PHINMA-University of Pangasinan

College of Education & Liberal Arts

Education Department

EDU 570: Teaching Science in Intermediate Grades (Physics, Earth and Space Science)

DETAILED LESSON PLAN

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the different sources of water suitable
for human consumption.
B. Performance The learners should be able to practice precautionary measures in planning
Standards activities.
C. Learning The learners should be able to describe the importance of the water cycle. (page 58)
Competency
1. Unpacked In a 60-minute lesson, 90% of the students must be able to achieve 80% mastery on
Competency how to:
a. explain the processes in water cycle
b. perform a simple experiment of water cycle; and
c. develop awareness of the importance of the water cycle by determining its
benefits.
II. SUBJECT MATTER
A. Topic: Grade 4: Earth and Space Science (Process in Water Cycle)
B. Science Ideas Water continuously moved in the earth’s surface in a process called the “water
cycle”:
 Evaporation is the process by which a liquid turns into a gas.
o Transpiration the moist or our sweat evaporates and rises up in the
atmosphere
 Condensation is the process through which the physical state of matter
changes from the gaseous phase into the liquid phase.
 Precipitation is any liquid or frozen water that forms in the atmosphere and
falls to Earth.
 Collection is when water that falls from the clouds as rain, snow, hail or
sleet, collects in the oceans, rivers, lakes, streams.
C. Science Process Observing, Inferring, Classifying, Describing
D. Materials TM- Textbook, PowerPoint Presentation, Pictures, Puzzle, Model, Board Game,
Dice, Manila Paper and Illustration.
LM- Activity Sheets, Pen, Mug, Bowl, Plastic Wrap, and Rubber Band
E. Value Focus Cooperation and Real-life Application
F. References Balatbat, F.,& Delos Reyes, R.,(2017).The New Science Links. Rex Book Store, Inc.
Abaya, Z. N.,(2022) Science Grade 4. Department of Education Division of Pasig.
Halili, M. G.,(2020) Science Grade 4. Department of Education.
 Other Learning https://www.youtube.com/watch?v=womIxQqO2tE
Resources Singing About Soil | Second grade science, First grade science, Teaching science
(pinterest.ph)
Types Of Soil - Sandy Soil, Clay Soil, Silt Soil, And Loamy Soil (byjus.com)
National Geographic
What is Condensation? - Condensation Definition, Meaning, Process, Types & Examples of
Condensation (byjus.com)
Lesson Plan - Create a Water Cycle (thewaterproject.org)

III. LEARNING ACTIVITIES

Teacher’s Instruction Student’s Response
A. Daily Routine
1. Prayer Good afternoon, class! Students: Good afternoon,
ma’am!

Let us first all stand and pray. Chris, kindly led the Chris: Let us bow our
prayer. heads and let us pray.

Angel of God, my
guardian dear, to whom
God's love commits me
here, ever this day be at
my side, to light and
guard, to rule and guide.

2. Greetings Once again, good afternoon! Students: Good afternoon,

ma’am!

Before you take your seat, kindly pick up the pieces of

paper or plastic under your chair and arrange them (Students pick up trash and
properly. fix their chairs.)

Well done! You may take your seat now.

Class, how are you this afternoon?

(Students will answer.)
Have you eaten your lunch?

That’s good! You make sure to not skip meals.

3. Checking of Before anything else, let us check the attendance. Secretary: Ma’am, all the
Attendance Secretary, is there any absentee today? boys and girls are present
today.

No one is absent. Good Job!

A. Engage
1. Drill Soil it aloud!

Now, to start, let us have an energizer by singing the

song entitled “Soil”, which we just sang yesterday

What is the title of the song again? Students: Soil, ma’am.

All right, everybody sing!
(Students will sing the
There are 5 components of soil song.)
Components of soil
Components of soil There are 5 components
There are 5 components of soil of soil
Can you name them all? Components of soil
Components of soil
Sand, loam, humus, rock and clay There are 5 components
Rock and clay of soil
Rock and clay Can you name them all?
Sand, loam, humus, rock and clay
Now we’ve named them all. Sand, loam, humus, rock
and clay
Soil is made from weathering Rock and clay
Weathering, weathering Rock and clay
Soil is made from weathering Sand, loam, humus, rock
Rocks are breaking down. and clay
Now we’ve named them
Erosion washes soil away all.
Soil away
Soil away Soil is made from
Erosion washes soil away weathering
Or blows it to the wind! Weathering, weathering
Soil is made from
weathering
Rocks are breaking down.

Erosion washes soil away

Soil away
 Soil away
Erosion washes soil away
Or blows it to the wind!
Alright, very good class!

2. Review Digging Deep

I am glad that all of you are energetic today, I see the

eagerness to learn is bursting through singing. This
time we will be going to dig deep if you really
understood our lesson yesterday through a simple
game.

I will flash a picture of the soil and tell me what type

of soil is.

What type of soil is this, Trisha? Trisha: Ma’am it is Sandy

Soil.

Correct this is sandy soil.

How about this next picture, Mylene? Mylene: Ma’am loam Soil

Why do you think loam soil is the right answer? Student: I think it is loam
soil because they are
packed together.
 Great effort on your answer. However, it seems that
your response is not quite accurate. Now I’d like to
offer you a chance to call a friend for assistance.

Student: I will call my

friend Jessa.
Reggie, what type of soil is this? Student: It is clay soil,
ma’am.
Correct this is clay soil. How about this picture,
Lyka? Lyka: Ma’am loam Soil

Correct this is loam soil. How would you determine

if it is loam soil?

Good job! Seems that most of you can remember our

lesson yesterday. May I ask again, what was our
previous lesson, Hannah? Student: If it has a fine
texture, Ma’am.

Correct, it is type and characteristics of soil. Soil is

the land part of the Earth that we usually walk on. It
is home to many living organisms like animals, Hannah: Ma’am our
plants, and humans. previous lesson was type
and characteristics of soil.

I see that you remember our previous

lesson. Keep it up!

B. Explore
1. Motivation Eco Flipping

Now before we delve into our topic today, we will

have a group game called “Eco Flipping. I will
shuffle these pictures on the board and you will
match two pictures.

The mechanics of the game are that the students will

take turns flipping two cards over. If the two flipped
cards represent a matching pair, the student keeps the
cards and pastes them on the board and also gets
another turn. If the cards don’t match, the player flips
them back face down, and it’s the next groupmate’s
turn. You only have 5 minutes to match pictures. The
first group to complete the pairing of pictures is the
winner.

Is it clear, class? Student: Yes Ma’am

Matching pictures starts now.

(The class will start
matching the pictures)

How is Group 1? Student: We are fine,

Ma’am.

How about group 2? Student: We are fine too,

Ma’am.
You only have 1-minute left class.
Group 1: Finish, Ma’am

Group: We are not done

yet Ma’am.
You only have 10 seconds.

Times up, class!

 The first group to finish was group 1. Let's see if
they match the pictures correctly. Does group 1
match the pictures correctly?
Students: Yes ma’am

Group 1 has 4 points. How about group 2? Does

group 2 match the pictures correctly?
Students: Yes ma’am
Group 2 paste 2 matching picture and they have 2
points.

Good job! Every one of you has participated well.

What are the pictures you match on the

blackboard? Yes, Princess?

Princess: There is a lake,

sun, clouds, mountains,
Correct and this picture has a connection with our and rain, Ma’am.
topic today.
2. Presentation Let us now move on to our discussion. Kindly read
first our objective for today’s lesson.

D- Demonstrate the process in the water cycle and (The student will read the
their objectives.)
R- Relation to one another. And,
O- Observe how it takes place through
P- Performing a simple experiment

Thank you. Our objective has an acronym of DROP.

And what comes to your mind when you heard the
word “drop”?
Chris: Drop ball
Anything else?
Israel: Eyedrop
Thank you. How about this picture? What do you
think it is?

Jessa: Waterdrop
Justin: Raindrop
You are correct! And it has a connection to our topic
today.

Class, aren’t you curious where does the rain came

from? Or where did the clouds get the rain?
Students: Yes we are,
ma’am.

These are questions that we will try to explore in

today’s lesson.

Are you still with me, class?

Clap your hands five times! (Students will clap five

times.)
Now, I want to ask you a question. Do you think
water remains only in its place?

The water on the river or the water you just spilled on

the floor. Do you think it just stays or remains?

Who says yes? Raise your hands.

(Students will raise their
hands.).
Who says no? Raise your hands.

Thank you for your answers, but water does not

remain only in its place. It is always in an endless
movement and is constantly moving over a period
of time. This movement is called the “water cycle”,
also known as the “hydrological cycle”.

Water cycle is made up of four processes or stages,

such as evaporation, condensation, precipitation,
and collection. Let us understand each stage one by
one.

