Bridgewater College Teacher Education Program Lesson Plan

Name: Tracy Chapman

Subject/Grade
Level:
Science/ 2nd
Grade

Lesson Title:

Unit:

Rain Gauge, Precipitation and the

Water Cycle

Interrelationships in
Earth/Space
Systems

Date or Lesson
#:
Lesson #5

Virginia SOL/National Standard:

2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include
b)
the uses and importance of measuring, recording, and interpreting weather data
Essential Knowledge:
measure and record weather data, using weather instruments, including a thermometer, rain gauge, and weather
vane (standard English and metric measures).

describe weather in terms of temperature, wind, and precipitation.

observe and describe precipitation in terms of evaporation and condensation of water.

*(Bolded items are what will be covered in this lesson)

Measurable Lesson Objective(s):

Students will measure and record rainfall using a rain gauge.
Students will describe precipitation and describe it in terms of evaporation and condensation of
water. (The Water Cycle)
Materials/Technologies/Resources Needed:

Pencils
Clipboards
Vocabulary Cards
ELL Vocabulary Cards
Rain Gauges (at least 5)
Independent Practice Sheet for Rain Gauge Assessment (for teacher use only)
Rulers
Computer/Laptop for showing video
Projector
Document Camera
Guided Practice Sheet (black and white sheet with blanks)
Independent Practice Sheet
Independent Practice Answer Sheet
Adventures of Randy the Raindrop (PE Integration) (pages 7-8 of the Water Cycle Lesson
Packet)
Water Cycle Anchor Chart

Assessment (Formative and/or Summative):

The student will look at a rain gauge and tell the teacher how much rain has fallen.
Students will complete a worksheet where they will match a description to precipitation,
evaporation or condensation.
Anticipatory Set (Hook & Agenda)
Teacher will:

Students will:

I need everyone to come and sit

on the carpet.

Sit on the carpet.

Listen to the teacher.

Accommodat
ions/Differen
tiation:

Anticipated
Time:
1 minute

Yesterday we talked about the

thermometer. Today we are going
to talk about another weather
instrument.
Hold up a rain gauge.
Today our weather instrument is
a rain gauge.

Look at the rain gauge.

Listen to the teacher.

We are also going to talk about

precipitation, evaporation and
condensation with the Water
Cycle.

Access /Review Prior Knowledge

Teacher will:

Students will:

This is a rain gauge.

Listen to the teacher.

How many of you have seen a

rain gauge? Raise your hand if
you have seen one.

Raise your hand if youve seen a

rain gauge.

Now keep your hand up if you

would like to tell me where you
have seen one?
Today we are going to learn
about measuring rainfall using a
rain gauge and recording what
you measured.
The next thing were going to
learn about the Water Cycle in
terms of precipitation,

Keep your hand up if you would

like to tell where.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
5 minutes

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

This lesson will be taught in

groups. The students will be
divided into two groups. They
will go through each part.

Accommodatio
ns/Differentiati
on:

Teaching Process & Modeling

(Content is presented, accessed,
or built): Part 1:

In this part we will be working

with a rain gauge.
Before we begin measuring
rainfall. We need to talk about
how rainfall is measured. Rainfall
can be measured in inches and
centimeters.
(Put the ruler under the
document camera) (Give each
student a ruler of their own to
look at)
Lets look at this ruler. This side
has inches on it. Inches go from 0
to 12. The inches side you can
see that the inches are further
apart than on the centimeters
side.
The other side of the ruler has
centimeters on it. Centimeters go
from 0 to 30. The centimeters
side you can see that the
centimeters side are closer
together.

Can someone raise their hand

Teaching
Process
Part 1:

Listen to the teacher.

7-10
minutes

Take the ruler.

Look at the inches side.

Look at the centimeters side.

Look for the CM and INCH.

On each side of the ruler you will

see the letters CM which means
centimeters. and INCH on the
other side which means inches.
When looking at a rain gauge you
need to look at the numbers to
decide if youre measuring the
rainfall in inches or centimeters.

Anticipate
d Time:

Raise your hand if you can

answer the question.

Each student
will have their
own ruler to
use.

and tell me where you put a rain

gauge?
(outside, in a flower bed)
Very good thats where you
would typically find a rain gauge.
For today though we are going to
use them inside.
Modeling/ Guided Practice Part
1:

Now I want you all to watch me

as I pour water into the rain
gauge. Then together we are
going to measure how much is in
there.

Modeling/
Guided
Practice
Part 1:

Listen to the teacher. Watch as

she pour the water into the rain
gauge.

5-7
minutes

Look at the water and determine

how many inches or centimeters
of water is in there.
Pick a partner.
Continue to measure water in
your rain gauge. Take turns.

Do three or four different times

each time asking the students for
inches or centimeters.
Allow the students to get into
pairs and give each pair a rain
gauge.
Now in your pairs I want you all
do repeat what I did with your
partner. And as you are working I
will be calling you over one at a
time for your individual
assessment.

Go to the teacher when your

name is called.

Tell the teacher who many

inches or centimeters of rain is
in the rain gauge.

Independent Practice: Part 1:

Call the students over

individually and have them tell
you how much water is in the
rain gauge. Ask them to tell you
some in inches and some in
centimeters.
Do a total to 5 for each student.
Mark what the child says on the
attached independent practice
sheet. Also mark what the actual
measurement was.

Teaching/Modeling Part 2:
In this part of the lesson we are

Make sure they

understand
what they will
be doing. Do an
example one if
they are still
unsure.

Listen to the teacher.

Look at the vocabulary cards.

ELL students
will have a
smaller version
of the
vocabulary
words they can
look at
throughout the
lesson.

Independe
nt Practice
Part 1:
8-10
minutes

Teaching/
Modeling
Part 2:
7-10
minutes

going to be talking about

precipitation, condensation and
evaporation which make up the
water cycle.
First we need to go over our
vocabulary for this part.
We have three different
vocabulary words. They are
precipitation, condensation, and
evaporation.
Show each word on the
vocabulary cards and go over the
definition for each one. Have the
students repeat the word and the
definition after you.

Now we are going to watch a

video about the water cycle.
After they talk about each part
we are going to pause the video
and fill out this worksheet.

Repeat the vocabulary word and

definition.

Listen to the teacher.

Take a clipboard and pencil.

Take worksheet, put name on it

and lay pencil down.
Look at sheet. See that the word
accumulation is already filled in.

I am going to pass our clipboards

and pencils. Please take one and
pass the stack to the next
person.

See the other 3 blanks.

Pass out the worksheet. Please

up your name at the top of this
sheet and lay your pencil at your
feet.

Lay clipboard at feet.

Now lets look at the sheet. As

you can see there is one word
already filled in for you. That
word is accumulation. This
means to gather in one place. We
dont need to know that word
right now for the water cycle.
As you can see there are 3 other
blanks. As we watch the video
you will see the words that need
to be filled in. We will stop and
talk about each word and its
meaning.
Please lay your clipboard at your
feet until we come to a part

The ELL
vocabulary
sheet will also
serve as their
word bank for
this sheet.

Watch and listen to video.

Pick up clipboard and write

when told.
Make sure the
ELL have the
correct word
written in the
correct space.

Guided
Practice

where you need to write. I need

all eyes on the board and all ears
opened.
Play video:
http://www.watchknowlearn.org/V
ideo.aspx?
VideoID=20903&CategoryID=53
63

Pause the video each time it gets

to a point where the students
need to fill in their chart. If the
students miss what is supposed
to go in the blank go back and
play that part again. Once the
students write the word then
discuss what that part of the
water cycle does.

Guided Practice Part 2:

Very good boys and girls. I think
you all have a good start and
understanding the water cycle.
Now I need everyone to stand up
and put your clipboards and
pencils at your seat and come
back to the carpet.

Part 2
Listen to the teacher.
Stand up put clipboard and
pencils at seat.
Come back to carpet.
Listen to instructions

Act out what is being read.

Take Randy the Raindrop.

Listen to teacher.

Listen for the clues about what

to act out.

Go back to your seat.

I am going to read you a little

story about Randy the Raindrop.
While I read this little story I want
you all to act out how Randy the
Raindrop would act. I have a little
Randy the Raindrop for each of
you to hold while you act out
what Im reading.

Get pencils out.

Ready Randy the Raindrop and

have the students act out what
youre reading. They may need a
little guidance in the beginning.
Read a line and have them act it
out until they get the hang of it.

Look at the box in the middle of

the page.

Each lines gives them clues as to

what they need do to act it out.

10
minutes

Will repeat
lines if needed
to ensure
students
understanding.

Independe
nt Practice
Part 2:
10
minutes

Take paper and put name at the

top. Then put pencils down.

Read to self as teacher reads

aloud.

Great job boys and and girls! You

all did very well acting out the
story of Randy the Raindrop. You
all get to keep your raindrops.

Read each clue and write the

letter it describes in the circle
beside the number.

Please go back to your seat and

get your pencil out. We have one
more thing to do today.

Independent Practice Part 2:

Thank you all for getting your
pencils out and ready. Im going
to hand you a worksheet and I
need you to write your name on
it and put your pencil down until I
give the directions.

Lets look at the stages box in the

middle of your paper. The letter E
stands for evaporation. The letter
C stands for condensation. And
the letter P stands for
Precipitation. You are to read
each clue and decide if it is
Evaporation, Condensation or
Precipitation. Then write that
letter in the bubble beside the
number.
Read each one carefully. If you
have any questions please raise
your hand.
Walk around the room. You may
need to have the ELL students sit
together and read them the
clues. Let them try on their own
first.
After you have completed the
worksheet make sure your name
is on it and put it in the turn in
box. Then you may color your
water cycle worksheet. Dont
color in the boxes where we
wrote the words.

Make sure name is on the paper

and turn it in. Color the water
cycle worksheet.

Make sure the

ELL students
understand
what each one
means.
They can use
their
vocabulary
cards to help
them.
ELL may sit
together and
have the clues
read to them if
they are
struggling with
reading.

Closure:
Teacher will:

Students will:

Boys and girls I need our

attention. We are nearing the
end of our time today. I need
everyone to leave your work at
your seat and come sit on the
carpet.

Listen to the teacher.

Today we learned about a new

weather instrument. Raise your
hand if you can tell me what the
weather instrument is we talked
about today?

Leave everything at your seat

and go sit on the carpet.

Accommodatio
ns/Differentiati
on:

Anticipated
Time:

3 minutes.

Raise hand to answer question.

Raise hand to answer question.

Rain gauge.
We also talked about a cycle
today. Please raise your hand if
you can name the cycle we
talked about today?
Water cycle.
Very good. Tomorrow we will talk
about our last weather
instrument which is the weather
vane.

Declarative Summary Statement: Today we learned about what a rain gauge is and how we use it to
measure rainfall. We also learned about precipitation, condensation, and evaporation as they go with the
Water Cycle.
Activity If Extra Time Remains or Technology Fails

Teacher will:
If the computer is not working
then I will explain the water cycle
without using the video.

Students will:

Accommodatio
ns/Differentiati
on:

Extra Time: If there is extra time

at the end of the lesson the
students may color their water
cycle worksheet.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipated
Time: