Pre-Plan

BYU-Idaho Preschool
Lab 4
The Water Cycle
Date for Pre-Plan Review: June 6, 2016
Date Plan will be taught: June 27, 2016
Level Three Supervisor: Eve Harrison
Lead Teacher: Jessica Evans
Childrens Names and Learning/Development Goals:
1. Ali- Recognizing letters. Ali will have the opportunity to recognize letters at the
literacy because there will be letters she can trace.
2. William- writing letters. William will have the opportunity to write letters at the
literacy table. I will have the foam letters available to trace.
3. Henry- Recognize letters. Henry will have the opportunity to recognize letters
at the literacy table because there will be letters he can trace.
4. Bailey- Write letters and numbers. Bailey will have the opportunity to copy,
trace, and write letters and numbers at the literacy table. I will have the foam
letters available to trace.
5. Haylin- I have noticed that Haylin can write her name very well. Though to
extend her letter writing abilities, I will have other letters available for her to
see, and encourage her to write at the literacy table.
Preassessment and Findings: Outside on the playground, there was a large puddle of
water that the children enjoyed playing in, so I decided that I would preassess for the water
cycle. Nathan told me that water is good for the body, the trees, and that it comes from
clouds. Evelyn responded that she did not know where water comes from, and then later she
told me it came from the ground and from snow. Hollie responded that it came from the rain.
Hunter said that it comes from the river. Henry said it is from the mountains, and that there
is sand in the water. From asking questions and getting these responses, I decided that the
children would benefit from knowing about the water cycle, and learning how we get water
from the ground, and how it evaporates and comes back down through rain or snow!
Ideas to be Emphasized:
1. Water in rivers, lakes, or oceans goes up because of evaporation and forms clouds,
and then it comes back down as rain or snow.
2. As raindrops or snowflakes hit the ground, it flows through tiny tunnels in the ground,
and creates an underground pool.
3. People place pipes into the ground, all the way down into the underground pool, and
the water is pushed up through the pipes and into the water storage tower, and then
pushed through pipes into our houses.
Preschool Concepts
1. Time
2. Cause and effect
3. Liquid, solid, gas

Lesson 24
BYU-Idaho Preschool
Lab 4
The Water Cycle
Date for Pre-Plan Review: June 6, 2016
Date Plan will be taught: June 27, 2016
Level Three Supervisor: Eve Harrison
Lead Teacher: Jessica Evans
Ideas to be Emphasized:
1. Water in rivers, lakes, or oceans goes up because of evaporation and forms
clouds, and then it comes back down as rain or snow.
2. As raindrops or snowflakes hit the ground, it flows through tiny tunnels in the
ground, creates an underground pool.
3. People place pipes into the ground, all the way down into the underground pool,
and the water is pushed up through the pipes and into the water storage tower,
and then pushed through pipes into our houses.
Preschool Concepts
1. Time
2. Cause and effect
3. Liquid, solid, gas

SELF-SELECTED ACTIVITIES 1:20 - 2:50 p.m.

*Literacy Activities/ Books:
The Big, Big Sea by Martin Waddell (W4)
Big Rain Coming by Katrina Germein (G4)
The Big Snow by Berta & Elmer Hader (H1)
Hurray for Spring by Patricia Hubbell (H29)
Puddles by Jonathan London (L24)
Rabbits and Raindrops by Jim Arnosky (A15)
Splash! by Flora McDonnel (M21)
Swimmy by Leo Lionni (L22)
Umbrella by Taro Yashima (Y1)
Who Likes Rain? by Wong Herbert Yee (Y4)
Activity Description: There will be Post It notes, small booklets made, clipboards along with
writing tools like, markers, crayons, and pens for children to write down letters or draw on. There
needs to be different types of letters, foam, alphabet stickers, Scrabble letters, and printed letters,
the letter beads, along with each of their names printed out for them.
Child Objective: Children will develop literacy skills and enhance their creativity as they are
exposed to a variety of tools that can be used to write with, and express language. They can
recognize letters and learn letter sounds, as well as learn to recognize their names. (D5, G57, CI3)
Names and recognizes some letters in their own name.
Intentional Teaching: As children are at the center, teachers can ask them what letters they
recognize and talk about letter names and sounds with them, as well as finding their names on the
table and writing their own names down.
Activity Name

Description/Activity Objective

Materials, Special Set-up

Creative Art:
(#6)

Activity Description: There will be paper set

out, as well as watercolor paint, small

Small paint brushes (RR1,

Water Colors

* Manipulatives:
(#4)
Water Absorption

Math: (#4)
Which Straw?

*Science: (#3) @
Water Pump

paintbrushes, cups of water, and aprons.

Children will use their imagination to create
art.
Child Objective: Children will use watercolors
to express their artistic thoughts. (D4, G47,
CI5) Uses art materials such as paint, markers,
clay, glue, scissors, and paper for process and
artistic expression.
intentional Teaching: As children are here,
teachers can teach about cause and effect of
the water activating the paint.
Activity Description: There will be 2 trays set
up along with 2 small bowls of blue colored
water, a bowl filled with cotton balls, and eye
droppers.
Child Objective: This is beneficial for children
because they will experience water absorbing
into a material and disappearing, much like
what happens when water or snow hits the
ground (ITBE2), it can go seep into the ground.
The children will develop a cognitive
understanding of absorption and use their fine
motor skills as they squeeze the eyedroppers
to drop water onto the cotton balls. (D2, G18,
CI6) Manipulates small objects with ease.
Intentional Teaching: As children are doing
this activity, teachers need to facilitate
learning by asking children where the water is
going, and why the water is disappearing,
while the cotton ball is getting wet.
Activity Description: There will be paper
with different size lines on it. There will be
straws cut to the same size as the lines, and
the children can match up the straw to the
same length of the paper lines.
Child Objective: Children will build a
foundation for measuring, as well as practice
matching, as they decide where each straw
matches. (D1, G40, CI1) Matches, sorts,
groups, and classifies objects based on one or
more attributes or related characteristics.
Intentional Teaching: As children are at the
math activity, teachers need to observe how
the children are deciding which straw goes
where, or if they need assistance figuring out
which straw. Modeling is appropriate for most
children, but I have noticed that Max, Evelyn,
and Haylin have picked up on math activities
without modeling or directions, so let them
think it through.

15)
Water colors (RR1, 15)
Aprons (kitchen)
Cups (kitchen, above
microwave)

Activity Description: The water pump will be

set at the science table, with a bucket full of
water for children to pump. Towels will be
spread all around to catch any spills. This is

Water Pump (GG)

Towels (Laundry Room)

Cotton balls (RR1)

Trays (RR1)
Eye droppers (RR1, 11)
Water Color (RR1, blue
water color)

Paper, Straw with lines

(IWP)

*Sensory Table:
(#6)
Water Pipes

*Blocks: (#6)
Building the Water
Cycle

beneficial for children because they will be

learning ITBE 3, and see how pumping the
water pushes it through the pipe, and they can
discover what happens to the water.
Child Objective: Children will explore cause
and effect relations as they play with the
pump, and have to figure out to put water into
the pipe before it will pump the water through.
(D4, G43, CI9) Makes simple predictions and
inferences about cause and effect relations
based on observations, explorations, and
experimentations with objects and events in
the natural world
Intentional Teaching: As children are doing
this, teachers need to facilitate a discussion
about how when we use the lever to push the
water, that is what happens in a water tower.
The water is pushed up through the pipes, and
then it is released from the tower with pressure
through pipes, and that is how water gets into
our homes.
Activity Description: There will be buckets
placed on both ends of the sensory table, and
PVC pipes placed across the table. There needs
to be measuring cups and bowls to scoop the
water and pour it into the pipes. This is
teaching ITBE 3. It is beneficial for children to
have this opportunity so that they will see
where the water goes and how it travels
through the pipes and into the buckets, just
like when it gets to our homes.
Child Objective: Children will exercise
independent initiative as they choose to come
to the sensory table and engage the materials.
(D1, G3, CI3) Selects new activities during
playtime
Intentional Teaching: As children are at the
sensory table teachers need to help children
understand how water travels through pipes
from water towers and pressure pushes it into
our homes.
Activity Description: There will be clouds
made and suspended from the ceiling as well
as a sun. There will be raindrops that the
children can place, as well as rivers on the
floor. There will be word cards with
evaporation, precipitation, and
condensation, cloud, raindrop, and
riveron them. Children will build structures
with the blocks in the classroom, and teachers
will need to guide where the rain drops will go,
and talk about the word cards and what they
mean. As children are here, they will explore
parts of the water cycle as well as build
structures, and learn about evaporation,

