The Water Cycle in Nature

Subject
Science · 5th Grade
Duration
45–65 minutes
Materials
Corinth 2.0, glass/bowl, warm water, cup, plastic wrap, ice, rubber band
Lesson Objective
The student explains the phases of the water cycle and understands the importance of water as a threatened resource.
1
Lesson Introduction
  • Greeting, attendance, stating the lesson goal.
  • Draw a drop of water on the board and ask: “Where might it have been yesterday?”
  • Introduce the idea that water is constantly traveling – a lead-in to the topic.
2
New Material and 3D Model

Explain the main phases of the water cycle and show them using an interactive 3D model:

Open the model here as well:
app.corinth3d.com/content/p_geol_kolobeh_vody

  • Evaporation – water changes into water vapor.
  • Condensation – vapor cools and forms droplets.
  • Precipitation – droplets fall down as rain, snow, hail.
  • Infiltration – water seeps into the ground.
  • Runoff – water flows into rivers, seas, and lakes.
3
Hands-on Experiment – The Water Cycle in a Bowl

The experiment simulates evaporation, condensation, and precipitation. It builds on the model.

Materials:

  • glass jar / bowl with warm water
  • small cup (collects precipitation)
  • plastic wrap or lid
  • ice cubes
  • rubber band

Procedure:

  1. Pour warm water into the bowl (represents the sea).
  2. Place a small cup in the center (collects rain).
  3. Cover with plastic wrap and secure it with a rubber band.
  4. Place ice cubes on top of the wrap (represents cooling atmosphere).
  5. Let it sit for several minutes.
  6. Observe droplet formation and dripping into the cup.

What students will see:

  • evaporation – vapor rising to the wrap,
  • condensation – droplets forming on the wrap,
  • precipitation – droplets falling into the cup.
4
Worksheet – Notes and Tasks

Students complete or draw a worksheet (experiment phases + questions):

  • What did the water in the bowl represent?
  • What happened after covering it with plastic wrap?
  • How did precipitation form?
  • List four phases of the water cycle.
5
Conclusion and Reflection

Chain of thoughts: students form a circle, each says one sentence in response to:

“Today we talked about water. Say one sentence about what you learned.”

Questions for deeper reflection:

  • Why is water a renewable resource, yet it can still run out?
  • What would a day without tap water look like?
  • What can each of us do to save water?
  • Can water be a cause of conflict? Why?

Evaluation: joint evaluation of work with the model, experiment, and materials.