TEACHER LESSON ACTIVITY PLAN

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Subject: Science
Grade Level: 5th Grade
Date: December 13, 2054
Duration: 60 minutes

Lesson Title: The Water Cycle

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Learning Objectives:

Objective 1: Students will be able to identify the stages of the water cycle (evaporation, condensation, precipitation, and collection).

Objective 2: Students will be able to explain how the water cycle works in nature.

Objective 3: Students will demonstrate understanding of the water cycle by creating a model.

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Materials Needed

Material	Quantity/Description
Whiteboard & Markers	1 set for teacher demonstration
Water	1 small cup for each student
Plastic Wrap	1 piece per student
Rubber Bands	1 per student
Small Rocks	1 per student (for mountain effect)
Markers & Paper	1 set per group

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Key Vocabulary:

Evaporation: The process of water turning into vapor and rising into the air.

Condensation: The process of water vapor cooling down and turning into liquid droplets.

Precipitation: The release of water in the form of rain, snow, sleet, or hail.

Collection: The process where water gathers in rivers, lakes, and oceans.

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Lesson Introduction (10 minutes)

Activity 1: Ask students if they have ever seen a puddle disappear after it rains. Discuss where the water goes. Use the whiteboard to write “Water Cycle” and draw a basic circle to begin explaining the stages.

Objective: To introduce the water cycle and generate student interest through discussion.

Procedure:

1. Begin by explaining the water cycle as a continuous movement of water around the Earth.

2. Ask students to think about where water goes after it rains, stimulating curiosity and providing a segue into the lesson.

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Main Activity (25 minutes)

Activity 2: Hands-on Water Cycle Model

Objective: To engage students in constructing a simple model that demonstrates evaporation, condensation, and precipitation.

Procedure:

1. Instruct students to fill a clear plastic cup halfway with water.

2. Place a piece of plastic wrap over the top and secure it with a rubber band.

3. Place a small rock or pebble on the center of the wrap to create a “mountain” effect.

4. Have students place their cups under a heat source (e.g., near a window) for 20 minutes and observe.

Discussion/Interaction: Discuss how the heat causes evaporation (the water turning into vapor), and how condensation forms on the plastic wrap (droplets). Discuss what might happen if the room is cooler.

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Assessment/Practice (15 minutes)

Activity 3: Water Cycle Quiz (Group Work)

Objective: To assess understanding of the water cycle’s stages.

Procedure:

• Split the class into small groups.

• Provide each group with a handout of the water cycle diagram and a list of definitions for each stage.

• Have the students match the definitions with the correct stage in the cycle.

Methods of Assessment: Collect group responses and provide feedback. Use the quiz as a formative assessment to gauge understanding.

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Conclusion (10 minutes)

Wrap-up Activity:

• Review the water cycle diagram on the whiteboard, highlighting the stages and their relationship to one another.

• Invite students to ask questions or share observations from their water cycle models.

Discussion/Reflection: Ask students how the model helps them understand the process of the water cycle.

Feedback: Praise students for their participation and efforts in the activity.

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Extension/Homework:

Extension Activity: Ask students to write a short paragraph describing how the water cycle affects the weather in different seasons.

Homework: Have students draw their own version of the water cycle and label each part.

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Notes for the Teacher:

• Ensure all students are engaged in group work, providing additional support as needed.

• Monitor the models during the activity to ensure all students are observing the changes over time.

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