Grade 4
Science
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Science Grade 04 Unit 06 Exemplar Lesson 02: Patterns in the Water Cycle
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will explore the movement of water above and below the Earth’s surface and recognize the Sun as the major source of energy in
the water cycle.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
4.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among the
Sun, Earth, and Moon system. The student is expected to:
4.8B Describe and illustrate the continuous movement of water above and on the surface of Earth through the
water cycle and explain the role of the Sun as a major source of energy in this process.
Supporting Standard
Scientific Process TEKS
4.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following
home and school safety procedures and environmentally appropriate and ethical practices. The student is
expected to:
4.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards
during classroom and outdoor investigations.
4.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
outdoor investigations. The student is expected to:
4.2F Communicate valid, oral, and written results supported by data.
4.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
4.3C Represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy
and size.
4.4
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment,
and models to conduct science inquiry. The student is expected to:
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric
rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot
plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches
materials to support observation of habitats of organisms such as terrariums and aquariums.
4.4B Use safety equipment as appropriate, including safety goggles and gloves.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/10/13
page 1 of 14 Grade 4
Science
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Grade 04 Science Unit 06 PI 02
Create an illustration that traces the movement of water as it cycles above and below the Earth’s surface. In a brief paragraph, describe the role that the Sun
plays during each part of the water cycle.
Standard(s): 4.2F , 4.8B
ELPS ELPS.c.1C , ELPS.c.5F , ELPS.c.5G
Key Understandings
Water continuously moves above and on the Earth’s surface through the water cycle.
— What allows the water cycle to continue?
The water cycle may not always follow the same sequence.
— In what ways could the water cycle be sequenced?
The Sun is the major source of energy for the water cycle.
— In what ways does the Sun play a role in the water cycle?
Vocabulary of Instruction
evaporation
cycle
water cycle
role
condensation
accumulation
Sun
precipitation
aquifer
Materials
chart paper (1 sheet per class)
colored pencils (1 pack per student)
colored pencils or crayons (1 pack per student)
container (heat-proof, clear, about a 2 quart capacity, 1 per teacher)
glue (liquid or stick, 1 container per pair)
heat lamp (goose neck, 1 per teacher)
ice cubes (5–6 per teacher)
index card (3”x5”, 1 per student)
markers (per teacher)
paper (plain)
plastic wrap (about 12”x12”, 1 piece per teacher)
scissors (1 pair per student)
water (colored blue, hot, 1 cup per teacher)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Teacher Resource: Water Cycle (1 for projection)
Teacher Resource: Each One Teach One: The Water Cycle (see Advance Preparation)
Handout: Water Cycle Captions (1 per student)
Teacher Resource: Water Cycle Model (see Advance Preparation)
Handout: Water Cycle Cards (1 set per student)
Handout: Water Cycle Comparing Models (1 per student)
Teacher Resource: PowerPoint: The Sun’s Role in the Water Cycle
Optional Handout: A Writing Connection (1 per student) Water Cycle
Teacher Resources: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
Last Updated 05/10/13
page 2 of 14 Grade 4
Science
Unit: 06
Lesson: 02
Suggested Duration: 4 days
1. Prepare the Water Cycle Model as indicated on the Teacher Resource: Water Cycle Model. Set up the demonstration of the water
cycle. It should be in a location where students can see the model. You will need a heat lamp (the Sun), a heat-proof bowl that is
clear, really hot water that is colored blue (make sure the water does not melt the container if using a plastic container), plastic wrap,
and several (5-6) ice cubes. Pour the really hot colored water in the container. Quickly cover the top of the container with the plastic
wrap, pulling the plastic tightly and sealing the edges. Turn on the heat lamp so it is shining on the water through the container. You
will place the ice cubes on top of the plastic just before students are observing the model.
2. Print the Teacher Resource: Each One Teach One: The Water Cycle. Cut out each statement. Use the top set to distribute to the
student groups. The second set could be taped to the chart paper so that both the statement and the student responses will be
shown.
3. Prepare attachment(s) as necessary.
Background Information
This lesson looks at the continuous cycling of water on the Earth’s surface and the role the Sun plays in this cycle During this lesson, students will also extend
their exploration of the water cycle with a greater emphasis on its movement on and above the Earth.
It is important to note that the standard in this lesson is a Supporting Standard. Not only might the content in this lesson be assessed on STAAR, it is most
certainly foundational for Supporting and Readiness Standards at Grade 5.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Each One Teach One: The Water Cycle
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Divide the class into eight groups.
