The Water Cycle Unit

The Water Cycle Unit

Connections:

Kentucky Core Content

SC-EP-1.1.3 -Students will describe the properties of water as it occurs as a solid, liquid or gas.

Academic Expectations

AE 2.3 - Students identify and analyze systems and the ways their components work together or affect each other.

Program of Studies

SC-P-STM-U-4 -Students will understand that water can be a liquid, solid or gas and can go back and forth from one form to another.

Vocabulary:

Solid

Liquid

Gas

States of matter

Water cycle

Evaporation

Condensation

Precipitation

Absorption

Ingestion

Transpiration

Respiration

Unit Objective: The student will identify each form of the three states of matter as it relates to the water cycle.

**Optional: A vocabulary wall can be created while this unit is in progress. Each time you discuss the meaning of a vocabulary word, add it to the wall. Seeing those words repeatedly may help cement the new vocabulary into the children’s minds.

Day 1: Pre-Assessment

Objective:

The student will demonstrate prior knowledge of the three states of matter as it relates to the water cycle by answering pre-assessment questions.

Materials:

Pre-Assessment (1 copy per child)

Pencils

Key

Procedure: Distribute a copy of the pre-assessment to each child; grade in order to compare to post assessment.

Day 2: Three States of Matter

Objectives:

The student will identify the three states of matter.

The student will show representation of the relative space between molecules during each state.

The student will simulate molecular movement in each of the three states of matter.

Materials:

Poster of molecules in each of the three states of matter

“Imagine!” lesson from Project Wet (pg. 157)

Copy of Water Cycle Journey script

“Molecules in Motion” lesson from Project Wet (pg. 47)

2 flashlights (one covered in red filter, one covered in blue filter)

Paper

Paper Dots

Scissors

Glue

Markers

Ice

Water

Cup

Bunson burner

Pot or beaker

Student journals

Pencils

Procedures:

• Before the lesson, turn Bunson burner on and begin boiling water.
• Introduce three states of matter by asking students if both a cup of water and an ice cube are indeed water.
• Using cues, ask students if they can identify the form each is currently in (liquid and solid).
• Ask students what would happen if we didn’t return the ice cube to the freezer. (It would melt; it would change from a solid to a liquid.)
• Explain that there is one more form water can take. (gas) Demonstrate how the water in the pot (or beaker) is changing from a liquid to a gas.
• Show the poster of molecules in each of the three states of matter.
• Explain how molecules in an ice cube are very close together (solid), molecules in a liquid take the shape of their container (liquid), and molecules in a gas are free to roam throughout the air (gas).
• Do the Activity portion of “Molecules in Motion” lesson from Project Wet (pg. 47). Not only does this activity allow students to act like molecules in a solid, liquid or gaseous state, but the affect of temperature change is also covered.
• To show a visual demonstration of the water molecules, use the poster of molecules in each of the three states of matter. Have students describe the placement of the molecules in each state.
• Give each student a piece of paper (8.5 x 11, white), paper dots, glue and markers. Ask students to divide their piece of paper into three sections and label one gas, one liquid and one solid. Instruct students to use their paper dots to represent the molecules in each state of matter. Then ask students to draw a picture of water in a solid, liquid and gaseous form at the bottom of each column.
• Do the Activity portion of “Imagine!” with students. After reading the script, ask students to use their journals and reflect on the water molecule’s journey as it changed from a solid to a liquid to a gas.
• If time permits, have students volunteer to share their journal entries.

Day 3: Focus on Precipitation

Objective:

The student will identify, illustrate and label the form of the six types of precipitation.

