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Lesson Plan: The Water Cycle
Subject: Earth and Space / Hydrology / Water Cycle
Classtime:
Total: 2 class periods

  • 1 (view Water Cycle Site, discuss terms/concepts)
  • 1 (complete individual animated water cycle project)

*Note: The online portion of this early elementary activity is most effective when accessed by the teacher from a projected workstation or network screen sharing system. Class periods are estimated at 30-50 minutes each.

Grade Level: 1-6

Materials/Technology:
Suggested per class--

  • Internet connection
  • projected workstation (overhead PC Viewer) or network screen sharing system (for group viewing of a downloaded animation image)
  • Shockwave Viewer from Macromedia: http://www.macromedia.com/shockwave/download/table/
  • access to a photocopier
  • tag board (or some appropriate heavier gauge paper)
  • metal fasteners
  • scissors
  • crayons and/or markers

Safety, Handling, Disposal:
N/A

Learner Outcomes:
Students should be able to:

  • View an online animation illustrating the water cycle.
  • Discuss the concepts: solar energy, evaporation, condensation, precipitation, runoff.
  • Construct an "animated" water cycle wheel with paper cutouts.

Problem/Purpose:
Students are introduced to the basic concepts of the water cycle by viewing an on-line animation. After viewing the animation, students will create their own "animated" water cycle wheel that illustrates where water comes from and where it goes.

Background/Inquiry:
 On Earth, the water cycle is an umbrella concept that contains information on solar energy, evaporation, condensation, precipitation, runoff. Introduction at the lower levels is a beginning step for students to understand the way the hydrology of the planet works.

In this activity, guided by their teacher, students use information technology to retrieve, process and communicate information as a tool to enhance learning. Students demonstrate acquisition of this knowledge through the construction of animated water wheels and guided discussion about them.

In addition to learning directly about the water cycle, students will also discover that energy exists in many forms, and when these forms change, energy is conserved. They will also learn that human decisions and activities (reservoir creation, sewage treatment, pollution) can have an impact on the physical and living environment. While conducting this activity, students read and listen to specific information from URL sites to acquire data, facts and discover relationships, concepts and generalizations. They use speaking and listening skills to acquire and transmit information.

Vocabulary List: Here.

Hypothesis:
Develop a class hypothesis prior to viewing information on the water cycle as to what the water cycle might be. Use brainstorming techniques to get several ideas about what it might be and pick one that the class agrees is adequate.

Example: The water cycle has something to do with water.

Procedure:

*Important-- Prior to teaching this lesson, make sure that the necessary technology is in place and working properly:

Print the files. Photocopy the prints onto tag board, one set for each class member to use.

Procedure:

  1. The teacher will access the Shockwave animation of the Water Cycle site from the National Wildlife: http://www.nwf.org/nationalwildlifeweek/games/watercyc_swf.html. The animation is accessed by clicking on buttons per screen instructions.

    2. Post vocabulary that is generated by the Water Cycle site for further use during the hands-on water cycle wheel activity.

  2. Students will then construct a water cycle wheel. This hands-on activity will help to illustrate and reiterate the concepts and terms that the students have explored in the lesson.
    1. Have students color the pictures on the two big circles with their favorite colors.
    2. When finished coloring, cut out the two circles and the four "cut outs" that are on the top circle.
    3. Attach the two circles together (one on top of the other, put the circle with the cut outs on top) with a metal fastener through a hole in the center.
    4. Using the tab on circle two, turn the circle counterclockwise and see the water cycle at work!

  3. Display vocabulary list developed for class. Hold a general discussion about the various vocabulary, parts of, and stages of the water cycle.

Results/Analysis:
As students finish their individual "animated" water cycle projects, circulate throughout the room talking with the students. When discussing the projects with individuals, use certain general questions to focus on the concepts that have been taught:

  1. What does the water cycle wheel explain?
  2. What part of the water cycle are you illustrating now as you move your water wheel?
  3. Does the sun affect the water cycle? Explain.
  4. What vocabulary word is used to describe rain?
  5. Where does the water in a mud puddle go when it "disappears"?

Conclusions:
Compare the results to the hypothesis. Do the results support the hypothesis?

Assessments: (if included)

Integration: (if included)

Reflections:
Share your thoughts on this lesson with the NTEN team.

Please send an e-mail to Patti Harrison.

Extensions: (if included)

References/Resources: (if included)

Credits
Contributing Teacher: Joe Parana
NTEN Course: K-12 Earth Science
Instructor: Jerry Nelson
Assistant Instructor: Bill Ochs
Developing Team:
T.L. Buck Buchanan, Cathy Hensel, Patti Harrison, John Usher, Don Wilson
HTML Programmers: Christy Cousineau, John Usher, Ching-Kwong Chia

Copyright © 1998 - 2002, National Teachers Enhancement Network
Comments: pattih@montana.edu

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