Elizabeth Cook Lesson Plan

Unit/Theme: Water Cycle

Class: 4th Grade Science

Date:

Standards:

Standard 1: Students will understand that water changes state as it moves through the
water cycle.
Objective 2: Describe the Water Cycle.
b. Describe the processes of evaporation, condensation, and precipitation as they relate
to the water cycle.
d. Construct a model or diagram to show how water continuously moves through the
water cycle over time.

Content Objective(s):
SWBAT diagram the water cycle by creating
a diagram of the water cycle in small groups.

Language Objective(s):
SWBAT use water cycle vocabulary appropriately
while completing cloze sentences in pairs.

SWBAT explain the water cycle process by

presenting the diagram of the water cycle as
a small group.

SWBAT use water cycle vocabulary appropriately

while creating a diagram of the water cycle in small
groups.

Key Vocabulary:
Water Cycle
Evaporation
Condensation
Precipitation
Transpiration
Infiltration
Saturation
Runoff
Groundwater
Cloud
Rain
Sleet
Snow
Hail
Dew
Water Vapor

Materials:
Cloze Sentences Worksheet
Vocabulary Words and Definitions
Science Journal
Colored Pencil
Slips with Part of Water Cycle (evaporation, precipitation,
condensation)
For Diagram:
Base Picture
Water Cycle Cutouts
Tape or Glue, Scissors
Pen or Pencil

Time:
1-2 min.

Lesson Sequence
Go over the content and language objectives (have these written on the board):
Content Objective: Be able to diagram and explain the water cycle
Language Objectives: Be able to use water cycle vocabulary correctly while creating a
diagram of the water cycle. Be able to use water cycle vocabulary correctly while
completing cloze sentences.

10 min.

Mingle activity: Mix and Match

One student has the word, another has the definition. The student with the word will go

up to a student with a definition or vice versa. The student reads the word or definition
and the other reads their word or definition. Then if they dont match they find another
person with the opposite paper. If they find their match and sit down in pairs. When
finished each pair will present their word to the class by reading what is on their papers.
This will help with the review of the words. (This can be done deliberately by giving the
word to the less proficient students and the definition to the more proficient/fluent
students)
5-10
min.

20-25
min.

10 min.

15 min.

5 min.

Cloze Sentences (with partner):

Students will each get a cloze sentence worksheet that they will work on together to
complete, using correct water cycle vocabulary. Students will be able to refer to their
science journal to look back on definitions. There will be two sets of the worksheet
available to students, one of the sheets has a decreased difficulty level for those students
who may struggle with the vocabulary.
Diagram Activity (with group):
The students who are in pairs will choose another pair to make their groups so there will
be four people in each group.
Each group will be given a base picture, cutouts, scissors, and glue or tape. They will cut
out the cutouts and label them according to the water cycle vocabulary (ex. evaporation,
condensation, rain, transpiration, etc.) and place them where they belong on the base
picture.
Think about and write on a specific given process (as group):
Students will be put into assigned groups (6 groups of 5 students) and will choose one of
the three processes to write about from slips of paper in a hat. Students will be required
to use three different words from the word wall. Students will also need to provide one or
two examples of how they have experienced that process in their life (ex. they have seen
rain or snow , saw clouds) The final written portion should be written in a complete
paragraph with each of the group members writing one of the sentences in a different
color colored pencil.
Presentation of Process:
Once they have finished writing about their process the students will be grouped up so
that the three processes will be together (one group for each evaporation, condensation,
and precipitation). This will make two large groups. Each group will explain their
process to the other two groups.
Review of Objectives: As a class we will use thumbs up and thumbs down to see how
well the students feel they did with the objectives.

Assessment:
The use of the diagram and if they are able to label and explain it correctly will be an informal
assessment to see if they have a good understanding of the water cycle.
Other formative assessments while the activities are going on is how well they pair up and how well
they fill in the cloze sentences.

Name __________________________________

Water Cycle Vocabulary Review

Instructions: Fill the blanks with words from the word wall on the water cycle.
1.
The______________ ______________is the continuous movement of ________
on, above and below the surface of the Earth.

2.
The sun heats up the seas and oceans and turns the standing water
into _________ ___________ through _________________.

3.
Once the___________ __________
reaches the cooler air at the higher
altitudes it ______________ to form clouds.

4.
When the clouds hold too much water it starts to come pouring out in
different forms of___________
which includes ________, ________ , ________ , or
even ____________.

5.
Once the water reaches the ground it starts to __________
ground and turns in to underground _________________

into the

6.
After the ground becomes too _______________
the falling _____________
turns into __________ and finds its way into different rivers and lakes.

7.
Then the whole process of the ____________ ____________
again.

8.

Bonus: ______________

is ______________

will start over

of water through plant leaves.

Name __________________________________

Water Cycle Vocabulary Review

Instructions: Fill the blanks with words from the word wall on the water cycle.
1. The W____________ C___________ is the continuous movement of water on,
above, and below the surface of the Earth.

2. The sun heats up the seas and oceans and turns the standing water
into W________ V__________ through E_________________ .

3. Once the W_________ V________

reaches the cooler air at the higher
altitudes it C_____________ to form clouds.

4. When the clouds hold too much water it starts to come pouring out in
different forms of P__________
which includes rain, snow , sleet or even
hail.

5. Once the water reaches the ground it starts to I_________ into the
ground and turns in to underground G________________ .

6. After the ground becomes too S_____________

the falling precipitation
turns into R_________ and finds its way into different rivers and lakes.

7. Then the whole process of the W___________ C___________ will start over again.

8. Bonus: T_____________

is E_____________

of water through plant leaves.

KEY: Water Cycle Vocabulary Review

1. The water cycle is the continuous movement of water on, above, and below the surface of
the Earth.
2. The sun heats up the seas and oceans and turns the standing water into water vapor
through evaporation.
3. Once the water vapor reaches the cooler air at the higher altitudes it condenses to form
clouds.
4. When the clouds hold too much water it starts to come pouring out in different forms of
precipitation which includes rain, sleet, snow, or even hail.
5. Once the water reaches the ground it starts to infiltrate into the ground and turns into
underground groundwater.
6. After the ground becomes too saturated the falling precipitation turns into runoff and
finds its way into different rivers and lakes.
7. Then the whole process of the water cycle will start over again.
8. Bonus: Transpiration is evaporation of water through plant leaves.