Molloy College

Division of Education
Lesson Plan

Student: Mike Rotello Professor: Mary Brower

Course: EDU 5230 Date: 5/3/2019
Grade: 3 Content Area: Science

Topic: Spring Rain and the Earth's Water Cycle

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

1. The students in my third grade class will learn about the Earth's water cycle during a lesson on the spring
season. After reading the chapter in the eTextbook, students will be able to identify different parts of the
Earth's water cycle. Students will be able to complete a water cycle flow chart making no errors.

2. The students in my third grade class will learn about rain during the spring season. After reading the
eTextbook chapter on the spring seasons, students will be able to identify weather conditions on each day
of the spring season. Students will then analyze the amount of rainfall on multiple cloudy days in one of the
spring months. They will then be able to compare their measurements, and create a digital bar graph
showing the difference of rainfall among the days that they recorded.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season.

* This will be evident when students display knowledge of the typical weather conditions expected during a
particular season.

3-ESS2-3. Plan and conduct an investigation to determine the connections between weather and water processes in
Earth systems.

* This will be evident when students identify where rain comes from.

W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS2-3)

* This will be evident when students are able to identify different stages of the water cycle. It will also be
evident when students are able measure the differences in rainfall on particular days throughout a spring
month.

MP.5 Use appropriate tools strategically. (3-ESS2-1), (3-ESS2-3)

* This will be evident when students utilize the technological tools offered to them to organize data and
properly type.

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms
(kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes
that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the
problem. (3-ESS2-1),(3-ESS2-3)

* This will be evident when students measure the amount of rainfall on a particular day in during a spring
month.
 ISTE STANDARDS AND INDICATORS

3a. Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

* This will be evident when students utilize the various digital resources that are provided to them within this
lesson. They will then use these resources to create a digital graphic organizer using Padlet to determine
where rain comes from.

3c. Students curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.

* This will be evident when students create a digital graphic organizer using Padlet to sort the stages of the
Earth's water cycle and determine where rain comes from.

5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.

* This will be evident when students create a digital graphic organizer using Padlet to determine where rain
comes from. It will also be evident when students create a digital bar graph depicting the amount of rain on
certain days during a spring month.

5c. Students break problems into component parts, extract key information, and develop descriptive models to
understand complex systems or facilitate problem-solving.

* This will be evident when students are able to identify the different stages of the Earth's water cycle after
reading the eTextbook. It will also be evident when students record rainfall information on particular days
throughout a spring month and create a digital bar graph to visualize the amount of rainfall on multiple
days.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such
as visualizations, models or simulations.

* This will be evident when students play the virtual water cycle game to gain a better understanding of how
each component of the water cycle works together. It will also be evident when students create a digital bar
graph depicting the amount of rainfall on particular days throughout a spring month.

INSTRUCTIONAL RESOURCES

* Smart Board, Pencils, Worksheets, iPads, Chromebooks, Volumetric Beakers, Paper, Construction Paper,
Glue, Cotton Balls

MOTIVATION (Engaging the learner(s)*)

* To motivate my students I will utilize technology in the classroom to show an educational video on the
Earth's water cycle in the classroom.
* After the lesson, students will be able to play a virtual water cycle game depicting the stages of the water
cycle.
* Students will be able to craft a rain cloud on construction paper using glue and cotton balls following the
lesson.
 DEVELOPMENTAL PROCEDURES
(including Key Questions)

* Students will view an educational video on the Earth's water cycle. They will then silently review the Key
Terms that have been provided prior to reading the chapter. (Do you recognize any of these words? Do you
know what any of these words mean?)After watching the video and reviewing the key terms, students will
take turns reading the eTextbook chapter on the spring season that includes information on the Earth's water
cycle and where rain comes from. (What is a product of the water cycle? How many stages of the water
cycle have you read about? W hat season does it rain the most in? Where does rain come from? How are
clouds formed?) To close the lesson students will be given the water cycle worksheet that they are to
complete. They will also be introduced to creating a digital bar graph for the rainfall measuring project that
they will complete over the course of one of the spring months.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy: Scaffolding
* This will be evident when the teacher reviews the key terms before reading the chapter. It will also be
evident when the students view an educational video on the Earth's water cycle prior to reading the
eTextbook chapter and playing a virtual water cycle game after the chapter to reinforce the content they
have just learned.

