Introduction to the water cycle: discussion, book and/or poster.
Discuss water cycling between its different states: solid, liquid and gas. Optional: briefly demonstrate states of matter in water.
Relate state changes to what happens on earth: Water in the lakes and oceans evaporates (liquid to gas) and goes into the air.
When it gets high enough it cools and condenses (gas to liquid) to form clouds. When the liquid drops are heavy enough, they make raindrops that fall as rain or snow (precipitation). The snow on mountains will melt if it is warm enough, as we see on our Northshore mountains every year.
Hand out water cycle worksheets (see images).
Students write the words in the correct spaces.
Then they add a dot of colour next to each word (make sure the colours used are the same as the bead colours if bracelets are being made next). Alternatively to the coloured dots, students can make a short bead chain and tape it next to the words.
Set up the Water cycle model while students are filling in their worksheets, then look at them together when all the worksheets are done.
Then do Water cycle bracelets, using the worksheet to put the beads in the correct order.
Optional erosion activity:
Explain to students that they will do some free exploration to find out what happens as the water flows down mountainsides to the ocean.
Set up the erosion activity.
Optional activity to leave with the students:
We have made models of the water cycle. Now we’ll set up a part of the real water cycle. Ask how an evaporation dish is part of the real water cycle. Set up an evaporation dish
What happens to water? It cycles around. We drink water molecules that Einstein drank!
Gordon, , McBride, West Coast Christian School: water cycle model and bracelets
Fraser, Suncrest: water cycle model, water cycle bracelets, erosion activity
Shaughnessy 2s: water cycle model then erosion