Water Unit 1: Where is all the water?
Level 4– (Grade’s 5&6)
Did you know?
All the water on earth is all the water we’ll ever have and it’s been this way since the earth was
formed. There are three states of water, which are recycled over and over again through a
continuos process known as the Water Cycle. This means that the water we use now could be
used by our great, great, great, great, great grandchildren!
If based on
Activity
inquiry learning or
blooms
Duration
Page
Remember & Analyse
Understand & Analyse
1 hour
Part 1: 45 minutes
Part 2: 45 minutes
Part 1: 45 minutes
Part 2: 2 hours
45 minutes
3
5
5
7
8
12
13-14
1. Introducing the Water Cycle
2. Have we seen this drip before?
Analyse & Create
3. Exploring the three states of waterliquid, gas & solid
Evaluate
4. Water Cycle Reflections
Level 4 VELS links and assessment tasks
Unit Overview
The following unit is based around Inquiry Learning. Students explore where our water comes from and how
much we have on the earth. Students build a greater understanding of the water cycle, the different places
we find water, how much water is available for humans to readily use and the three different states of water.
Background
The water cycle is the continuous movement of water between the land, bodies of water and the
atmosphere, and it is a very important element of life on earth.
When rain falls from the sky, the water can do one of several things. It can be used by trees and plants and
subsequently be transpired to the atmosphere as water vapour; it can flow over the land as run-off and enter
streams, lakes or the ocean; it can soak into the ground, join the ground water table and eventually make its
way to streams, lakes or the ocean; or it can evaporate from the ground upon which it falls.
In any case, the end result is always evaporation, with the rising vapour condensing in the sky to form
clouds, and the clouds providing more rain.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 1 of 14
Keywords & Definitions
The following keywords & definitions will be explored throughout this unit. In order for students to become
familiar with the terminology the keywords and their definitions can be used as ‘words of the week’. Have
students write out the keywords and definitions and put them up in the classroom or write them on the board
for easy reference.

Atmosphere: The layer of gases that make up the air around the earth

Condensation: Water vapour rises into the air and cools, it turns into water droplets, forming
clouds, mist and fog.

Dissolved: When a solid has mixed with a liquid and a new liquid is formed.

Evaporation: Is the process that describes water changing from a liquid to a gas.

Ground Water: All subsurface water, generally occupying the pores and crevices of rock and soil.

Precipitation: Water dropping from the sky as rain, snow, hail or sleet.

Runoff: Water that travels over the surface of the earth.

Seepage: Water that soaks or seeps into the soil and the earth.

Surface Water: Includes rivers, lakes, oceans, sea - water that you can see.

Transpiration: The plant takes water from the ground, through the plant and out the leaves.

Water Cycle: The cycle of water on planet earth.

Water Vapour: The process that describes water changing from a gas to a liquid.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 2 of 14
Activity One: Introducing the water cycle
Overview:
Students learn the terms and processes of the water cycle by researching the definitions and processes.
Duration:
1 hour
Equipment:

Various resources to research the terms of the water cycle including books and the internet

Water, Learn It Live It Black Line Master: Haven’t we seen this drip before? page 61 (Each School
should have a copy of this resource, or contact North East Water [email protected])