Strategy: Modeling/Demonstration
* This will be evident when the teacher displays how to read and measure the volume that a liquid occupies.
It will also be evident when the teacher shows the students how to navigate to the proper eTextbook chapter
and other resources. It will also be evident when the teacher displays and explains how to create a digital
bar graph
*
Strategy: Cooperative Learning
* This will be evident when students take turns reading the eTextbook chapter aloud to their peers. It will also
be evident when students record the measured rainfall data as a class.

Strategy: Discussion
* This will be evident when students take turns asking questions about the content they have just read and
responding to each other. This will begin a dialogue that the teacher will facilitate.

ADAPTATIONS (Exceptionality*)
* The students who are English language learners will be able to use Google Translate to aid them in
understanding vocabulary that they may not understand within the eTextbook chapter.
* The students who have trouble reading small print will be given a modified volumetric beaker with larger
print.

DIFFERENTIATION OF INSTRUCTION

Struggling Students:
* For the struggling students who have a difficult time understanding the concept of measuring a liquid an
informative video will be shown explaining the concept of volume. This will then be further reinforced by
the teacher with a thorough explanation and demonstration on how to read and measure the volume of a
liquid.
* For the struggling students who are having a difficult time understanding the stages of the Earth's water
cycle, an infographic will be given to them to accompany the reading.
 * For the struggling students who are having a hard time utilizing the technology that is provided to them,
they will be given the option to work with a peer.

Average Students:
* The average students will be able to watch reinforcing videos on the water cycle and rain production after
they have completed their work.

Advanced Students:
* The advanced students who have completed their work will be allowed to circulate the classroom and act as
helpers to the students that are still working. They will provide explanations and demonstrations to any of
their peers that need it.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

* Students will be able to identify the stages of the Earth's water cycle discussed in the eTextbook chapter.
* Students will be able to complete a water cycle flow chart making no errors.
* Students will understand how clouds are formed.
* Students will understand where rain comes from.
* Students will understand that it rains the most during the spring season.
* Students will be able to measure volume accurately.
* Students will be able to use software accurately record data that they have observed.
* Students will be able to utilize various technological tools to research and reinforce information and create
digital data charts and organizers.

INDEPENDENT PRACTICE
* Following the lesson, students will use Padlet to create a digital graphic organizer to organize all of the
information they have learned after reading the eTextbook, using the provided digital resources and
completing all of the activities during the lesson. They will sort the steps of the Earth's water cycle. They
will then refer back to this digital graphic organizer to determine where rain comes from. Following the
completion of the digital graphic organizer, students will then be able to describe and type a small
paragraph explaining where rain comes from. They will write no fewer than four sentences in their own
words.
* For homework, students will complete a worksheet on measuring volume making no more than two errors.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention:

* The student, under direct intervention with the teacher, will complete a teacher-created sorting activity on
the stages of the water cycle.
* The student, under direct intervention with the teacher, will complete a hands-on activity on measuring
liquid.

Academic Enrichment:
* The student having understood that clouds are a product of the Earth's water cycle will review a Thinglink
on the various types of clouds and then complete a worksheet identifying various types of clouds.
 REFERENCES
Costa, K., Gagliano, E., Sheehan, D., Rotello, M., (2019, March) The Four Seasons. Retrieved May 3, 2019, from
https://www.5230season.weebly.com

Happy Learning English. (2016, September 07). The Water Cycle | Educational Video for Kids. Retrieved May 3,
2019, from https://www.youtube.com/watch?v=y5gFI3pMvoI

Have Fun Teaching. (2015, January 27). Water Cycle Song (Animated). Retrieved May 3, 2019, from
https://www.youtube.com/watch?v=TWb4KlM2vts

ISTE. (n.d.). ISTE Standards for Students. Retrieved May 3, 2019, from https://www.iste.org/standards/for-students

New York State Education Department (n.d.) Common Core Learning Standards. ( Retrieved May 3, 2019, from
www.nysed.gov/next-generation-learning-standards.

New York State Education Department (n.d.) Next Generation Learning Standards. ( Retrieved May 3, 2019, from
www.nysed.gov/next-generation-learning-standards.

Rotello, M. (2019, February 12). Clouds by Mike. Retrieved May 3, 2019, from
https://www.thinglink.com/scene/1151628629336129537

South East Water Education. (n.d.). Natural Water Cycle Game. Retrieved April 30, 2019, from
https://www.educationsoutheastwater.com.au/

Turtlediary. (2015, February 26). Volume and Capacity Introduction | Turtlediary. Retrieved May 3, 2019, from
https://www.youtube.com/watch?v=GKCE8ohIBqE