Water Cycle Project
Dail, Lauren, Ross, Amber, Josh, Ana
Concept Attainment model
CONTENT TO BE TAUGHT: Water Cycle
GLE'S/PERORMANCE EXPECTATIONS:
4-5 PS2A – Substances can exist in different physical states – solid, liquid, and gas. Many substances
can be changd from one state to another by heating or cooling. Explain that water is still the same
substance when it is frozen as ice or evaporated and becomes a gas
OBJECTIVE(S): Given the concepts within the water cycle the student will be able to
(Situation)
understand each concept, know that it is a continuous cycle, fill out a graphic organizer labeling the
different concepts within the cycle, and be able to give a definition of the cycle in their own words.
(Target Behavior)
(Level of performance)
MATERIALS NEEDED: Document camera, laptop, screen, Hot plate, Pot of water, Cups of water
Ice, Desk lamp?, Pot lid cloud formation device of science, Chalk, Chalkboard
ACADEMIC ENGLISH: n/a
ACCOMMODATIONS: n/a
PROCEDURES:
Phase 1: Explain Goal and Establish Set
(Dail – 6 minutes) Introduction
Step 1
Write on the board and ask the question “where do you see water?”
Step 2
Make a two column list on the board of examples given from the students
In the right column include examples of water that exist within the water cycle (rain, hail, ocean) In the left
column include some non examples and some maybe examples (clouds, fog, sweat, bathtub)
(3 min)
Step 3
Point out the three states of matter visual aid and ask “what do all of these have in common?”
Ask the students “what is happening here?” “Is this Ice cube water?” “What about the vapor, is that still water?”
(2 min)
Step 4
Lastly tell the students to think of the list that we have created. Think about the three states of water. Think
about any relationships that may exist between the examples, and where these relationships might exist in nature.
(1 min)
Phase 2: Input of examples and non examples
1. (Lauren – 6 minutes) Start with precipitation
Teaching Plan:
I will begin my part of our lesson on precipitation by first referring to the physical examples we’ve set up. I will
ask the students to think about how the examples can be seen in the weather system, and to then name types of
weather. From there, I will create a list of examples and non-examples of weather, sorting the “weather types”
they suggest into the precipitation category or the non-example category.
Then I will point out the differences between the lists and try to get the students to come to a consensus
definition for the precipitation category, all the while trying to lead them to a definition that suggests that
precipitation is “something that falls or sinks from the sky, or weather that falls or sinks from the sky”.
From there I believe I can then define precipitation and lead into the next step in the process by asking the
students to think about where precipitation goes after it’s out of the sky.
Procedure:
Refer to visual
Create lists of examples and non-examples
Ask students to consider the lists and find common characteristics
Get students to come up with a working definition of precipitation
Define precipitation
Lead into next step in water cycle process (transition)
2. (Ana – 6 minutes) Infiltration and run off
http://prezi.com/xtz-vd8armia/infiltration-and-runoff/?utm_campaign=ending-bar-tryout&utm_medium=endingbar&utm_source=prezi-view
First, I will establish a goal: to teach and distinguish between infiltration and runoff. This begins the Prezi
presentation.
Next, I will define infiltration as “to cause (as a liquid) to permeate something by penetrating its pores; to pass
into or through (a substance) by filtering or permeating.” I will ask, “What the heck does that even mean???”
I will show examples of infiltration on the Prezi. (e.g. Sponge, shaved ice, water in plant)
I will ask: Where else can you think of examples of infiltration? I will list all non-examples on the board if
available.
I will ask the class, “Does water always seep into the soil? Or can it do other things, too?” Thus I will define
runoff as “the draining away of water (or substances carried in it) from the surface of an area of land, a building
or structure, etc.” Then I will pose the question: Now what the heck does THAT mean???
I will show examples of runoff on the Prezi. (e.g. Water on roof, water down mountain, water down sponge)
I will ask: “Where else can you think of examples of runoff?” All non-examples will be listed on the board if
available.
On the penultimate slide of the Prezi, I will compare and contrast runoff and infiltration side by side, and show
how one is not necessarily the other.
I will ask the students what the differences are between runoff and infiltration.
On the final Prezi slide, I will conclude by restating the learned concepts in layman’s terms.
3. (Ross – 6 minutes) Evaporation, transpiration, evapotranspiration

I will start after the infiltration/runoff section has been covered.
