KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate: Cooperating Teacher:

Ms. Steinmann

Date: Coop. Initials

Group Size: Whole Class (24) Allotted Time __1 hour 30 minutes__ Grade Level _2_ Subject or Topic: Weather/ Water cycle Section 2

STANDARD: 3.3.2.A4: Explore and describe that water exists in solid (ice) and liquid (water) form. Explain and illustrate evaporation and condensation.

I. Performance Objectives (Learning Outcomes): The students will demonstrate the different stages of the water cycle by making it rain in the classroom. II. Instructional Materials 1. Spinning top from yesterday 2. Water Cycle by Ray James 3. Prezi presentation a. http://prezi.com/268_xdr34q9h/edit/#181_24309637 4. Water cycle worksheet 5. Board/poster paper for the teacher 6. Hot water 7. Clear jars (one per group at minimum) 8. Large clear bowls (one per group at minimum) 9. Small clear bowls (one per group at minimum) 10. Ice 11. Salt 12. Plastic wrap 13. Food dye 14. Shaving cream 15. It Looked Like Spilt Milk by Charles G. Shaw III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) A. Prerequisites Following directions 1

1. To keep self and others safe Good listening and speaking skills 1. Respect for others when they are talking The idea of a cycle B. Key Vocab Water Cycle- the continuous process that water goes through Evaporation-is the process by which water changes from a liquid to a gas or vapor. Condensation- is the process by which water vapor in the air is changed into liquid water. Precipitation- is the weather that falls from the clouds Collection-where the precipitation collects. Examples being lakes and oceans Vapor- mist steam or fog hanging in the air Gas- an invisible substance like air C. Big Idea The parts of the water cycle Why the water cycle is important Is there more water in the water cycle now than there was before? D. Content The different parts of the water cycle What happens in each of the parts of the water cycle That the water cycle is continuous.

IV. Implementation A. Introduction Go to circle time and go over the homework assignment from last night. (Make sure you remind the class of what a cycle is and use the spinning top too.) Poll the class on the cycles that they found at home. As the students tell the class the teacher will write then on the board or on a poster paper near the circle area. After everyone that wants to contribute their answer does the teacher will ask why these answers work as a cycle. Having the children answer.

B. Development After the answering of the question the teacher will read the book Water Cycle by Ray James. The teacher will stop and ask questions to make sure that the students understand the different stages of the water cycle as they read through the book. After reading the book, the teacher will ask the following questions to see where the students are in the understanding of the water cycle. 1. Is there more water on Earth now than there was 20 years ago? a. No the same amount of water is still in the water cycle as there was 20 years ago. 2

2. What is evaporation? a. Is when liquid water turns into water vapor 3. What helps Evaporation? a. The suns heat 4. Condensation a. Water vapor cools and collects back into liquid b. It forms clouds 5. Precipitation a. Falling water from a cloud Next you would have the student travel back to their seats, to go over the Prezi Presentation with the worksheet (attached) 1. http://prezi.com/268_xdr34q9h/edit/#181_24309637 After going through the Prezi, answer any questions that the students may have. Then have students give the answers to the worksheet, go over it as a class and make sure students have the worksheet in the right answers. Next tell the class that they are going to be making rain in the classroom today and have the items up in front of the class and direct the students to make clouds out of the materials given. 1. In a class of 24 grouped in 6 groups of 4 you will need at least 6 of each item. 2. If they need help figuring out ideas use these links a. http://www.youtube.com/watch?v=iLNNx1OmilI b. http://www.youtube.com/watch?v=WxbvMI0VBr0 c. http://www.youtube.com/watch?v=2rwFK5_Viqo Have the students experiment with the material to make a representation of the water cycle and fill out the inquiry sheet as they go. (Attached) Give the students about 30 minutes to figure out their rain in the classroom inquiry, once all of the groups have figured out tested their rain clouds and filled out their inquiry sheet, gather the groups back up and review the findings with the entire class. Have students ask questions of each others findings and comment on things that they never thought about or just really liked. Once every group has presented, have the students clean up and put away materials that they used. The teacher also needs to collect the inquiry worksheet and review the different stages of the water cycle getting examples from the class. (The worksheet will act as your assessment on this lesson)

C. Closure Tomorrow we are going to read the story It Looked Like Spilt Milk by Charles G. Shaw. Show the class the pictures in the book

and ask them to think about what they think tomorrows topic may be about. 1. *** Dont have them answer aloud till tomorrows introduction.

D. Accommodations/Differentiation For any student having difficulties with the concept of the water cycle I will have an after school review session and go back over the information about, and answer any questions that these students still have. If they are still having difficulty I will pair them with a student that really understands the information for a peer teacher. For Johnny, a visually impaired student in the class, I will make sure that I verbalize everything that he needs to know from the Prezi, and I will also lead him towards an inquiry that can be visually distinct. The shaving cream cloud and food dye would probably be the easiest to see for him and for his group to explain.

E. Assessment/Evaluation Plan Formative 1. The teacher will collect the inquiry sheet and review the information on it to see if the students understand the different parts of their experiments and how they fit into the water cycle. Summative 1. No Summative for this lesson

V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught) Remediation Plan

B. Personal Reflection How can this lesson be improved? 4

1.

Did the students seem to have an understanding of the water cycle at the end of the lesson? 1.

Did the open inquiry work well, or would a more structured inquiry work better? 1.

VI. Resources A. James, R. (2007). Water Cycle (pp. 1-24). Vero Beach, FL: Rourke Publishing LLC. B. Shaw, C. G. (1947). It Looked Like Spilt Milk (pp. 1-34). New York, NY: Harper & Row Publishers. C. Water Cycle Wheel - Circle 1 (n.d.). In Illinois Environmental Protection Agency. Retrieved April 10, 2014, from http://www.epa.state.il.us/kids/funstuff/water-cycle/wheel-part-1.html D. Inquiries ideas Let's Make It Rain.mp4 (n.d.). In YouTube. Retrieved April 10, 2014, from http://www.youtube.com/watch?v=iLNNx1OmilI The Water Cycle: Rain in the Classroom (n.d.). In YouTube. Retrieved April 10, 2014, from http://www.youtube.com/watch?v=WxbvMI0VBr0 Water Cycle Experiment (n.d.). In YouTube. Retrieved April 12, 2014, from http://www.youtube.com/watch?v=2rwFK5_Viqo