Lesson Plan (Project 1)

WATER CYCLE LESSON PLAN

Name: Carolina Martinez-Sanchez

Date: 2/14/10

Subject: Water Cycle

Length of Lesson: 1- 1 1/2 hours

Grade Level: 4th Grade

Short Description/Summary: Students will learn about the different stages of the water cycle.

Student Learning

Utah K-12 Core Curriculum

Standard 1

Students will understand that water changes state as it moves through the water cycle.

Objective 2

Describe the water cycle.

NETS-T

Standard 2

Design and Develop Digital-Age Learning Experiences and Assessments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Objectives: Students will be able to identify the changing stages of the water cycle by visiting related websites and completing online and in class activities in groups.

Assessment: Summative assessment will be used to measure student learning; completed poster will be collected for grading.  Formative assessment will also used during the lesson.

Lesson Preparation

  • Searching the Web to find appropriate web sites and activities for students to complete.
  • Searching for information about the water cycle to ensure that students are being taught accurate information during the lesson.
  • Reviewing water cycle diagram online.

Technology Resources Required: Computer, Internet.

Other Materials Required: Posters, markers, crayons, pencils, watercolors, water, cups, glass, water can.

Background for teachers: http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=393

http://www.uen.org/cc/uen/core/pub/displayCoreCourse.action?ccId=3040

http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html

Setup: Preparing materials for posters, vocabulary list, stereo and CD of Water Cycle song.

Lesson:

Introduction:

10 minutes

  • Show students a cup with water in it and a water can to use as rain.  Use it as a visual aid during class discussion.
  • Class discussion about the water cycle:
  • What is rain? What happens to the sky when it rains? Why does it rain? What happens to the rain after it falls?
  • What are clouds? What are clouds made of?
  • How are puddles formed?  What happens to puddles when it doesn’t rain anymore?

I will connect this lesson to prior lessons about water in liquid and solid forms and its importance to life on earth.

Lesson/Activities:

45-60 minutes

  1. Students will gather around a computer in groups of four to read “The Adventures of Drippy the Raindrop”, by Joel M. Kimball”, found on the following website:

http://www.drippytheraindrop.com/Stories/ToMountainsAndBack/Page1

2. I will write the important vocabulary words about the water cycle on the board and we would read the words aloud together as a class.

3. Then I will explain each of the stages of the water cycle as we look at a water cycle diagram found in the following website:

http://www.earthguide.ucsd.edu/earthguide/diagrams/watercycle/

  1. Students will then work with a partner to complete an online quiz about the water cycle found in the same website.
  2. Students will create a poster that represents the different stages of the water cycle in groups of four.

Closure:

10 minutes

We will learn a simple song about the water cycle as a class to review the vocabulary just learned that identifies the stages of the water cycle.

Evaluation:

I will walk around the classroom while students are engaged in their activities to listen to their comments and reasoning about the activities being completed and ask them questions about what they are learning.

I will use the poster they create in groups to assess their learning.

Accommodations

I would create a model of the water cycle as a visual aid for special need students and ESL students.  I would use other websites for the in class activities where more simple or more challenging diagrams are shown.  I would also ask the gifted students to write a definition of each of the stages on the poster being created.

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