A SSURE Model Instructional Plan

“The Water Cycle!”

Krystle Lynn S. DeVera
5th Grade
Science, Fine Arts, Computer
1 hour
Analyze Learners
1. 18 students
2. 9 males/ 9 females
3. Ages 10-11
4. Mental, Social, Physical, Social Notes such as:
Disabilities: Auditory Impairment
Learning Differences: High and low achievers
Cultural Ethnic Notes: Multicultural
5. Reading levels: high, average, and low
6. Learning Styles
(Estimate % of Students)
Visual: 40%
Auditory (Aural): 25%
Kinesthetic (Hands On): 35%

State Objectives
Students will recall different parts of the story by responding to teacher’s
oral questions.
Students will sequence the story in order in the activity sheet based on “The
Adventures of Randy the Raindrop.”
Students will define the different stages of the water cycle. (precipitation,
evaporation, and condensation)
Students will identify the different parts of the water cycle by creating a
poster.
Students will label the phases of the water cycle.
Students will create a multimedia presentation about the water cycle.
Select Media, Materials, and Methods
All media and materials needed for the lesson are listed, and are lesson
appropriate.
Computer with internet Crayons
access Colored pencils
printer Scissors
presentation software, Construction paper
such as PowerPoint and Glue
KidPix Hot plate
LCD projector hooked to Water
laptop Cotton balls
Laptop Colored blue rice
Markers
*Handouts and presentations/videos geared and appropriate for Auditory
Impairment student
Utilize Media, Materials, and Methods
Using different types of media and materials:
Teacher will use LCD to project laptop desktop on screen or white board.
Teacher will introduce a story through PowerPoint: “The Adventures of
Randy the Raindrop.”
Teacher will review the students “The Water Cycle” by presenting them a
video through http://www.authorstream.com
Creating a diagram/web on the program KidPix, the students will label and
describe each stage of the water cycle.
Students will also view short video clips of the water cycle in action.
Using the internet, students will investigate the processes of evaporation,
condensation, and precipitation.
Students will create their own circle diagram of the water cycle using the
circle plot creator online .
Students will develop hands-on by manipulating with the different kinds of
materials listed above while creating a poster depicting the water cycle.
Teacher will record students while they dance and participate in the “Water
Cycle” song.
Require Learner Participation
Introduction:
Teacher will introduce the story: “The Adventures of Randy the Raindrop” through
PowerPoint. Teacher will first ask what they think the story will be about. (Accept
all responses and say, “Let’s find out!”) Then, the teacher will begin the story.
(Note: Preferred if teacher memorizes the story when presenting)
Adventures of Randy the Raindrop
Randy the raindrop was part of this puddle of water.
The heat from the sun made him warmer.
So up Randy went into the big sky.
Listen to this story and I’ll explain why.
You see, Randy the raindrop’s home was a cloud,
the heat from the sun made him big, strong, and proud!
He got bigger and bigger until one day - Oh My!
He fell through the floor of his house in the sky!
Randy was scared, then he noticed more raindrops falling,
"Hey Randy, isn't this fun?" they were calling.
Then onto a leaf with a splash Randy fell,
and what happened next is a strange thing to tell.
Randy was made up of water, you know,
a part of him went to help the tree grow.
The rest of him went into a puddle so round.
Then the sun came out and shone on the ground.
The sun warmed Randy and he started to change,
He became water vapor - My isn't that strange?
Little drops of water, too tiny to see,
floated into the sky- yes that was Randy!
Randy’s home once again was a cloud in the sky,
He was a raindrop once more, but then by and by...
the sun made him bigger and bigger and then....
he fell through the floor of his house once again!
The end

URL to Authorstream story:

http://www.authorstream.com/Presentation/kdevera-275305-
adventures-randy-raindrop-krystledevera-ppt-education-powerpoint/
At the end of the story, the teacher will ask the students to help in retelling the
story while the teacher replays the PowerPoint.
Questions to ask: What happened first? Second? And so forth.
Where is Randy’s home?
How did Randy get bigger?
Why was he scared?
When Randy and his friends were falling, what is that called?
What did Randy fall onto?
Why did Randy start to change?
What did he change into?
Then what happened? Where did he go?
What did he change into when he went back into his home?
Then what happened? Why?

Exploration:
Activity 1: Teacher will perform a simple demonstration showing the different
stages of the water cycle using a hotplate and pot of water.
Water = puddle
Cover/lid=cloud
Hotplate/heat=sun
Drips of water from the lid=rain

Activity 2: Teacher will give students a story sequencing activity sheet based on
“The Adventures of Randy the Raindrop.”
Generalization:
Activity 3:
Students will assign a term for each stage of Randy’s adventure through guided
discovery through use of the word configuration technique or hangman.
Words that they will learn:
Evaporation – When Randy was in the puddle, the sun warmed him and he
changed into water vapor and then he floated up into the sky.
Condensation – Randy changed into a Raindrop and his home was a cloud.
Precipitation – When Randy and his friends fell from the cloud.

