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This lesson provided by:

Author: Lauren Powers
System: College/University
School: University of Alabama in Huntsville
Lesson Plan ID:


Content Standard(s):

The Water Cycle

This lesson is based on the Guided Discovery model. The

idea is to have the students think inductively. By doing
this, the teacher provides several examples for the
students to observe and decide how all of the examples
relate to one another. Throughout this lesson, the students
will evaluate examples of evaporation, condensation, and
precipitation and come to the conclusion that they are all
part of one big cycle called the Water Cycle.

9. Describe evaporation, condensation,

and precipitation in the water cycle.

Primary Learning

1. Identify the parts of the water cycle.

2. Describe what happens in the evaporation,
condensation, and precipitation stages of the water
3. Explain why the water cycle is necessary.

Additional Learning
Approximate Duration of 31 to 60 Minutes
the Lesson:
Materials and

Technology Resources

Poster board with water cycle diagram, graphic organizer,

shaving cream activity (shaving cream, clear container,
water, and blue dye), condensation activity (cotton balls,
blue dye, water, and cup)

Projector or Interactive White Board to play videos for

the students to view.
Speakers for students to hear videos

Teacher plays rain sounds from computer to students.
Students guess what the sound that they hear is.
Teacher talks about evaporation and puts label on the
Teacher explains condensation and puts label on the
Teacher plays video about condensation:
Students do the cotton ball absorption activity
**Cotton ball absorption activity: Teacher will pass one
cotton ball to each student. In front of them the teacher
will place a small cup of water with one drop of blue dye
in it. The student will place the cotton ball in the water
and watch it absorb (like condensation).

Teacher talks about precipitation and puts label on the

Teacher performs the precipitation activity.
**Precipitation activity: The teacher will have a clear
glass cup that they will fill three quarters of the way with
water. The rest of the glass will be filled with shaving
cream. The teacher will take the blue dye and drop it into
the shaving cream until it starts to drip down in the water
like rain (or precipitation).
Teacher teaches water cycle song.
Students sing with teacher water cycle
song: http://www.youtube.com/watch?v=ljwaIHLb8xw
(Sing to the tune of She'll Be Coming Around the

Water travels in a cycle, yes it does

(use pointer finger to make a big circle)!
Water travels in a cycle, yes it does
(repeat finger circle)!
It goes up as evaporation
(moves hands up to the sky)
Forms clouds as condensation
(make a cloud overhead with arms)
Then comes down as precipitation, yes it does!
(sprinkle with fingers while bringing arms down in front
of you)
Teacher demonstrates shaving cream activity
Open Ended Questions: Ask students where they think
rain and snow comes from. Why is rain important? What
would happen if we didnt have rain? What do you think
the condensation stage of the water cycle does by looking
at the diagram? Evaporation? Precipitation? Unlabeled

diagram and ask students what it looks like is going on in

a particular phase. What are clouds? What does the sun
do to water? Where does rain come from?
Convergent Phase: What have we been talking about? We
have evaporation, condensation, and precipitation that
repeat continuously. What is this called? So if we put
these words together what might this process be called?

Attachments:**Some files watercyclegoanswers.doc

will display in a new
window. Others will
prompt you to download.
Assessment Strategies:
Graphic Organizer and labeling the diagram
Testing the assessment by how they label the
graphic organizer
They will cut out the squares on the answer sheet
and glue the descriptions of each part of the water
cycle to the correct label (evaporation,
condensation, precipitation).
Students explain what the parts of the water cycle
do, and apply it to real life (ex. Why is the water
cycle important? What does it do for the earth?)
This will be done in the top square of the graphic
Each area below is a direct link to general teaching strategies/classroom
accommodations for students with identified learning and/or behavior problems such
as: reading or math performance below grade level; test or classroom
assignments/quizzes at a failing level; failure to complete assignments independently;
difficulty with short-term memory, abstract concepts, staying on task, or following
directions; poor peer interaction or temper tantrums, and other learning or behavior
Presentation of Material


Time Demands



Using Groups and Peers

Assisting the Reluctant


Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.

Variations Submitted by
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