Materials:

What Makes it Rain? The Story of a Raindrop by: Keith Brandt

Chart paper

“Poetic Precipitation” lesson from Project Wet (pg. 182)

1 piece of construction paper per student

Pencils

Markers

Student journals

Website:

Computer

Projector

Internet

Procedures:

• Begin lesson by reviewing the three states of matter. Ask the following review questions: “In which state of matter are the molecules really close together and can hardly move?” (solid) “In which state of matter are the molecules spread far apart and free to move around?” (gas) “If water is taking the shape of its container, in what state of matter is it? (liquid)
• Tell students that today’s lesson will focus on precipitation. Ask if anyone can define precipitation. Also, ask if someone can name a form of precipitation.
• Read the book What Makes it Rain? The Story of a Raindrop by: Keith Brandt.
• Chart the types of precipitation mentioned in the text and ask students if they can identify any other types. If students cannot name all six types (rain, snow, sleet, hail, freezing rain, drizzle), give cues until they are able to recall them.
• Review other concepts mentioned in the text: Where does precipitation come from? What causes it to rain?
• Use this website: to show students illustrations and descriptions of each type of precipitation.
• Give each student a piece of construction paper and ask them to fold the paper into thirds and then once in half. Their paper should end up with 6 sections. Instruct students to label each section with one type of precipitation and illustrate each. In addition, ask students to label each type of precipitation as a solid or liquid.
• Use Part II of the “Poetic Precipitation” lesson from Project Wet (pg. 182) for the next part of the lesson. In their journals, students will list different types of precipitation they knew or have experienced. Ask them to describe what each looks and feels like. What moods, feelings or thoughts are associated with each? If time permits, ask students to create a poem about a type of precipitation. If students need examples, a list of “Weather Poems” is on pg. 185.

Day 4: Focus on Evaporation and Condensation

Objective:

The student will identify and explain the processes of evaporation and condensation.

Materials:

Bunson burner

Pot

Water

Water, Water Everywhere: A Book about the Water Cycle by: Melvin and Gilda Berger

Glass jar

Pot holders

Website:

Computer

Projector

Chart Paper

Markers

Procedures:

• Before the lesson, turn Bunson burner on and begin boiling water.
• Ask students if anyone can name the process of water changing from a liquid state to a gaseous state. (evaporation) Use cues if necessary. Ask students what made the water begin to evaporate. (heat) Ask students what would cause water to evaporate outside (the sun). Tell students that water evaporates even when it’s cold, but it happens more quickly when heat is involved.
• Use the pot holders to hold the glass jar over the steam produced by the boiling water. Have students observe the water molecules as they condense in the glass jar. Ask students if anyone can name the process of water changing from a gaseous state back to a liquid state (condensation). Ask students where water molecules are changed from a gaseous state to a liquid state in the sky. (clouds) To tie in yesterday’s lesson, ask students what happens when clouds contain so much water, the air can’t hold the water molecules anymore.
• Use the website: to teach more about the processes of evaporation and condensation.
• Read the book Water, Water Everywhere: A Book about the Water Cycle to students.
• Using the chart paper, write the word “Evaporation” in one column and “Condensation” in the other. Ask students to explain or give facts about each process in their own words. Transcribe as each student dictates. After students have had a chance to describe each process, allow 2 students to illustrate each process at the bottom of each column.

Day 5: Focus on Plants’ and Animals’ Roles in the Water Cycle

Objective:

The student will identify and explain plants’ and animals’ roles in the water cycle.

Materials:

Paper

Pencil

Formative Assessment (quiz on labeling evaporation, condensation, precipitation)

Online Graphics:

-http://piru.alexandria.ucsb.edu/collections/geography3b/misc/transpiration%5B1%5D.jpg (Transpiration, Absorption)

-

(Respiration)

-

(Ingestion)

-

Computer

Projector

Chart Paper

Markers

Procedures:

• Begin lesson by distributing pop quiz to students. Each student will need to label the three processes represented in the picture.
• Discuss answers to pop quiz aloud as a group.
• Open the room for discussion by asking students the following questions:
• How would water molecules go from a deer down to the ground and eventually end up in our groundwater? (urination)
• What part of the plant would help water go from groundwater up to the thirsty plant? (roots)
• How would water get from a stream to inside a fox’s body? (drinking or ingestion)

• Ask students if anyone can name the scientific term for sweating. (perspiration)
• Show website: - again and point out the connection between human sweat and plant sweat (transpiration)
• Chart the word “transpiration” and have students explain the process. Transcribe as they dictate.
• Show students this graphic: http://piru.alexandria.ucsb.edu/collections/geography3b/misc/transpiration%5B1%5D.jpg

and ask a volunteer to identify transpiration. Using this graphic, ask students if anyone can identify the process of roots getting water from underground. (absorption)

