Water Cycle

Author: Elyssa Place

Date created: 04/26/2012 1:00 PM EDT ; Date modified: 04/26/2012 4:15 PM
EDT
Subject(s)
Science
Grade/Level
Grade 2
Lesson Plan Component
State Standards
NY- New York State Standards
Subject: Science
Learning Standard: STANDARD 1Analysis, Inquiry, and Design Students will
use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
Grade/Subject: Grades K-4
Area: SCIENTIFIC INQUIRY
Key Idea: The central purpose of scientific inquiry is to develop
explanations of natural phenomena in a continuing, creative process.
Performance Indicator:
S1.1 Ask "why" questions in attempts to seek greater understanding
concerning objects and events they have observed and heard about.
Detail: S1.1b Articulate appropriate questions based on
observations
Learning Standard: STANDARD 4:
Grade/Subject: Grades K-4
Area: The Physical Setting
Key Idea: Many of the phenomena that we observe on Earth involve
interactions among components of air, water, and land.
Performance Indicator:
2.1 Describe the relationship among air, water, and land on Earth.
Detail: 2.1a Weather is the condition of the outside air at a
particular moment.
Key Idea: Matter is made up of particles whose properties determine
the observable characteristics of matter and its reactivity.
Performance Indicator:
3.1 Observe and describe properties of materials, using appropriate
tools.
Detail: 3.1c Objects have properties that can be observed,
described, and/or measured: length, width, volume, size, shape,
mass or weight, temperature, texture, flexibility, reflectiveness of
light.
Detail: 3.1g Some properties of an object are dependent on the
conditions of the present surroundings in which the object exists.
For example:
temperature - hot or cold
lighting - shadows, color
moisture - wet or dry
Goal
Students will understand the water cycle.
Instructional Objective
After learning about the water cycle, the children will be able to complete a test on
the water cycle recieving a minimum score of 70%
Rationale for lesson
Science in second grade is very important because it builds upon knownledge that
they will need throughout their school careers. In second grade, students'
knowledge of matter is increased. The water cycle builds upon their knowledge of
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matter and introduces new terms like evaporation, condensation and percipitation.
Students learn how to make predictions and evaluate experiments.
Anticipatory Set
I will have the children gather on the rug. I will explain to the children that we are
going to learn about the water cycle. They already know about the states of
matter: solid, liquid and gas. I will ask them to remind be what they are and to give
examples. I will then pull out zip lock baggies that I filled with 2-3 Koolaide ice
cubes. I will give each child a baggie. I will ask them what state the ice cubes are
in and they will say a solid state. Then I will explain that we are going to do an
experiment and after they can drink the Koolaide. I will then collect the baggies
and tape them on the window (it has to be a hot day outside to do the lesson).
Then I will ask the children to make prediction about what will happen.
Step by Step Procedures
1. I will have the children go to their desks.
2. I will explain that they are going to watch a 4 minute Magic School Bus clip titled
"How Water Changes." In the clip they are going to get a clue on what might
happen to the zip lock baggies. They are also going to learn about how clouds are
made.
3. Then I will play the clip (it was found on Youtube). As the video plays I will write
the three key words on the board: Evaporation, Condensation and Precipitation. I
will draw a ground and a sky. On the ground will be a glass and in the sky, some
clouds.
4. Once the clip is over. I will explain the water process using my drawings on the
board. The water starts as a liquid in the glass on the ground. When it gets hot
the water evaporates into the air as a gas called water vapor. Once it starts to
cool down, it condenses into a cloud and when it heats up again it turns into
precipitation also known as rain.
5. I will then ask the children if they would like to make predictions about our
experiment. I will tell them I will give them a clue: the Koolaide is zipped in the
bags tightly but some liquid or other form might come out somehow.
6. I will fill out the worksheet (see attached) with them. To help them remember
parts of the worksheet I will have this song on chart paper and I will sing it with
them (it is to the tune of "She'll Be Coming Round the Mountain):
Water travels in a cycle, yes it does
Water travels in a cycle, yes it does
It goes up as evaporation
Forms clouds as condensation
Falls down as precipitation
Yes it does
7. Have them go to lunch or a special. As they are gone the Koolaide ice cubes will
fully melt and the hot sun will cause condensation on the baggies.
8. When they return and walk through the door I will make them really excited to
go check out the baggies. I will let them go gather around them. As they are
gathered around I will tell them to take notes about everything they see and then
return quietly to their desks.
9. Once everyone returns to their desks. I'll ask them what they noticed.
I will ask them what happened to the ice cubes and
why they melted.
I will ask if they saw tiny water droplets on the
baggies if no one brings it up.
I will see if they have any ideas for why there are
tiny droplets
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10. I will explain that the water droplets came from when the heat of the sun
caused the water to evaporate. A gas was then formed. I will ask them to name
the gas which they should remember from previously. Then I will explain that the
bag was sealed so the water vapor could not escape. This then caused it to
condense like when clouds are formed and it created the tiny drops of water like
precipitation.
11. I will then ask if anyone could tell me the states the water went through in
order. The answer would be solid as an ice cube, liquid as the water, gas as the
water vapor and then liquid as the tiny droplets.
12. I will ask them what caused the changes.
13. I will ask them what I could do to make the water become solid again.


Modeling
I will model how to fill out the first worksheet.
Checking for Understanding
When the children fill out the worksheets I will make sure that it has been done
correctly.
I will ask questions throughout the lesson to make sure everyone is following
along and knows the correct answers.
Guided Practice
As the children fill out the final worksheet I will walk around and make sure that it
is being done correctly.
Closure
I will have the children fill out the worksheet (see attached) on the experiment.
Final Evaluation
The children will have a mini-quiz on what they learned. It is to make sure that all
the children understand what was taught.
Independent Practice
Over the weekend if it rains, the children will go home and write notes about what
they see using the words evaporation, condensation, and percepitation. If it does
not read they have to explain the water cycle to someone of their choice.
Materials Needed
20 baggies Tape
40-60 Koolaide ice cubes Computer
Projector White Board
Chart paper Water Cycle Worksheet
Experiment Worksheet Mini-quiz on the Water Cycle

Modifications/Adaptations
I will remain close to Amaron and help guide him through the worksheets. He has a
hard time staying on task. I will encourage him through positive reinforcement.
Children that need special help with the final worksheet can meet with Ms. B at the
extra-help table. She will work closely with them.
I will be alert to Shaniqua. She likes to distract the class. I will make sure that
when she starts to act up that I either give her a look or re-direct her.
Special Alerts
The children will need to be reminded to have their own personal space on the rug,
as well as when they are gathered at the window looking at the baggies.
I will need to pay special attention for when the lesson takes place because a
special or lunch needs to be in the middle so that the water droplets will form on
the baggies. The lesson needs to be before and after the lunch or special.
Collaborative Planning
Ms. B will work with the children that need special help. When we do the second
worksheet she will take aside the children she feels need more intense
instruction.
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Mrs. Hamilton will help me when I am instructing the children to make sure they are
keeping up and paying attention.
When I tape the baggies up both teachers will help me.
Role of Support Staff
While the whole lesson is going on Mrs. Hamilton and Mrs. B will walk around and
redirect children that are acting out. They will also help answer questions.
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