The Water Cycle

Objectives

• Students will define evaporation, condensation, and precipitation. (Knowledge)
• Students will record observations of the water cycle in terrariums. (Analysis)
• Students will compare what occurs in terrariums to the water cycle on the earth and in it's atmosphere. (Evaluation)
• Students will create a story as evidence of their knowledge of the water cycle. (Synthesis)

Materials

• Plastic salad container for each pair of students (with tight lid)
• 10 gallon glass aquarium with lid
• Spray bottle with water
• Seeds (marigolds, herbs, etc.)
• Soil
• Weather book for each student
• Copy of "Drippy Tales" picture for each student
• Journal for each student

Procedures

1. Review evaporation, condensation and precipitation (all learned in previous lessons). Ask students questions to determine which concepts are understood and which are not. What is rain? Why does it rain? Where does rain go when it falls? What happens to puddles after it rains? Explain that this constant movement of water is called the water cycle.
2. Assemble terrariums. Have each student build his/her own terrarium by putting about an inch of soil in the bottom of the plastic container, planting a seed, and giving a thorough soaking of water. Demonstrate these steps by first making a terrarium with a 10 gallon glass aquarium and a tight lid. Have each student label their terrarium and put it by a sunny window.
3. Observing the terrariums: Have the students make observations about their terrariums each day and record observations in their journals. Try to do observations at different times each day. Encourage students to record what they see in writing and pictures. Have them draw a picture of the terrarium and label the parts: soil, water, lid, plants, etc.

1. Discuss things they observed in their terrariums and record on chalkboard. Discuss the following questions: How did the water get on the lid? Take the lid off of the terrarium and feel the soil. Why is the soil still wet? Has any water evaporated from the soil? Why? If water evaporated, where did the evaporated water go? Did it ever rain in your terrarium? How do you know? Where did it come from? What purpose did the lid serve? Why did we only have to water our terrariums once?
2. As a class, read "The Water Cycle" section in their weather books. Make connections between the terrariums and the picture. What could you compare the soil in our terrariums to on earth? etc. Explain that water recycles itself through oceans, streams and ponds, plants, animals, people, soil, clouds and precipitation. Tell students that virtually every drop of water remains in the earth. It is possible that they drank the very water that George Washington bathed in!! Have students write in their journal how they believe this is possible.

1. Hand out a copy of "Drippy Tales" to each student. Have them trace a path that "Sop the Drop" may take through the water cycle. Have each student write a story about a journey through the water cycle if they were a drop of water. They may begin their journey in the air, in the soil, in a body of water or a in a plant ...wherever!! Explain that the stories must be logical and follow the water cycle accurately.

Evaluation

1. As the class reviewed evaporation, condensation and precipitation terms, were the students able to define them? As we discussed the parts of the water cycle, did it seem evident that the students understood each part?
2. As I walked around the room while the students were recording their observations, were they accurately recording what they found? Were the records complete?
3. Could students compare what was occurring in the terrariums with occurrences in the outside world? Did they associate the lid with the sky...the soil to the earth?
4. Were the students stories coherent and plausible. Did the stories follow the correct path through the water cycle?