Science lesson plan · 3rd grade (Year 4 in England) · 60 minutes
The water cycle
States of matter
CCSS NGSS.MS-ESS2-4CCSS NGSS.5-ESS2-1England: KS2 Y4 States of matter
Objective and success criteria
Students will: The water cycle.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Melting, freezing, evaporating and condensing
Leads to: the next skill in this area.
Materials: Ice, water and a kettle (teacher demo), Particle diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Melting, freezing, evaporating and condensing). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which change of state is this: sweat drying on your skin? (melting / freezing / evaporating / condensing) → evaporatingPrompt: What state does it start in, and what state does it end in?
- What is the name for a change from solid to liquid? (condensing / melting / freezing / evaporating (or boiling)) → meltingPrompt: Heating makes solids melt and liquids evaporate.
- Changes of state: which statement is true? (Melting makes a substance lose mass. / Water only evaporates when it boils. / Water evaporates faster on a warm, windy day. / The water on the outside of a cold can leaks through the metal.) → Water evaporates faster on a warm, windy day.Prompt: Where does the water on a cold can come from?
Hook · 6 min
- Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
- Share the objective: The water cycle. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: In the water cycle (key words), what comes straight after "evaporation"?
- Step 1: evaporation → condensation → precipitation → collection
- Step 2: So the answer is: condensation
- Answer: condensation
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- In the water cycle, what comes straight after "water evaporates into water vapour"? (rain or snow falls (precipitation) / water collects in rivers, lakes and the sea / the Sun heats water in the sea / water vapour cools and condenses into clouds) → water vapour cools and condenses into cloudsPrompt: It starts with energy from the Sun.
- In the water cycle, what comes straight after "water vapour cools and condenses into clouds"? (the Sun heats water in the sea / water collects in rivers, lakes and the sea / water evaporates into water vapour / rain or snow falls (precipitation)) → rain or snow falls (precipitation)Prompt: It starts with energy from the Sun.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 7 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- In the water cycle (key words), what comes straight after "precipitation"? (evaporation / collection / condensation) → collectionPrompt: Think about water going up, cooling, falling and gathering.
- In the water cycle, what comes straight after "water vapour cools and condenses into clouds"? (rain or snow falls (precipitation) / the Sun heats water in the sea / water collects in rivers, lakes and the sea / water evaporates into water vapour) → rain or snow falls (precipitation)Prompt: It starts with energy from the Sun.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Melting, freezing, evaporating and condensing.
- Use concrete materials: ice, water and a kettle (teacher demo).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder