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Students will be able to identify and describe the basic stages of the water cycle (evaporation, condensation, precipitation) using simple vocabulary and visual representations.

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K.ESS2.1: Use and share observations of local weather conditions to describe patterns over time. Students will observe and discuss how water changes form in different weather conditions.

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Students will practice vocabulary development and speaking skills while explaining water cycle concepts to peers, supporting language arts development alongside science learning.

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Essential Question Hook (For Circle Time)

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Essential Question Hook (For Circle Time)

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Start with the question: 'Where does rain come from?' Show students a glass of water and ask them to predict what will happen if we leave it in the sun. Record their predictions on the big chart paper on easel...Then return to this at the end of the week to reflect on answers and what they have learned.

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Water Cycle Song and Movement (For Circle Time) 

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Water Cycle Song and Movement (For Circle Time) 

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Teach students a simple water cycle song with hand motions. 'Water goes up (reach high), clouds form tight (clap hands), rain falls down (wiggle fingers down), day and night!' Repeat several times with enthusiasm.

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Use a clear plastic bag, water, and a sunny window to create a mini water cycle. Students observe condensation forming on the bag. Explain each step using simple words: water disappears into air (evaporation), makes tiny droplets (condensation), droplets fall down (precipitation).

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Try This: See the Water Cycle in a Bag | #SMOatHome

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Divide class into three groups - each group practices acting out one part of the water cycle. Group 1: Evaporation (pretend to be water rising), Group 2: Condensation (huddle together like cloud droplets), Group 3: Precipitation (fall gently like raindrops). Groups teach their actions to others.

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Give pairs of students large picture cards showing different water cycle stages. Students take turns being the 'teacher' and explaining their picture to their partner using the vocabulary learned. Encourage them to use the sentence starter: 'In my picture, the water is...'

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Students create a simple water cycle wheel using paper plates and a brass fastener. They color and cut out pictures showing sun, clouds, and rain, then arrange them in order. This serves as both guided practice and a take-home visual aid.

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Individual Practice - Water Cycle Sequencing

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Individual Practice - Water Cycle Sequencing

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Provide students with three large picture cards to sequence the water cycle independently. Students arrange pictures in correct order and draw arrows to show the cycle continues. Differentiated support: Some students get picture cards with words, others get pictures only.

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Formative Assessment - Observation Checklist

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Formative Assessment - Observation Checklist

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During activities, observe and check off the following:

1.Can students identify evaporation when water disappears? 2.Can students show condensation by huddling with others? 3.Can students demonstrate precipitation by falling like raindrops?

Use a simple yes/no checklist for quick assessment.

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Ask students to think about which part of the water cycle they see when they breathe on a cold window. Have them pair up and share their thinking, then discuss as a class. (Tell them when they go to recess to try it) Listen for understanding of condensation concept.

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Summative Assessment - Water Cycle Show and Tell

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Summative Assessment - Water Cycle Show and Tell

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Students use their water cycle wheel to 'teach' the water cycle to a stuffed animal or puppet. Teacher observes and notes: 1. Does student use correct vocabulary? 2.Can student explain the sequence? 3.Does student understand it's a cycle that repeats?

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Gather students at the carpet time in a circle and pass around a blue ball representing a water droplet. Each student says one thing they learned about the water cycle before passing the ball. Teacher reinforces key vocabulary and concepts shared.

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Give each student a simple exit ticket with three boxes labeled 'Sun', 'Cloud', and 'Rain'. Students draw what happens to water in each stage and tell one friend their drawing before leaving. Collect to assess understanding.

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Browse water cycle exit ticket resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Ask students: 'What was your favorite part of learning about the water cycle today?' Encourage them to explain why using water cycle vocabulary. This helps reinforce learning and builds oral language skills. Make sure they come up with their own ideas and don't use one they just heard.

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Students go on a water cycle hunt at home with their families. Look for examples of evaporation (wet clothes drying), condensation (bathroom mirror after shower), and precipitation (rain, snow). Draw or take photos to share next class.

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Students teach their family members the water cycle song and actions learned in class. Family members can help students practice explaining each part of the cycle using their water cycle wheel from craft time.