This lesson reinforces student understanding about different kinds of weather. It introduces how the water cycle works and provides practice for modeling this concept. Assess students’ knowledge of:

• clouds, water, and temperature through an initial class discussion.
• water-cycle steps by monitoring and providing feedback as they model the water cycle.
• parts of the water cycle by monitoring students as they work in groups to create a class water-cycle chart.
• steps in the water cycle through their explanations using the colored beads on their water-cycle bracelets.

Have students stand and hold hands in a circle. Have students circle around. Say “Stop,” and ask,

• “What would happen if I did not say ‘stop’?” (We would keep going around and around.)
• “Can you name some things that are like a circle?” (a wheel, a top, etc.)

Day 1

Show students the book Did Dinosaurs Drink This Water? or another listed in the resources. After reading the book, discuss if it is possible to drink the same water the dinosaurs drank. Tell students, “Today we are going to learn about a circle that is happening all the time outside. It is the circle of water or the water cycle. Remember the books we read about water? Each book talked about different ways we see water. We also learned about the thermometer and how temperature tells us how hot, warm, or cold it is outside. The temperature also can change water. What do you think would happen to water if it was cold outside?” (The water would get colder. The water would become ice or snow.) “What did we learn clouds were made of?” (tiny drops of water) “What happens to the water in the clouds when it gets very cold and begins to fall to earth?” (The water turns to ice and snow.) “What about when it rains, does the water stay on the ground forever? What happens to the water? Where does it go?” Lead students to infer that water disappears because the sun warms it up and it goes away. Note: The water cycle is an abstract concept that is being introduced. Students will only be introduced to this concept, which will be developed and mastered at future grade levels. This is an introduction to the concept at a basic, concrete level.

Show students the book Did Dinosaurs Drink This Water? again and ask “Why do you think the author thinks dinosaurs could have drunk the same water we find on the earth today? Do you think it is possible to drink the same water that dinosaurs drank?” Suggest that the author means it could be the same water because it is part of the water cycle.

“Today you are going to model the water cycle.” Select one student to represent the sun. Use white packing pieces or popcorn to illustrate rain. Have the student selected to be the sun stand in the middle of a circle of students. Have students in the circle hold their hands out. Tell students their hands represent the clouds. “Your hands are clouds filling up with water drops.” (Fill students’ hands with packing pieces or cotton balls). “When your hands get too full of moisture drops, the drops overflow and rain falls.” (Guide students to raise their hands and let the packing pieces fall like rain).

“Now the sun will warm the water.” (The student representing the sun will spread his/her arms to indicate warming and students in the circle should pick up the fallen cotton balls or packing pieces, demonstrating evaporation.) “The sun warms up the water so much that it becomes tiny water droplets and goes back to form clouds. Then the cycle starts all over again. Who can tell me why we say that this is a cycle?” Students should be able to respond that the water goes in a circle. If they are unable to understand this, pick up the pieces and place them in your hand and demonstrate again, pointing out how the circle is made.

Day 2

“Remember when we talked about the water cycle? Let’s look at a picture and see if we can find the water cycle.” Show the class the picture of the water cycle (S-K2-4-3_Water Cycle Diagram.doc). Point to each part of the cycle and relate it to the previous activity. Ask for individual students to explain the picture and how it relates to a cycle.

Divide students into four groups. Give each group materials such as:

• Group 1, paper plate and yellow construction paper
• Group 2, cotton balls
• Group 3, blue construction paper
• Group 4, green construction paper

Tell students each group will be helping to construct a class water-cycle chart. Let each group create a part of the cycle and then tell about their part. Assemble the pieces to form a class water-cycle chart.

“Now we are going to make a water-cycle bracelet to help us understand the water cycle.” To teach your students about the process, make a water-cycle bracelet using a bracelet-size length of yarn and the colored beads. “Each bead represents a part of the cycle.” Model stringing the beads and explaining the bead colors before students make their own bracelets. “The rain (light blue) falls down on the grass (green). It forms puddles (dark blue). The sun (yellow) comes out and dries up or evaporates (clear) the puddles. The air is filled with moisture, and this causes a cloud (white) to form. Then the cycle starts all over again.” Have students put beads on a piece of yarn. Use the bracelet as an assessment tool to see what your students know.

Ask students to share with a partner what the bracelet represents. Then have students share their knowledge with you and review the cycle of water as a class. Ask students to share their bracelets at home too.

Close the activity with the nursery rhyme “Rain, Rain, Go Away.” Ask students, “Why would you want the rain to go away? What could you do when it is not raining?”

Extension:

• Students can sequence the steps of the water cycle.
• Students may role-play the water cycle.