Morgana Radelt
Elizabeth Bratsis
ESSC 311 – Lesson Plan
10/9/2012
T/R 3:30-4:45
Title: The Sun and the Water Cycle
GLCE: E.ES.07.11 Demonstrate, using a model or drawing, the relationship between the
warming by the sun of the Earth and the water cycle as it applies to the atmosphere
(evaporation, water vapor, warm air rising, cooling, condensation, clouds).
Materials Needed:
1. Science Journals and Pencils
3. Plain White Paper (16.5 x 11.7 in, A3)
2. Colored Pencils or Crayons
4. Whiteboards and markers
5. Class Activity:
6. Elaboration Activity:
a. 1 Glass Fishbowl (1 gal)
a. Two baking pans (8 x 8 in)
b. 1 small glass cup or jar
b. Sand
c. Water (Not exceeding 2 quarts)
c. Water
d. Heat Bulbs
d. Crushed Ice
e. Ice
e. Watering cans or spray bottles
f. Plastic wrap
f. Two heat lamps
Prior Knowledge: Students must have a basic understanding of…

…the water cycle in terms of evaporation, condensation, precipitation, and runoff.

…relationship between the sun and earth

…what causes matter to change state.
Objectives:
By the end of this lesson, students should be able to:
1.) Explain the three main components of the water cycle: Evaporation, Condensation, and
Precipitation (Runoff is addressed during the elaboration)
2.) Identify how the sun (and temperature) affects evaporation and condensation (warming
of the earth causes evaporation of water, which then rises and condenses into clouds)
3.) Explain how clouds form (warm air rises, cools in upper atmosphere and condenses)
4.) Compare and contrast the water cycle of the winter to that of the summer.
5.) Explain the causes of spring flooding (elaborate).
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Science Concepts:
Taken directly from 5-7 Science Grade Level Content Expectations Companion Document (V.1.09)
Instructional Clarifications
1. Demonstrate is to show through manipulation of materials, drawings, and written and
verbal explanations the relationship between the warming of the Earth by the sun and the
water cycle.
2. The water cycle describes the continuous movement of water from the ocean and other
bodies of water to the atmosphere, precipitation to the Earth’s surface, through runoff and
groundwater to streams, and back into the oceans, lakes, rivers, and streams.
3. The sun sends energy to the Earth in the form of light/radiation, and this energy is
transformed into thermal energy after it arrives at Earth.
4. Heat causes water to evaporate. Evaporation is the process by which liquid water changes
into a gas called water vapor and enters the atmosphere.
5. Warm air in the atmosphere rises. Surrounding cooler air pushes it up.
6. The cooling temperatures in the upper atmosphere cause water vapor to change state and
condense as a liquid.
7. The cooled water in the atmosphere forms clouds. The water droplets in the cloud collide
and form larger droplets until they are pulled to the ground by gravity in the form of
precipitation.
Assessment Clarifications
1. The water cycle describes the continuous movement of water from the ocean and other
bodies of water to the atmosphere, precipitation to the Earth’s surface, through runoff and
groundwater to streams, and back into the oceans, lakes, rivers, and streams.
2. The sun sends energy to the Earth in the form of light/radiation, and this energy is
transformed into thermal energy after it arrives at Earth.
3. Heat causes water to evaporate. Evaporation is the process by which liquid water changes
into a gas called water vapor and enters the atmosphere.
4. Warm air in the atmosphere rises.
5. The cooling temperatures in the upper atmosphere cause water vapor to change state and
condense as a liquid.
6. The cooled water in the atmosphere forms clouds. The water droplets in the cloud collide
and form larger droplets until they are pulled to the ground by gravity in the form of
precipitation.
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Morgana Radelt
Elizabeth Bratsis
ESSC 311 – Lesson Plan
10/9/2012
T/R 3:30-4:45
Engage:
1. Students will conduct a quick-write on their knowledge of the water cycle. Question to be
determined at the time of the activity.
2. Students will use whiteboards for immediate general knowledge check – specifically
pertaining to two questions:
a. Draw a picture of the water cycle
b. What do you think the sun has to do with the water cycle in terms of evaporation
and condensation?
3. Students will further review the topic of the water cycle with the aid of a music video
(http://youtu.be/o3BVa7PH_JE)
Explore:
Students will conduct an experiment representing the effects of the sun and its heat on the water
cycle as dictated by the standard. They will record their hypothesis and observations in their
journals.
Class Activity:
1. Use a glass fishbowl1. Place the smaller glass inside the bowl. The smaller glass will
allow students to see the results of precipitation.
2. Pour ~2 quarts of water into the bottom of the bowl (not in the smaller glass).
3. Place plastic wrap over the top of the bowl, place the ice on top of the plastic wrap. This
will represent the cold atmosphere.
4. Position the heat bulb so is next to the bowl, pointing towards the water. This will
represent the sun and its heat (placed next to the bowl so as to not melt the ice).
5. Record your observations every 3-5 minutes.
Students will complete the explore section by labeling a diagram
representing their experiment. They will need to make sure to
add in what is causing the evaporation and condensation.
1
Any glassware will do in a pinch, but it must be clear, and it must have a small enough opening that it can be
