DETAILED LESSON PLAN IN

GRADE 8 SCIENCE

WATER CYCLE

Prepared by:

JOHN AUBREY V. FERRER

BSE Science III-A

Submitted to:

EMMERSON RAMIR R. ESPAÑA

Course Instructor
I. LESSON OBJECTIVES
At the end of the 45-minute lesson, the student should be able to:
1. explain how of evaporation, condensation, and precipitation work in the
water cycle by examining a miniature water cycle;
2. explain the importance of water cycle in maintaining life on Earth; and
3. create a miniature water cycle simulator to observe the main processes
phase changes of water.

II. SUBJECT MATTER

A. Topic: Water Cycle
B. Key Concepts:
The water cycle, a natural process crucial for life, consists of three
main processes known as evaporation, condensation, and
precipitation. Each of these processes occur due to different
environmental conditions.

C. Science Process Skills: Observing, inferring, measuring, communicating,

constructing models

D. Values Integration: Cooperation, collaboration, and appreciation

III. MATERIALS
A. References:
DOST Starbooks, (n.d), Science08_047_Lesson,
https://k12.starbooks.ph/pluginfile.php/5950/mod_resource/content/20/
index.html

B. Instructional Aids:
Worksheets, puzzles, figures, television, Powerpoint presentation,
beakers, tripod stands, alcohol lamps, water, ice, lighter.

IV. PROCEDURE

Teacher Activity Student Activity

A. Preliminary Activities
1. Greetings
A pleasant morning, class! Good morning, sir!

2. Prayer
Before we start, let us pray and put Yes, sir.
ourselves in the presence of the
Almighty Father. Can someone lead Dear Lord, thank you for giving us
the prayer? another day to learn. We pray for
forgiveness for the sins we have
done. We pray in your Name to
help us focus our hearts and
minds now that we are about to
learn. Guide us by your eternal
light as we discover more about
the world around us. We ask all
this in the name of Jesus Christ,
Thank you. our Lord, Amen.
 3. Drill
Before taking your seats, may I ask (Students picks up the trash
everybody to arrange your chairs and pieces)
pick up the pieces of trash under your
chairs.

4. Setting of Classroom Rules

Let us all be reminded by the class Class rules:
rules presented in this chart. Can 1. Observe silence.
everyone read the chart? 2. Raise your hand before
speaking.
3. Always listen attentively.
4. Actively participate in group
activities.
Very good class.

5. Checking of Attendance
Class secretary, do we have any No one is absent, sir.
absentees today?

Thank you.

6. Review
Let us now recall what we discussed It was about the trophic levels, sir.
last meeting. Can anyone tell the Including the energy pyramid, food
class what this was? chain, and food web.

That’s correct. It was about the energy Energy pyramid is a graphical

transfer in trophic levels. What again representation of how much
is an energy pyramid? energy is transferred after a series
of predation from the producers up
to the tertiary consumers.

Very well said. Energy pyramid shows A food chain is a linear sequence
the energy transfer in predation. What of organisms through which
about the food chains and food webs? nutrients and energy pass as one
organism eats another. Food web,
on the other hand, is a series or
interconnection of food chains
where we can observe which
organisms can also feed on other
organisms.

Very good. Those are visual
representation of which eat which.
Now, why is it important for us to
study food pyramid, food chain, and
food web?
Energy is vital for all living things.
Understanding how energy is
transferred in the ecosystem helps
us choose nutritious, energy-
packed foods that we can use
throughout the day.
Excellent! We are also part of the
energy transfer. So be reminded to
choose energy-packed foods.

It seems like everyone already

understands the transfer of energy in
living creatures.
B. Lesson Development
1. Motivation
Class, aside from trophic, energy can Yes, sir!
also be transferred using some
materials in nature. Today, we will
tackle one of these processes. I have
here a puzzle that I want you to solve
together with your groupmates. We
will use the result later in class.

Ready, get set, go! [The students solve the puzzle

provided to them]
Group 1:

Group 2:

Group 3:

Okay, very good group 1 for finishing Steam, sir!

the puzzle first. Now, what do you see
in the first picture?

Very good, its steam. What about the Cloud, sir!

next picture?

Excellent. Last, what is happening in It's raining, sir!

the third picture?

Very good class. It seems like there is I think they all have water, sir.
something in common with the three
of them. What do you think it is?

Yes, exactly. They all have water. I think it's water cycle, sir.
What do you think is our lesson for
today?

Correct. Our topic for today is the

water cycle.

2. Presentation of the
Lesson

Yes, sir.
Class, water cycle is a very wide cycle
and we cannot see it in one spot.
However, we can create our own
water cycle. Do you want to do your
own mini water cycle?
Yes, sir!
Okay, very good then. You are given
20 minutes to finish this worksheet
with your assigned group mates.
Follow the instructions and
procedures provided in the worksheet,
and observe the events that will
happen in the activity. Class, some
steps may be dangerous, so be
mindful of the safety precautions
provided in the worksheets, okay? (The students begin their activity
and answer their worksheets)
Very good class. After this, I want
each group to choose their
representative to discuss their
observations about the activity. For
group 1, they will discuss part A,
group 2 will discuss part B, and group
3 will discuss part C. However, all
groups will have to finish the
worksheet. When you have questions,
or if you need help, raise your hands
and I will go to your stations. You may
start the activity.
Okay! Clear-up now, class. Yes, sir!

Did you enjoy creating your mini water

cycle, class? Yes, sir!

Very good. Did you finish your

worksheets? We made our own water cycle, sir.
We first set up the system, lit up
Okay, very good. Can someone tell the lamp, then observed the water
me what did you do during the inside the bowl, sir.
activity?

Very good. I’m glad that you did very

well in the activity, and no one got hurt
in the process. The water is heated up by the
lamp, causing it to boil. While
B. Explain boiling, we observed that steam or
Okay group 1, you may discuss your vapor is building up above the
observation. water. After some time, the steam
or vapor becomes greater in
volume.

Before heating the water, we

Very good group 1. They observed
that steam or water vapor appears
inside the beaker. Class, when water
turns into gas due to high heat, it is
called evaporation. Now, group 2, you
may discuss your observations.
cannot see any water under the
lid. However, after heating the
water, we can observe water
droplets forming on it. This
happened because the water
vapor was cooled down by the
cold ice. The droplets also became
bigger because they clumped up
together to become bigger.

As mentioned earlier, water

Very good group 2. They observed
that the water vapor turns back into
water when cooled. Class, this
process is what we call condensation.
Lastly, group 3, you may present your
observations.
droplets form in the lid because of
condensation. Now, when the
droplets become too big and
heavy, they fall off the lid and go
back to the bowl. Water droplets
fall because of the gravity of the
Earth.

Okay, very good group 3. Let’s give

everyone a big round of applause.
Class, when water droplets become
too big and heavy, they fall off due to
the gravity of the Earth. This process
is what we call precipitation.
Evaporation, condensation, and
Now, you know the processes precipitation sir.
involved with water. Can someone
repeat those mentioned terms?

Very well said. You saw all these

processes of water cycle in the bowl
of water. Class, the parts of the model
that you made actually represent real
things in nature.

C. Elaborate The sun, sir.

Similar with your model, we also have
a heat source in our nature. What do
you think is the biggest source of heat
that we have?
I think it represents bodies of water
Very good. The sun is our primary like lakes, seas, rivers, and
source of heat energy. Now, what part oceans, sir. It also represents the
of nature represents the water inside waters we use daily, sir.
the bowl?
It represents the atmosphere, sir.
Yes, the water inside the bowl
represents all the water in the world.
Very well said. What about the air
inside?
The clouds, sir.
Very good. Now, when water is high
up in the sky, what do you think is
represented by the clumps of water
droplets?
It represents the rain, sir.
Exactly. Clouds are clumps of tiny
droplets of water. Now, you noticed
that the droplets fall off the lid. What
do you think it represents?
Water is heated by the sun, and
Very good. Now, out of all the turns into a gaseous water vapor.
processes that you have said, can This water vapor can be
anyone make a process on how water evaporated from bodies of water or
moves throughout the environment? daily things we do that involve
water. When water evaporates, it
rises up to the atmosphere until
they condense back into tiny water
droplets due to the colder
environment. Those droplets will
clump up together to form clouds.
Then, the clouds will gather
 together, until they become heavy.
The water will then precipitate to
the ground, and will be evaporated
again after some time.

Very well said. Water cycle distributes water to

wide areas of land, providing water
Water cycle is a very important to all plants and animals in it.
process of nature. What do you think
is its contribution to the environment? If the water cycle does not exist,
water will not be distributed
Excellent, water is important for all throughout the world, everything
living things. What do you think will will be hot and dry, and all things
happen if the water cycle does not on land will die of dehydration.
exist?
We can contribute by conserving
water, and proper waste
Yes, all life on land will die. Very good. management to avoid water
What do you think we can do to pollution, sir.
contribute to the water cycle?

Very good, we should conserve water

and reduce pollution. Excellent. [The chosen students paste the
pictures and arrows on the board
To sum up the water cycle, let’s build and form the water cycle diagram.]
the whole diagram on the board. Who
wants to do it?

[Teacher will choose students to do

the water cycle diagram] Evaporation, condensation, and
precipitation, sir!
Again class, what are the processes
of the water cycle?

Very good class. Let’s give everyone

a round of applause.

V. ASSESSMENT
Put A Finger Down: The students will raise one hand. The students will close
one finger for every statement that applies to their gained knowledge about
the lesson. The more fingers they close, the more they mastered the lesson.
1. Put a finger down if you know the stages of water cycle.
2. Put a finger down if you know the role of heat in the water cycle.
3. Put a finger down if you know the purpose of water cycle in the
environment.
4. Put a finger down if you know the consequence of absence of water cycle
to life.
5. Put a finger down if you want to know how other materials cycle in the
environment.
 VI. ASSIGNMENT

Draw a scenery that shows all the processes of water cycle. Label the areas where the
processes occur. Do it in A4 sheet of coupon.

Rubrics for Water Cycle Scenery

Criteria 3 2 1

Content All elements and Most elements and Most elements and
processes are processes are processes are
shown and labeled shown and labeled shown and labeled
correctly. correctly, with a few correctly. Has some
errors. incorrect labeling.

Creativity The output is fully Most of the output The output is

based on is based on mostly based on
imagination, and imagination. Some designs copied
contains original elements are from other
designs. original, few are references, with a
based on external little to no use of
references. imagination.

Presentation The output shows The output shows The output shows a
high efforts in adequate efforts in little effort in details
details and details and basic and artistic
advanced artistic artistic techniques. techniques.
techniques.
 Laboratory Activity #1
Boil Me Up!

I. Materials
✔ Beaker

✔ 50mL water

✔ Watch glass

✔ Oil/Alcohol lamp

✔ Lighter

✔ Tripod Stand

✔ Ice

II. Procedure
1. Pour 50mL water in the beaker. Cover the bowl using the lid.Put ice blocks above
the lid.
2. Place the bowl on the stand. Place the lamp under the bowl and light it up.
CAUTION: DO NOT TOUCH ANYTHING IN THE SYSTEM. The lamp will
heat up everything. Skin contact may cause burns.
3. Observe the water inside the bowl.

III. Guide Questions:

Part A
1. What happened to the water after it was heated? Why?
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2. Describe what appears in the air above the water. What do you think this is?
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3. What is the connection of water vapor to the heat?

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Part B
1. What appeared on the lid? Where did it come from?
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2. What do you think is the purpose of the ice above the lid? How does it affect the
water vapor?
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Part C
1. Observe the water under the cling wrap. What happens to the water droplets
after some time?
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2. Why do you think this happen?

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IV. Generalization
Discuss processes observed, and how they happen.
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