KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Nicole Talarico

Date: Day 5

Cooperating Teacher: Dr. Varano

Coop. Initials

Group Size: 20 students

Allotted Time 40 minutes Grade Level 3

Subject or Topic: The Water Cycle

Section

STANDARD: 3.2.3.A1- Differentiate between properties of objects such as size, shape,

and weight and properties of materials that make up the objects such as color, texture, and
hardness.
Differentiate between the three states of matter, classifying a substance as a solid, liquid,
or gas.
I. Performance Objectives (Learning Outcomes): Students will identify and explain
various concepts of the water cycle by participating in a jeopardy game.
II. Instructional Materials
A. White board
B. Marker
C. Water Cycle Jeopardy game
D. Smart Board
E. Computer
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Students have covered precipitation, evaporation, condensation,
weather instruments, and pollution.
B. Key Vocabulary
1. No new vocabulary
C. Big Idea
1. Students understand the water cycle, how it effects us, and how we
can effect it.
D. Content
1. Precipitation

2.
3.
4.
5.

Evaporation
Condensation
Pollution
Weather instruments

IV. Implementation
A. Introduction
1. The teacher will play the water cycle video
(https://www.youtube.com/watch?v=al-do-HGuIk)
2. The teacher will remind the students that today they will be playing a
review game for their test the next day on the water cycle.
3. The teacher will divide the class into two teams and make a score
table on the board.
B. Development
1. The teacher will let the students play the jeopardy review game (see
attached) and keep score as they play.
2. The teacher will allow the student to choose a category and level
number.
3. The teacher should click on the question that the student chooses. If
the student gets it correct, give them the points indicated for that
question.
4. If the student gets the question wrong, the question goes to the
opposite team and they can talk as a group to answer the question. If
the opposite team gets it correct, they receive the points.
C. Closure
1. The teacher will play https://www.youtube.com/watch?
v=TWb4KlM2vts and have the class stand up.
2. The teacher will write the chorus on the board and have the students
sing a long as the chorus comes on:
a. The water cycle takes the water and moves it up and down
and all around the Earth
D. Accommodations/Differentiation
1. E.M. has a hearing impairment and will be placed close to the smart
board for the video.
2. The lesson will be differentiated by having the teacher read the
question aloud as well as seeing the question and answers on the
smart board.
E. Assessment/Evaluation Plan

1. Formativea. There will be no formative assessment for this lesson.

2. Summative
a. The students will complete the unit test.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1. Did we have enough time to play the game?
2. Were my students getting most questions correct? Were they getting
the hard questions correct?
VI. Resources (in APA format)
H. (2015). Water Cycle Song Video. Retrieved November 21, 2016, from
http://www.youtube.com/watch?v=TWb4KlM2vts
Standards Aligned System. (n.d.). Retrieved November 18, 2016, from https://pdesas.org/
V. (2013). The Water Cycle. Retrieved November 21, 2016, from
http://www.youtube.com/watch?v=al-do-HGuIk