Observing the water cycle

Initially, students will observe a demonstration of the water cycle and apply the information gained through the demonstration. Then students will measure and graph rainfall for two weeks.

A lesson plan for grades 2 and 5 Mathematics and Science

By Priscilla Nutt

Learn more

• Weather.com allows students to check forecasts and current weather around the world to compare their data with other reports

Related pages

• Water and Weather: From just looking at cloud formations to building a weather station, this sampling of resources help students learn all about climate, weather, and the water cycle.
• Catawba Science Center: Students will enjoy visiting the Catawba Science Center, a hands-on museum, where learning is fun!
• Weathering the water cycle: Precipitation: Students will learn that precipitation is one of the three stages of the water cycle and how it relates to the other stages.

Related topics

• Learn more about meteorology and science.

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Learning outcomes

Students will:

• verbalize and name stages of water cycle through demonstration
• apply knowledge through illustrating and labeling a picture of the water cycle
• gather and graph measurements of precipitation

Teacher planning

Time required for lesson

2.5 weeks

Materials/resources

For initial activity:

• hot plate
• small pot with handle
• water to fill skillet
• ice to fill pot
• chart paper or overhead

For follow-up activity:

• wide-mouth plastic jar
• masking tape
• permanent marker
• graph

Technology resources

• overhead projector(optional)
• Kid Pix Activity Kit: Weather Activities TCM 2518 (optional)

Pre-activities

Students should have already learned the states of matter.

Safety rules involved in using hot plate should be taught or reviewed. For instance, students should know that they are not to touch the hot plate or skillet. Boundaries for how close the students may be to the hot plate should be established.

Activities

The initial activities will take about one hour. The follow-up activity will be completed over two weeks.

Initial Activity:

1. Begin a KWL chart by asking students what they already know about rain and what they want to know. Record responses on chart paper or on overhead.
2. Connect to students’ prior learning by reviewing the states of water. Get students to recall why water becomes a solid (ice), liquid, and gas (water vapor) (i.e. heating and cooling). Tell students that this information also helps to explain why it rains.
3. Explain to students that you will be using a hot plate in today’s demonstration. Make sure safety rules are clear.
4. Show students the skillet filled with water. Ask them to imagine that this water is a puddle or body of water on earth.
5. Turn hot plate on high and place the skillet on top. Ask students for predictions about what will happen as the water is heated. Do not leave hot place unattended.
6. Observe as steam rises off of the liquid water. Have students verbalize what is happening. Define term “evaporation” and explain that water on the earth evaporates and becomes a gas as well. (Students should be able to observe the steam from a safe distance.)
7. As steam rises, hold pot full of ice over hot skillet. Ask students to predict what will happen when the water vapor comes in contact with the cold pot and cools.
8. Observe water droplets forming on the outside of the pot. Have students verbalize what is happening. Define term “condensation” and explain that this is what happens as water vapor forms into clouds.
9. Observe as water begins to fall back into skillet. Have students verbalize what is happening. Explain that this is like when it rains and define term “precipitation.”
10. Have students verbalize that the water falling back into the skillet will become vapor again and continue the cycle. Define term “water cycle.”
11. Use Kid Pix Activity Kit: Weather Activities. Go to Activities tool bar and pull down to “Water Cycle.” This activity allows students to illustrate and label stages of the water cycle with Kid Pix stamps and drawing tools. This can also be done on paper if you do not have access to this software.

Follow-up activity:

1. Have students make a rain gauge according to the instructions. This can be done individually or in small groups, depending on availability of materials.
2. Place rain gauges in a safe place outside where they can gather water when it rains.
3. Gather data at the same time every day by measuring water collected. Empty water after measurements are taken.
4. Record data on graph. Use a bar graph for second graders (see attachment) or a line graph for fifth graders.

Complete KWL chart as a final activity.

Assessment

Illustration of the water cycle:

• Has the student labeled the stages of the water cycle correctly?

Graph of rainfall data:

• Has the student recorded data correctly?
• Do the student’s measurements make sense, according to the amount of rain during time of data collection?

KWL chart:

• Have students learned the stages of the water cycle?
• Are students able to make observations of what conditions are necessary for rain?

Supplemental information

The Mailbox Magazine, April/May 2000 has several good water cycle activities.

Attachments:

• Graph
• Gauge

Related websites

This site will allow you to check forecasts and weather predictions all over the country. You can compare class data with meteorologists’ data about your area or compare your area to another area.