This activity is an investigation where students gather information about the rate of evaporation, interpret their findings, and apply this knowledge to the water cycle.

This activity is an outdoor lab in which students investigate the process of evaporation, record their findings, and use the data to make connections to the environment around them.

Did you know that your body has a built-in cooler? And it might not be what you think. Sweat is produced when you are hot, but its purpose is actually to cool your body as the water in it evaporates from your skin. In this science fair project, you'll use the energy produced when water evaporates to cool down chocolate-covered candy so it doesn't melt.

Water and elements like carbon and nitrogen are constantly being recycled through the environment. This process is called a biogeochemical cycle because it involves both the living organisms and nonliving things in the ecosystem. Three important biogeochemical cycles are the water cycle, carbon cycle, and nitrogen cycle. Learn more about the water cycle in this learning module produced by CK-12.

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This lesson plan introduces the properties of mixtures and solutions. A class demonstration gives the students the opportunity to compare and contrast the physical characteristics of a few simple mixtures and solutions. Students discuss the separation of mixtures and solutions back into their original components as well as different engineering applications of mixtures and solutions.

In a class demonstration, students observe a simple water cycle model to better understand its role in pollutant transport. This activity shows one way in which pollution is affected by the water cycle; it simulates a point source of pollution in a lake and the resulting environmental consequences.

The National Weather Service offers information on the processes that make up the water (hydrologic) cycle, including evaporation and transpiration, precipitation, run-off, infiltration, and percolation. Has a good illustration and information on how long these processes take.

Students apply their understanding of the natural water cycle and the urban "stormwater" water cycle, as well as the processes involved in both cycles to hypothesize how the flow of water is affected by altering precipitation. Student groups consider different precipitation scenarios based on both intensity and duration. Once hypotheses and specific experimental steps are developed, students use both a natural water cycle model and an urban water cycle model to test their hypotheses. To conclude, students explain their results, tapping their knowledge of both cycles and the importance of using models to predict water flow in civil and environmental engineering designs. The natural water cycle model is made in advance by the teacher, using simple supplies; a minor adjustment to the model easily turns it into the urban water cycle model.

Through an overview of the components of the hydrologic cycle and the important roles they play in the design of engineered systems, students' awareness of the world's limited fresh water resources is heightened. The hydrologic cycle affects everyone and is the single most critical component to life on Earth. Students examine in detail the water cycle components and phase transitions, and then learn how water moves through the human-made urban environment. This urban "stormwater" water cycle is influenced by the pervasive existence of impervious surfaces that limit the amount of infiltration, resulting in high levels of stormwater runoff, limited groundwater replenishment and reduced groundwater flow. Students show their understanding of the process by writing a description of the path of a water droplet through the urban water cycle, from the droplet's point of view. The lesson lays the groundwork for rest of the unit, so students can begin to think about what they might do to modify the urban "stormwater" water cycle so that it functions more like the natural water cycle. A PowerPoint® presentation and handout are provided.

Students learn about the techniques engineers have developed for changing ocean water into drinking water, including thermal and membrane desalination. They begin by reviewing the components of the natural water cycle. They see how filters, evaporation and/or condensation can be components of engineering desalination processes. They learn how processes can be viewed as systems, with unique objects, inputs, components and outputs, and sketch their own system diagrams to describe their own desalination plant designs.

A module reviewing over how vaporization occurs and its difference from evaporation. Also, review over the definition of boiling point. Module includes a video, pictures, explanation, and review questions.

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Just as there's too much carbon dioxide in the atmosphere, there's now too much in the oceans, too. What does that mean for the creatures who live there, as well as life on land? [2:30]

The lesson introduces students to the steps of the water cycle and rivers. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.

This article explains how the ice and snow of the polar regions fit in the global water cycle and includes links to professional development resources.

Measure relative humidity in the air using a simple device made of a temperature sensor, a plastic bottle, and some clay. Electronically plot the data you collect on graphs to analyze and learn from it. Experiment with different materials and different room temperatures in order to explore what affects humidity.

The meaning of vapor pressure is introduced. The distinction between evaporation and boiling is discussed and explained. The reason that liquids undergo vaporization is explained.

This physics project seems like it should have an easy answer. Instead, it turns out to be a great illustration of why it is important to base scientific conclusions on the outcome of controlled experiments. Things don't always turn out as we expect.

Create your own Olympic medal out of clay with the help of an adult. Watch as your design hardens over time as the water in the clay evaporates.

ZOOM cast members use a homemade solar still to mimic the water cycle, separating pure water from a saltwater mixture. [3:34]