The Water Cycle
Your Name: Erika Dobson
Title of Lesson: The Water Cycle
Grade: k-1
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STANDARDS
Science 1.2.PO2 Participate in guided investigations in life, physical, and Earth and space sciences.
ELA 1. SL.1, K.SL.1 Participate in collaborative conversations with diverse partners about grade level topics
LESSON SUMMARY/OVERVIEW
SW learn that water is a finite, non-renewable resource. This lesson is a foundation for further lessons about
water use and sustainability.
OBJECTIVES
SWBAT illustrate and label the water cycle: Precipitation, evaporation, condensation
ASSESSMENT/EVALUATION
SW create simple illustration of water cycle composed of three steps: Precipitation, evaporation,
condensation. SW correctly label each step. Word bank will be provided.
Remedial: SW label pre-drawn diagrams
Remedial, no writing: SW point to and verbally name parts of diagram OR SW point to parts of diagram
when teacher names parts of water cycle
Extension: SW write 3-5 sentences describing the water cycle
PREREQUISITE KNOWLEDGE
Sub-objectives: SWBAT draw a simple diagram. SWBAT label a picture
MATERIALS
water, bucket, Ziplock bags (pre-labeled by teacher), food coloring
VOCABULARY/KEY WORDS
cycle, evaporation, precipitation, condensation (pre-teach via ppt)
TEACHING PROCEDURES
Opening: At the beginning of this month (November) we had an assembly here at Michael Anderson about
water. The people came here from SRP and we all went to the cafeteria to watch their presentation. Turn to
your partner and tell your partner one thing you remember from that presentation. Peanut butter go first.
After TPS TW call on 3 students to recall points from the assembly.
Today we are going to talk some more about water. As we’ve learned in our Treasures unit, water is
something we all need to survive. Water is very important to people, plants, and animals. We use water to
drink, we use water to cook, and we use water to wash up. By the end of today we’re going to be able to draw
our own pictures of the water cycle. First we’ll learn some vocabulary, and then we’re going to go outside for
a super fun activity. After this, we’ll come inside and make a project that we’ll be looking at for the next
couple of weeks. And then we’ll draw our water cycles.
TW introduce vocabulary via PPT using familiar classroom vocab procedure.
Instructional input: You guys are lucky because today we are going to go outside for a bit.
TW outline basic rules and procedures for going outside
TW ask students to turn to partner and restate rules for going outside.
TW bring bucket of water outside with students.
TW lead students to sunny place on sidewalk. SW line up and TW have students dip their hands in the
water, and then make handprints on the pavement. TW ask students to watch handprints and observe what
happens.
Guided Practice: Class will return to classroom.
TW ask students to TPS about what happened to their handprints. TW return to ppt vocabulary slide about
evaporation. TW help students to make the connection that their handprints evaporated.
Video: The Water Cycle http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
TW pass out Ziplock bags to students. Bags have been pre-marked to represent water, ground, and sky.
Bags have been prefilled with 4 Tbsp water. TW explain that these bags will represent the water cycle. We
will be observing these bags throughout the week to watch what happens to the water in the bag. TW add a
drop of food coloring to each student’s bag. Bags will be taped to predetermined wall in the classroom, near
skylight.
TW draw on whiteboard while talking. The water cycle is made up of three parts: Precipitation, which is like
rain; evaporation, which is like when our handprints disappeared; and condensation, when the water vapor
turns into clouds. Let’s all say it together: Precipitation, evaporation, condensation.
Independent Practice: TW erase picture for independent practice but will leave words on the board for
spelling.
TW pass out paper and instruct students to draw and label the water cycle. Struggling students may be
pulled to horseshoe table.
Remedial: SW label pre-drawn diagrams
Remedial, no writing: SW point to and verbally name parts of diagram OR SW point to parts of diagram
when teacher names parts of water cycle
Extension: SW write 3-5 sentences describing the water cycle
Close: Today we learned about the water cycle. As we continue on in our unit, we will keep an eye on our
water cycle bags and see what happens to the water in the bottom. We will also learn how irresponsible use
of our water can affect the whole water cycle. Why is it important to take care of our water?
RESOURCES
Strickland, Laura. (2006). My Cute Graphics. Retrieved from
http://www.mycutegraphics.com/graphics/rain-images.html
Study Jams: The Water Cycle. Scholastic, Inc. (2014). Retrieved from
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
United States Dept of Interior and US Geological Survey. (2014). The Water Cycle
For Kids. [Interactive diagram of water cycle]. Retrieved from http://water.usgs.gov/edu/watercycle-kidsbeg.html
WAYS OF THINKING CONNECTION
This lesson utilizes a combination of systems and values thinking. Understanding the water cycle is a
foundation for understanding why it is important to conserve and take care of our water. In learning that
water is a finite resource, students will be able to make connections between where our water comes from and
where it goes after we use it. The Ziplock water cycles will serve as a powerful reminder that what we do to
our water today will affect us tomorrow.