Grade 5
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
Science Grade 05 Unit 08 Exemplar Lesson 02: Sun, Ocean, and 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
In this lesson students will explore how the Sun and the ocean interact 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.
5.8
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:
5.8B Explain how the Sun and the ocean interact in the water cycle.
Supporting Standard
Scientific Process TEKS
5.2
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
5.2C Collect information by detailed observations and accurate measuring.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Science Unit 08 PI 02
Write a scenario in which the energy from the Sun has changed drastically. Explain how the change in energy will affect the ocean and its role in the water cycle.
Standard(s): 5.2D , 5.8B
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5G
Key Understandings
The Sun is the driving force of all weather and oceanic circulation on Earth.
— How does the energy from the Sun affect the ocean’s role in the water cycle?
Vocabulary of Instruction
water cycle
atmosphere
evaporation
condensation
precipitation
accumulation
storage
weather
transpiration
runoff
Sun
ocean
interact
Materials
paper (lined, 1–2 sheets per student)
sentence strips or cardstock strips of paper (3–4 inches wide, 1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
Last Updated 05/06/13
page 1 of 10 Grade 5
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
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.
Optional Teacher Resource: The Water Cycle: How the Sun and Ocean Interact
Teacher Resource: Water Cycle Head-Band Game
Teacher Resource: TV Tray Water Cycle Model
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prepare student headbands for the Water Cycle Headband Game. Cut cardstock into 3–4 inch strips. Tape or glue one water cycle step
onto each one.
2. The TV Tray Water Cycle Model needs to be set up ahead of time. The two gallon-size, resealable, plastic bags full of ice need to be
placed on top of the tray. The water in the pans should already be hot enough for the students to see steam rising and for condensation
to have already collected on the underside of the tray.
3. Prepare attachment(s) as necessary.
Background Information
While the water cycle is addressed in the previous two grade levels, this lesson focuses on the role of the Sun as the source of energy that drives this cycle. In this
grade, students will study how the oceans and Sun interact in the water cycle. The standard addressed in this unit is a Supporting Standard for STAAR.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE/EXPLORE – Water Cycle Terms
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Draw or project an example of the water cycle. As you draw the water cycle,
discuss each component and its significance. You may wish to use the Optional
Teacher Resource: The Water Cycle: How the Sun and Ocean Interact.
Emphasize the importance of the Sun and ocean’s interactions in the water
cycle.
2. Guide the students in playing the vocabulary game, as described in the Teacher
Resource: Water Cycle Headband Game.
Materials:
sentence strips or cardstock strips of paper (3–4
inches wide, 1 per student)
Attachments:
Optional Teacher Resource: The Water Cycle:
How the Sun and Ocean Interact
Teacher Resource: Water Cycle Headband
Game
Safety Note:
Remind students of behavioral expectations during the game.
Instructional Note:
If needed, example diagrams of the water cycle are listed in the
Resources and Reference section.
Misconception:
Students may think that water only evaporates
from oceans or lakes.
EXPLAIN/ ELABORATE – Sun and Ocean Models
Suggested Day 2
Last Updated 05/06/13
page 2 of 10 Grade 5
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
1. Allow students the opportunity to look at the TV Tray Water Cycle model, and
point out its components (see Teacher Resource: TV Tray Water Cycle Model
and Advanced Preparation). Do not tell the students what the set up represents
at this point.
2. Ask students to predict what the model could be representing, and allow one
minute for them to share their predictions with a shoulder partner.
3. Instruct the students to draw a picture of the TV Tray Water Cycle model in their
science notebooks. Instruct the students to leave enough room on their paper to
add labels and information about the model as they learn more during the
lesson.
4. After students have had sufficient time to draw the model in their science
notebooks, ask students to share their predictions about the model and its
significance with the class. Guide students in a discussion about the model and
what its components represent with questions such as:
What could this model represent? The water cycle is represented.
What does each component of this water cycle model represent? The
hot plates represent the Sun and its heat energy. The pans of water
represent Earth’s oceans. The steam is modeling evaporation over Earth’s
oceans. The cold tray represents the cooler temperatures high in the
atmosphere, which cause the water vapor to condensate. The drops of water,
which fall from the underside of the tray, model precipitation.
What are some of the limitations of this model? Accept all reasonable
responses.
5. Use the Teacher Resource: TV Tray Water Cycle Model as a guide (if needed)
to help students correctly label all of the components and what it represents in
their science notebooks.
6. Ask students to reflect on how they are affected by the water cycle and where
they see evidence of the water cycle around them. Allow students the opportunity
to share their reflections with their classmates. Guide the discussion by asking
questions such as:
In what ways do you think the Sun and oceans affect the water cycle?
The Sun’s energy causes water in the oceans to evaporate. This vast amount
of water vapor condenses and rains over the oceans and the land.
What if there was no Sun? The water cycle could not continue.
What if there were no oceans? We depend on precipitation that comes
from water, which has evaporated over the oceans. If there no oceans, there
would not be enough water for the water cycle to continue.
How does the energy from the Sun affect the ocean’s role in the
water cycle? Answers may vary. The Sun heats the water causing
evaporation.
Materials:
TV tray (metal, 1 per class)
hotplate (2 per class)
pans of water (about ¾ full, 2 per class)
resealable plastic bags (gallon-size, 2 per class)
ice (enough the fill the bags, per class)
paper (plain, 1 sheet per student)
Attachments:
Teacher Resource: TV Tray Water Cycle
Model
Safety Notes:
Use caution when allowing the students to view the TV Tray
Water Cycle model. Remain in close proximity to the model.
Do not allow the students to get too close as a precautionary
measure against burn injuries associated with hot plates and
hot water.
Instructional Note:
As students observe the model, ensure that they understand
that the ocean is the largest body of water from which water
evaporates.
Misconception:
Students may think that water only evaporates
from oceans or lakes.
7. Distribute a plain sheet of paper to each student.
8. Instruct students to draw another illustration of the water cycle; however, this
time, they are to illustrate how they fit into the water cycle. Encourage them to
draw areas such as their homes, community, or land and show how they see
themselves being affected by the water cycle. Challenge students to add as
much science content into their illustration as possible.
9. Allow students the opportunity to share their illustrations and explanations of
what they drew with their classmates. Listen carefully for misconceptions as the
students present and use the opportunity to reinforce the concept of the Sun and
ocean’s role in the water cycle.
EVALUATE – Performance Indicator
Suggested Day 3
Grade 05 Science Unit 08 PI 02
Materials:
Write a scenario in which the energy from the Sun has changed drastically. Explain how the
change in energy will affect the ocean and its role in the water cycle.
Standard(s): 5.2D , 5.8B
ELPS ELPS.c.1C , ELPS.c.5B , ELPS.c.5G
Last Updated 05/06/13
paper (lined, 1–2 sheets per student)
page 3 of 10 Grade 5
Science
Unit: 08
Lesson: 02
Suggested Duration: 3 days
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Last Updated 05/06/13
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
page 4 of 10 Grade 5
Science
Unit: 08 Lesson: 02
The Water Cycle: How the Sun and Ocean Interact
The water cycle consists of several physical processes that allow water to move continually between
the atmosphere, the Earth’s surface, and below the Earth’s surface. The processes include, but are
not limited to: evaporation, condensation, precipitation, percolation, transpiration, runoff, and storage.
Water moves in a cyclical pattern from the atmosphere through the bodies of water on the surface of
Earth (such as the oceans, lakes, streams, rivers, and glaciers) and percolates through the soil and
rock layers below the surface of the Earth. The water is later returned to the atmosphere through
evaporation.
The Sun is the energy that drives the water cycle. Temperature changes and weather conditions are
both the result of the Sun’s influence on the Earth. The uneven heating caused by the difference
between the mass of the land and the mass of the water on Earth’s surface creates wind. The wind
moves clouds, which influences where precipitation may fall.
The Sun and ocean interact in the water cycle. Oceans cover more than 70% of Earth’s surface. They
hold about 97% of the surface water. Vast amounts of water vapor from the oceans rise to the
atmosphere. Precipitation is most likely going to return to the oceans.