Materials:
2. Project the Teacher Resource: Water Cycle.
chart paper (1 sheet per class)
markers (per teacher)
paper (plain, 1 sheet per student)
colored pencils or crayons (1 pack per student)
scissors (1 pair per student)
glue (liquid or stick, 1 per 3–4 students)
3. Say:
This is a picture of the water cycle. It is here as a resource for
the next activity.
4. Give each group one of the statements/questions from the Teacher
Resource: Each One Teach One: The Water Cycle.
Say:
Attachments:
Each group has one statement that they will discuss with each
other.
You will have about three minutes to formulate a response,
and then you will teach the rest of the class.
I will record your responses so we can use it as a resource
during this lesson.
Teacher Resource: Water Cycle (1 for projection)
Teacher Resource: Each One Teach One The
Water Cycle (see Advance Preparation)
Handout: Water Cycle Captions (1 per student)
Instructional Notes:
5. Allow time for students to formulate an answer.
The water cycle website is a site that has an interactive version of
6. Call on one group at a time to read the statement, and respond with their
answer. Write down student responses.
the water cycle. Teachers may choose to use this interactive version
in lieu of the Teacher Resource: Water
Cycle. http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
7. Distribute the Handout: Water Cycle Captions and a plain sheet of
paper to students. Read each of the captions to the class.
8. Instruct students to draw a model of the water cycle on the paper. The
diagram should be labeled with the science terms: accumulation,
condensation, evaporation, and precipitation. In addition, the diagram
should have color. The captions should be cut apart and then placed in
the appropriate location on the diagram.
When students are constructing their own conceptual model of the
water cycle, it is up to the teacher whether or not to leave the Teacher
Resource: Water Cycle projected. Conceptual Model: a type of
diagram that defines a concept or shows a relationship within a
system.
9. When students have completed the conceptual model (diagram), they
should affix it in their science notebook as a reference during the lesson.
Safety Note:
Students should follow safety protocols when working with sharp
instruments.
Science Notebooks:
Last Updated 05/10/13
page 3 of 14 Grade 4
Science
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Students affix their conceptual model (diagram) in their science
notebooks.
EXPLORE – Water Cycle Model
Suggested Days 1 (continued) and 2
1. Set up the water cycle demonstration as shown on the Teacher Resource:
Water Cycle Model. Prepare the demonstration before the lesson starts to
ensure a clearer model of the cycle.
2. Inform students that observations will be recorded in their science notebooks.
3. Say:
You are going to observe another model of the water cycle.
You will draw and label the model in your science notebooks.
In addition, as you observe the water cycle model, add the correct
terms (accumulation, evaporation, precipitation, and condensation)
to your diagram.
Materials:
container (heat-proof, clear, about a 2 quart
capacity, 1 per teacher)
water (colored blue, hot, 1 cup per teacher)
plastic wrap (about 12”x12”, 1 piece per
teacher)
heat lamp (goose neck, 1 per teacher)
ice cubes (5–6 per teacher)
index card (3”x5”, 1 per student)
scissors (1 pair per student)
glue (liquid or stick, 1 container per pair)
4. Allow time for students to come up to observe the water cycle model. You may
prefer to have students come up in small groups to observe. If small group
observation is preferred, then distribute the Handout: Water Cycle Cards and Attachments:
instruct students to begin matching the terms with the pictures.
Teacher Resource: Water Cycle Model (see
Advance Preparation)
5. When students are observing the water cycle model, reinforce the concept that
Handout: Water Cycle Cards (1 set per
the Sun plays a major role in the water cycle.
student)
6. After all students have had the opportunity to observe the physical model of
the water cycle, facilitate a class discussion using the following guiding
questions:
Instructional Notes:
What represented the Sun in this model? (The lamp)
What caused the water to evaporate? The heat from the lamp heating
the water
What role does temperature play in the water cycle? The heat energy
from the Sun is what causes the water to evaporate. The cooling of the
water vapor causes condensation.
In what ways does the Sun play a role in the water cycle? The Sun
heats the land and water. The water often evaporates. The heating and
cooling of the land creates the wind. Wind moves the clouds to different
areas.
What caused the evaporated water to condense? The water vapor
cooled down because of the ice. The droplets condensed.
Does all precipitation stay on the surface of the Earth? (No)
In what other locations on Earth is water found? Water is stored in
plants and soil. Additionally, water seeps into the ground and it may
become a part of the water that is stored below the Earth’s surface called
an aquifer.
Discuss the fact that this is a model and not exactly how it
happens in nature every time. It just helps us to visualize the
process. Limitations of models should always be addressed
when using a model.
It is critical for the teacher to reinforce the idea that the Sun is
the primary source that drives the water cycle.
Students may think that there is a beginning and an end to the
water cycle, instead of recognizing that water moves
continuously above and below the Earth’s surface.
Check For Understanding:
The summary can be used as a formative assessment of
student understanding.
7. Distribute an index card to each student. Students should write or draw a
summary of what they learned today about the water cycle.
EXPLAIN – Comparing Water Cycle Models
Suggested Day 2 (continued)
1. Distribute the Handout: Water Cycle Cards (if students did not receive them
yesterday).
Attachments:
2. Instruct students to match the concept with the picture. You may wish to check
the matches before students affix them in their science notebooks.
3. Review what students observed during the demonstration. Reinforce the
concept that the Sun is the primary energy source for the water cycle.
Handout: Water Cycle Cards (1 set per
student)[ if students received these yesterday
they do not need another set]
Handout: Water Cycle Comparing Models (1
per student)
4. Distribute the Handout: Comparing Models. As students draw a picture of the
water cycle in their community, remind them to include how water moves on the Instructional Notes:
As students complete the compare/contrast of the two
surface of the Earth.
models, look for two common omissions: the Sun should be
present in the illustration of the water cycle in their community.
5. Students should affix the handout in their science notebook.
The physical model that was used in the demonstration did
Last Updated 05/10/13
page 4 of 14 Grade 4
Science
Unit: 06
Lesson: 02
Suggested Duration: 4 days
not show the movement of water on Earth’s surface.
Science Notebooks:
Students should affix the Handout: Comparing Models in their
science notebooks.
ELABORATE – The Sun’s Role in the Water Cycle
Suggested Day 3
1. Project the Teacher Resource: PowerPoint: The Sun’s Role in the Water
Cycle.
2. At each picture, stop and ask students:
In what way does the Sun play a role in this stage of the water
cycle?
Materials:
paper (plain, 1 sheet per student) optional
colored pencils (1 pack per pair of students)
Attachments:
3. Distribute the Optional Handout: A Writing Connection. Instruct students to
answer the three questions using pictures and words.
4. An alternative way to complete the writing connection is to distribute a piece of
paper to each student. Instruct them to fold the paper in fourths to create a
small booklet. Project the following three questions:
Teacher Resource: PowerPoint: The Sun’s
Role in the Water Cycle
Optional Handout: A Writing Connection (1
per student)
What allows the water cycle to continue?
In what ways could the water cycle be sequenced?
In what ways does the Sun play a role in the water cycle?
5. Instruct students to create a cover and then answer each of the three
questions (one per page).
EVALUATE – Performance Indicator
Suggested Day 4
Grade 04 Science Unit 06 PI 02
Materials:
Create an illustration that traces the movement of water as it cycles above and below the
Earth’s surface. In a brief paragraph, describe the role that the Sun plays during each part of
the water cycle.
Standard(s): 4.2F , 4.8B
ELPS ELPS.c.1C , ELPS.c.5F , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
for information on administering the assessment.
Last Updated 05/10/13
paper (plain, 1 sheet per student)
colored pencils (1 pack per student)
Attachment:
Teacher Resource: Performance Indicator
Instructions KEY
page 5 of 14 Grade 4
Science
Unit: 06 Lesson: 02
Water Cycle
©2012, TESCCC
United States Geological Survey (Artist) (1983). Hydrologic cycle [Print]. Released to the public domain.
05/09/13
page 1 of 1
Grade 4
Science
Unit: 06 Lesson: 02
Each One Teach One: The Water Cycle
Explain the term “cycle”.
Explain the term “evaporation”.
Explain the term “condensation”.
Explain the term “precipitation”.
Explain the term “accumulation”.
Explain the term “run off”.
How might the water cycle differ in
the desert than in the mountains?
What are some factors that could
affect the water cycle?
Explain the term “cycle”.
Explain the term “evaporation”.
Explain the term “condensation”.
Explain the term “precipitation”.
Explain the term “accumulation”.
How might the water cycle differ in
the desert than in the mountains?