PVC pipes, (Large outside

garage)
2- 5 gallon buckets (IWP)
Sensory toys (RR1, Green,
120)
***If you have any
questions while setting this
up, let me know

Rain drops, clouds, sun,

river (IWP)
Words (IWP)
Wooden blocks (classroom)

Dramatic Play:
Fishing and
Camping (#8)

condensation, and precipitation.

Child Objective: Children will demonstrate
curiosity and interest in learning as they put
together the water cycle. (D1, G1, CI4) Builds a
vocabulary of nouns, verbs, and descriptors
including adjectives and adverbs, to bring
understanding to words and actions.
Intentional Teaching: At this center,
teachers can promote the order of the water
cycle. Teach what each of the words mean, and
how each action is performed.
Activity Description: There will be a tent, life
jackets, fishing poles, a fire and sleeping bags
set up for the children to explore.
Child Objective: Children will engage in
symbolic representation as they take on
pretend roles that they have experienced and
build upon them using the props provided. (D1,
G15, CI10) Uses dramatic play to recreate a
real situation with self-involvement.
Intentional Teaching: As the children are
there, ask them about when we use tents and
life jackets. If they talk about when they have
used them, talk about how life jackets keep us
safe in water, and how with fire we can cook
our food outside with it.

Tent (RR2, 246)

Sleeping bags (RR2, 254)
Wood (255)
Camping/fishing gear (RR2,
246)
Blankets (242)

Alternatives:
Creative Art:
Tape Art

Description: Children will use pieces of tape

and markers to create their own piece art.

Tape, paper, markers (Art

Cart)

2nd:
Fruit String

Description: Children will string the fruit onto

the rope; they will be practicing their small
motor skills.

Stringing Fruit, (white 47)

ROTATING SNACK
2:00-2:50 p.m.
Go-Gurt, Crackers, Water

OUTDOOR PLAY
Playground

2:00-2:50 p.m.

Gross Motor:
Bowling

Description: Have the bowling pins and 2

balls set up on the concrete path right outside
the door.
Objective: Children will practice eye-hand
coordination as they roll the ball to hit the pins.
Intentional Teaching: As children do this, be
sure to help them learn that you have to take
turns setting up the pins for each other.
Description: There needs to be pipes set up
and the water hose hooked up, as well as balls
to send through the water. This is teaching
ITBE 3. Children will have the opportunity to
see where the water goes and how it travels

* 2nd: Water Pipes

@

Location: South

Bowling set and ball (GG)

Pipes (outside shed)

Balls (sensory toys)

3rd:Water Painting

through the pipes.

Objective: Children will develop a basic
understanding of water flow as they pour water
and balls through the pipes. (D1, G14, CI4).
Aims, throws, catches, and kicks balls to
explore projectile management and imitate
skills of others.
Intentional Teaching: As children are here,
teachers need to talk to children about how
water travels through pipes like these
underground.
Description: There will be bowls of water
outside with paintbrushes for the children to
paint with.
Objective: Children will experience cause and
effect relationships, as well as see first-hand
evaporation.
Intentional Teaching: Teachers need to ask
children why they think that the water is
disappearing. Use words like evaporation,
sunlight, and heat.

Paint Brushes (RR1)

Bowls (RR1)

CLEAN UP
2:50-2:55 p.m.
Sing the preschool clean up song 2 times.
GATHERING TIME
2:55-3:10 p.m.
Transition
Muddy Water Puddle
Children will dance and do the motions to the music. Hap Palmer, Yellow 4, Song 8
To settle children, they will all pretend to sit in a muddy puddle and take a rest.
Description
Materials
Activity Name
1. Water in rivers,
Hold up and show children the raindrop. This is Randy, Robert, Rosemary
lakes, or oceans
Randy the raindrop, can everyone say hi?
(IWP)
goes up because
Randy comes from the clouds high in the sky.
of evaporation and Randy has lots of friends that live with him in
Clouds (IWP)
forms clouds, and
the clouds. Put them onto the clouds on the
then it comes
felt board, Here are 2 of his friends, Robert and Ground with tunnels.(IWP)
back down as rain
Rosemary. Randy, Robert and Rosemary have
or snow.
lots of friends, and sometimes the clouds get
so heavy because of their friends, that they
just fall out of the clouds. Put the raindrops on
the ground. When this happens it causes
precipitation to come from the clouds, and we
call it rain. Can everyone say precipitation?
Say it together as a class. Precipitation is
another word for rain. So in this bowl I have
some shaving cream. Were going to pretend
that the shaving cream is clouds that we have
in the sky, and then I will pour some food
coloring onto our clouds. Now, as Im doing
this, you have to be as still as a cloud. Can
everyone show me how still clouds are? OK!
Now lets pretend that the food coloring is

2. As raindrops or
snowflakes hit the
ground, it flows
through tiny
tunnels in the
ground, creates an
underground pool.

3. People place
pipes into the
ground, all the
way down into the
underground pool,
and the water is
pushed up through
the pipes and into
the water storage
tower, and then
pushed through
pipes into our
houses.

water drops in the clouds, and we will watch to

see what happens! We have to watch it as we
sit here!
As Randy and his friends come down from the
clouds, they hit the ground. The dirt absorbs
water, and eventually as it keeps absorbing the
raindrops, it fills up the tiny tunnels that are
underground. Place tunnels on the ground
piece on the board. To find out where our water
goes to in the tunnels, we have to sing a song.
It goes, Raindrop, raindrop whered you go,
give me a peek of where you flow. Ok lets
practice one time! Alright I think were
ready! We have to sing it 2 times to find out!
Sing it twice, and then uncover the
underground pool. Alright boys and girls, all of
our raindrops went into the underground pool.
What do you think happens after the water is
in this big pool underground? Let them answer.
**For this, Im making a bowel of dirt, and I will
have dirt on top of a screen, and then pour
water through it, and the children will watch as
the water collect into the bottom of the
container. I will then place pipes into the
underground water, and push it through using
the pressure from the spray bottle. **
Show children the bowl with the dirt and
screen. When I pour the water on the dirt, lets
all watch as it goes to the bottom, under the
dirt. After this, connect the spray bottle to the
pipe. Now, Im going to put this pipe into the
underground water, and this spray bottle will
use pressure to push the water up through
these pipes! This is what happens in Rexburg.
We have a huge water tower on the hill, and it
builds pressure, and then it pushes it through
pipes, and into our homes! **as I tell the story,
I will have the children pretend to pour the
water, and then they will all stand up, and
pretend to pump the water with me.

Underground piece (IWP)

Bucket of water
Clear pipes
spray bottle
Pitcher of water.

SMALL FOCUS GROUP

3:10-3:25 p.m.
Group 1
Group 2
Group 3
Emilia
Max
Nathan
William
Caden
Hollie
Haylin
Bailey
Henry
Hunter
Evelyn
Savannah
Your Activity
Description & Objective
Transition to Small
I grouped the children according to social
Focus Groups
interaction, the children are in groups that I have
noticed play together. There will be raindrops, a
sun, a water tower, and water pipes in the back of
the nametags that distinguish which group they
are in. I will hold up a picture of each one at a

Group 4
Jeffrey
Bentley
Ali
Kash
Materials
Pictures (IWP)

Lets Make a Cloud

CLOSING CIRCLE

time, and all of the children who have that same

picture in their nametag will stand up and go with
their teacher.
Activity Description: The children will be seeing
how a cloud is formed! There needs to be a mason
jar filled with hot water. Spray in hair spray into the
water, cover it with the plate immediately and put
ice cubes on top of the plate. A cloud will slowly
begin to appear in the jar, and after you read your
book, take the top off and watch the cloud come
up. This relates to ITBE 1.
Child Objective: Children will observe what
happens as the water begins to evaporate.(D4,
G43, CI3) Observes, describes, and predicts the
phenomenon
and outcomes.
Intentional Teaching: With the children, discuss
how the raindrops forming in the jar is the rain and
it is from the heat and coldness from the ice
causing the water to evaporate. When the jar is
looking cloudy, lift the plate and watch the cloud
form outside of the jar.

4 Mason Jars
(Kitchen)
4 Plates (Kitchen)
Ice cubes (Freezer)
hairspray (IWP)
Use 2 of the books
from self-selected
for each group.

3:25-3:40 p.m.

Transition Wiggy Wiggy Wiggles, Hap Palmer, Yellow 4, Song 3

After the song is over, I will lead the children in wiggling to the floor, where they will sit.
Description
Materials
Activity Name
Brown Bear, Brown I will do shared reading with the children and they will be able Big Book,
Bear
to repeat the phrases back to me.
RR2, BC11
Song
The teacher will sing the song Down By the Bay with the
Down By
children. This song teaches rhyming, which is a part of
the Bay
phonemic awareness.
visuals
(Closet)
Felt Story
Pete the Cat
IWP
Phonemic
Alligator Munch with Pictures. Each sound will be identified
(IWP)
Awareness
based on the picture.
REVIEW
Show the bowl of water with the shaving cream, and talk
IWP
about the effects of the weight in clouds. I will also ask the
children what they learned.
Bubble Wrap
I will lay out bubble wrap all throughout the circle area, and I
Bubble wrap
Popping
will say Pop all the bubbles as fast as you can? GO!
(Beautiful
junk)
Animal Dice
Children will take turns rolling the dice, and then we will do
Dice (IWP)
Movement
that animal movement.

WORDS TO SONGS & FINGERPLAYS:

Wiggy Wiggy Wiggles- Hap Palmer
I got the wiggy wiggy wiggles and I can't slow down
The squizzy squizzy squirmies, got to move around
The busy, busy, buzzies like a buzzing fly

The silly willy nillies and I don't know why (Freeze)

I got the jiggy jiggy jiggles and I can't sit still
The shiver shiver shakies like a fever chill
The fidgy fidgy fidgets and I'm flippin' out
Golly golly jeepers got to jump about (Freeze)
And my mommy and my daddy and my teachers say
"Calm down, cool down, hey, hey, hey!
You drive us crazy crackers when you act this way
Slow down, slow down, slow down, slow down
I got the wiggy wiggy wiggles and I can't slow down
The squizzy squizzy squirmies, got to move around (Freeze)
The busy, busy, buzzies like a buzzing fly
The silly willy nillies and I don't know why
I got the jiggy jiggy jiggles and I can't sit still (Freeze)
The shiver shiver shakies like a fever chill (Freeze)
The fidgy fidgy fidgets and I'm flippin' out
Golly golly jeepers got to, golly golly jeepers got to
Golly golly jeepers got to jump about (Freeze)
Muddy Water Puddle
Everybody tiptoe through the puddle
Step inside with your pants held high
Tippy toe off you go popping bubbles
Playing in a muddy water puddle
Everybody stomp around in the puddle
Stamp your boots so the water shoots
Stomp around clomp around,
jump and scuffle
Playing in a muddy water puddle
Everybody roll around in the puddle
Get yourself muddy so you look real funny
Splash around thrash around gurgle guggle
Playing in a muddy water puddle
RESOURCES:
Brother Allen
Sister McQuain