Lesson Plan: The Water Cycle

🌧 3-Day Lesson Plan: The Water Cycle

Missouri Learning Standards Alignment

• 9-12.ESS2.C.1 – Develop a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
• 9-12.ESS2.A.1 – Develop a model to illustrate Earth’s internal and surface processes that operate at different spatial and temporal scales.
• Cross-Cutting Concepts: Energy and Matter, Systems and System Models
• Science & Engineering Practices: Developing and Using Models, Analyzing and Interpreting Data

Day 1 – Introduction to the Water Cycle

Objective:

Students will identify and describe the main processes of the water cycle (evaporation, condensation, precipitation, collection) and explain how energy from the sun drives the cycle.

Materials:

• Whiteboard & markers
• “Water Cycle Diagram” worksheet
• Bowl of warm water, clear plastic wrap, ice cubes (for demo)
• Student notebooks

Activities:

1. Engage (10 min):
   Start with the question: “Where does the water in your bottle come from—and where does it go?”
   Brainstorm water sources and sinks.
2. Explore (20 min):
   Conduct a mini water cycle demo:
   • Pour warm water into a bowl (ocean).
   • Cover with plastic wrap and place ice cubes on top (clouds).
   • Watch condensation form underneath and droplets fall (precipitation).
     Students sketch and label what they observe.
3. Explain (20 min):
   Direct instruction using diagram. Identify and define:
   • Evaporation
   • Condensation
   • Precipitation
   • Collection/Runoff
4. Evaluate (10 min):
   Students complete the “Label the Water Cycle” worksheet.

Assessment:

Labeling accuracy and participation in demo discussion.

Day 2 – Energy and Movement in the Water Cycle

Objective:

Students will analyze how solar energy and gravity drive movement of water through Earth’s systems.

Materials:

• Laptop/projector or slides
• “Energy Flow in the Water Cycle” handout
• Markers and chart paper
• Colored pencils

Activities:

1. Review (5 min):
   Quick recap quiz: Name the four main processes of the cycle.
2. Explore (15 min):
   Discuss how energy drives phase changes:
   • Sunlight causes evaporation and transpiration.
   • Cooling causes condensation.
   • Gravity causes runoff and precipitation.
3. Elaborate (30 min):
   Group Poster Activity:
   • Each group draws a detailed diagram of the water cycle.
   • Include arrows showing energy movement (sunlight, heat, gravity).
   • Label each phase and add at least one real-world example (e.g., lake evaporation, cloud formation).
4. Share (10 min):
   Groups present posters to the class.

Assessment:

Rubric-based evaluation of poster for accuracy, detail, and explanation of energy flow.

Day 3 – Human Impact and Modeling the Cycle

Objective:

Students will model how human activities (urbanization, pollution, deforestation) affect the water cycle and explain consequences on ecosystems.

Materials:

• “Human Impacts on the Water Cycle” worksheet
• Modeling materials (paper, markers, glue, blue yarn, cotton balls)
• Video clip: “Human Impacts on the Water Cycle” (3–5 minutes)

Activities:

1. Engage (10 min):
   Watch short video and discuss: “How do humans change the natural water cycle?”
2. Explore (30 min):
   Modeling Activity:
   • Students create a 3D paper model of the water cycle.
   • Add elements like cities, factories, forests, rivers, etc.
   • Indicate how runoff, pollution, and deforestation alter the process.
3. Explain (10 min):
   Groups present their model and discuss one negative and one positive human influence.
4. Evaluate (10 min):
   Reflection prompt:
   “If we disrupt the water cycle, what happens to weather patterns, crops, and drinking water?”

Assessment:

Model rubric + reflection question.

Extension or Homework Options

• Digital Simulation: Try the NASA Water Cycle Simulator or PhET States of Water lab.
• Creative Writing: “A Drop’s Journey Through the Water Cycle” story.
• Research Prompt: How could a drought or flood alter local ecosystems?