The Water Cycle

Designed by: Marian Davis, Meadowfield Elementary

Grade Level: Second       Subject: Science

Core Curriculum Objective: Explain the major processes associated with the water cycle. (2SEC-4)

Overview: Students will observe the stages of the water cycle. They will be able to draw and correctly label the water cycle and its stages.

Focus/Essential Question: How can we explain the major processes associated with the water cycle?

Time Frame: Three to five fifty minute classes.

Resources/Materials: 

Internet sites: 
http://www.brainpop.com/science/ecology/watercycle/index.weml

http://www.kimballmedia.com/drippy/ 

For Teacher Demonstration: 
Hot plate 
Pot of water 
Ice cubes 
Cookie sheet 
Two classroom trash cans

For Each Group of Students: 
One jar with lid 
Potting soil 
Plants One 
soda bottle cap

Student Science Journals

Culminating Assessment: Students will record in their Science Journals evidence of the stages of the water cycle as observed in a terrarium. The teacher will assess students' understanding of the concept by using the following rubric.

Water Cycle Rubric

Instructional Activities:

Activity 1: The teacher will begin the activity by taking the students outside to observe a puddle of water. (If no puddle is available, this may be teacher-made ahead of time).

Ask students to predict how the puddle got there and what will eventually happen to it.

Ask students if they think the puddle will look the same after a few sunny, hot days.

Activity 2: Next, explore the concept by performing the following demonstration:

1) Balance a cookie sheet on two classroom trash cans. 
2) Place the ice cubes on the cookie sheet. 
3) Put the hot plate and the pot of water under the cookie sheet. 
4) Heat the water until moisture begins to collect on the bottom of the cookie sheet. 
5) Ask students to record what happens in their Science Journals.

Ask students what they think happened and why. Include the following questions:

* What did you observe collecting on the bottom of the cookie sheet? 
* Why was ice placed on top of the cookie sheet? 
* Where did the water droplets that collected on the bottom of the cookie sheet come from? 
* What do you predict would happen if ice was not used?

Discuss the water cycle, explaining that scientists have given names to the different changes water undergoes.

During the demonstration, the students should have noticed that the moisture above the warm water rose and condensed on the bottom of the cookie sheet. When enough water vapor had collected, it began to drip, or "rain". This set-up demonstrates evaporation, condensation, and precipitation.

Explain that the water cycle is the continuous movement of the earth's water from the ocean, to the air, and back to the ocean and land again.

Activity 3: Next, divide the class into groups of four students.

Measure soil into jars so that each jar is about 1/4 full to make a terrarium.

Choose a plant to put in the terrarium.

Fill a soda cap with water and place it in the terrarium.

Seal the jar with a lid.

Ask students to predict what they think will happen. Tell them to observe and record their observations over several days.

Discuss with students how the teacher demonstration and the terrarium activities were alike and how they were different.

Have students explain the three components of the water cycle that were evident in each activity.

Ask students if they know of any other examples of the water cycle.

Extensions:

* Read Cloudy With A Chance of Meatballs aloud to students. 
* Go to http://www.brainpop.com/science/ecology/watercycle/index.weml and view a movie about the water cycle. 
* Go to http://www.kimballmedia.com/drippy/ and follow Drippy the Raindrop's adventures.  Learn about evaporation, condensation, precipitation, and the water cycle. 
* Have students make up a song about the water cycle. * Act out the water cycle using student creativity.