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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


LESSON PLAN FORMAT

Teacher Candidate:

Erin Miller______

Date: 2/15/17

Cooperating Teacher: Dr. Verano ___

Coop. Initials KV

Group Size:

Allotted Time _60

Grade Level 3

The Water Cycle

Section

20

Subject or Topic:

STANDARD:
3.2.3.A3. Demonstrate how heating and cooling may cause changes in the properties of
materials including phase changes

I.

II.

Performance Objectives (Learning Outcomes):


a. The third grade students will be able to state the different stages of the
water cycle by creating a diagram of the water cycle.
Instructional Materials
a. Emaze The Water Cycle (found at http://app.emaze.com/1167038/thewater-cycle)
b. Inquiry The Water Cycle
c. Worksheet
d. Rubric The Water Cycle
e. The Water Cycle Lyrics
f. 7 sets of
1. Three sandwich bags
2. Three twist ties
3. One pebble
g. Construction paper (multiple colors, including at least blue, green, white)
h. 10 Scissors
i. 10 Glue sticks
j. 10 packs of markers
k. Exit slip

III.

Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of


additional content)

IV.

a. Prerequisite skills
1. The three states of matter and their density
2. The transitions of matter
3. How heat affects density and particles
b. Key Vocabulary
1. Evaporation-the sun heats water molecules until they change
state and become water vapor
2. Transpiration- plants draw water from the soil through their
roots, which eventually is given off through the leaves as water
vapor
3. Condensation- Clouds form as the water vapor cools
4. Precipitation-the water droplets that fall back down to the earth,
which occurs in many forms
c. Big Idea
1. What is the water cycle?
d. Additional content
Implementation
a. Introduction
1. Place students in groups of three
2. Students take three sandwich bags, twist ties and pebbles and
weigh each set
3. Students select a tree or shrub with leaves within their reach
4. Students place a sandwich bag with a pebble inside it onto a leaf
and twist tie it closed (to be done in the morning)
5. State that We will get back to this later on in the day
6. Remember the bags we tied to the trees earlier this morning,
well, they relate to our lesson today. Yesterday we learned about
the transitions of matter and today we are going to apply it to the
water cycle.
b. Development
1. Present Emaze Presentation
1. On slide 3 hand out Water Cycle Song Lyrics, have
students sing along with the song
2. Place students in groups of four
3. Provide students with construction paper, markers, glue sticks,
and scissors
4. Have students create their own diagram on the water cycle
1. Should include evaporation, condensation, and
precipitation, runoff and groundwater and show where
these stages occur; stages must be labeled
5. Once all students have complete, have students present their
diagrams
6. Collect all the finished diagrams (use rubric provided to grade)
7. Place students in the same groups of three as in the morning to
finish the leaf measurement

8. Students then remove the bag and refasten the twist ties so the
bag is closed tightly (done at the end of the day)
9. Once all the bags have been collected, students make weigh the
bag, pebble and twist ties
10. The students then subtract the before weight from the after
weight to see the difference
c. Closure
1. Pass out The Water Cycle exit slip (cut in half, on half goes to
each student)
2. Collect completed exit slips
3. Today we learned about the water cycle and its stages.
Tomorrow we will be learning about one stage specifically:
Precipitation.
d. Accommodations/Differentiation
1. DC has a hearing disability. He will wear his hearing aids and I
will wear the microphone that will feed directly into his hearing
aids. He will also be given preferential seating, towards the front
of the classroom.

e. Assessment/Evaluation Plan
1. Formative
a. Diagrams created on the water cycle will be
collected.
2. Summative
a. There is no summative assessment.

V.

Reflective Response
a. Report of Student Performance in Terms of Stated Objectives (Reflection
on student performance written after lesson is taught, includes remediation
for students who fail to meet acceptable level of achievement)

b. Remediation Plan

c. Personal Reflection (Questions written before lesson is taught. Reflective


answers to question recorded after lesson is taught)
1. How can I improve this lesson?

2. Were the students able to fully show the water cycle in their
diagrams?

3. Did the students understand the difference between evaporation


and transpiration after the inquiry?

VI.

Resources (in APA format)

Blanco, A. A. (2013, March 10). The Water Cycle song - Fuenlabrada. Retrieved from
Youtube: https://www.youtube.com/watch?v=qrLEHV580Mg
Earth's Waters. (2000). In M. J. Padilla, I. Miaoulis, & M. Cyr, Science Explorer (pp. 3236). Upper Saddle River: Prentice-Hall, Inc.

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