©2012, TESCCC
Explain the term “run off”.
What are some factors that could
affect the water cycle?
10/11/12
page 1 of 1
Grade 04
Science
Unit: 06 Lesson: 02
Water Cycle Captions
Use the following captions to help you with the components of the water cycle model:
precipitation, accumulation, condensation, and evaporation. Make sure you use color
illustrations in addition to the captions.
Water falls to the Earth, from the clouds, as
precipitation. It collects in lakes, ponds, and
oceans. Some precipitation seeps into the
ground, and some precipitation flows along the
land into bodies of water.
The Sun’s energy heats the water and causes
it to evaporate and become water vapor.
The water vapor rises
into the air.
Warm winds carry the
water vapor higher
into the sky.
In the sky, the water
vapor cools and condenses on atmospheric
particles into tiny droplets of water
to form clouds.
When the water droplets
become heavy enough,
they fall back to Earth
as precipitation.
©2012, TESCCC
10/15/12
page 1 of 1
Grade 4
Science
Unit: 06 Lesson: 02
Water Cycle Model
heat lamp
ice cubes
plastic wrap
heat-proof container
heated, colored water
©2012, TESCCC
10/15/12
page 1 of 1
Grade 04
Science
Unit: 06 Lesson: 02
Water Cycle Cards
Cut out the cards. Read the statement on each card, and then match the card with the corresponding picture. You may check with a partner
to verify that your matches are correct. Glue the matching pairs onto a plain piece of paper or directly into your science notebook.
©2012, TESCCC
An aquifer is an underground layer of
water that moves through porous rock.
It is not an underground river. The
water moves through the spaces of
porous rocks such as limestone,
sandstone, and some fractured
volcanic rock.
Water condenses around dust
particles to form clouds. There are
hundreds of water droplets in each
drop of water.
Water vapor evaporates back into the
atmosphere. Evaporation is when
liquid water changes state to a gas, or
vapor. Evaporation is the main way
that water moves back into the water
cycle.
Water sometimes seeps into the soil
and is stored as groundwater.
Most water on Earth is stored in the
oceans.
Water accumulates in streams, rivers,
ponds, lakes, and oceans.
Clouds release water back to Earth
through precipitation in the form of
rain, snow, sleet, or hail.
The Earth’s water is always in motion.
The Sun’s energy drives the water
cycle and creates wind.
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Grade 04
Science
Unit: 06 Lesson: 02
.
USGS (Photographer) (2012). Aquifer [Print].
Venegas, A. (Photographer) (2012). Clouds [Print].
Venegas, A. (Photographer) (2012). Fog [Print].Dobson, B. (Photographer) (2012). Clouds [Print].
USGS (Photographer) (2012). Water table [Print].
Environmental Literacy Council (Photographer) (2012). Water drops [Print].
Venegas, A. (Photographer) (2012). Cannon Beach [Print].
USGS (Photographer) (2012). Water Cycle [Print].
Venegas, A. (Photographer) (2012). River in WA [Print].
Microsoft. (Designer). (2010). Sun in sky [Web Graphic]. Retrieved from http://office.microsoft.com/enus/images/.
©2012, TESCCC
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Grade 4
Science
Unit: 06 Lesson: 02
Comparing Models
Model we observed in class
Illustration of how the water cycle works in my community
Compare and contrast these two models. Include any limitations.________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
©2012, TESCCC
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The Water Cycle
In what ways does the Sun play
a role
in the water cycle?
What allows the water cycle to
continue?
In what ways could the water
cycle be sequenced?
Grade 04
Science
Unit: 06 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator:

Create an illustration that traces the movement of water as it cycles above and below the
Earth’s surface. In a brief paragraph, describe the role the Sun plays during each part of the
water cycle.
(4.2F; 4.8B)
1C; 5F, 5G
Materials:


paper (plain, 1 sheet per student)
colored pencils (1 pack per student)
Instructional Procedures:
1.
Instruct students to create an illustration that traces the movement of water as it cycles above, on,
and below the Earth’s surface.
2.
Once they have completed their illustration, students should write a brief paragraph to describe
the role the Sun plays during each part of the water cycle.
3.
Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
4.
Answer any questions students may have regarding the assessment.
Instructional Notes:
You may wish to permit students to use all the resources they created during this lesson as reference
material when completing the Performance Indicator.
©2012, TESCCC
05/09/13
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