Design for Learning

Instructor: Jordan Baggett Grade Level/Cooperating teacher: 2nd/ Mrs. Harris Lesson Title: Around the Cycle We Go Date: October 29th, 2013 Curriculum Area: Science Estimated time: 45 Minutes Standards Connection: AL 2nd Science (9) Describe evaporation, condensation, and precipitation in the water cycle. Learning Objective: When given journal page students will be able to put in their own words what the water cycle is with help from a flow chart. They will correctly using the words: evaporation, precipitation, and condensation. Learning Objective(s) stated in kid-friendly language: Today, friends, we are going to learn about rain, and how it finds its way into the clouds and how it falls so that we can enjoy it. We are going to get to learn a new song, and play a game so that we can learn about how rain happens! Evaluation of Learning Objective(s): Students will be given a diagram of the water cycle at the end of the lesson, and will identify the stages of the water cycle by labeling the stages on the diagram. The students will also be given a journal sheet to explain in their own words what is happening in the diagram. Students must label all three stages correctly on the diagram, and then after this is checked they will write about the stages of the water cycle in their journal entry correctly. Engagement: The teacher will explain the lesson that is being taught to them for the day. She will show them the journal sheet and diagram that will be used later in the lesson. Next, the teacher will have all of the students come and sit on the carpet in the middle of the room. In order to get their attention to do this, she will say everyone catch their bubbles! The students will act as if they are holding a bubble in their mouths so they can keep quiet! Okay great job keep quiet class we are going to quietly make our way to the carpet one group at a time! Can I have all of the students from tables one and three make their way to the carpet please! Great job, I love the quiet voices and soft feet. Please sit criss cross on the carpet when you get here! Wait for students from those tables to reach the carpet. Great now tables two and four come and do the same thing! Walk quickly so we can start! Once the students reach the carpet begin the lesson. Today we are going to be learning about the water cycle. Does anyone have an idea of what that might be? Wait for class to answer, also to catch to see if anyone knows the answer or what they might think it might be. The water cycle is what has to happen for us to have rain! Can someone tell me where the rain comes from. Wait for someone to answer with the word clouds. Youre right! The rain comes from clouds, but today we are going to learn how the rain gets in the clouds, and even how clouds form! To do this I want to first teach you a song that I

learned when I was in 2nd grade! So I am going to sing a line and then we will repeat it together. Here we go! Precipitation and evaporation. Now together! **repeat** Condensation the water cycles around. Lets repeat that together ** repeat ** Great lets keep going! Moving water from the earth, to the air, and back to earth. I know thats a lot but lets repeat! ** repeat ** Warm air rises then it cools oh, oh, oh, oh. And Go! ** repeat ** Precipitation and evaporation condensation the water cycles around! Last time! ** repeat ** Great job class!! Lets sing it all together now stand up and lets sing it! Cue Song: Precipitation, and evaporation, condensation, the water cycles around. Moving water from the earth to the air, and back to earth. Warm air rises then it cools oh, oh, oh, oh! Precipitation, and evaporation, condensation the water cycles around! End of song. Wow class I am so impressed that you picked up on the song so fast! So the song we just sang about tells us how the water cycle works! So now that you have heard about how it works, lets see how it works. For that I am going to need the help from our friend Mrs. Frizzle from the Magic School Bus! Now we arent going to watch all of the video, but someone has made a clip of just the water cycle so lets see what Mrs. Frizzle has to say about the water cycle!: Pull out laptop and plug into the projector or just show as is type in or clink this link for video: http://www.youtube.com/watch/?v=AQKdkponoZM End of video. Can anyone tell me what Arnold and Mrs. Frizzle said about water? Does it ever stop moving? Listen for someone to answer no. Youre right water never stops moving, and that is why it is called the water cycle! Now that we have learned about the water cycle just a bit we are going to have some fun acting it out! So every one stand up! Learning Design: Okay class I would like for you all to stand up! Please keep quiet so that we can get to learning! Wait for everyone in the class to stand up! Ok class I would like for everyone to close their eyes nice and tight and I want you to begin imagining something! Keep your eyes closed really tight! Make sure everyone is going along with his or her eyes being closed, and pause for about 5 seconds. Okay I want you to imagine that youre water! Wait for class to stop giggling. Yes I know that it is silly for you to pretend to be water, but for this activity youre going to be playing the biggest role of all, water! We are going to be acting out the water cycle as a class! Now what was it again that Mrs. Frizzle said about water? Wait for class to respond, with that it doesnt stop moving. Yes! Exactly you are correct, water doesnt ever stop moving. That is amazing isnt it that the water you see everyday doesnt ever move? Wait for the class to give some responses. So today I am going to make different corners in our room act as the different stages in the water cycle! For this to work however I need you to be the best water drops you can be! So I need you to follow a couple of rules okay? Wait for class to respond with ok. Okay first Im going to need you to be quiet when I am giving you directions on where to move. I am going to be the narrator; does anyone know what that means? Wait for response. It means that I am going to be reading where you are going to go in our little scene, and so for you to be the best water droplet you can be you need to listen! That way we can see how the water cycle works! So can you all promise to keep your listening ears open, and keep your voices quiet? Wait for them to answer yes. Okay also in some of the stations of the cycle I might have props sitting around, such as pillows. I need you to be great

