1. Exploring the Water Cycle Lesson
Created by the GPM Education and Public Outreach Team
NASA Goddard Space Flight Center

2. Think-Pair Share: What is precipitation?
Engage
Think-Pair Share: What is precipitation?
Accept responses Then say "Precipitation is part of the water cycle. What do you know about the water cycle?“
Click to next slide.

3. Engage
The Water Cycle
Prepare for viewing: Say, “As you watch this video, listen for reasons that the water cycle is important.”
Click on link. If it doesn’t open, here is the url:

4. Think-Pair-Share “Based upon what we just viewed, why is it important to study and understand the water cycle?”
Ask the question and solicit response. Record them if you wish.

5. Explore
Animation – As you watch, think about what is happening in each stage of the water cycle.
Click on the link. Here is the url:
There is no narration, so you will need to point out what is happening at each stage of the cycle.
Remind students to copy the name of each stage. (From the word bank)
Another option would be to pause, and while the students are copying the name of each of the stages, randomly pick students to describe what is happening.

6. Explain: Energy from Sun
Stages that require solar radiation. (Heat)
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Discuss the stages driven by solar radiation and have students list them on their capture sheets.
Clicking will circle each of the terms.
The role of the sun is that it provides the heat (infrared radiation) that drives the evaporation and transpiration portions of the water cycle. This gets water vapor into the atmosphere.
Evaporation refers to water on the surface (land or bodies of water) being heated into water vapor and rising into the atmosphere.
Transpiration refers to groundwater or infiltrated water being pulled up through plant/tree roots and sent into the atmosphere as water vapor through plant leaves.

7. Explain: Condensation
Stages that require water to give of heat. (Cool down)
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Have students identify that condensation is the stage that requires water to give off heat.
Clicking will circle the term.
As the convection process continues, cooling water vapor condenses into water droplets which adhere onto particulates of soil, ash, aerosols or other “pollutants” in the atmosphere. These condensing droplets of water vapor will eventually form clouds.

8. Which parts of the water cycle are driven by the force of gravity?
Explain: Gravity
Which parts of the water cycle are driven by the force of gravity?
Solar Radiation
Evaporation
Transpiration
Infiltration
Runoff
Precipitation
Condensation
Groundwater Flow
Discuss the stages driven by gravity and have students list them on their capture sheets.
Clicking will circle each of the terms.
Once clouds become saturated and cool enough, they can no longer hold water. The air molecules become so close together that water molecules cannot fit between them any longer and the cloud “rings itself out” like a wet sponge creating some form of precipitation (rain, snow, sleet, or hail) depending on the temperature and the altitude at which the precipitant forms.
Runoff occurs as water is pulled down from mountains and hills to lower elevations by gravity and does not infiltrate the ground or evaporate. This water usually winds up in rivers and streams that eventually lead to an ocean.
Infiltration occurs as ground water is absorbed into the soil. The rate at which this occurs is called the infiltration rate. This water replenished aquifers (underground water storage – wells pull water from aquifers)
Groundwater refers to water beneath the soil or in between rock layers underneath the Earth’s surface. Aquifers hold groundwater that has infiltrated the surface.

9. Explain
Watch each of the following demonstrations so you can answer the questions that go with them on your capture sheet.
Read the “Explain” section of the Teacher’s Guide for directions for the demonstrations.

10. Water, Water Everywhere
Show this video, “Water, Water Everywhere” (6:31) that explains what the water cycle is and how important it is to life on Earth:

11. Water Cycle Mini-Project
Evaluate
Water Cycle
Mini-Project
Have students follow along on their capture sheets as you describe the requirements for the project.

12. Within your groups – Create a poster illustrating the water cycle
You can use all of the information in your notes or this presentation as well as any other source you desire
Vocab & Steps needed:
Condensation
Groundwater
Infiltration
Evaporation
Transpiration
Precipitation
Runoff
Solar Radiation
Gravity
Color code: Stages requiring heat; giving off heat; using gravity

13. Water Cycle Mini-Project
Evaluation
Mini-Project Rubric
Water Cycle Mini-Project 4 3 2 1
Concept Understanding
The student demonstrated a full understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity.
The student demonstrated a good understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and gravity.
The student demonstrated some understanding of how a water molecule can move through the water cycle. Student included the role of the Sun and/or gravity.
The student demonstrated little understanding of how a water molecule can move through the water cycle. Student did not include the role of the Sun or gravity.
Proper Use of Terminology
The student properly used all the key terms associated with the water cycle.
The student properly used most of the key terms associated with the water cycle.
The student properly used some key terms associated with the water cycle.
The student properly used two or fewer key terms associated with the water cycle.
Writing Skills
The student fully communicated the concepts in the water cycle with few grammar and/or spelling errors.
The student communicated well the concepts in the water cycle with few grammar and/or spelling errors.
The student somewhat communicated the concepts in the water cycle with many grammar and/or spelling errors.
The student poorly communicated the concepts in the water cycle with many grammar and/or spelling errors.
Neatness and Legibility
All of the following are true:
The project is neat.
All writing is legible.
The sequence is easily followed.
The project is colorful.
Three of the following are true:
Two of the following are true:
One of the following is true:
Each of the rows on the rubric will count as a possible four points making the project worth a possible sixteen points.