301-13: Relate the constant circulation of water on Earth to the processes of…
Relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (partial: the cloud jar).
The Prince Edward Island Science curriculum outcome 301-13 (Earth and Space Science: Weather) for Grade 5 says: “Relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (partial: the cloud jar).” These 2 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Prince Edward Island Science curriculum.
Earth and Sky at Home Grades K–5
Make a rainbow on the kitchen floor, grow crystals on a windowsill and build a cloud in a jar. Three classic home experiments that actually work, with the real science explained for grown-ups.
- Where do rainbows come from? 45 min, plus 10 min outside on a sunny day
Children split sunlight into colours with a glass of water, test whether the water is what makes the rainbow, and make their own rainbow with a hose mist. They finish able to explain that white light is a mix of colours that water bends apart.
- How do crystals grow? 40 min to set up, then 5 min a day for 5 to 7 days
Children watch the grown-up make strong salt, Epsom salt and sugar solutions, set out dishes and a string, then check them every day for a week. They finish able to explain that crystals form when dissolved particles line up as the water leaves.
- How does a cloud form? 40 min
Children watch the grown-up set up two jars of hot water with ice on top, add a wisp of smoke to one, and compare the clouds. They finish able to explain that clouds form when moist air cools and water collects on tiny specks.
Our Living Planet Grade 4
Air, water, land and living things, and how each one depends on the others. Students build a sealed jar ecosystem to keep for a month and catch the water cycle in a bag on the window.
- Can a jar keep itself alive? 50–60 min to build, then 5 min check-ins twice a week for 4 weeks, and a 30 min Reveal and Act
Each team builds a small world of soil, water, air and plants inside a clear jar, seals it, and keeps an observation log for four weeks beside an open jar built the same way. Students explain how water and air are used again and again inside the sealed jar, and why it still needs light from outside.
- Where does rain come from? 45–60 min, plus a 5 min look later the same day or the next morning
Students tape a zip-top bag of blue water to a sunny window and another to a shady wall, and catch a cold cup 'sweating' in the room. They follow the water from the bottom of the bag to the clear drops at the top, and explain how the Sun, air and clouds bring rain back down.
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