droplets and not pick them up, or hit each other with the props. Can you do that? Wait for them to answer yes. Okay great! I know that this will be the best water cycle scene yet! So next I am going to show you where the stages of the water cycle take place! First, over in this corner we have all of these blue blankets. What station could this represent? Does anyone want to take a guess? Wait for responses, and hopefully someone might mention water! Right! The blankets are blue! So they are representing the water! Now this is a place where the water cycle takes place is any form of water. Now when I think of water I think of the beach, because that is where I am from, but there are many kinds of bodies of water can you name any? Wait for students to answer with answers such as: lake, puddles, ocean, pools, ect. Thats right there are so many kinds of places where there is water! I am so impressed that this class knows so many! Give yourselves a pat on the bat! Next we are going over to this corner, because for the water to move it has to get warm. Hmmmm in this corner I am seeing a lot of yellow balloons. What in the world could this represent? Any ideas? Remember the water has to get warm for it to move. Wait for a student to say the sun. You are right! This must be the sun! The sun helps warm up the water so it can move over to the next corner. I wonder what that corner will be lets walk over and see! Walk over to the next corner. Well lets see Im seeing a lot of pillows in this corner. Where could be? Wait for student to say the clouds. Oh wow you must be right! We are in the clouds! We didnt even need a plane to get here! Wait for giggles. Okay well now that we have stopped by all of the corners we are almost ready to start. Now what do you need to do so you can hear my directions? Wait for answer. Youre right you need to keep your listening ears open and your mouths quiet! Here we go! One day a whole bunch of water droplets were hanging out together in a puddle at the park. They were so happy to get to spend time together in their little puddle! However, some of the raindrops dreamed of moving to a new place! Lucky for them however, they will get to move somewhere new because of the water cycle! Everyone act excited for me you can jump up and down and even do a little dance! Wait for class to act all silly pretending to be excited. It was hot in July when the sun started to make the little water droplets feels a bit warm! They started to float up towards the sun, this is called evaporation! Ok little rain droplets I want you to make your way towards the sun! Walk slowly towards the sun and stop! Wait for class to stop at the sun. When the water droplets had made it high in the sky they started to feel a little bit chilly and started to buddle close together and form a cloud. This is called precipitation! Ok droplets walk slowly to the clouds and when you get their act like you are cold and get really close together! Wait for students to buddle up together over in the cloud corner and wait for them to settle down. Give them around 30 seconds before moving on! Suddenly the rain droplets found their new home in the cloud start to get more and more packed! They barely had any move! Class act like you are in a tight place! Wait for the class to do this and wait for the giggling to slowly die down! Soon the cloud was to full to hold all of the water droplets so they began to fall down towards their new home below. Class I want you to walk slowly back towards the water! Wait for the class to make their way back to the blanket section. The droplets found their new home in a lake, and they were excited to spend some time there in the lake, before starting their journey again. Now class did you noticed what shape we were moving in during the story? Wait for class to answer with a circle. Youre right! A circle! You just completed the water cycle. Now lets go

