Explanation of the Theory or Science Underpinning the Demonstration

The “Water Cycle in a Jar” is a small, closed model that shows how water moves around the Earth. It demonstrates how water changes between liquid and gas in a continuous loop. Heat makes the water evaporate into vapor, and when the vapor cools, it condenses back into liquid, sometimes forming drops like tiny rain. This simple experiment helps us see how evaporation, condensation, precipitation and collection work, and how energy from heat drives the water cycle. 

Using the “Water Cycle in a Jar” demonstration allows students to learn in more than one way. Visuals help them see the process, while real-life analogies like a warm shower creating steam or a cotton ball collecting water make the ideas easier to relate to. Hands-on experience gives students a deeper understanding, especially when they follow the Predict–Observe–Explain model. By conducting the experiment themselves, students can gather their own evidence to test their predictions through seeing the Water Cycle in action. This reinforces learning and critical thinking. 

Reflection

Teaching the water cycle through a hands-on demonstration was an engaging and valuable experience for me. I taught this lesson to my cohort, who pretended to be Grade 2 students, which allowed me to practice explaining scientific concepts in a clear, simple, and age-appropriate way. Using the “Water Cycle in a Jar” experiment helped turn a big science idea into something concrete and easy to understand.

Starting the lesson with a GoNoodle video was effective in capturing attention and preparing learners for the activity. During the demonstration, my cohort actively participated adding food colouring, and spraying hairspray while wearing safety goggles. This helped me see how involving students in demonstrations can increase engagement and excitement. The visible changes in the jar, such as steam rising and water droplets forming, clearly showed evaporation and condensation, and reinforced the four stages of the water cycle: evaporation, condensation, precipitation, and collection. Having the video at the beginning, helped students remember the order. Even during the discussion/question part of the demonstration. They sang the song and I heard them after my demonstration, still singing the song.

Safety considerations were an important part of the lesson. I practiced modelling proper use of materials, including handling hot water, glass jars, and hairspray. This experience helped me understand the importance of clear instructions and thoughtful classroom management during science experiments.

I incorporated a picture book into the demonstration and put it on the SmartBoard for everyone to see, as I believe at a Grade 2 level, picture books are a good visual example of what is being taught.

I also valued the opportunity to include Indigenous perspectives about water. Discussing the idea that water is alive and must be respected encouraged meaningful reflection about our responsibility to protect water. Ending the lesson with a reflective question allowed students to think beyond the experiment and connect learning to real life.

Overall, this experience helped build my confidence in teaching science through demonstrations. Practicing this lesson with my cohort gave me a better understanding of pacing, questioning, and student engagement. I am looking forward to doing science demonstrations in front of students during my practicum and continuing to develop my skills as a science educator.