The Water Cycle

Grade(s): 3rd and 4th

LESSON SUMMARY
The Center for Applied Earth Science and Engineering (CAESER) created this lesson plan to
encourage water education among Memphis area students. Students will learn about the parts
of the water cycle, and why the cycle is important, through an interactive lesson. An optional
second activity is included, which could be done in the same day or on the next day depending
upon time constraints.

STANDARDS ADDRESSED
 3.ESS2: Earth’s Systems: Explain the cycle of water on Earth.
 4.ESS3: Earth and Human Activity: Create an argument, using evidence from research,
that human activity, such as farming, mining, and construction, can affect the land and
ocean in positive and/or negative ways.

LESSON OBJECTIVES
 Students will identify the parts of the water cycle
 Students will create a water cycle wheel to use as a visual aid

MATERIALS
 Projector or Smartboard with computer access
 Water cycle video and quiz from Scholastic: https://bit.ly/3efhvI8
 Guided notes worksheet (optional)
 Printed water cycle wheel circles
 Paper fasteners/brass prongs
 Scissors
 Crayons/pencils
 Water cycle song lyrics document (optional)

PROCEDURES

Introduction
Have students answer the question “What is the water cycle?” to assess their prior knowledge
and identify misconceptions.
Procedures

 Have students watch the water cycle video, which is linked in the materials section. If
the teacher wants, the students can also take notes during this time. A guided notes
worksheet is available to download alongside this lesson plan. If using the guiding notes,
pause the video at 0:56 for the first question and at 3:11 for the final questions/section.
(5 minutes)
 If students took guided notes, ask them to share the definition of each stage of the
water cycle. (2 minutes)
 Distribute the Water Cycle Wheel sheets and explain/demonstrate the instructions:
o First, draw a picture to represent each stage of the water cycle in each labeled
section.
o Write your name on the cover page and finish coloring the wheel.
o Raise your hand to have a teacher look at your finished wheel. If it is approved,
you will be given scissors to cut out each circle.
o On the title/top circle, cut along the dotted lines to remove one section of the
circle.
o After cutting out the circles, stack the title circle on top of the other. Make sure
that the lines on the circles are properly lined up.
o Then, use your paper fastener to poke a hole through the middle of the circles
and bend the prongs to secure the circles together.
 Students will create their water cycle wheels. (10 minutes)
 After all students have completed their wheels, the teacher will regain their attention
and tell them that they are going to have their new knowledge put to the test with a
whole-group quiz. The teacher should pull up the quiz (linked in materials) and have
students answer the questions as a class. If they do well, they can move on. If they don’t
do well, the teacher can spend more time explaining the concepts that they missed.
(10-15 minutes)
 If there is enough time, students may learn and sing the water cycle song! This song will
help them remember the parts of the water cycle. The lyrics are in a separate document
available to download alongside this lesson plan. Other options:
o Students can watch and listen to this water cycle song:
https://www.youtube.com/watch?v=TWb4KlM2vts
o Students can listen to a Water Cycle Rap as found at this link:
https://www.youtube.com/watch?v=lLGmddxT178 (5-10 minutes)

Closure
Ask students to share one thing they learned with the class.
 The Water Cycle

Optional Day Two Activity: Water Cycle in a Bag

Grade(s): 3rd and 4th

LESSON SUMMARY
The activity is a hands-on learning experience in which each student creates a mini water cycle
in a bag. Students will draw a water cycle diagram onto a plastic bag, fill it with a small amount
of water, and then hang them in a window. As the sun warms the bags, students will be able to
observe the process of evaporation, precipitation, and condensation. The water should
evaporate and condense inside the bag. The water droplets that are falling back down the sides
of the bag represent precipitation.

LESSON OBJECTIVES
 Students will identify the parts of the water cycle
 Students will design and observe a water cycle simulation
 Students will record their observations of the water cycle simulation

MATERIALS
 Plastic storage bags such as Ziploc, etc.
 Sharpies
 Water
 Blue food coloring (optional)
 Packing tape
 Pencils
 Notebooks

PROCEDURES

Introduction
Review the previous day’s lesson by asking students to identify and describe each stage of the
water cycle. If students learned the water cycle song (or rap), then they can review by singing it
together again.

Procedures

 Explain to students that they will be creating their very own water cycle simulations so
that they can observe each stage of the water cycle as it happens. Show a finished
example so they can see what they will be making. (2-5 minutes)
  Pass out a plastic bag and markers to each student. The markers need to be permanent
ink, so warn the students not to use them on anything other than the plastic bags. (1-2
minutes)
 Next, have students draw the water cycle diagram onto their bags. They can refer to the
teacher-made example and their water cycle wheels for help. (10 minutes)
 As students finish drawing their diagrams, they should raise their hand to be checked.
After their diagram has been approved, the teacher should assist the student in adding
about ½ cup of water to the bag. Students should then carefully zip up their bag and
hand it to the teacher. (1-2 minutes)
 The teacher will use packing tape to secure the bags to a window. Be sure that the
window receives at least some sunlight throughout the day.
 Have students write a hypothesis of what they think will happen inside the bags. (2-5
minutes)

Closure
 Ask students to share their hypotheses with the class. (2-5 minutes)
 Tell the students that they will see what happened to their bags when they return to
school the next day.

Additional Resources for learning how to make the water cycle bags:

 https://www.rookieparenting.com/what-is-water-cycle/
 https://www.mobileedproductions.com/blog/how-to-make-a-water-cycle-in-a-bag

Image Example of the Water Cycle Bag: