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Earth Science

Author:HollyCrafton
Datecreated:04/05/20165:30PMPDTDatemodified:04/06/20169:26PMPDT

UseAPAStyleFormatForInTextCitationsAndFullReferences(Publications,WebResources,LessonsPlansEtc.)And
IncludeFullReferencePageAtTheEndOfTheLessonPlan.

VITALINFORMATION
Subject(s) Science

Topic/Unit of Study & Time The water cycle and precipitation.


Allotment

Grade/Level Kindergarten

Objective The students will make observations about rainy weather and how rain is formed through the water cycle.

Summary Students will learn about the water cycle including the terms precipitation, condensation, and evaporation. Students will
participate in an experiment simulating rain.

IMPLEMENTATION
W (Where, Why & What) K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

H (Hooked & Hold) What is the weather like outside today? That's right! It's rainy! Do you know what makes the rain? It is water. Let's watch this
video to learn about the rain.

The students will watch the Water Cycle Video from HaveFunTeaching.com.

E (Explore & Experience) Direct Instruction:

"In the video we learned some really big words. The first word was evaporation. Say evaporation. Who can tell me what
evaporation means? It is when the water turns into a gas and moves into the air. What kind of weather does it need to be to
have evaporation? Hot or cold weather? That's right hot weather." The teacher will tape on the terms to a picture of the
water cycle as they are discussed.

"The next word was condensation. Please say condensation. Who can tell me what condensation means? It is when the gas
turns into a liquid like water. Where does this happen? In the clouds. Does it happen when it's hot or cold outside? When it is
cold."

"The last term was precipitation. Please say precipitation. Who can tell me what precipitation means? It is when water falls to
the ground as rain. Is it hot or cold when this happens? Cold."

Guided Practice:

"We are going to do an experiment to see what happens when it rains. I am going to give you each a cup and I will come
around with shaving cream and drops. The drops will stain your clothes, so I will come around to help you. I want you to
work with your elbow partner so you can talk about what you see."

The teacher will put shaving cream on top of a cup of water. She will drop a few drops of food coloring. The food coloring
will drip down and demonstrate precipitation.

"I am handing out this paper. I want you to draw what you saw on the jar. The first box says 'First, we added the' please write
what we added. The second box says 'Next, we dropped on tiny' please write what we dropped on. The third box says 'Then,
the droplets combined to form' please write what you saw. The last box says 'Last, the raindrops fell down as' please write
what they fell down as. You can work with your elbow partner."

Independent Practice:

"I am handing out a picture of the water cycle. I want you to cut out the words precipitation, condensation, and evaporation
and glue them where they go on the picture. Please turn this in to me when you are finished."

R (Rethink, Revise & Refine) Checking for Understanding: I will check for understanding through the class discussion of the water cycle terms. I will also
monitor students as they are working on the experiment to determine if they are utilizing the terms we discussed in class.

Closure: Class Discussion. "What did you find in your experiment? What happened with the food coloring? Why do you think
it did that? So how do you think rain is formed?"

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E (Evaluate) Diagnostic: Initial discussion on the rainy weather.

Formative: Class discussion after the video and observations of student work throughout the experiment.

Summative: The water cycle worksheet.

T (Tailored) Students will work with the other students at their table. The seating assignments are heterogeneous to diversify
collaboration.

I will seat my English Language Learner students near the labeled Water Cycle picture so they are able to refer to the
diagram. I will work individually with my low academic achieving students to assist them with labeling the chart. I will ask my
high achieving students to write out the labels instead of pasting them.

O (Organized) The lesson is an introductory lesson to the Water Cycle. Students discuss the weather daily, but have not discussed what
causes the weather. The topic is being introduced on a rainy day. The video is a fun way for the students to be introduced to
the academic terms related to the Water Cycle. The song will aide in memorization of the terms.

MATERIALSANDRESOURCES
Instructional Resources "Down Comes the Rain" observation worksheet, "The Water Cycle" worksheet

Resources Links:

1. Water Cycle Video

STANDARDS&ASSESSMENT
Standards CA- Next Generation Science Standards (2014)
Grade: Kindergarten
Standard: K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Assessment/Rubrics Rubrics:

1. Earth Science

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