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The Water Cycle

Lesson Objectives:
The student will create a craft showing their understanding of the water cycle. They
will label the parts of the water cycle.

Target Grade Level:
Science TEKS:
§112.14. Science, Grade 3
(8) Earth and space. The student knows there are recognizable patterns in the natural
world and among objects in the sky. The student is expected to:
(B) describe and illustrate the Sun as a star composed of gases that provides light and
heat energy for the water cycle
Other TEKS:
§110.14. English Language Arts and Reading
(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts
drawing on useful strategies as needed. Students are expected to:
(B) ask relevant questions, seek clarification, and locate facts and details about
stories and other texts and support answers with evidence from text;
Materials Needed:
Construction Paper
Cotton balls
Sun cutouts
“The Sun and the Water Cycle” book
1. Engagement: (How can I get students interested in this?)
 What is the one thing that can exist as a solid, liquid, or gas?

I will get the students interested and focused by reading them the book “The
Sun and the Water Cycle” by Wendy M. Van Norden.

Which part of the water cycle is it when rain falls?
What are clouds?

2. Exploration: (What tasks/questions can I offer to help students puzzle
through this?)
 Students will create the water cycle using construction paper, cutouts of the
sun, cotton balls, crayons, and more art materials.

What would happen if we didn’t have the sun?
Who can describe what condensation is?

3. Explanation: (How can I help students make sense of their
 How is it that we are drinking the same water that has been around for a long
 How is it that the rain that falls on us one day can be on the other side of the
world another day?

The students will have to label each part of the water cycle they have
created and have it checked before they start gluing. These labels are the
scientific terms of the lesson.

4. Elaboration: (How can my students apply their new knowledge to other
 Students will develop understanding by thinking of everyday life and
connecting the concept with what they have seen in nature.

Precipitation, Condensation, Evaporation, Collection
Students will discuss what these terms are and what examples we see in life.

BrainPopJr video “The Water Cycle”

5. Evaluation: (How can I help my students self-evaluate and reflect on
the learning?)
 Labeling the parts of the water cycle will be an assessment
 water cycle quiz