Grounded in embodied cognition theory, this study takes the“water cycle”as an experimental case, draws on the real-world situation of“campus waterlogging,”uses everyday experimental materials, and constructs an instructional model of“embodied experience—cognitive construction—competency generation.”Approaching the design from three dimensions—physical manipulation, multi-sensory integration, and situational immersion—the study develops an experiment that embodies embodied characteristics throughout the entire process, guiding students to learn by doing and gain insight through perception. It provides a teaching paradigm characterized by“theoretical empowerment, practical implementation, and an evaluative closed loop”for simulation experiments in the high school physical geography module.