SETON HILL UNIVERSITY

Lesson Plan Template CDC Lesson Fall Semester 2013

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Objective
A-B-C-D

DETAILS
Miss Melissa
Science
Pre-Kindergarten
Friday November 15, 2013
4.6 Ecosystems an their interactions: Observe events
that occur in a cycle

CK

While singing The Water Cycle Song in a whole group,

students will be able to sing the parts of the water cycle
3/3 times.
In small groups, students will be able to create one
cloud in a jar.
In small groups 3 out of 4 students will be able to
explain why their cloud rained.
In small groups 3 out of 4 students will be able to
identify and describe 2 out of 3 steps of the water
cycle.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Show pictures of different precipitation.
Hook/Lead-In/Anticipatory Set
Discuss how different precipitation occurs.
Explicit
Big Idea Statement
Instructions
We are impacted by our environment and have impact
Big Ideas ONE
on our environment. (Learning, 2009)
Essential Questions
Essential
What kinds of cycles are evident in the environment?
Questions ONE
(Learning, 2009)
Key Vocabulary
Evaporation
Condensation
Precipitation
Rain

CK

Lesson Procedure
Must include one
modification and
accommodation
for students with
special needs
Transitions

Materials
(reading,
technology,

Snow
Hail
Sleet
Lesson Procedure,
1. I will introduce myself.
2. I will show the four types of precipitation pictures and
ask the students if they know what they are.
3. I will ask if anyone knows why this precipitation forms.
4. I will introduce the water cycle with the poster.
5. I will go over the different steps of the water cycle and
explain what happens in each step. (Evaporation,
condensation, and precipitation)
6. We will then do The Water Cycle Song as a group.
(Lyrics attached)
7. I will then explain the cloud jar activity.
8. I will make my own cloud in the circle to explain the
activity.
a. I will bring the tray of colored water, cloud (half
water, half shaving cream) over to the circle.
b. I will explain the colored water will act as rain,
shaving cream is the cloud, and the water is the
sky.
c. I will begin by adding the colored water to the
shaving cream using the pipet.
d. I will continue to add the colored water to the
shaving cream until the water comes through and
it begins raining.
e. I will explain the cloud got too heavy causing it
to rain.
9. The children will be divided into three groups to go to
different tables.
10.
I will have my own group while a work-study will
be with each of the other two groups. (Activity will be
explained to each work study prior to lesson)
11.
Students will each receive a cup filled half with
water and half with shaving cream. (Cloud)
12.
Students will then receive a pipet and colored
water. (Rain)
13.
The students will then add the water on top of the
shaving cream using the pipet until the colored water
comes through the shaving cream.
Transition
Water Cycle song
Children will float like a cloud, fly like a bird, and
stomp like thunder to their groups.
Adaptations/Accommodations for Students with Special Needs
Extra hints will be given to help with questions asked.
Rain, snow, sleet, and hail pictures
Water Cycle poster board
Plastic cups filled half way with water

equipment,
supplies, etc.)

Closure

Shaving cream
Red, yellow, blue colored water
Pipets
Newspaper (to cover tables)
Summary & Review of the Learning
Once the students have made their cloud rain, they
will be asked why this happened.
The student will then be asked to identify and describe
the steps of the water cycle.
Once each student has completed the activity and
answered all questions they may leave the table and
choose a toy off the shelf.
Homework/Assignments
None

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

I felt the interaction and responses I received from the

children was wonderful. They were all engaged in my
lesson and were all participating. They were given the
chance to answer questions, and they all participated in
the singing of The Water Cycle Song.
My favorite part of the lesson was the cloud activity. The
children loved mixing the different colors and got very
excited when they made rain. I even had a couple
students that didnt want to leave the tables.
However, I feel I could have used more closure to the
lesson. I could incorporate an activity at the tables
where the students can label the water, shaving cream,
and colored water as the sky, cloud, and rain.
My water cycle poster was not labeled.
I did not fulfill my objective of In small groups 3 out of 4
students will be able to identify and describe 2 out of 3
steps of the water cycle. I had about 2 out of 4
students at the table identify the parts of the water
cycle. Many students had to be given the beginning part
of the word in order to say it.
If I would do this lesson again, I would look for synonyms
for the steps of the water cycle, but still introduce them
to the actual word, or look for a more age appropriate

definition of the process.

The Water Cycle Song

Water travels in a circle, yes it does
Water travels in a circle, yes it does
It goes up in evaporation, forms a cloud as condensation, and comes down
as precipitation yes it does