Blackboard or whiteboard
Activity: The water cycle
1. Ask students a set of questions to stimulate students thinking of the water cycle. To find out where
they think the water in the rivers, creeks and taps comes from.
2. Questions to ask students could include:
a) Where does the rain in our rivers, creeks, dams and lakes come from?
b) When we turn on our taps, where does this water come from?
c) What happens to water on a very hot day? Where does the water go? Think about a puddle
or when you water a plant.
d) When it rains where does the water go?
3. Draw a K.W.L table, like the one shown below on big pieces of butcher’s paper.
4. Explain to students that as a class they are now going to make a plan to investigate where their
water that they use everyday comes from.
5. Ask students to write in their workbooks the sentence “Where does the water in our rivers, creeks,
dams and taps come from?” Under this sentence ask the students to list facts about the topic that
they already know. Explain that they will not be tested on these answers and it is just to get them to
start thinking about the topic and how much they already know.
6. Once the students have completed the first step, ask them to select one point that they have
recorded to share with the class, without repeating what has previously been said. Write the points
up on the butcher’s paper under ‘What I Know’. Add any additional points from students not already
listed.
7. Next again ask the students to write in their workbooks the sentence “Where does the water in our
rivers, creeks, dams and taps come from?” Under this sentence students write down some questions
that they want to find out about the topic. There is no such thing as stupid questions. Students
should be encouraged to look for broad ideas, rather than having a narrow focus.
8. Again ask the students to select one point that they have recorded that they want to share with the
class, without repeating what has previously been said. Write the points up on the butcher’s paper
under ‘What I Want to know’. Add any additional points from students not already listed.
9. Explain that the final column will be completed once they have completed their unit on the water
cycle. When you return to complete this section, advise students that this section is a chance to think
about what they have learnt while studying the water cycle.
10. Discuss some of the points students have listed up on the board about what they know and what
they want to know.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 3 of 14
11. Introduce students to the concept of the water cycle by drawing a diagram of the water cycle (online
examples include: http://cd7.e2bn.net/e2bn/leas/c99/schools/cd7/website/images/bpwatercycle2.jpg or
http://community.seas.columbia.edu/weatherstation/glo/images/diag_water_cycle.gif) on the board
and listing the terms of the various aspects of the water cycle.
Example of K.W.L
Topic: Where does the water in our taps come from?
What I Know
What I Want to know
(Facts)




(Questions)




Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
What I have Learnt





(Related concepts)
(Previous Learning’s)
(Big Picture)
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Activity Two: Have we seen this drip before?
Overview:
Students build their understanding of the water cycle and that it is a continuous process that has been
happening for millions of years. They do this through researching the water terms and labelling the water
cycle diagram.
Duration:
Part 1: 45 minutes
Equipment:

Various resources to research the terms of the water cycle including books and the internet

Water, Learn It Live It Black Line Master : Haven’t we seen this drip before? page 61 (Each School
should have a copy of this resource, or contact North East Water [email protected])

The Silent Card Shuffle Picture Cards (page 6)
Activity: Part 1: The never ending cycle of water
1. Students are to use the internet, books or other resources to find out what the terms of the water
cycle mean. Ask the students to design a recording sheet to record information that helps answer
their question and the websites where the information was located. Some great websites include:
a) The Water lili website
b) http://www.olliesworld.com/planet/aus/index.htm
c) http://www.water-ed.org/kids.asp
d) http://www.watercare.net/wll/wc-watercycle.html
2. Bring the group back together and dicuss the various aspects of the water cycle, and how it gets
recycled over and over again, as it has been doing for millions of years.
3. Print out a copy of the Black Line Master on page 61 of the Water Live It Learn It resource (Each
School should have a copy of this resource, or contact North East Water
[email protected]) for students to fill in and label the components of the water cycle
diagram, or conduct the Silent card shuffle activity.
Part 2: The silent card shuffle water cycle
1. Break students into small groups of 3 or 4 and each group a set of cards. Explain to students that
without talking they need to sort the cards to represent the process of the water cycle (this could be
done in a line from top to bottom or in a flow chart). They can use actions to communicate but they
are not allowed to talk and all members of the team should contribute. Explain that there are no
wrong answers they just have to agree on the order.
2. After groups have finished placing the cards in order allow the groups to discuss amongst
themselves about their decisions, explaining that they will need to explain their reasons to the other
groups.
3. Regroup students and discuss in turn where students thought the water cycle process started and
finished. Discuss how the process is ongoing with no real start or end, and that there are no wrong
answers, as it’s a never ending process.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
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Activity Sheet 1: Silent Card shuffle picture cards
CONDENSTATION
CLOUDS
EVAPORATION
GAS
PRECIPITATION
RUN OFF
RAIN, HAIL,
SNOW
SURFACE WATER
SEEPAGE
TRANSPIRATION
GROUND WATER
MOUNTAINS
FROM TREES
SUN
RIVERS AND
STREAMS
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 6 of 14
Activity Three: Exploring the three states of
water- liquid, gas & solid
Overview:
Students build on their previous knowledge of the terms and processes of the water cycle by undertaking a
number of experiments (adapted from the North East Wet Wild & Wonderful Educational Resource book
page 22 and the Water Learn It Live It Resource page 65)
Duration:
Part 1: 2 hours
Equipment:

Student worksheets (one per student)

Experiment instructions (below)

Black Line Masters of ‘Build your own water cycle’ and equipment page 65 of the Water Learn It Live
It resource
Experiment 1

Saucer or small container (one for each group)

Salt

Glass jars and spare cups for mixing water (one for each group)
Experiment 2

Kettle

Wall or board
Experiment 3

Plastic bag with fresh green leaves (one for each group)
Experiment 4

Large plastic bowl

Thick sponge

Bucket

Cloth or face washer

Sand, Plastic wrappers, rubbish or dirt
Experiment 5

A packet of jelly crystals

Hot water boiled from a kettle

Various shaped jelly moulds
Experiment 6

Frozen ice cube
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 7 of 14
Activity:
Part 1: Water makes a statement
1. Ask students what the three states of water are and write them up on the board in a table
2. Prompt students with examples of the three states and include examples under each of the three
headings.
3. Discuss with students how each state of water is turned into another state i.e. boil liquid to make
steam turning liquid to a gas, freeze liquid water to make a solid ice cube, leave a solid ice cube in
the sun until it melts to a liquid etc.
4. Have students conduct some experiments to explore the three different states of water that are apart
of the water cycle.
Example of the states of water table
Topic: The three states of water
Liquid




Gas
Rain
Running water
Lakes, rivers & dams
Dew




Solid
Vapour
Steam
Cloud
Mist & fog




Ice & icebergs
Snow
Hail
Frozen liquids (iceblock)
Activity:
Part 2: The water cycle experiments
a. Set up the room with separate stations for each of the experiments students will be undertaking.
Each station should include a heading of which aspect they are conducting, instructions and the
necessary equipment (see below).
b. Explain to students how to undertake each experiment, asking students which experiments they
think correspond to which aspect of the water cycle
c.
Give each student a worksheet that they can work through whilst undertaking each experiment or
complete at the end.
d. Break students into groups – one group for each of the stations except for one. This will allow
groups who finish experiments quicker to go on and complete another experiment.
e.
Students are to rotate through the experiment stations, setup and undertake each experiment.
f.
Students will need to observe some experiments throughout the day and later record their results.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 8 of 14
Activity Sheet 1: Water cycle experiment instructions
Experiment 1: Evaporation (gas)
1. Mix some water and salt in a cup.
2. Fill a small saucer with the salty water and leave out in the sun.
3. Leave in the sun for a 1-2 hours.
4. Observe what has happened and record your results.
Experiment 2: Evaporation, Condensation & Precipitation (gas & liquid)
1. Carefully fill a kettle with water and turn on
2. When it is heated what can you see come out of the kettle spout?
3. Place the kettle near a wall or carefully place something over the steam. What happens to the
steam?
4. Watch the droplets forming on the wall or object.
5. Observe what is happening at each stage of the experiment and record your results
Experiment 3: Transpiration (gas)
1. Place the green leaves into a plastic bag and seal.
2. Leave the plastic bag in the sun and return after a few hours.
3. Observe what has happened and record your results.
Experiment 4: Seepage & Groundwater (liquid through solid)
1. Place the thick sponge in a bucket
2. Place a face washer or cloth over the sponge and cover with a layer of sand.
3. Carefully and slowly pour small amounts of water over the sand.
4. Observe what has happened and record your results.
5. Place some pollution in the water like plastic wrappers, rubbsih and dirt and pour over the sand
6. Empty the water into a glass jar.
7. Observe what has happened and record your results
Experiment 5: Liquid to a Solid
1. Pour hot water into a bowl filled with Jelly crystals
2. Mix and pour into jelly containers of different shapes
3. Place Jelly mix in fridge and allow it to set
4. Observe what has happened and record your results
Experiment 6: Solid to liquid
1. Ask students to hold an ice cube in their hand
2. Observe what happens and record your results
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 9 of 14
Experiment 7: Build your own water cycle
1. Follow the Black Line Master on page 65 of the Water Learn It Live It resource (Each School should
have a copy of this resource, or contact North East Water [email protected]).
2. Keep observing the experiments over a period and observe the different water cycle processes and
discuss.
Activity Sheet 2: Water Cycle Experiments worksheet
Experiment 1: Evaporation
1. When the suacer of water is left in the sun what happens to the water?________________________
___________________________________________________________________________________
2. What is left behind on the saucer?____________________________________________________
___________________________________________________________________________________
3. Explain the process of evaporation:___________________________________________________
___________________________________________________________________________________
Experiment 2: Evaporation, Condensation & Precipitation
1. When the kettle is heated what can you see come out of the kettle spout?_____________________
2.
What part of the water cycle does this show?___________________________________________
3. What happens to the steam when it comes into contact with the wall or object? _________________
___________________________________________________________________________________
4. What part of the water cycle does this show?____________________________________________
__________________________________________________________________________________
5. If the droplets get really heavy what happens to the droplets?_______________________________
___________________________________________________________________________________
6. What part of the water cycle does this show?____________________________________________
___________________________________________________________________________________
Experiment 3: Transpiration
1. What happens to the leaves and the bag over a period of time?_____________________________
___________________________________________________________________________________
2. What collects on the inside of the bag?_________________________________________________
3. Explain the process of transpiration:___________________________________________________
Experiment 4: Seepage & Groundwater
1. What happens to the water when its poured over the sand?__________________________________
___________________________________________________________________________________
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 10 of 14
2. Where does the water go?___________________________________________________________
3. What would happen if there was some pollution in the water like plastic wrappers, rubbsih and dirt?
___________________________________________________________________________________
___________________________________________________________________________________
4. Is the water clean or dirty? Why?_____________________________________________________
___________________________________________________________________________________
5. What is Seepage?:________________________________________________________________
___________________________________________________________________________________
6. What is ground water?______________________________________________________________
Experiment 5: Liquid to a Solid
1. What happens to the jelly crystals when the hot water is poured over them?_____________________
___________________________________________________________________________________
4. Can you see the jelly crystals once they have dissolved?__________________________________
5. What shape did the hot jelly mixture take?______________________________________________
___________________________________________________________________________________
6. Once the Jelly is set, is it a gas, liquid or solid? What tells us that it is this state?________________
___________________________________________________________________________________
___________________________________________________________________________________
Experiment 6: Solid to a Liquid
1. What happens to ice cube in your hand after a while?_______________________________________
___________________________________________________________________________________
3. What do you think causes this to happen? ______________________________________________
4. What state of water does the solid ice cube turn into? What tells us this? ______________________
___________________________________________________________________________________
___________________________________________________________________________________
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 11 of 14
Activity Four: Water Cycle Reflections
Overview:
Students revisit the first activity to draw conclusion and conclude what they have learnt about the Water
Cycle using the K.W.L
Duration:
45 minutes
Equipment:

Students work books and completed K.W.L’s from Activity One.