I have prepared an illustration for you to see and

understand each process better.

(The teacher will show an illustration.)

The first stage of a water cycle is evaporation.

1. Evaporation- occurs when the bodies of water

evaporate because of the heat coming from the sun,
which then turns into water vapor.

For this process, we will use the river as an

example. The water in the river will evaporate or
rise to the earth’s atmosphere with the help of the
heat of the sun.

An example of this is when you are boiling water.

Do you have any experience boiling water? Leora: Yes, ma’am.

And how do you know when it is boiling? Leora: Ma’am when the
kettle whistle.
Wow, you have a nice kettle. How about the others?
Jirah: Ma’am when there is
a steam.

Very good. The steam you see in the pot is actually

the water that evaporates. And it evaporates because
when we boil or cook something, what are we
using? Justin: Is it gas ma’am?

You’re too close. How about you, Lyka? What do

you think is this? Lyka: Fire, ma’am.

Correct, and fire has heat just like the sun.

But do you think we, humans and other living

things, are also sources of water that evaporates? Students: Yes/No, ma’am.

The answer is yes; the moist, or our sweat,

evaporates and rises up in the atmosphere, and this
process is what we call "transpiration".

We, humans, are actually part of the water cycle.

Is it clear, class? Students: Yes, ma’am.

Going back, as the water evaporates or rises in the

atmosphere, what will happen next?
Kindly read the next process, Michael. (Michael read the
definition of
condensation.)

2. Condensation – occurs when the water vapor

cools and condenses in the atmosphere until it
becomes droplets of water, which form into clouds.

In this process, as water is in the atmosphere, it

cools down. Why? Because the higher you go up,
the colder it gets.

A very good example of this process is a bottle of

cold water.
You can see water droplets outside of the glass or
bottle. The droplets you can see are an example of
how water cools or condenses.

As the water continually vaporizes and then

condenses, it creates or forms clouds.

Students: Me ma’am. I
Who among you has dreamed before or even now of want to touch the clouds.
touching the clouds?
Mylene. Yes, ma’am.

But do you think you can touch it? Mylene: Ma’am, I think it
is like a pillow that is so
Why do you say so? fluffy.

Alright, unfortunately, clouds are not solid and

cannot be touched; it is just the water that
evaporates, then condenses, and gathers in the sky. Students: None, ma’am.

Are there any questions?

(John encircle the clouds.)
If none, can anyone from the class encircle where
the process of condensation takes place? Yes, John.

The next process is Precipitation. Students: Precipitation

Can you repeat it again?

3. Precipitation – occurs when the clouds become

saturated which makes it looks heavy and dark in
the sky.

For this process what do you think we are receiving

from the clouds when it looks heavy and dark? Troy: It’s rain ma’am.

Yes, Troy?
Justin: Yes, Ma’am!
Thank you, Troy. Do have the same answer as
Troy? If yes! You are correct.

Precipitation is the time when it is now ready to fall

back into the land and bodies of water in the form of
rain.
(Leora trace the process of
precipitation.)
In the illustration, can you trace the precipitation
process, Leora?
(Mark read the definition
of collection.)
For the last process, kindly read it, Mark.

4. Collection – occurs as the rain falls back and run

into the land and other bodies of water such as
lakes, rivers, and oceans where the cycle starts all
over again.
Chris: In collection the
In the collection process, what do you think happen rainwater flows down the
Chris? streets and into the drains.

Yes, Chris, you’re right on track! Collection occurs

when it rains and the water collects on the ground. It
starts to flow, forming streams, and rivers and
eventually ends up in lakes and oceans.

Collection is an important process to make the cycle

 starts all over again.

To sum up, all of the process happens in the water Student: Evaporation,
cycle. May I ask, what is the process of the water Condensation,
cycle? Precipitation, and
Collection ma’am

And that’s the process of the water cycle.

3. Pre-activity And with that said, for our next activity we will
form 2 groups and each group will assign a group
leader, timekeeper, and reporter and the rest are
observers.

The activity will score based on the rubric below.

Rubric for your group activity:

Following Procedure 30%

Data Collection 20%
Participation 10%
Overall Presentation 40 %
______
Total 100%

After you finish your experiment, you will

present your work in front. Student: Yes Ma’am
Understand?

Okay, before you proceed with your group

activity, you should be CYCLE because this will
be the rules for your activity.
(Students will read the
Let us all read! acronym of CYCLE.)

C-ommunicate with your group mates.

Y-ou prepare the materials needed
C-lean all work areas and equipment at the end of
the experiment
L-isten actively
E-ngage fully
 You are given 15 minutes for you to finish your
experiment.

4. Activity Proper Let it DROP the rain

Now, bring out the materials that I told you to bring

yesterday. You will be using that for our experiment.
Each group should take notes on their observations.
For Group 1, focus on observing the processes of
evaporation and condensation. For group 2, focus on
the processes of precipitation and collection
happening in the experiment.

I will distribute your activity sheets, which include

the procedures for the experiment.

Do you have any questions, class? Students: None, ma’am.

If none, you can start now the experiment. You have

15 minutes to do it!

Materials needed:
 a large metal or plastic bowl
 a sheet of clear plastic wrap
 a dry ceramic mug (like a coffee mug)
 a long piece of string or a large rubber band
 Hot water

Procedures:

1. Put the bowl on the table.

2. Pour water into the bowl until it is about 1/4 full.

The leaders will be the ones who pour the hot water.
Understand class?
Students: Okay, ma’am.
3. Place the mug in the center of the bowl. Be careful
not to splash any water into it.
 4. Cover the top of the bowl tightly with the plastic
wrap.

Class, if you have any questions, you can approach .

me.

5. Tie the string around the bowl to hold the plastic

wrap in place.

6. Watch the bowl to see what happens.

If you are done with the procedure, you may now

write your further observations and answer the guide
questions.

Guided Questions:
1. What is the illustration about?
2. What do you think the water, plastic warp, and
mug represent?
3. When and where were the processes of the water
cycle seen in the experiment? Explain.
4. Reflecting on your experience with the water
cycle experiment, what do you think would happen
if your assigned process of the water cycle were
disrupted or altered?

C. Explain
1. Group Reporting Okay, class, time's up! Leaders, your assigned
reporter may now present your group’s observations
and answers here in front.

Let’s start with Group 1.

(Presenting their
work and their
gathered information)

Very good. Next, group 2.

(Presenting their
work and their
 gathered information)
That’s great! Good job, class. Give yourself a round
of applause.

(The students cheered

happily)

2. Discussion Now, let's dig deeper into your observations. Do you

agree with what Group 1 noticed about the water
inside the container once you've covered it? Group 2: Yes Ma’am, we
have the same observation
where the water started to
disappear. It evaporated
and turned into water
vapor!
Why do you think water evaporated? Group 1: Because of the
air movement
What else?
Group2: Because of the
heat of the sun or the hot
water we put
Fantastic observation! And what happened after the
Group 1: We noticed water
water vapor formed?
droplets forming on the
plastic wrap. It was like
tiny dewdrops!

Group 2: Yes, Ma’am.

Do you agree with group 1?

Great job! Those water droplets formed through what

process of the water cycle?
Student: Condensation.
Great! Now, did anything else happen during your
Group 2: Yes, the water
experiment?
droplets on the plastic
wrap got bigger and bigger
over time. Eventually, they
fell back into the
container.

Do you have the same observation as group 2?

 Student: Yes Ma’am!
Excellent observation! Those droplets falling back
into the container what does represent?
Student: Precipitation

Correct. So, what have you learned about the water

cycle from this experiment? Group 1: We learned that
water can change from a
liquid to a gas when it
evaporates. Then, it can
change back into a liquid
when it condenses and
falls as rain or other forms
of precipitation.

Well done You've grasped the key concepts of the

water cycle. Now, let's think deeper. How does this
experiment connect to the real water cycle that occurs
in nature?

Group 2: In the
experiment, the container
represented a body of
water, like a lake or ocean.
The plastic wrap acted as
the atmosphere, and the
water vapor condensing
and falling back was like
Excellent connection! Our experiment is a simplified real precipitation.
version of the water cycle happening in nature. Now,
let's explore further. Why is the water cycle important
for our planet?

Group 1: The water cycle

is important because it
helps distribute water
around the Earth. It
provides us with fresh
water for drinking,
growing crops, and
Absolutely! The water cycle plays a vital role in supporting ecosystems.
maintaining the Earth's water balance and sustaining
life. Now, let's brainstorm ways we can take care of
 our water resources. Any ideas?

