Objectives (5 - 7 minutes)

1. Understanding the water cycle: Students should be able to describe the three main stages of the water cycle: evaporation, condensation, and precipitation. They should understand that water can change its physical state (liquid, gas, or solid) during this process.

2. Identifying the cycle stages in everyday situations: Students should be able to recognize the stages of the water cycle in daily situations, such as the boiling process and the appearance of clouds in the sky. This will help make the concept more tangible and meaningful to them.

3. Awareness of the importance of the water cycle: Students should understand the importance of the water cycle for life on Earth. They should be able to explain how the water cycle helps maintain balance in ecosystems and provide drinking water for living beings.

Introduction (10 - 12 minutes)

1. Content review: The teacher should start by reminding students about the physical states of water that have been previously studied. They should be asked about the solid, liquid, and gaseous states of water and where they can be found in daily life.

2. Problem situations: The teacher can then present two situations that will trigger the discussion about the water cycle:

   • What happens to seawater when heated by the sun?
   • Why do clothes dry after being placed in the sun?

3. Contextualization: The teacher should explain that the water cycle is a natural process that occurs on Earth and is very important for life. They can use simple examples, such as cloud formation and rainfall, to show how the water cycle is present in our daily lives.

4. Capturing students' attention: To spark students' interest, the teacher can share curiosities about the water cycle:

   • The water we drink today may have passed through a dinosaur's body millions of years ago. This is because the water that exists on Earth today is the same since the planet formed.
   • The total amount of water on Earth has remained the same for billions of years, it just changes form as it goes through the water cycle.

5. Introduction of the topic: Finally, the teacher should introduce the lesson topic, explaining that they will learn more about the water cycle and how it works. They can say that by the end of the lesson, they will be able to understand how water changes state and how it circulates around the planet.

Development (20 - 25 minutes)

In this stage, students will deepen their understanding of the water cycle through practical and playful activities. The teacher should choose one of the suggestions below to carry out with the class.

Activity 1: The Water Cycle Game

1. The teacher should prepare in advance a large circular poster representing the water cycle, divided into three parts: evaporation, condensation, and precipitation.

2. Students, divided into groups of four, will be instructed to draw on small sheets of paper images representing each of these stages of the water cycle.

3. Once the drawings are ready, the teacher should explain the water cycle again and, with the help of the students, attach the drawings to each of the stages on the poster.

4. Now, in a large circle with the poster in the center, each group of students should receive a ball. The activity consists of passing the ball to another group, which must catch it and, as the ball circulates, the students should talk about a stage of the water cycle.

5. The game continues until all students have had the opportunity to hold the ball and talk about a stage of the water cycle.

Activity 2: Water Cycle Puppet Theater

1. The teacher should prepare in advance puppets representing the characters of the water cycle: a sunbeam, a water droplet, a cloud, and rain.

2. In groups, students should put together small puppet shows, where the puppets represent the different stages of the cycle.

3. The teacher should guide each group, encouraging them to use the words they learned to describe each stage of the cycle and to perform creatively.

4. After the preparation, each group should present their puppet show to the class, explaining each stage of the water cycle in a playful and fun way.

Activity 3: Miniature Water Cycle Experiment

1. The teacher should bring to the classroom a pot of hot water, a glass plate, an empty cup, and a bottle of cold water.

2. Students, divided into groups, will observe and participate in an experiment. The teacher will pour the hot water into the glass plate and place the empty cup upside down on the plate, simulating a cloud.

3. After a few minutes, the students will see water droplets forming on the 'ceiling' of the 'cloud' and falling into the cup, simulating the precipitation stage of the cycle.

4. The teacher will explain what is happening, reinforcing the concepts of evaporation, condensation, and precipitation.

All proposed activities are interactive, encouraging cooperation and dialogue among students. Each activity has an educational and fun purpose, making the understanding of the water cycle easier and more interesting for students. The teacher should choose the activity that best suits their class and the available time.

Feedback (8 - 10 minutes)

1. Group discussion: The teacher should gather all students in a large circle to promote a collective discussion. Each group will have the opportunity to share what they learned during the activity. Students should briefly explain how the stages of the water cycle were represented in their activity and what were the main discoveries or difficulties encountered. This is an excellent opportunity to reinforce the understanding of the water cycle, identify possible misconceptions, and promote communication and collaboration among students.

2. Connection with theory: After the group presentations, the teacher should review the concepts of the water cycle, highlighting the main ideas discussed during the activities. It should be reinforced how evaporation, condensation, and precipitation occur in the water cycle. The teacher can use the drawings, puppets, or the miniature water cycle experiment to illustrate these concepts.

3. Individual reflection: To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. Two simple questions can be asked to help in this reflection:

   • What did you enjoy learning most about the water cycle today?
   • How can you apply what you have learned about the water cycle in your daily life?

4. Teacher feedback: After a minute of silent reflection, the teacher can invite some students to share their answers with the class. The teacher should praise the students' efforts and reinforce the main points of the lesson. If there is any misconception or misunderstanding, the teacher should gently and constructively correct it.

This feedback moment is essential to consolidate students' learning and for the teacher to assess the effectiveness of their teaching strategies. Additionally, it helps promote self-reflection and students' awareness of what they have learned.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by summarizing the main points covered during the lesson. They should recall the three stages of the water cycle (evaporation, condensation, and precipitation) and how these state changes occur in nature. The teacher can use the activities carried out during the lesson to reinforce these concepts, recalling the drawings, puppets, or the miniature water cycle experiment.

2. Connection between Theory and Practice: Next, the teacher should explain how the practical activities carried out during the lesson helped reinforce the theory of the water cycle. They can emphasize how the chosen activity allowed students to visualize and experience the different stages of the water cycle, making learning more concrete and meaningful.

3. Additional Materials: The teacher should suggest extra materials for students who wish to deepen their knowledge of the water cycle. This may include books, educational videos, online interactive games, or simple experiments that can be done at home with adult supervision. Some examples of online resources include the NASA website, which has a section dedicated to the water cycle, and YouTube, which has several educational videos on the subject.

4. Relevance of the Subject: Finally, the teacher should highlight the importance of the water cycle for life on Earth. They can explain how the water cycle helps maintain balance in ecosystems, providing water for plants and animals, and how it is crucial for the existence of life on our planet. The teacher can also mention the importance of water conservation and how each of us can play a role in this by practicing conscious use of this resource.

This conclusion stage allows students to reinforce what they have learned during the lesson and understand the importance of the water cycle for the world around them. Additionally, it provides additional resources for those who wish to explore the topic more deeply.