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Subject: General Science
Semester: 2
Period: 4
Week: 22
Week 22
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 22
Lesson Duration: 45 minutes
Week & Period: Week 22, Period 4
Topic: The Water Cycle
Sub-topic: Steps of the Water Cycle (Evaporation, Condensation, Precipitation, Collection)
Learning Objectives
By the end of the lesson, students should be able to:
- Name and describe the steps of the water cycle.
- Use simple science vocabulary: evaporation, condensation, precipitation, collection.
- Draw and label the water cycle.
Previous Knowledge
Students already know:
- Sources of water and uses of water in daily life.
Instructional Materials
- Pictures of water cycle stages
- Boiling water, ice, lid (for simple experiments)
- Chart paper and markers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
- Teacher asks: “Where does rain come from?”
- Students share ideas about water in rivers, ponds, and clouds.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Teacher boils a kettle or pot of water and asks pupils to watch the steam rise → this shows evaporation (liquid water changing into vapor).
- Teacher holds a cold lid, plate, or metal tray with ice cubes above the steam → students see water droplets forming → this shows condensation (vapor changing back into water).
- Teacher pours the condensed droplets back into a clear bowl or cup to represent rainfall (precipitation).
- Students observe carefully and describe what they saw at each stage in their own words.
- Using charts or flashcards, teacher shows the complete water cycle diagram.
- Students then draw and label their own water cycle:
- Sun heating water (evaporation).
- Clouds forming (condensation).
- Rainfall (precipitation).
- Water flowing into rivers, lakes, and oceans (collection).
- In groups, students role-play the water cycle:
- One child acts as the “sun” (evaporation).
- Another as “clouds” (condensation).
- Others as “rain” (precipitation) and “rivers/ocean” (collection).
Assessment Checks:
- Oral questions:
- “What happens when the sun heats water?” (Evaporation)
- “What forms clouds in the sky?” (Condensation)
- “What falls as rain?” (Precipitation)
- “Where does rainwater go?” (Collection in rivers, lakes, oceans)
- Teacher checks each pupil’s water cycle drawing for correct labels.
- Group presentations: pupils explain their role-play stage of the cycle.
Notes (Expanded & Detailed):
- The water cycle shows how water moves around the Earth.
- Evaporation: The sun heats water in rivers, lakes, or oceans → it changes into water vapor and rises into the air.
- Condensation: The vapor cools in the sky → forms clouds.
- Precipitation: When clouds are heavy, water falls back to the Earth as rain, snow, or hail.
- Collection: Water gathers again in rivers, lakes, and oceans, ready to repeat the cycle.
- This cycle is continuous and provides us with fresh water to drink, cook, and clean.
- Without the water cycle, living things would not survive because water would not return to Earth.
C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary:
- Recap the four steps of the water cycle and their order.
Evaluation Method (Expanded):
• Exit slip/quiz: Students list the steps of the water cycle.
• Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
- Draw the water cycle at home and label each step.
Follow-up Activity:
- Observe clouds and rain during the week and relate to the water cycle.
Differentiation / Inclusive Strategies
- Use large diagrams for visual learners.
- Pair students to help each other with labeling and experiments.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low