Group 2: We can conserve

water by turning off the
tap when we're not using it
and not wasting water.
That's a great start! Water conservation is crucial. Can
anyone else share their thoughts on how we can
protect our water resources?
Group 1: We should keep
our rivers, lakes, and
oceans clean by not
throwing garbage or
Excellent point! Preserving the cleanliness of our chemicals into them.
water sources is vital. Well done, everyone! You've
done a fantastic job with the water cycle experiment
and understanding its significance. Remember, water
is a precious resource, and we all have a responsibility
to take care of it. Keep up the great work, class!

D. Elaborate
1. Generalization Journey of DROP

Yet for the next activity, when talking about the water
cycle. I want you also to have your own journey as a
group by playing the board game called Journey of
Drop to know if you really understood our topic.

We will have the same groupings class in this activity.

The class will play the game by rolling the big dice.
When the student moves their game piece to a new
spot, they must answer the question along their path in
order to progress. If you can’t answer the question,
then you will stop on the question until your next turn.
The first to reach the finish line will win the game. In
every question, you only have 10 seconds to think.

Now the first representative will stand up. The first representative
will stand up.
 To know who will go first, I'll roll the dice; if the
result is an odd number, group 1 will be first, but if it's
an even number, group 2 will be first. Is that clear? Student: Yes, ma’am!

(The teacher will roll the dice)

The first move goes to group 1. (Group 1 will roll the dice
and have their first move)

The game will continue until someone wins.

Great job. I am glad that you participated well and

understood our lesson today.

2. Application Treasure Seeker

Who among you is watching anime? (Students will raise their

hands.)

Are you familiar with this character? What is his

name? Students: Yes, ma’am. It’s
Luffy!
Correct! He is Luffy. And Luffy finds treasures.

For the next activity, we will be having a game

called "Treasure Seeker".

And you will be Luffy. You will find hidden

treasures.

The treasures you will find are pictures and

statements. And they are all scattered throughout
the classroom. Your task is to find them first. Students: Yes, ma’am.

Are we clear?

After you find them, you will determine whether

what you find is a real treasure or not. Remember
that it is considered a treasure if the picture or
statement shows positive situations. Students: Yes, ma’am.

Do you understand, class?

There is a treasure box on the board, and you will

place those treasures in the lower part and those that
are not, place it in the upper part.

Some Reminders:

Do not yell or argue. Once someone argues, we will

stop the game. Also, you only have 5 minutes to
search the classroom!

Here are the pictures or statements that you need to

find!

Students: None, ma’am.

(Students will find the

Before we start the game, are there any treasures and paste them
clarifications? on the treasure box.)

Okay, your timer starts now!

Very good, class! You all found the pictures and

statements.

Let us check your answers.

The treasures you found actually show the benefits

of the water cycle or how it helps us. Students: Ma'am, I think
those are possible
How about in the upper column? What do these situations or scenarios that
pictures or statements imply? might negatively happen if
the water cycle stops.
 That’s correct. You did well, class! You determined
the benefits of the water cycle. Do not forget that
the water cycle is a very important part of life.

E. Evaluate Now, bring out your pen. This activity is called

Connected Process where you need to answer the
following.

Direction: Match each word with each definition

by writing the letter of the correct answer.
___1. Evaporation a. water vapor
cools and the
forms a cloud.

___2. Condensation b. fall down on

earth in the
form of rain,
snow, sleet,
and hail.

___3. Precipitation c. bodies of water

is heated by
the sun and
then evaporate.

___4. Collection d. rain, snow,

sleet, and hail
will go back to
underground.

___5. Water Cycle e. a continues

circulation of
water between
land, air, and
bodies of water.

Class let us now check your activity.

Who wants to answer number 1?

Chris: Letter C, ma'am.
 Yes, Chris!

Correct! Letter C. How about number 2? Justin: Letter A, ma'am.

Yes, Justin!
Chris: Letter B, ma’am.
Correct! Letter A. How about number 3 Chris?
Chris: B Justin: Letter D, ma'am.

Correct letter b, how about number 4 Justin? Chris: Letter E ma'am

Correct letter D. How about the last number

Chris?

Correct!

Who got 5? Okay! I see the most of you got a

perfect score. (Students will raise their
hands.)
Give yourself five claps!

F. Assignment Gamified Quest!

For your assignment, I want you to use your phone or

borrow it from your parents. And ask for their help by
searching the website, https://kahoot.it/, then enter the
game pin 04151332.

What is the pin again, class?

Students: 0415332
Don’t worry, because I will also send it in our group
chat for you to remember.

