Centenary College

Education Department
Water can fall but it can also rise
Rebecca Dey
Curriculum Dimensions:
Content- Kindergarten, Science
Common Core Standards ( http://www.corestandards.org/the-standards )
CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.
PSS.5.1.P.C.1
Communicate with other children and adults to share observations, pursue questions, make
predictions, and/or conclusions.
PSS.5.1.P.D.1
Represent observations and work through drawing, recording data, and writing (e.g., drawing
and writing on observation clipboards, making rubbings, charting the growth of plants).
PSS.5.1.P.B.1
Observe, question, predict, and investigate materials, objects, and phenomena during classroom
activities indoors and outdoors and during any longer-term investigations in progress. Seek
answers to questions and test predictions using simple experiments or research media (e.g.,
cracking a nut to look inside; putting a toy car in water to determine whether it sinks).
Objectives-

Construct a journal of pictures

Show observations of the water cycle experiments
Create a diagram of the water cycle
Product and AssessmentProduct:

A journal of pictures, showing observations of the water cycle experiments.

A diagram of the water cycle

Assessment:

A journal of pictures, showing observations of the water cycle experiments.

o Formative: students will be given immediate feedback
Looking for a drawing with accurate colors and portrayal of what
happened.
A diagram of the water cycle
o Summative: using a check list (see attached)

ProcessMotivation Watch the crock pot experiment

Access Prior Knowledge KWL chart; K section
Instructional Activities

Show students the crock pot experiment.

o Tell them I was cleaning my crockpot the other day and started to wonder
about rain, when I lifted up the lid it looked like rain was falling off of it.
Talking about rain and pose questions. I was thinking Students can talk about
this with a friend or as a class
o Where does it come from?
o Why is it here?
o Why doesnt it always rain?
o Where does the rain go when it falls down?
Make a KWL chart on the board
o Fill out the Know section with what we know about rain.
Use pictures when possible
Should reflect what was answered in the question section
Direct instruction explanation of the basic water cycle
o Using a diagram
Journal observations for crock pot experiment (pictures or diagram)
o Review as a class by modeling a diagram in the teachers journal
o Done on the clip boards.
o Students can pick any place to sit and write theirs
Create rain cycle diagram in the journal
o Students will follow the teachers modeling and glue the words in place
Water cycle song
o First the teacher should show the students the song and the moves to it
o The students should then do the song with the teacher two times.
Rainbow ball
o Pictures of the water cycle, students will each get one and place it where
on the cycle it belongs.

Feedback for Students

o Immediate feedback for the water cycle diagram
o Periodic feedback on the journal

Closure: Rainbow ball

Differentiation using Multiple Intelligences or VAKT for all learners
Visual:

Watching the crockpot experiment

Seeing the K section of a KWL chart
Watching the diagram of the direct instruction
Seeing the diagram in the journal observations
Watching the moves to the water cycle song
Watch the teacher model how to make the water cycle diagram
Seeing the water cycle diagram
Seeing the picture on the rainbow ball
Seeing the model be created during rainbow ball

Auditory:

Listening to the explanation of the crockpot experiment

Listening to the posed questions
Listening to the responses of the KWL chart
Listen to the direct instruction of the water cycle
Listening to the model of the journal of observations
Listening to the words of the water cycle song
Singing the water cycle song
Listening to the explanation of the water cycle diagram
Listen to the students state the picture on rainbow ball

Kinesthetic:

Circle around the crockpot for the experiment

Using the clipboards to write observations
Sitting where ever they choose to journal
Moving to the water cycle song
Cutting, gluing and coloring the water cycle diagram
Tossing the rainbow ball
Standing in a circle

Tactile:

Journaling the diagram

Moving to the water cycle song

Cut out the labels for the water cycle diagram

Color the water cycle diagram
Glue the water cycle diagram
Toss the rainbow ball

Modifications/ Accommodations/ Adaptations for more able/less able learners in the

following areas:
Content

Less abled learners may copy the teachers crockpot experiment diagram
More abled learners may connect the experiment diagram with the water cycle
diagram

Instruction

Less abled learners will receive additional instruction from the aide
More abled learners may require less instruction, to help build independence

Materials

Some students may need thicker pencils

Some students may use circle scissors

Assessment

Some students may not need to draw accurate pictures, as long as what they believe
happened in shown
Some students will need to have accurate pictures

Research: Teachers pay teachers, Pinterest

Materials:

Crock pot
Water
Smart Notebook file
Crock pot observation page
Water cycle diagram page
Water cycle song
Rainbow ball papers
Large diagram of the water cycle

Extension Activities:

Color water cycle page

Water cycle
Is evaporation
present? In the
correct
location?
Is water vapor
present? In the
correct
location?
Are rain and
snow present?
In the correct
location?
Are lakes and
streams present?
In the correct
location?
Are the pictures
accurately
corresponding
with the labels?

Yes

No

Half-Point

N/A

Notes:

Smart Notebook Slides