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Water Cycle Lesson Plan

Subject Area(s): Science & Art (Music)
Concept/Topic: Water Cycle

Grade Level: 2
Time: 45 minutes

Big ideas/Key concepts:
The big ideas this lesson addresses are the stages of the water cycle: evaporation, condensation,
precipitation, and storage as well as the differing states of matter: solids, liquids, and gases.
The teacher will have to know the basics of earth sciences and the definitions for all key terms.
Evaporation is when water is converted into steam, rises, and collects in the sky as clouds.
Condensation is when steam becomes water again as the water vapor in the clouds cool down.
Precipitation is when water falls from the sky as rain, snow, hail, or sleet. Storage or collection is
the oceans and lakes that store water that has fallen.
One common misconception is that steam is hot air when it is actually water vapor. Students may
also think that water only gets evaporated from oceans or lakes when water can be evaporated
from any source that contains water, including people.
By the end of the lesson, students will be able to:
Explain and illustrate stages of the water cycle
Identify the forms of water throughout the water cycle
PDE 3.5.D. Recognize the Earths different water sources
Identify examples of water in the form of solid, liquid, and gas on or near the surface of the earth
Explain and illustrate evaporation and condensation
Academic Standards for the Arts and Humanities
9.1.2.A: Know and use the elements of shape, direction and rhythm in dance
Students should know that objects could be classified as solids, liquids, or gases.
Materials and Technology:
Science notebook or sheets of paper to take notes
Pencils and erasers
The Little Raindrop by Joanna Gray
Labeled diagram of water cycle

Clear cup
Shaving cream
Food coloring
Display of the lyrics to the Water Cycle Song

Teacher Resources:
Fries-Gaither, J. (2008). Common misconceptions about states and changes of matter and the
water cycle. Retrieved from
Lirette. (2011, December 12). Water cycle: Activities, resources, and a freebie!. Retrieved from
Wilson, W. (2012). Weather. Retrieved from
The water cycle. (2012). Retrieved from
Water cycle diagram. (2012). Retrieved from
Step-By-Step Procedures:
1. Engage:
a. The teacher will engage the students in a discussion regarding the uses and where it is
b. The teacher will read the book The Little Raindrop by Joanna Gray to introduce the water
cycle to the students informally. The teacher will ask questions throughout the book to
check for understanding and attentiveness. Students are to pay particular attention to all
of the places Little Raindrop has gone throughout the book.
c. Do real raindrops have the same journey as Little Raindrop? How can Little Raindrop
float into the clouds?

a. Students will be asked to generate questions they have about water and the water cycle.
b. Teacher will ask questions to access students prior knowledge
i. What is a cycle? Do you know of any?
ii. What happens to water when it gets hot? What about when it gets cold?
iii. What are the different states of water?
iv. What is steam?

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v. Why does it rain?

vi. What are the different forms of precipitation?
3. Explain:
a. The teacher will explain the water cycle using a labeled diagram (attached).
b. After this explanation, the group will go back to the story used for engagement to identify
the various stages of the water cycle in the book.
c. Teacher will address misconceptions about water
d. The teacher will teach the Water Cycle Song with motions to the group (lyrics are
attached). The song will be repeated with its motions until the students are able to sing
the song on their own.
e. To provide a visual representation of precipitation, a demonstration will be shown.
Students will be asked to write their observations on a sheet that will be collected for
i. Procedure:
1. Fill a cup with water.
2. Put shaving cream on top for a cloud.
3. Explain that when clouds get really heavy with water, it rains!
4. Put blue food coloring on top of the cloud
5. Watch it rain.
6. Repeat steps 1-5 with variables that students may want to change
(promote critical thinking)
4. Elaborate:
a. Students will be asked to explain why some parts of the world have more or less
precipitation based on the knowledge gained from this lesson.
5. Evaluate:
a. During the explanation of the water cycle, the teacher will ask students questions to
check for understanding.
b. At the end of this lesson, students will be asked to recite the Water Cycle Song while
performing its associated motions, in addition to completing a worksheet that has
students identify the various stages of the water cycle. Students will receive a pass/fail
grade for the worksheet.

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Water Cycle Song (to the tune of Shell be Coming Round the Mountain)
Water travels in a cycle yes it does.
Use pointer finger to draw a large circle in the air.
Water travels in a cycle, yes it does.
Repeat motion above.
It goes up as evaporation,
Raise arms at side with palms up.
Forms clouds as condensation,
Bring hands together above head, forming large cloud shape with arms.
Then falls down as precipitation, yes it does.
Slowly lower arms at side with palms down, fingers moving.

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