You are on page 1of 5

SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D

DETAILS
Miss Nicole Burrell
Science
2nd Grade
Tuesday, March 3, 2015 This lesson is designed for 8
students. It will take about 15 minutes.
3.3.2.A4: Explore and describe that water exists in solid
(ice) and liquid (water) form. Explain and illustrate
evaporation and condensation.
4.2.1.A: Explain the path water takes as it moves
through the water cycle.

Formal Evaluation
No formal evaluation.
Informal Evaluation
During the class discussion on the water cycle
worksheet, I will walk around the room and make sure
the students are on task. I will ask the students
questions about the steps of the water cycle. Also, I will
ask the students if they have any questions.
During the ending class activity with the water cycle
poster, I will evaluate the students mastery of the
steps of the water cycle. I will answer any questions
they may have and correct any misconceptions they
may have.

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

CK

In a class discussion, all second grade students will


label the four steps of the water cycle on the water
cycle worksheet one out of one time with 100%
accuracy. (Remembering)
In a class discussion, all second grade students will
verbally describe why the water in the water cycle is
renewable one out of one time with 95% accuracy.
(Remembering)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Where does water come from?
What is rain?
Have you ever seen it rain?
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

1. Have students imagine that it is raining outside.


2. Have students describe what they see or what happens
when it is raining.
3. Ask students where the rain comes from.
4. Talk about how rain comes from the clouds.
5. Tell students that rain can be part of the water cycle.
6. Tell students that they will be learning about the water
cycle today.
Big Idea Statement
The Earth system changes constantly as water and air
interact with each other.
The Earth creates renewable resources.
Essential Questions
Where does water come from?
What is the water cycle?
Why is water renewable?
Key Vocabulary
Water Cycle
Evaporation
Condensation
Precipitation
Run-of
Collection
Renewable
1. Tell students that the water cycle shows how water
moves on, above and below land. The sun powers the
entire cycle.
2. Tell students that the water cycle is made up of multiple
steps or parts.
3. Show students a picture of the sun shining above the
lake on the Elmo.
4. Ask students what they see in the picture.
5. Tell the students that the first step of the water cycle is
called evaporation, which is shown in the picture.
6. Tell the students that evaporation is when the sun heats
up water in bodies of water, such as rivers, lakes and
oceans, and turns it from a liquid to a gas. This water
vapor or steam then leaves the bodies of water as tiny
droplets that float in the air.
7. Show students a picture of the plant on the Elmo.
8. Ask students what is in the picture.
9. Tell the students that plants transpire. Transpiration is
the process by which plants lose water out of their
leaves. Transpiration helps the evaporation process
because the water vapor goes into the air.
10.
Show students a picture of a cloud on the Elmo.
11.
Ask the students what is in the picture.
12.
Tell students that the second step of the water
cycle forms clouds. The second step is called

Transition
Transition
Transition

condensation.
13.
Tell the students that condensation is when the
water vapor in the air (gas) gets cold and changes back
into liquid.
14.
Tell students that the tiny droplets condense and
collect to form larger droplets that collect to form clouds.
15.
Tell students that the clouds can move around.
16.
Tell students that they probably have seen
condensation before.
17.
Ask students if they have ever seen water droplets
on the outside of their glass of water.
18.
Tell students that the water came from the air
because the water vapor turned back into liquid when it
touched the cold glass. Therefore, they have seen
condensation before.
19.
Show students a picture of rain on the Elmo.
20.
Ask the students what is in the picture.
21.
Tell the students that the third step of the water
cycle is precipitation and one form of precipitation is
rain.
22.
Tell students that precipitation is water that falls to
the Earth from the sky. It happens when the air and
clouds cant hold any more condensed water.
23.
Ask students what other types of precipitation,
other than rain, fall from the sky.
24.
Tell students that snow, sleet, which is ice pellets,
often mixed with rain or snow, and hail, which is pellets
of frozen rain.
25.
Show students a picture of an ocean on the Elmo.
26.
Ask the students what is in the picture.
27.
Tell students that the fourth step of the water
cycle is called collection or runof and involves oceans.
28.
Tell students that when water falls to the Earth it
can fall into streams, rivers, lakes, oceans and other
bodies of water.
29.
Also, the land can soak up water and it can
become groundwater. Ground water is found
underground in spaces between soil, sand or rocks.
30.
Ground water can be useful to plants, animals and
people. People can use it for drinking water and many
other uses.
31.
Tell the students that water is renewable, or used
over and over again, because it keeps going through the
water cycle. The water cycle is a continuous, ongoing,
process.
32.
Have boy students stand up and wave their fingers
and arms like rain falling from the sky.
33.
Have girl students stand up and wave their fingers
and arms like rain falling from the sky.
34.
Pass out water cycle worksheet to the students.
35.
Have the girls students sit down first and then

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

have the boy students sit down.


36.
Show the water cycle worksheet on the Elmo.
37.
Have the students look at their water cycle
worksheet.
38.
Fill out the steps of the water cycle with the
students.
39.
Have students look at the words on the bottom of
the worksheet or at the Elmo to know how to spell the
steps of the water cycle.
40.
Pull up the water cycle song/video on the iPad.
41.
Play the water cycle song/video and show it on the
Elmo.
Adaptations/Accommodations for Students with Special Needs
For Terry, an ELL student, I will show pictures of each
step of the water cycle as I am describing them. Also, I
have created the water cycle poster to have pictures
and not just words. The video has words and sounds for
the student to easily follow the steps of the water cycle.
In addition, Terry will have a class partner to help him at
any time if he needs help. In addition, I will be in close
proximity to Terry to provide him with extra help, if
needed.
Elmo or Document Camera
A pencil for each student
Water Cycle worksheet
Water Cycle Song @
http://www.havefunteaching.com/videos/sciencevideos/water-cycle-video
Ipad
A picture of the sun shining above a lake
A picture of a plant
A picture of a cloud
A picture of rain
A picture of an ocean
Interactive Water Cycle Poster
Summary & Review of the Learning
Ask the students to recall the four main steps of the
water cycle by completing the interactive water cycle
poster. Students will be called to pick a card out of the
envelope and put the card in the correct spot on the
water cycle poster.
Ask the students to recall why water is a renewable
resource.
Homework/Assignments
All second grade students will be asked to go home and
tell their parents/guardians or other family members the
four main steps of the water cycle.
All second grade students will be asked to think about
some ways that we use water. We will discuss them

during tomorrows science class.


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?