Activity 4:
Teacher will then review the students “The Water Cycle” by presenting them a
video through http://www.authorstream.com
Water Evaporation:
o The sun is warming the surface of the water.
o As the water gets warmer it changes and begins to evaporate.
o The warm water changes into a gas called water vapor and rises up.
Condensation:
o The water vapor cools down and forms clouds.
Precipitation:
o When a cloud gets full it begins to rain.

URL to Authorstream story:

http://www.authorstream.com/Presentation/kdevera-275252-water-cycle-
krystledevera-education-ppt-powerpoint/

Teacher will explain to students that they will use this information to create their
own circle diagram of the water cycle using the circle plot creator online.
Teacher will instruct students to make their own water cycle. First, students will
have to type the words “The Water Cycle” into the title field and type their name.
Next, the teacher will demonstrate how to use the circle plot diagram. Remind
them that they can use the words from the story, video, PowerPoint, and other
resources to help fill it in. Teacher will circulate and assist students.

When students are done, assist them to print out their diagrams. Ask them to
draw and color the steps of the water cycle on their diagrams.
Application:
Activity 5:
Teacher will introduce the “The Water Cycle” song.
(Sang to the tune of, “She'll be coming around the mountain.”)

Water travels in a cycle, yes it does

(use pointer finger to make a big circle)

Water travels in a cycle, yes it does

(repeat finger circle)

It goes up as evaporation
(moves hands up to the sky

Forms clouds as condensation

(make a cloud overhead with arms)

Then comes down as precipitation, yes it does!

(sprinkle with fingers while bringing arms down in front of you)

Activity 6:
Students will be divided into 4 groups. Creating a diagram on the program KidPix,
the students will label and describe each stage of the water cycle. They will also
view short video clips of the cycle in action. Using the internet, they will
investigate the processes of evaporation, condensation, and precipitation and
create a poster depicting the water cycle with the given materials.

When students present, they will be video recorded.

Ask students:
What did you create?
What materials did you use to make rain? clouds? sun? and so forth.
Why is that labeled as evaporation? condensation? precipitation?

Extension (follow-up activity):

Students will create a multimedia slideshow presentation and a newsletter
that accurately describe the water cycle. They present the slideshows to the class
and deliver the newsletter to their families.
 *Auditory Impairment students:
Student with Auditory Impairment (AI) will be provided hard copies of the lecture
notes so he or she can follow along. Same goes for the PowerPoint presentations
and video slides. The teacher will make available hard copies. Also with audio
embedded in the presentation itself for the video presentations. He or she can
also use the computer to provide assistance. For the Randy the Raindrop video,
teacher will put the story on the bottom of each slide so students can read along.

Evaluate & Revise

Student Performance
Students will be evaluated on how well they worked with their groups. The
teacher will observe and go around the room and see how they work together in
groups.

Group Name_______________________________

Name of Student____________________________

CATEGORY 3 2 1
Research and Collects a great Collects some basic Does not collect any
Gather deal of information – most information that relates
Information information that relates to topic. to topic.
relates to topic.
Share Shares all Shares some Does not share
Information information with information with the information with the
the group. group. group.
Listens to Others Always listens to Usually listens to Does not listen to group
group members’ group members’ members’ ideas or
ideas or opinions. ideas or opinions. opinions.
Fulfills Duties of Completes all of Completes most of Does not finish
the Team the assignments the assignments on assignments on time.
on time. time.

This will also be seen in their oral presentations about the water cycle
poster they created.
Open-ended questions students might have.
 The Water Cycle Activity Sheet will be graded according to the number of
correct answers. The Water Cycle Poster and Diagram will be assessed for
accuracy of labeling. The multimedia presentation will be assessed using a rubric
(shown below).
Assessment for Presentation of the Water Cycle
CATEGORY 4 3 2 1
Presentation Well- Rehearsed with Delivery not Delivery not
rehearsed fairly smooth smooth, but able smooth and
with smooth delivery that to maintain audience
delivery that holds audience interest of the attention often
holds attention most audience most of lost.
audience of the time. the time.
attention.
Requirements All All One requirement More than one
requirements requirements was not requirement
are met and are met. completely met. was not
exceeded. completely met.
Content Covers topic Includes Includes Content is
in-depth with essential essential minimal OR
details and knowledge information about there are
examples. about the the topic but several factual
Subject topic. Subject there are 1-2 errors.
knowledge is knowledge factual errors.
excellent. appears to be
good.
Organization Content is Uses headings Content is There was no
well organized or bulleted logically clear or logical
using headings lists to organized for the organizational
or bulleted organize, but most part. structure, just
lists to group the overall lots of facts.
related organization of
material. topics appears
flawed.

Media Effectiveness
Did the hands-on materials promote learning? Was it helpful for kinesthetic
learners? visual learners?
 Did the activity sheet and oral questions promote classroom discussion?
Did the computer effectively help students understanding of the activity?

Instructor Performance
Did the lesson run smoothly? Was it well-planned?
Did the class respond well to the lesson?
Were the learning objectives achieved?
Could the lesson be improved in the future?