Water Cycle Diagram Handout

Part 1: Draw and Label the Water Cycle

Draw the complete water cycle in the space below, then label each stage: evaporation, condensation, precipitation, and collection.

Part 2: Define Each Stage

Write a short definition for each stage of the water cycle in your own words.

1. Evaporation:
   
   
   
   
   
   
   

2. Condensation:
   
   
   
   
   
   
   

3. Precipitation:
   
   
   
   
   
   
   

4. Collection:
   
   
   
   
   
   
   

Evaporation & Condensation Demo Kit

Materials for Teacher-Led Demonstration:

• Clear heat-safe container (e.g., glass beaker or Pyrex bowl)
• Warm water (about 1–2 cups)
• Lamp or light source (to act as the Sun)
• Cling film (plastic wrap)
• Small dish or cup (to catch condensed droplets)
• Thermometer (optional, for measuring temperature)
• Safety gloves or tongs (if container becomes hot)

Procedure:

1. Set Up the “Sun” and Water:

   • Place the heat-safe container on a stable surface.
   • Pour warm water into the container until it is about one-third full.
   • Position the lamp about 6–8 inches above the container to represent the Sun.

2. Cover with Cling Film:

   • Stretch a piece of cling film tightly over the top of the container. Ensure a good seal so steam cannot escape around the edges.
   • Place the small dish or cup on top of the cling film, directly above the water surface (it will collect condensed drops).

3. Observe Evaporation:

   • Turn on the lamp. As the water warms, explain to students that heat from the Sun causes water molecules to move faster and turn into water vapor (evaporation).
     
     
     

4. Observe Condensation:

   • After a few minutes, students will see droplets forming on the underside of the cling film. These are water vapor molecules cooling and turning back into liquid (condensation).
     
     
     

5. Collect and Discuss:

   • Gently lift the cling film so the small dish below collects the condensed water drops.
   • Ask students:
     • “What happened to the water when it got hot?”
     • “Where did the droplets on the film come from?”
     • “How is this similar to clouds forming in the sky?”
     
     
     

6. Extension (Optional):

   • Use a thermometer to chart the temperature of the water every minute. Discuss how higher temperatures speed up evaporation.
   • Compare results if you use cold water or place the lamp farther away.

Safety & Cleanup:

• Remind students not to touch the hot container or lamp.
• After the demo, turn off the lamp and allow the container to cool before handling.
• Dispose of collected water and recycle or discard cling film appropriately.

Precipitation & Collection Simulation Pack

Materials (per small group):

• Spray bottle filled with colored water (add a few drops of food coloring to a cup of water)
• Small tray or shallow container (to catch “rain”)
• Larger basin or tray (to simulate a lake or pond)
• Extra cups for refilling water

Procedure

1. Prepare Your “Rain”:

   • Fill each spray bottle with the colored water.
   • Place the small tray on the table beneath where students will spray.

2. Simulate Precipitation:

   • Hold the spray bottle about 6–8 inches above the tray.
   • Press the nozzle in short bursts to mimic raindrops falling.
   • Continue spraying until the small tray has collected enough water to see a “rain puddle.”

3. Collect and Transfer:

   • Carefully pour the water from the small tray into the larger basin.
   • Observe how the “rainwater” gathers to form a pond or lake.
   • Discuss with your group how this models water collecting in nature.

4. Repeat & Connect (Optional):

   • Leave the basin in a warm spot or under a lamp for a few minutes.
   • Talk about how this water might evaporate again, linking back to the evaporation demo.

Discussion Questions

1. What did you notice about how the water drops formed and fell when you sprayed?
   
   
   
   

2. How does this activity help you understand what real rain is like?
   
   
   
   

3. After rain falls in nature, where does the water go? Give two examples.
   
   
   
   

4. Why is it important for water to collect in rivers, lakes, and underground?
   
   
   
   

Extension Ideas (Optional)

• Measure the volume of water each group collects in their tray. Compare results and discuss reasons for any differences.
• Change the spray distance or nozzle setting. Observe how droplet size and collection change.

Cleanup & Safety

• Wipe up spills immediately to prevent slipping.
• Rinse and dry all trays and bottles before putting them away.
• Remind students to aim sprays only at their trays—not at each other or classroom materials.

Water Cycle Quiz Sheet

Part 1: Stage Order

Write the four stages of the water cycle in the correct order, starting with evaporation.

2. ________________________




3. ________________________




4. ________________________

Part 2: Definitions

Match each definition to the correct stage. Write the name of the stage on the blank line.

a. The process where water droplets in clouds become heavy and fall to Earth as rain, snow, sleet, or hail: ________________




b. The process of water soaking into the ground or collecting in bodies of water: ________________




c. The process where water turns into vapor and rises into the air: ________________




d. The process where water vapor cools and changes back into liquid droplets: ________________

Part 3: Short Answer

Choose one stage of the water cycle. In a sentence, explain why it is important to Earth’s water system.