• Chart the word “absorption” and have students explain the process. Transcribe as they dictate.
• Using this graphic: ask students if they know the scientific term for breath. (respiration) Explain to students that our breath contains tiny water molecules.
• Chart the word “respiration” and have students explain the process. Transcribe as they dictate.
• Using this graphic: ask students if anyone can name the scientific term for eating. (ingestion)

• Chart the word “ingestion” and have students explain the process. Transcribe as they dictate.
• Give each student a piece of paper (8.5 x 11, white) and ask them to fold it into fourths. Instruct the students to label each section with one of the following words: respiration, transpiration, absorption, and ingestion. Ask students to provide an illustration for each vocabulary word. Finally, ask students to provide a one-sentence explanation of each process.

Day 6: Water Movement

Objective:

The student will explain the different processes water undergoes as it makes its way through the water cycle.

Materials:

“The Incredible Journey” lesson from Project Wet (pg. 161)

Pipe cleaners

9 different colors of beads

9 die

9 station signs (Clouds, Plants, Animals, Rivers, Oceans, Lakes, Groundwater, Soil and Glaciers)

Student journals

Pencils

Online Graphic:

Procedures:

• Tell students we’re going to do an activity called, “The Incredible Journey” and we’re going to examine the journey of a water molecule.
• Ask students if anyone can name one place a water molecule might be found. (call on a few volunteers)
• Explain how this activity works. Ask a student to be a volunteer guinea pig. There are 9 stations of places where water molecules can go (lakes, glaciers, groundwater, and so on). At each station, there is a container of color-coordinated beads, like brown for soil, blue for lakes, green for plants and so on.
• Students can start at any station, but once they get there, they need to be sure and put a bead from that station on their pipe cleaner. That way, they can track your journey as a water molecule.
• Once students put their bead on their pipe cleaner, roll the die that is at each station and it will either tell them to go to a different station or stay. If it tells you to stay, tell students to be sure and put another bead on your pipe cleaner. Tell students, “If you roll the die a couple of times and you keep getting “Stay” and there is a long line behind you, you may just want to go to the back of the line and give someone else a turn.”
• Ask students to be thinking about what processes they had to go through to get from the lake to the clouds or from the clouds to the lake. Discuss those processes more after finishing the activity.
• Pass out the pipe cleaner and once each student has one, they may pick a station and get started.
• Let the participants play the game for a few rounds, then ask everyone to take their seats again.
• Ask students to hold up their pipe cleaners and let you see their journey as a water molecule. Point out that some students were stuck in a glacier or in the ocean for a while. Ask if anyone had a chance to visit all 9 stations.
• Discuss with students: Now let’s think about some of the processes that you, as a water molecule, went through on your journey. If you went from the ocean to the clouds, what process would that be? (evaporation) If you went from the clouds to the river, what process would that be? (precipitation) Can someone else give me an example of another process your water molecule went through on your journey?
• Ask students to write about their journeys as a water molecule in their journals. Instruct them to use at least 4 of the processes that have been discussed during the unit.
• As a wrap-up activity, show students this graphic:

Online Graphic: and discuss the different processes water goes through as it cycles.

Day 7: Review and Post Assessment

Objective:

Students will display mastery of content by answering questions on the post assessment.

Materials:

Water Cycle Dramatization script and 8 parts

Nature sounds CD (optional)

Magic School Bus “Wet All Over” book

Post Test (1 copy per child)

Pencils

Procedures:

• Review the water cycle by doing the “Water Cycle Dramatization” with the students.
• Divide the class into 8 groups, one for each of the processes on the script.
• Once students are in their groups, ask them to collaborate and develop some type of movement associated with the process they are responsible for.
• Begin reading the script and pause to let each group act out their movement when it’s their turn.
• Allow the other groups to guess what process they are acting out.
• Read the book Magic School Bus “Wet All Over” as a review of the water cycle concepts taught in this unit.
• Distribute post assessments and give students adequate time to complete the test.