The Sun’s heat facilitates evaporation. Evaporation is the process by which water changes from its
liquid state to its gaseous state. Factors that affect the rate and amount of evaporation include air
temperature, atmospheric pressure, wind, and, of course, solar radiation. Water vapor is also created
from the evaporation of water from plants. Water is carried through vascular plants to the pores on
the underside of the leaf. From there, it changes to water vapor and re-enters the atmosphere.
As water vapor rises to cooler air temperatures it changes states of matter and returns to a liquid
state in a process called condensation. The water droplets adhere, or attach, to minute particles of
dust or other airborne particles and form dew, fog, or clouds.
Precipitation is the process through which water, in any form, returns to the Earth’s surface.
Precipitation includes rain, hail, sleet (or ice pellets), and snow. Precipitation falls over land and into
bodies of water and adds to glaciers.
When the water falls onto the land, it may percolate through the soil and small spaces found in
bedrock. Water found in soil and the spaces of rocks is referred to as ground water. When the water
fills an aquifer, it is called a saturation zone. The top of this zone is known as the water table.
Water falls into streams and rivers, flowing downward because of gravitational pull. This may cause
erosion of the soil as it rushes across the surface. This movement of water is referred to as run off.
Water is stored in the atmosphere as water vapor, in clouds as water, on the surface of the Earth in
bodies of water and glaciers, and below the surface of the Earth in soil, pores of rocks, aquifers, and
groundwater.
©2012, TESCCC
05/03/13
page 1 of 1
Grade 5
Science
Unit: 08 Lesson: 02
Water Cycle Headband Guessing Game
Game Instructions:
1. Post or write all of the water cycle vocabulary around the room. Review the meanings of each word as it is posted around the room.
2. Cut out each card, and affix it to a sentence strip or cardstock strip of paper. (Optional: Laminate and attach Velcro™ to the
headbands in order to reuse.)
3. Distribute headbands face down to each student. Instruct them not to look at the word attached to their individual band. Explain that
you will staple or tape each strip, so that it will fit around their head.
4. Explain to the students that the objective of the game is to guess which word is on their headband by asking their classmates
questions which can only be answered with a simple “yes” or “no”; HOWEVER, they may not use any of the posted vocabulary
words. This will encourage the students to use their deductive reasoning skills.
5. Once students think they have correctly guessed the water cycle component on their headbands, instruct them to stand under the
corresponding words.
6. After all the students have had the opportunity to guess their words correctly, collect bands and redistribute new words to each
student.
Image courtesy of K. Bird.
©2012, TESCCC
05/03/13
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Grade 5
Science
Unit: 08 Lesson: 02
©2012, TESCCC
Evaporation
Precipitation
Condensation
Run Off
Accumulation
Ocean
05/03/13
page 2 of 3
Grade 5
Science
Unit: 08 Lesson: 02
Sun
Rivers and Lakes
Atmosphere
Transpiration
Images courtesy of Clip Art
©2012, TESCCC
05/03/13
page 3 of 3
Grade 5
Science
Unit: 08 Lesson: 02
TV Tray Water Cycle Model
Bags of ice cubes
represent the cold
temperatures high in the
atmosphere.
Drops of
accumulated water
falling from the
underside of the tray
represent
precipitation.
Pans of water
represent Earth’s
oceans.
Steam rising from
the pans represents
evaporation from the
oceans.
Hot plates represent
the Sun’s heat
energy.
Image courtesy of K. Bird
©2012, TESCCC
05/03/13
page 1 of 1
Grade 5
Science
Unit: 08 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator

Write a scenario in which the energy from the Sun has changed drastically. Explain how the
change in energy will affect the ocean and its role in the water cycle.
(5.2D; 5.8B)
1C; 5B, 5G
Materials:

paper (lined, 1–2 sheets per student)
Instructional Procedures:
1. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
2. Answer any questions students may have regarding the assessment.
©2012, TESCCC
05/03/13
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