Students learned about each stage of the water cycle including evaporation,

condensation, and precipitation. The lesson enabled students to learn how the water cycle
is continuous through the water cycle in a bag activity. Students watched a video on the
water cycle, worked in pairs on the water cycle in a bag activity, completed a worksheet,
and read a story. The story they read provided language support for English language
learners because it allowed them to look back at the story for vocab words. To track
student engagement I used an engagement chart to tally participation as well as rate their
engagement for the lesson on a scale from one to five. Overall my students were engaged
during the lesson and activity. Detailed directions and the hands on lesson were
contributing factors to an engaging successful lesson. I know they understood the water
cycle through the predictions and observations in their notebook, participation, and the
worksheet they completed on the water cycle. After the lesson I read their predictions in
their notebook. In the future, I am going to grade their predictions as I circulate the room.
After teaching this science lesson I learned that science doesnt always goes as
planned and to be flexible. Initially this experiment was only supposed to take a day
however the condensation did not form onto the bags therefore it turned into a long-term
investigation. For three days we went back to our bags and observed and recorded if any
changes occurred to our bags. Even though the experiment took longer than planned the
student learned from it.
One goal I have for myself after teaching this lesson is to work on my
questioning. I think my questions are sometimes vague and I repeat my self. In the future,
I want to make questions or question stems to best prepare myself for my lesson.

Below are examples of their predictions and observations in their notebooks, the
story they read, and the worksheet they completed.