 First I will explain that we’ve covered water falling to the ground and where that water goes.
 Next, we will cover how that water returns to the air, which is the process of Evapotranspiration
 I will define Evapotranspiration as the process by which water is transferred from the land into the
atmosphere via evaporation and transpiration. The water enters the atmosphere as water vapor.
 Then I will present a series of examples and non examples
Example
The heat of the Sun turns water from the ocean
into vapor, which enters the atmosphere.
A plant opens its stoma to breath, and some
water vapor escapes into the atmosphere.
A glacier in the Rocky Mountains experiences
a warm wind and sublimates.
Non Example
A person boils water for macaroni and cheese,
Some water turns into vapor, which enters the
atmosphere. (This is a non-example because
boiling is a different process than evaporation.)
Rain falls on a tree, and then that water drip
onto the ground. (This is a non-example
because the water is not being turned to vapor,
it is just continuing to infiltrate)
A glacier in the Rockies experiences warm
wind and melts. (This is a non-example
because the water is not reentering the
atmosphere.)
Ask students if they can think of any other
examples or non-examples.
 After this, I will then explain that the difference between evaporation and transpiration is that evaporation
is the process of energy (usually from the sun) turning water from liquid and solid form on land into
water vapor in the atmosphere, and transpiration is the process in which plants release water vapor into
the atmosphere through their leaves, stems and other parts.
 I will then ask the students to categorize the examples that we have into evaporation and
transpiration.
(Josh – 6 minutes) Condensation
Step 1: Remind the class that we all know there is water vapor in the air, lots of it. This vapor is there
because liquid water gained enough energy to change into a gas and rise into the air.
-Explain that condensation is the action of water vapor loosing enough energy to return to a liquid state.
Step 2: Introduce two glasses filled with water. One room temperature and one filled with ice.
-Ask the class if they see any differences, hopefully we get around to the one that has ice in it is cold and
also has drops of water on the outside.
-Once they’ve reached this conclusion, explain that the cold glass is taking energy away from the water
vapor and making it condense into liquid water. The vapor wants to condense and stick to the side of the
class. Stress “stick to the side of the glass” because I’ll circle back to this.
Step 3: Move to boiling pot of water, demonstrating lots of water vapor moving into the air.
-Why aren’t there clouds forming in the room? Maybe it’s not cold enough? Or maybe it’s a combination
of that and not having anything to stick to.
-Introduce “cloud forming pot lid of science”. Explain that even in the air water vapor needs something
to stick too, (microscopic dust particles).
-Use lid to collect water vapor until it reaches a heavy enough density to begin running off the lid and
precipitating. The lid is the ceiling in the atmosphere, at which there are just the right conditions for
water vapor to lose enough energy and condense around particles into the droplets that form a cloud.
Step 4: If time allows
-Introduce the contrasting examples of getting wet when walking around in the fog vs. getting wet when
it’s raining.
-Ask and discuss with the class whether they are both forms of condensation, and come to the conclusion
they are not with the necessary amount of explanation.
Phase 3: Testing for Attainment
(Amber – 6 minutes)
Now what's happening? It's raining. What does that mean?
-Allow students to give ideas of what is happening. Lead to the idea that it is something that happens
in a cycle or repeats continuously.
So we've heard lots of different words and ideas. How do you think these ideas are all related? What
do they have in common? Take a minute to think about it.
-Have students give potential answers, and explain why they think that's the big idea
-Let students know that what we have been covering is the Water or Hydrological Cycle
Phase 4: Analysis of thinking and integration of learning
(Amber)
-Give out handouts
-Have students fill out graphic organizer independently (about 1 minute)
-Go through reflection questions on the back one at a time and give students about a minute or so for
each question (on their own, personal work that they hand in, and then the teacher would give back
after going through and seeing where students were at.)
POST INSTRUCTIONAL TASKS
 POST-ASSESSMENT
The post assessment is the graphic organizer of the water cycle that students fill out, and the
reflective questions that they answer.
 POSITIVE IMPACT ON STUDENT LEARNING EVIDENCE
Students will answer three questions for reflection: 1) Write a definition of the Water Cycle in your
own words (use words or pictures): 2)Do you think one part of the Water Cycle is the most important?
Or are all parts equally important? Why? And 3) Explain one way the Water Cycle relates to your own
life.