Butcher’s paper
Activity:
Part 1: What have I learnt about the Water Cycle?
1. Draw the final K.W.L table column from Activity One in this unit, “What I have Learnt”, on a big piece
of butcher’s paper.
2. Explain to students that as a class they are now going to complete the final column of their K.W.L what they have learnt about the water cycle.
3. Ask students to write in their workbooks the sentence “Where does the water in our rivers, creeks,
dams and taps come from?” Under this sentence ask the students to list facts about what they have
learnt about the water cycle.
4. Once the students have completed the first step, ask them to select one point that they have
recorded to share with the class, without repeating what has previously been said. Write the points
up on the butcher’s paper under ‘What I have Learnt’. Add any additional points from students not
already listed.
In conclusion to this unit discuss with the class what it is that they have learnt about the water cycle and
revisit any areas which students may ask questions about.
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Page 12 of 14
Unit 1 The Water Cycle
LEVEL 4: VELS LINKS
Activity
Description of
Activity
1. Introducing
the Water
Cycle

2. Have we
seen this
drip before?
Part 1
 Researching
the water cycle
KWL to share
knowledge and
ask questions
Part 2
 Silent Card
Shuffle to
demonstrate
understanding
of the cycle
3. Exploring
the three
state of
water –

Conducting
experiments to
gain
understanding
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Links to VELS (DOMAIN: Dimensions)
SCIENCE: Science knowledge and understanding
 Students explain change in terms of cause and effect
THINKING: Reasoning, Processing and Inquiry
 Students develop their own questions for investigation, and collect relevant information from a range of sources
COMMUNICATIONS: Listening, Viewing and Responding

Students ask clarifying questions about ideas and information they listen to and view
PERSONAL LEARNING: The Individual Learner

Students seek and respond to teacher feedback to develop their content knowledge and understanding
SCIENCE: Science knowledge and understanding
 Students explain change in terms of cause and effect
THINKING: Reasoning, Processing and Inquiry
 Students develop their own questions for investigation, and collect relevant information from a range of sources and
make judgments about its worth
 They use the information they collect to develop concepts or inform decision making
 They develop reasoned arguments using supporting evidence
 INFORMATION AND COMMUNICATIONS TECHNOLOGY: Communicating
 Students use websites and frequently asked question facilities to acquire information from experts
 They use recommended search engines to refine their search strategies in order to locate information quickly
PERSONAL LEARNING: The Individual Learner
 Students seek and respond to teacher feedback to develop their content knowledge and understanding
INTERPERSONAL DEVELOPMENT: Working in Teams
 Students work effectively in different teams and take on a variety of roles to complete tasks of varying length and
complexity
SCIENCE: Science knowledge and understanding
 Students explain change in terms of cause and effect
 They identify the characteristics of physical change
 They describe how substances change during reactions
Page 13 of 14
Activity
Description of
Activity
liquid, gas &
solid
4. Water Cycle
Reflections
of the different
states of water

Identifying what
has been learnt
Water Unit 1 Water Cycle VELS 4
Created by North East Water March 2009
Links to VELS (DOMAIN: Dimensions)

They identify and compare the properties of the changed material with those of the original material
Science at Work
 Students describe the purpose of experiments they undertake and relate this to the nature of the data that is collected
 They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal
responsibility in using them
 They identify and describe safety requirements and procedures associated with experiments and the use of standard
equipment
 Students use the terms relationships and cause and effect when discussing and drawing conclusions from the data
they collect
COMMUNICATIONS: Listening, Viewing and Responding
 Students develop interpretations of the content and provide reasons for them
INTERPERSONAL DEVELOPMENT: Working in Teams
 Students work effectively in different teams and take on a variety of roles to complete tasks of varying length and
complexity
 They work cooperatively to allocate tasks and develop timelines
 They accept responsibility for their role and tasks
PERSONAL LEARNING: Managing Personal Learning
 Students develop and implement plans to complete short-term tasks within timeframes set by the teacher, utilising
appropriate resources
 They undertake some set tasks independently, identifying stages for completion
THINKING: Reasoning, Processing and Inquiry
 Students distinguish between fact and opinion
 They use the information they collect to develop concepts or inform decision making
 They develop reasoned arguments using supporting evidence
PERSONAL LEARNING: The Individual Learner
 Students monitor and describe progress in their learning and demonstrate learning habits that address their individual
needs
 They seek and respond to teacher feedback to develop their content knowledge and understanding
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