over what you did in the story. Where did you start from? Wait for the answer water. Right and you moved where? Wait for the answer the sun. Can anyone remember what has to happen to the water before it evaporates? Wait for the answer that the water has to get warm. Youre right! The water has to warm up before it evaporates. Repeat with me evaporation. Evaporation. Do you remember what happened next? I think I remember the temperature changing, but what happened exactly? Wait for a 15-20 second pause. The temperature got colder, right? Then what did the water turn into? Wait for answer. Yes! The water turned into a cloud! So the water turns into a cloud. We know this, now why does the water fall down into rain? Wait for answer for at least 10 seconds. Yes! Because the water becomes to heavy so it has to fall, and will return to the earth. That is the water cycle! Now we are going to take what you learned and put it into practice. Opportunity for Practice: The students will be split up into their table groups and will return back to their seats to receive the next activity. The teacher will give each student a wheel with blank labels and a fastener. The students will have plenty of time to work together to label the wheel with the correct labels: Evaporation, Precipitation, and Condensation. They will then color the wheel and attach fasteners through the hold in the middle that is marked. Before fastening the front and back of the wheel the students need to raise their hand for the teacher to walk around and check to make sure that all of the areas are clearly labeled with one of the three options. If there is a mistake on the wheel they can take their wheel and walk through the set up from the story to see if they can figure out the answer with their group. If they still need assistance the teacher can come by and help them figure out the answer. One the answers are correct and clearly labeled they can color the wheel and fasten it together, but need to hold onto the wheel for assessment. Once they are done they can come up to the teacher to receive the last piece of the assignment. Assessment: Okay class now that most of you are done with your wheels, which look amazing we are going to use this last paper to complete your lesson on the water cycle! Can everyone pull out this journal entry sheet that I just passed out, and hold it up for me so I can see that you have it? Wait for all students to raise their sheet in the air to check to make sure that they have it. If a student is missing one then hand them a sheet. Great what I would like for you to do with this sheet is explain to me in your own words what the water cycle is. Try to give me as much detail as possible, and I want you to use our three new words, which stand for the stages of the water cycle can we repeat those again: Evaporation, Condensation, and Precipitation. I will let you use the water cycle wheel that you just made to help you remember the stages, and so you can remember how to name them. When you are done bring me the sheet, and we will begin our closing activity!

Closure: I am so impressed at how well you did with the water cycle today! Give yourselves a pat on the back! Wait for them to pat their backs. Now I know we learned a lot today, and I think that it is important for you to remember what we learned so I have a little treat and activity for us to end todays lesson with. I am going to pass around several beads and a piece of string. Pass out beads and string. Now if you look you will see that you have two light blue beads, one green bead, one dark blue bead, one yellow bead, one clear sparkle, and one white bead. You are going to be making a water cycle bracelet to remember the water cycle with. First lets put one light blue bead on the string, this mean is to remember rain. Wait for them to get the bead on. Next, put the green bead on, and this will help you remember the rain falls to the earth and on the grass too! Wait for them to slip on the green bead. Next I want you to slip on right next to the green bead then dark blue bead. This will help you remember the body of water that will evaporate later. Wait for them to slip the bead on. Next I want you to slip on next to the dark blue bead is a yellow bead which means the sun that helps the water evaporate. Wait for them to slip on the bead. Next lets put on the clear sparkle bead! This will help us remember the water evaporating. This will go right next to the yellow bead. Wait for them to sleep on the bead. Next we will put on the white bead, which goes right by the clear bead, and this bead will help us remember that the water precipitates and will make a cloud. Wait for them to put on bead. Finally I would like you to slip on the last light blue bead, and this will help us remember rain and that the water cycle starts all over again. Wait for them to slip on the bead. Now I turn to your table partner and help each other tie on the others bracelet. Wait for all the students to have their bracelets on and ready to go. I am so proud of you for all doing so great today with learning about the water cycle! Now you can go home and show your parents what you learned today, and use your new bracelets to show them how the water cycle works! Materials and Resources: - Laptop - 4 to 6 pillow - Around 12 yellow balloons - 3 to 4 blue blankets - Yarn of string, pre-cut string about 5 inches in length - 2 bags of light blue beads - 1 bag of green beads - 1 bag of dark blue beads - 1 bag of yellow beads - 1 bag of clear-sparkle beads - 1 bag of white beads. Differentiation Strategies: High ended learners can label a plastic bad with the stages of a water cycle and fill the bag with a tablespoon of water, and tape the bag to the window for the class to see the water cycle first hand. Low ended learners can work on a pre labeled sheet that already shows where the labels go on the water

cycle. High ended learners can great an Aurasma using the water cycle chart, and show the water cycle play sequence again so other students can watch it and remember the story, and the sequence of events. Low ended learners can take a cup of water and cover it with a piece of plastic and set it in the window sill, and write what they see in a journal so they can see the water cycle for themselves so it makes more sense. High ended learners can sing the water cycle song for other classes in the grade, and even a year younger to show them what they learned about the water cycle. Data Analysis: Reflection: