Unit Plan 24 (Grade 5 Science): Water Cycle Connections

Focus: Explain evaporation, condensation, and precipitation using models that show how water moves among Earth’s systems.

Grade Level: 5

Subject Area: Science (Earth & Space Science — Earth’s Systems)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students become water cycle modelers, exploring how liquid water, water vapor, and precipitation move between the geosphere, hydrosphere, atmosphere, and biosphere. Through simple investigations (puddles drying, water-in-a-bag, condensation jars) and diagram models, they explain how evaporation, condensation, and precipitation connect Earth systems. Students then design a Water Cycle Connections Model that shows water moving through different reservoirs and interacting with land and living things.

Essential Questions

• How does water move between liquid, gas, and solid forms on Earth?
• What roles do evaporation, condensation, and precipitation play in the water cycle?
• How does the water cycle connect the geosphere, hydrosphere, atmosphere, and biosphere?
• How can models help us understand invisible processes like water vapor and air moisture?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe examples of evaporation, condensation, and precipitation in everyday life.
2. Conduct simple evaporation and condensation investigations and record observable changes over time.
3. Explain how water moves among oceans, lakes, soil, air, plants, and animals, connecting hydrosphere, geosphere, atmosphere, and biosphere.
4. Develop and label a water cycle model (diagram, bag model, or poster) that shows evaporation → condensation → precipitation → collection/runoff.
5. Create a final Water Cycle Connections Model that uses arrows, labels, and a short written explanation to show how water connects Earth’s systems.

Standards Alignment — 5th Grade (NGSS-Aligned)

• 5-ESS2-1 (supports) — Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Success Criteria — Student Language

• I can point out and describe examples of evaporation, condensation, and precipitation around me.
• I can use and explain a model of the water cycle that shows evaporation, condensation, and precipitation with arrows and labels.
• I can tell how water connects the hydrosphere, atmosphere, geosphere, and biosphere (for example: rain on land, water in plants).
• I can use the words evaporation, condensation, precipitation, and water cycle correctly in my explanation.
• I can create a clear diagram or model that someone else can understand without me speaking.