Water Cycle

Overview

Students explore the water cycle and how water changes state as it moves through the environment. They model key processes—evaporation, condensation, precipitation, and collection—using a simple experiment and a class diagram.

Learning intentions

• Students will be able to describe the water cycle as water moves and changes state.
• Students will learn how heating and cooling cause evaporation and condensation.
• Students will identify precipitation as water falling from clouds.
• Students will explain collection as water gathering in oceans, lakes, rivers, and underground.

Success criteria

• I can name and explain evaporation, condensation, precipitation, and collection in order.
• I can use a model to show how water changes form (liquid to gas and gas to liquid).
• I can create a labeled water cycle diagram with correct arrows and process descriptions.
• I can answer questions using evidence from our class demonstration.

Curriculum links

• Science learning about daily earth and space patterns, including the water cycle and the movement of water
• Understanding properties and changes of materials through heating and cooling (in context of water)
• Developing scientific inquiry skills: observing carefully, recording results, and communicating ideas
• Using models to represent phenomena and explain observations

Lesson structure (60 minutes)

1. 0–5 min: Hook and connect Show a brief picture sequence (or draw on the board) of puddles drying, clouds forming, and rain falling. Ask: “Where does the water go when it dries? How does rain get back to the ground?”

2. 5–12 min: Mini-lesson—key ideas Teach the four processes using student-friendly language:

• Evaporation: water warms and turns into water vapour (a gas).
• Condensation: water vapour cools and forms tiny droplets on a surface (like cloud droplets).
• Precipitation: droplets grow heavy and fall as rain/snow.
• Collection: water gathers in oceans, lakes, rivers, and underground.

3. 12–25 min: Model demonstration (hands-on) Set up a simple, safe class demonstration: a clear container/bowl of warm water with a clear plastic wrap “lid” and a small “ice” pack on top of the wrap, or a hot-water evaporation setup with a cold surface above. Students observe for several minutes. Prompt students to watch for: (1) vapour rising, (2) droplets forming on the underside of plastic wrap, (3) “rain-like” droplets that drip down. Students record observations using a short class chart: “I notice… / I think… / Evidence.”

4. 25–35 min: Concept sorting activity Give small cards with statements or pictures representing each process (e.g., “puddles dry,” “droplets on clouds,” “rain falls,” “water in a lake”). In groups, students sort cards into four categories and write one sentence for each process. Teacher circulates to correct misconceptions (for example, clarifying that clouds form from condensation, not from “water disappearing”).

5. 35–45 min: Create a water cycle diagram (individual or pairs) Students draw a labeled cycle with arrows in the correct direction. Include at least one word or sentence for each process. Encourage students to add a “cause” label for two steps (e.g., “heating causes evaporation,” “cooling causes condensation”).

6. 45–55 min: Gallery walk and feedback Students post their diagrams. Pairs walk to two other diagrams and leave one “Glow” (what is clear) and one “Grow” (what could be improved) using sentence stems:

• “Your diagram shows evaporation because…”
• “To make it even better, you could add…”

7. 55–60 min: Exit ticket Students answer one short question and one drawing prompt:

• “Explain what causes condensation in the water cycle.”
• Draw a simple arrow diagram showing evaporation and condensation.

Resources

• Clear container or bowl, warm water (teacher-prepared), and a tray
• Clear plastic wrap and rubber band (or sealable clear lid)
• Small ice pack or container of ice (teacher supervised)
• Paper towels, safety goggles (optional but recommended)
• Water cycle process cards (evaporation, condensation, precipitation, collection + images/statements)
• Observation recording sheets (I notice / I think / Evidence)
• Diagram templates with arrow boxes (optional for support)
• Markers, coloured pencils, and chart paper
• Exit ticket slips and student name labels

Assessment

• Observation of group sorting: listen for correct matching of cards to processes and reasons.
• Review of diagrams: check for correct labels and arrow sequence (including cause links for heating/cooling).
• Exit ticket: assess understanding of condensation and its connection to cooling with evidence from the demonstration.

Differentiation

• Support: provide a partially completed water cycle diagram with arrows and word bank; use sentence stems during sorting and feedback.
• Support: allow students to work in pairs with mixed readiness and offer teacher conferencing at the diagram stage.
• Extension: ask advanced students to add “temperature” arrows (warm vs cool) and explain how this connects to precipitation as droplets become heavy.
• EAL/SEN: use visuals and gestures (rising vapour, cooling on top, droplets dripping). Allow oral responses to be recorded by the teacher or a peer scribe if needed.