Water Cycle Experiment

Lesson Overview

In this 45-minute lesson, students will conduct a hands-on science experiment to observe the water cycle using a sealed plastic bag. They will set up the "Water Cycle in a Bag" project, make detailed observations of evaporation and condensation, and connect these processes to real-world weather. This lesson enhances scientific inquiry skills such as making predictions, careful observation, drawing conclusions, and recording data.

This lesson is Lesson 5 of 10 in the unit "The Wonders of Weather and Water."

---

Learning Objectives

I can...

• Set up a water cycle experiment using a plastic bag to observe evaporation and condensation.
• Make detailed observations and draw labeled pictures of what I see.
• Write clear sentences to describe the changes inside my water cycle bag.
• Explain how evaporation and condensation are part of the water cycle and weather.

---

Alignment to Common Core State Standards

Next Generation Science Standards (NGSS) Correlated with Common Core ELA:

• 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
• CCSS.ELA-LITERACY.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

---

Success Criteria

Students are successful if they:

• Correctly assemble and seal their Water Cycle bag experiment with teacher guidance.
• Record at least two detailed observations, including labeled drawings and written descriptions in their science journals.
• Use the vocabulary words evaporation, condensation, and water cycle correctly in their descriptions.

---

Materials

• Zip-top plastic bags (quart size)
• Water
• Blue food coloring (optional, for visibility)
• Permanent markers
• Tape
• Science journals or observation sheets (large print and dyslexia-friendly fonts)
• Illustrated, step-by-step instruction cards for setting up the experiment
• Visual checklists for experiment steps (for ADHD support)
• Picture-prompt observation sheets (simplified for students with Down syndrome)
• Sunlit window or classroom space with natural light
• Pencils/crayons

---

Vocabulary

• Evaporation
• Condensation
• Water cycle

---

Lesson Procedure

1. Introduction & Engagement (10 minutes)

• Begin with a brief review: “What do you remember about the water cycle from our previous lessons?” Use a simple KWL chart (What I Know, What I Want to Know).
• Introduce the experiment: “Today, we will make a tiny water cycle inside a plastic bag so we can watch evaporation and condensation happen!” Show a model bag that has been prepared in advance with visible droplets and vapor.
• Show the vocabulary words and go over their meanings with pictures — rehearse pronunciation with the class.

2. Guided Experiment Setup (15 minutes)

• Demonstrate each step slowly:

1. Add a small amount of water (about 1/4 cup) and a few drops of food coloring to the plastic bag.
2. Seal the bag tightly.
3. Use permanent markers to label “Evaporation” near the bottom and “Condensation” near the top of the bag.
4. Tape the bag to a sunny window.

• Students set up their own bags using the illustrated instruction cards and visual checklist.
• Differentiation:
• Dyslexic & ELL students get illustrated step cards with large, clear print and simplified language.
• Students with ADHD use a visual checklist with boxes to mark each completed step for focus.
• Students with Down syndrome receive hand-over-hand support and simplified observation sheets with pictures to guide them.
• Peer mentors are paired with Exceptional learners for additional support.

3. Observation and Recording (15 minutes)

• Students gather at their desks or in partners to observe their bags closely.

• In science journals or observation sheets, they:

• Draw the sealed bag with water at the bottom and water droplets forming at the top.

• Label their drawings using vocabulary words.

• Write 1-2 sentences describing what they see happening inside the bag (e.g., “Water turns into vapor,” “Drops are forming on the walls of the bag.”)

• Teacher circulates, prompts with questions:

• “What do you notice about the water?”

• “Why do you think there are drops on the top of the bag?”

• Provide sentence starters for struggling writers: “I see _____ inside my bag.” “The water _____.”

4. Group Discussion & Connection to Weather (5 minutes)

• Regroup for a short discussion: “How is this like rain and clouds outside?”
• Reinforce the concepts of evaporation (water heats up and turns into vapor) and condensation (vapor cools and turns back into liquid).
• Ask students to share their drawings and observations with a partner or small group using their “I can” statements.

5. Extension Assignment (To be completed over the next week)

• Students make a written prediction: “What do you think will happen to your bag after one week?”
• Record their prediction in their science journal.
• Plan time to revisit the bags after a week for comparative observation and written reflection on what actually happened.

---

Assessment

Formative assessment will be ongoing:

• Observation of student participation during setup and discussion.
• Review of science journals for detailed, labeled drawings and written observations.
• Check use of vocabulary words in writing.
• Follow-up discussion to assess understanding of evaporation and condensation.

---

Differentiation Strategies

• Dyslexia-friendly reading options: Instruction cards and journals use dyslexia-friendly fonts (e.g., OpenDyslexic), large print, clear spacing.
• Students with ADHD: Visual checklists help focus and complete steps independently.
• ELL students: Use visual aids, model pronunciation of keywords, and simplified language in instruction cards.
• Students with Down syndrome: Utilize picture-prompted observation sheets; provide hand-over-hand assistance.
• Exceptional learners: Partner with peer mentors for scaffolded support during all steps.

---

Teacher Reflection & Idea for Next Steps

• Collect samples of journals and note student understanding. Consider integrating a digital version of science journals with photos for students who benefit from technology.
• Plan to connect this hands-on experiment with a classroom weather chart to track local precipitation and discuss larger water cycle systems.
• Incorporate more sensory learning by having students feel mist or water droplets to reinforce condensation.

---

This lesson empowers students to actively engage with science through observation and inquiry while meeting rigorous Common Core standards in literacy and science integration. It uses multisensory, differentiated approaches to ensure all learners, including those with special needs, succeed.