.)
Complete instructions at http://www.discoverycube.org/lesson/gradelesson-plan-build-water-cycle/
a. Distribute materials among individuals or groups of students, depending on availability
- Use small paper cups to distribute the gravel, sand, and soil.
b. Lead students through the model by demonstrating each step:
- Put a layer of gravel in the bottom of the jar. Overtop with a layer of sand, then soil.
- Place a plant in the jar (may bury the plant in its pot).
- Fill a small plastic bottle cap with water and place it beside the plant.
- Screw the lid on the jar.
- Ask students to draw a diagram of their model in their science notebooks.
- Set the jars in a sunny window, or under a heat lamp.
4. What will happen now? Older students should record their responses in their science notebooks (5 min.)
Part II: Observation of water cycle models (approx. 10-15 minutes per day)
1. Older students should record daily observations in their science notebooks.
2. Follow written observations with class discussion on what happened and why, to incorporate concepts.
3. For younger students, replace daily written observations with group sharing of what they see.
Assessment
1. Ask students to draw and label their own water cycle model. Vocabulary should be provided on the
whiteboard or in a text box. Younger students may start with a pre-drawn diagram, and label the steps.
2. On the labeled diagram, students should be able to tell where water exists as a solid, a liquid, and a gas.
3. Ask students to describe the water cycle to the best of their understanding, and in their own words. This may
be a written or oral exercise.
Complementary Activities and Extension Ideas
1. Teach younger students a water cycle song! Write the lyrics out with illustrations on a large sheet of butcher
paper, and include hand motions to simulate the stages.
Sample song:
From The Community Science Action Guides Water Savers
http://www.fi.edu/guide/hongell/song.html
The Water Cycle Song
By Monica Shiba
Tune: She’ll Be Comin’ Round the Mountain
Water travels in cycle – yes it does, yes it does!
(With one finger, draw circles in the air)
Water travels in a cycle – yes it does, yes it does!
(With one finger, draw circles in the air)
It goes up as evaporation,
(Raise arms slowly above head)
Makes clouds as condensation,
(Form a cloud by bringing hands together above head)
It falls down as precipitation – yes it does, yes it does!
(Lower arms to sides, wiggling fingers)
References
General water cycle and water topic resources:
http://ga.water.usgs.gov/edu/
http://ga.water.usgs.gov/edu/watercycle.html
http://water.usgs.gov/outreach/
Model building instructions:
http://www.discoverycube.org/lesson/gradelesson-plan-build-water-cycle/
Water Cycle song from The Community Science Action Guides Water Savers Website:
http://www.fi.edu/guide/hongell/song.html