Answer the following questions, and after answering,

screenshot your scores and send it to my personal
account. Remember, class, you can only answer your
assignment on May 20, 2023.

Do you have any questions, class?

Students: None, ma’am.
Let’s wrap it up! Thank you for your active
participation. I know that you have learned a lot!
 Goodbye, everyone! See you in our next class.
Students: Goodbye and
thank you, ma’am.

LEARNING ACTIVITY SHEET

Name of Learner: Section:
Grade Level: IV Date:

Title Let it DROP the rain

Background Water cycle is a continuous process of changing liquid water into water vapor (gas) when
Information for heated and turns back to liquid water when cooled above and below the surface of the
Learners Earth.

 Evaporation is the process by which a liquid turns into a gas.

o Transpiration the moist or our sweat evaporates and rises up in the
atmosphere
 Condensation is the process through which the physical state of matter changes
from the gaseous phase into the liquid phase.
 Precipitation is any liquid or frozen water that forms in the atmosphere and falls to
Earth.
 Collection is when water that falls from the clouds as rain, snow, hail or sleet,
collects in the oceans, rivers, lakes, streams.

Water is transferred from the Earth’s surface to the atmosphere through evaporation.
Bodies of water, clouds, evaporation, and condensation including living things all play
important roles in the water cycle.

Learning Describe the importance of the water cycle. S4ES-IVd-4

Competency
with code
Directions/ Now, bring out the materials that I told you to bring yesterday. You will be using that for
Instructions our experiment. Each group should take notes on their observations. For Group 1, focus
on observing the processes of evaporation and condensation. For group 2, focus on the
processes of precipitation and collection.

Exercises / Materials needed:

Activities a large metal or plastic bowl
a sheet of clear plastic wrap
a dry ceramic mug (like a coffee mug)
a long piece of string or a large rubber band
Hot water

Procedures:
1. Put the bowl on the table.
2. Pour water into the bowl until it is about 1/4 full.
3. Place the mug in the center of the bowl. Be careful not to splash any water into it.
4. Cover the top of the bowl tightly with the plastic wrap.
5. Tie the string around the bowl to hold the plastic wrap in place.
6. Watch the bowl to see what happens.
Guide Guided Questions.
Questions 1. What is the illustration about?
2. What do you think the water, plastic warp, and mug represent?
3. When and where were the processes of the water cycle seen in the experiment? Explain.
4. Reflecting on your experience with the water cycle experiment, what do you think would
happen if your assigned process of the water cycle were disrupted or altered?

Rubric for Following Procedure 30%

scoring Data Collection 20%
Participation 10%
Overall Presentation 40 %
______
Total 100%
Reflection Put a check mark (✔) in the column that best describes your answers.

What have you learned?

I can…
1. Explain the uses of water
from different sources in the
context of daily activities.
2. Infer the importance of
water in daily activities.
3. Describe the importance
of the water cycle.
References for Balatbat, F.,& Delos Reyes, R.,(2017).The New Science Links. Rex Book Store, Inc.
learners Abaya, Z. N.,(2022) Science Grade 4. Department of Education Division of Pasig.
Halili, M. G.,(2020) Science Grade 4. Department of Education.
www.google.com

Answer Key Possible Answer in Guide Questions:

1. It is all about water cycle that is a continuous process by which water moves through the
Earth’s atmosphere, oceans, land, and back into the atmosphere again.
2. Water- River, Lakes, Oceans, or any other water resources.
Plastic wrap- Clouds
Mug- Mountains, Tress, and Land for collection.
3. EVAPORATION AND CONDENSATION. The evaporation happens at the start of
the experiment. We use hot water, which makes the water evaporate in the air to the top
plastic wrap. Once we can see water that is moist on the top or in the plastic wrap, the
process of condensation happens.
PRECIPITATION AND COLLECTION. When the water condenses in the plastic wrap
after a few seconds, we can see some water drops, and that’s when precipitation happens. It
can be clearly seen on the side of the bowl. And as it continuously falls down, it turns back
to the water on the bottom. Thus, in this experiment, we also notice that the water drops go
to the empty mug. This process is called "collection".
4. Any disruption or alteration to the water cycle processes would create imbalances in the
distribution of water. It could result in dry conditions, water shortages, droughts, floods,
and damage to plants, animals, and human settlements. It's important to keep the water
cycle functioning naturally to ensure a steady supply of water for all living things.