Natural Water Cycle
Theme : Earth and Space
Topic : Water
Content Standard : 9.1 Water
• Learning Standard :
• 9.1.1 State natural sources of water such as
rain, rivers, lakes, seas and springs.
• 9.1.4 Arrange in sequence the natural water
cycle.
Learning Objective
• By the end of this lesson, students are able
to:
• List natural sources of water.
• Identify processes in the water cycle
• Explain the process and terms of the water
cycle.
• Explain the stages of the water cycle
Success Criteria
• Able to list out the five types of natural
sources of water
• Able to create or build a model of natural
water cycle with correct sequence and
labeling
Prior Knowledge
• Pupils have learned about landforms at year 1
• Pupils know the natures sources of water,
where rain comes from, natural directions of
water flow
Teaching Aids
• Teacher teaching
• laptop, smartphone, internet, Bowls with fresh water, video
of water drop, video of “Mini Water Cycle”, video of Natural
water cycle, video of “Water Cycle” song, worksheet
• Student “Mini Water Cycle” models
• Markers, clear zip lock bags, water, food colorings and tape
• Student “Water Cycle” models
• Color paper, tape, cotton, color pencils, scissor, markers and
etc.
Cross- curricular Elements (CCE)
• Environmental Sustainability Awareness,
Noble Values, Science and Technology
Hot / I-think
• Creating
Assessment & Evaluation
• Oral / verbal assessments
• Formative Assessment ( Science Notebook)
Scientific Skills
• Observing, Predicting, Communicating,
experimenting
Thinking Skills
• Attributing, Making Conclusions, Making
Hypothesis, Relating
Scientific Attitudes and Noble Values
• Interest and curiosity towards the environment
• Cooperative
• Diligent and persevere when carrying out a task
• Realizing that science is a means to understand
nature.
• Work together in small groups
Engagement ( 10 Minutes)
1. Students are shown a different bowls fills with water that placed under
sun.
2. Students are then asked to record and write down (in their own words).
What will happen of the water in the bowls after 2 hours?
Teacher poses questions like:
i. Do you think the water will become more or less?
3. Students are asked to answer the activity sheet on the board. Students
and teacher will discuss the answers for activity sheet.
4. Students will watch a video of the “Water Cycle”.
Teacher poses these questions:
i. What are some places where you can find water?
ii. What do we use water for?
iii. Why the water is important to human?
iv. How have we not run out of water yet?
Possible answers from students are:
2. Become more or less or other acceptable answers.
3. Activity sheet :
4. Video link :
[Link]
i. E.g. lake, swimming pool, etc.
ii. E.g. drinking, washing, cooking, etc.
iii. The water is an important because living things, including animals and
humans, need water to grow and survive. Water is used for drinking,
growing food, providing habitat, generating electricity and more.
iv. No, Earth has a limited supply of water that is cycled over and over again
Exploration(15 minutes)
1. Students will watch a video of how to create a “Mini Water Cycle” using zip
lock bag.
2. Students are asked to create a “Mini Water Cycle” refer to the video.
i. Students are asked to predict what would happen of the water in
“Mini Water Cycle “.
ii. Students are then asked to record their observations and write or
draw their prediction in “What You Discovered” worksheet.
3. Students will explain and answer the questions after the observation.
4. What happened to the “Mini Water Cycle” that tape in clear windows
after few hours?
i. How did the water vapour as gas?
ii. What will happen to the gas after is cool down?
Examples & Explanation
Examples of “Mini Water Cycle” : Materials to create a “Mini Water Cycle “:
- markers
- clear zip lock bags
- water
Video link : - food colorings
[Link] - tape
Steps to create an “Mini Water Cycle“ using zip lock bag :
i. Draw the water cycle on their respective Ziploc bags. They can get creative and draw
anything they want in their environment besides the sun and the clouds, a giraffe,
themselves and anything!
ii. Then, fill each Ziploc bag 1/4 of the way with water and a few droplets of food colorings.
iii. Tape the sealed Ziploc bags to a clear window where they can receive sunlight. This is the
stage where evaporation takes place!
iv. After a few hours, or on the next day, students should be able to see water droplets on the
insides of the Ziploc bags. The water droplets or fog at the top of the Ziploc bag is where
condensation has taken place.
v. The water droplets dripping down from the top is precipitation.
Explanation (15 minutes)
1. Students are asked to list down the five natural sources
of water on the board.
2. Students are introduced to the natural water cycle. They
are water vapour (Evaporation), clouds (condensation),
rain (precipitation) and water (collection).
3. Students will watch a video of Natural water cycle.
4. Teacher arouses student’s curiosity by showing them
four pictures. Students are asked to pair the pictures
with the correct answers.
5. Students are asked to sing a song of with tittle “Water
cycle”. This could let the students more easier to
remember the “Water Cycle:.
Possible answers from students are:
1. Rain, lakes, rivers, springs and seas.
2. What is Water cycle : The four main stages of the water cycle are
evaporation, condensation, precipitation and collection.
i. Evaporation occurs when water that is already on the earth is heated by
the sun, changing it from a liquid to a gas known as water vapor.
ii. After water evaporates, it rises into the air where it cools and gathers
into clouds. This step is called condensation. Condensation occurs when water
changes from a gas back into a liquid.
iii. After water condenses, the next step of the water cycle is precipitation. This
happens when water falls back to the earth.
iv. Once the water has fallen back to the ground (collection), its heated again by the
sun and the cycle continues.
3. Video link :
[Link]
Pair pictures with answer worksheet.
4. Water cycle song.
[Link]
Elaboration (15 minutes)
1. Based on this new understanding, students are led
to draw and label the water cycle in science exercise
book.
2. Teacher selects one example that can be
investigated as a class activity (or as a group
project / class competition).
3. Students are asked to create a “Water Cycle” model
in a creative ways using craft materials and draw/
paint/ paste out.
Activity Sheets and Creating Craft
1. Match the words to the correct processes!
3. Let’s get creative with our craft materials and draw/ paint
/paste out what we have learnt about the Water Cycle.
These are a few of our favorite’s examples of what you can
create in your class!
Evaluation (5 minutes)
1. During the presentation of the projects,
students are asked to:
• State the natural water cycle.
• Explain how the natural water cycle occurs.
• Explain why the natural water cycle is
important to living things.
