Unit Plan 19 (Grade 6 Science): The Water Cycle
Model how water moves through Earth’s systems—driven by Sun energy and gravity—through evaporation, condensation, precipitation, runoff, and storage.
Focus: Develop and refine models of the water cycle that show how evaporation, condensation, precipitation, infiltration, runoff, and storage move water among Earth’s systems, driven by energy from the Sun and gravity.
Grade Level: 6
Subject Area: Science (Earth & Space Science — Earth Systems & Water Cycle)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students investigate the water cycle as a system that continually moves water between the atmosphere, geosphere, hydrosphere, and biosphere. Through demonstrations, lab stations, and modeling tasks, they explore evaporation, condensation, precipitation, infiltration, and runoff, and how energy (mainly from the Sun) and gravity drive these processes. Students then build and revise water cycle models that show both processes and pathways, aligned with MS-ESS2-4.
Essential Questions
- How does water move between the atmosphere, land, oceans, and living things in a continuous cycle?
- What roles do energy from the Sun and gravity play in driving the water cycle?
- How can models help us visualize and explain evaporation, condensation, precipitation, runoff, and storage?
- How does the water cycle connect local weather to global patterns?
- Why is understanding the water cycle important for thinking about flooding, drought, and water resources?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Develop and use models of the water cycle that show how water moves among Earth’s systems (atmosphere, geosphere, hydrosphere, biosphere).
- Identify and describe key processes of the water cycle (evaporation, condensation, precipitation, infiltration, runoff, transpiration, and storage) and the state changes involved.
- Explain how energy from the Sun and gravity drive the cycling of water, including rising warm air, falling precipitation, and downhill flow.
- Analyze simple data or diagrams (e.g., local weather, precipitation maps, or watershed maps) to connect water movement to real-world scenarios (flooding, groundwater, snowpack).
- Revise initial water cycle diagrams into more complex systems models that include pathways, reservoirs, and drivers (energy, gravity).
- Create a Water Cycle Systems Model & Explanation that clearly communicates water pathways, processes, and driving forces.
Standards Alignment — 6th Grade (NGSS-based custom)
- MS-ESS2-4 — Develop a model to describe the cycling of water through Earth’s systems driven by energy and gravity.
- In this unit: students create and refine water cycle models showing processes and pathways (evaporation, condensation, precipitation, infiltration, runoff, storage) and clearly indicate how the Sun and gravity move water.
Success Criteria — Student Language
- I can draw and label a model of the water cycle that shows water moving between air, land, oceans, and living things.
- I can correctly use and explain terms like evaporation, condensation, precipitation, infiltration, runoff, and transpiration.
- I can describe how energy from the Sun and gravity drive water to change state, rise, fall, and flow.
- I can connect my model of the water cycle to a real example, such as a local river, lake, or storm.
- I can revise my model to make it more accurate and detailed, and explain the changes I made.