Lesson Plan Template Vancouver Island University

Name: Erin Woof

Subject Science Topic Water Cycle
Level Grade 2 Allotted Time 45 minutes
Cite sources used to develop this plan: Video: http://www.youtube.com/watch?v=8yC9Nfzvveg;
Extension Activity Site: http://www.neok12.com/Water-Cycle.htm
KWL Chart: http://whysospecial.com/k-w-l-chart-for-individual-use/
1. Rationale: Why is this lesson relevant at this time with these students?
This group of students will e studying a unit on the water cycle. This is the introduction lesson! and will include watching a "ideo to
learn new "ocaulary. #e$t class students will do an e$periment to solidify their learning.
2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Grade 2 %arth and Space Science&
distinguish ways in which air! water! and soil interact.
Assessment
Lesson Outcome
What will students learn?
Students will be able to:
Sources of Evidence
What product or action will show
what students ha"e learned'
(write/say/do)
Criteria
What will you look for in this evidence? What will the
successful product or action look like/sound like?
(name three steps that water goes
through in the water cycle

( descrie what happens to the water
when it goes to a reser"oir.
( Say/Write: three steps of the
water cycle orally. Complete
wor)sheet.
( Say/Do: details aout each step
water goes through at a reser"oir.
Complete wor)sheet.
( Students use proper "ocaulary terms and
pronunciation. Students correctly fill in the wor)sheet
with no spelling errors.
(Students use proper "ocaulary terms and accurately
descrie each step of cleaning water as a reser"oir.
Students correctly fill in the wor)sheet with no spelling
errors.
*. Resources, Material and Preparation: What resources, materials and preparation are required?
+agic School ,us Video -Wet .ll /"er- 0youtue1! wor)sheet for "ideo! 2W3 chart.
4. Lesson Development (Remember 3 Principles of Learnin and !adeline "unter) Pacing
Introduction: How will you introduce this lesson in a manner that engages students and activates their
thinking?
(CM: Ask students to quietly think to themselves before sharing with a partner, and raise hands before
speaking out to the class.)
o Think/Pair/Share: I will ask students to think about if the water that we drink today could be the
same water that the dinosaurs drank many years ago. Have them discuss this with a partner and then
call on partner groups to share with the rest of the students to have a class discussion.
o Answer: Water is recycled through the water cycle. 4t e"aporates from the oceans! forms clouds! it
rains 0or snows1! the ri"ers return the water to the ocean.
o 5a"e students fill out the 2 6 W of a #WL c$art aout the life cycle of water. 4f they finish early!
they can draw a picture on the ac) aout what they thin) happens to water! or loo) through some of
the water cycle oo)s that ha"e een rought into the classroom.
Teaching/Learning Sequence ( I do/We do/You do & M. Hunter): What steps and activities are you going
to use to help students acquire and practice the knowledge, skills and/or attitudes needed to meet the
outcome?
(%! 7 Student are at their des)s! listening 8uietly. 9se pro$imity for those students who ha"e eha"iour difficulties
and cue them as necessary. :emind students that the "ideo will e paused after each answer is said so they will ha"e
time to right down the answer without getting ehind.)
Tell students that we are going to watch a "ideo aout the water cycle! and while the "ideo is playing! you are
to fill out a wor)sheet that will etter help you understand the processes that water goes through.
15 min
25 min.
J. Tonski Coursework
.fter the "ideo is o"er and wor)sheets are completed! tell students that we are going to go o"er the wor)sheet
as a class 0mar) your own1 and then ha"e some time to discuss and as) 8uestions that we might ha"e from the
"ideo.
Closure: How will you solidify the learning that has taken place and deepen the learning process?
(CM: remind students to form a line up respectfully and quietly, so that I can hear the student I am speaking with.)
Exit Task: As the students leave the classroom, they will hand me their started KWL chart, and orally tell me
something they have learned from the video.
5 min
5. &ccommodations 0adaptations! e$tensions! other1: How will you plan for students who have learning or behaviour difficulties or
who require enrichment?
,eha"ioural ;ifficulties& Transition fluidly from one acti"ity to the ne$t and )eep students engaged as a pro( acti"e approach
to classroom management.
Special #eeds students 0physical handicaps1 7 %. support if applicale.
+inimally meeting e$pectations& e$tra time pro"ided< teacher assist or pair with a stronger student.
%$ceeding e$pectations& Students can help others or use the computer to e$plore http&==www.neo)12.com=Water(Cycle.htm
where there are many games! 8ui>>es! and "ideos on the topic.
J. Tonski Coursework