covered with plastic wrap and ice without the plastic wrap collapsing.
Recommended Bowl: $9.99 http://www.petsmart.com/product/index.jsp?productId=3441530&lmdn=Brand
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Explain:
In their groups, students will create their own definitions for the vocabulary associated with this
activity:
1. Condensation
2. Evaporation
3. Precipitation
They will also need to come up with a group idea of what is causing the evaporation and later the
condensation and why. (This can be done during the experiment as it will take time for the water
to heat).
When they have finished, the class will regroup and the teacher will lead a discussion of their
observations, definitions, and what they think was the cause of the evaporation and condensation.
There will then be a PowerPoint, discussing the concepts described in the GLCE above.
Concepts include:
1. Evaporation, Condensation, Precipitation
2. Formation of Clouds
3. How the sun (and temperature) affects evaporation and condensation
Elaborate: Spring Flooding
Students will apply this lesson to explore spring time flooding in terms of seasonal changes to
the water cycle caused by the change in sun exposure in the northern hemisphere.
Objectives:
1. Students will examine the differences between the winter and summer water cycles
(i.e. rain vs. snow; runoff vs. frozen lakes and rivers; frost vs. dew).
2. Students will identify the reason for that difference (i.e. angle of solar rays and lower
temperature).
3. Students will be able to explain how this affects rivers and other bodies of water in
terms of flooding (i.e. the melting of frozen rivers and runoff, rain instead of snow
adding to the runoff)
4. Students will brainstorm ways of preventing damage to human settlements from
spring flooding (i.e. where to place buildings, building walls and levies).
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ESSC 311 – Lesson Plan
Morgana Radelt
Elizabeth Bratsis
10/9/2012
T/R 3:30-4:45
Engage: students will read an article about a recent spring flooding
(http://www.noaanews.noaa.gov/stories2011/20110317_springoutlook.html)
Explore: Students will construct a second model of the water cycle, this time focusing on
melt water and flooding of a river from increasing exposure to solar radiation.
Directions:
i. Fill two pans with moist sand. Scoop out a line through the center of each pan to
act as the river (be creative, no two rivers are the same).
ii. Pour a small amount of water into the ‘river’, enough so that it is about a third
full. Pack the rest with crushed ice. It is okay if it goes above the edge of the river
– perhaps there was a lot of snow the night before.
iii. For Pan A, position a heat lamp so it is at an angle to the river. This will
represent the winter. For Pan B, position a heat lamp so it is shining directly on
the river. This will represent spring/summer.
iv. Observe for 5 minutes. Note any changes that occur to each pan.
v. Now, to add precipitation. For Pan A, sprinkle additional crushed ice into the
river (representing snow). For Pan B, use a spray bottle or watering-can on the
river (this will represent rain). Note any immediate changes.
vi. If the ice has not completely melted in Pan B, wait an additional 5 minutes.
vii. Note any additional observations.
Explain: Students will discuss in groups and in class the causes of spring flooding (as
described in the objectives), following a similar format to the primary lesson.
Additional Concepts to be Addressed:
i. Runoff – the flow of water, from rain, snow melt, or other sources, over
land
ii. Differences between winter and summer water cycles
iii. Why spring flooding occurs
iv. Methods of prevention as well as how to prepare themselves for flood
season and actions to take in the event that a flood occurs.
Evaluate: Students will write a letter to the mayor, explaining the dangers (and causes) of
spring flooding and give suggestions as detailed above.
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Evaluate:
Students will be evaluated in four ways:
1. Participation in the activity and discussion
2. Completion of their diagrams
3. Completion of their science journal pages
4. Completion of their Spring Flooding Assignment
Numbers 1 and 3 will be formative and diagnostic assessments and will be given points based on
whether or not they did the work. Numbers 2 and 4 will be considered summative assessments
for the lesson and will be graded based on accuracy of information.
References:
Michigan Department of Education (2012). Grade Level Content Expectations – 7th Grade Science (V.1.09).
Lansing, MI. (Accessed: October 2012) <http://www.michigan.gov/documents/mde/7Science_COMPLETE_12-10-07_218322_7.pdf>
Michigan Department of Education (2012). 5-7 Science Grade Level Content Expectations Companion Document
(V.1.09). Lansing, MI. (Accessed: October 2012) <http://www.michigan.gov/documents/mde/57_Science_GLCE_Companion_Document_v.1.09_2_264472_7.pdf>
ParrMr (2011). Water Cycle Song [Video file]. (Accessed: October 2012)
<http://youtu.be/o3BVa7PH_JE>
Eastern Michigan University (2012) “Experiment 3: Temperature and Phase Change” CHEM 101: Chemistry for
Elementary Teachers Lab Manual – Winter 2012 USA: Eastern Michigan University Department of
Chemistry. (pages 25-36)
NOAA (2011). "Spring Flooding Underway, Expected to Worsen through April." National Oceanic and
Atmospheric Administration. United States Department of Commerce. (Accessed: Oct 2012)
<http://www.noaanews.noaa.gov/stories2011/20110317_springoutlook.html>
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