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Design for Learning

Instructor: Miss Lavender Lesson Title: The Water Cycle Curriculum Area: Science Grade Level/Cooperating Teacher: 2nd Date: November 1, 2013 Estimated Time: 45 minutes

Standards Connection: Describe evaporation, condensation, and precipitation in the water cycle. Learning Objective(s): When given an exit slip with a diagram of the water cycle, students will be able correctly identify the stages of the water cycle and give a brief description of each.

Learning Objective(s) stated in kid-friendly language: Today class, we will be learning about the water cycle and its three stages. You will know youve got it when you can label the parts of the water cycle and tell me a little about each stage.

Evaluation of Learning Objective(s): Students will be given an exit slip with a diagram of the water cycle on it. They will have to be able to label the water cycle correctly. After students label the water cycle diagram they will provide a brief description/explanation on the second sheet provided about the three steps discussed in class. Engagement: To start off the lesson the teacher will teach the students a song. Alright class, I have something fun for you guys this morning. Are you ready?! I am going to teach you a fun song. I need everyone to listen closely to the words and watch me....there are some motions and movement to this song! Alright, listening ears on!!! Here we go. (Teacher will sing The Water Cycle song to class. The song is to the tune of Shell be coming around the Mountain.) Water travels in a cycle, yes it does. Water travels in a cycle, yes it does. It goes up as evaporation, then forms clouds as condensation, then falls down as precipitation, yes it does! Pretty easy, right? I think we can do it. Wanna try? (wait for appropriate response) Alright, altogether on the count of 3. 1....2....3.....(The class will sing song with teacher) Water travels in a cycle, yes it does. Water travels in a cycle, yes it does. It goes up as evaporation, then forms clouds as condensation, then falls down as precipitation, yes it does! Superb job! Learning Design: I. Teaching: The teacher will transition into the teaching part of this lesson. So, can any of my friends tell me what you think we are going to be talking about today? (wait for appropriate response) Thats right! The Water Cycle. We have all seen rain, right? (wait for appropriate response) How many of you all like the rain? (wait for appropriate response) Ok, how many of you al dont like the rain? (wait for appropriate response) Me too! I am not a fan of rain! It messes up my hair!!! Well, another word for rain is precipitation. Which was in our song, right? (wait for appropriate response) From our song, who remembers the three stages mentioned? (wait for appropriate response) Awesome! Evaporation, Condensation, and Precipitation. Ok, I need for everyone to

look at the side table for me. I have a slow cooker filled with water. I have turned the heat on high. Lets watch. What do you see? (wait for appropriate response) Yes! Does everyone see the steam rising? (wait for appropriate response) Great! Ok, I am now going to put the lid on. What do you think will happen to the water that is rising? (have a few students share their thinking) Ok, I like how you are thinking. You guys were right, do you see how the water that was rising gathered together on the lid. Ok. I want you to turn and talk to your neighbor. What do you think will happen to the water droplets on the inside of the lid when you lift the lid off of the pot? Make a prediction with your neighbor. (allow students to discuss with their table neighbor what they think will happen) Ok, friends I want to hear some of your prediction. (The teacher will have chart paper. She will record some of the predictions made.) You guys are great. Thanks for sharing. So, are you guys ready to see what happens? Want to see if your predictions were right? (Teacher lifts lid to see what happens) Look! The water drips down from the lid. Were some of our predictions right? (wait for appropriate response) You all are so smart!!! Lets record on the chart paper what happened. (Teacher records on chart paper what happens) Ok, lets talk about what we just did. We saw each stage of the water cycle just now while doing our experiment. The water cycle has no starting point But for example, lets begin in the ocean, since that is where most of Earths water exists. The sun, which drives the water cycle, heats the water in the oceans. Some of it evaporates. Evaporation is water vapor traveling up into the air. Evaporation takes place when the sun heats up water in rivers, lakes, or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake, or ocean and goes into the air. The next stage is Condensation. Condensation is water droplets forming into clouds. Water vapor in the air gets cold and changes back into liquid, forming clouds. The last stage is Precipitation. Precipitation is water falling to the ground as rain, snow, or hail. Precipitation happens when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and the water falls back to the earth in the form of rain, snow, hail or sleet. Then a process called collection happens. We are going to talk about that tomorrow. Today we are just going to focus on the three main stages. Ok, I need my special helpers to come up to the front. (At this time the class will present a readers theatre about the water cycle. The teacher assigned parts to this readers theatre a few days in advance so that the students could practice.) We are going to do a fun readers theatre on the water cycle. Some of our friends have been practicing and are ready to perform. I am going to need all my friends who are still at their desk to be an extra good audience. You think you can do that? (wait for appropriate response) Alright! I think we are ready. This readers theatre is called The Water Cycle Adventure. I want everyone to listen carefully. (At this time, some of the students will perform The Water Cycle Adventure Readers Theatre.)

II. Opportunity for Practice: Lets give our friends a hand!!!! They did an awesome job! Thank you all for helping us out. Lets take what we just heard about and see if we can transform it on paper. (Teacher will project a diagram of the water cycle on the SmartBoard screen using the program SmartBoard Exchange) Alright, lets take a look at the diagram on the SmartBoard. We learned that their is no real beginning and end to the water cycle. But lets think back to our experiment with the slow cooker. What happened first? (wait for appropriate response) Great! We saw evaporation take place. So what I want is for _________ to come to the board and write evaporation in the space where you think it best belongs. Ok, _____________ can you tell the class why you put evaporation in that spot? (allow student to share their thinking) Awesome job!

Evaporation occurs when the water transforms from liquid to gas. Do we have any questions? (wait for appropriate response) Next, I need ____________ to come up and show us where they think the next step, condensation would go. (allow student to write on SmartBoard where they think the next step belongs) Great, _________ will you share your thinking. Why do you think condensation belongs in that space? (allow student to share thinking) Does everyone agree? (wait for appropriate response) I think we all do! Awesome job. You may sit down. Condensation occurs as the vapor rises into the atmosphere, creating clouds and fog. Think condensation-clouds!!! __________ help us finish this diagram! Where do you think precipitation goes? (allow student time to fill in where precipitation goes on the diagram) Alright class, do we all agree? (wait for appropriate response) Perfecto! You may sit down. Precipitation occurs when the vapor or steam that condensed comes back out of the sky as rain, snow, hail, sleet. Most of it comes back to the ground or body of water, but some of it evaporates back to the atmosphere instead of making it to the ground. You all are awesome! What I need you to do now, is with your table group I want you to look at the water cycle diagrams in the folders that I will give you in just a second. Tomorrow we are going to add a few more terms and vocabulary to our knowledge and looking at these diagrams will help us be ready for tomorrow. I want you all to look at how the diagrams and pictures look a little different, but are all explaining exactly what we have been talking about today. Once you have looked at a few examples, I want your table group to draw the water cycle...your table groups own version! (allow students a few minutes to look at diagrams in the folders provided and draw water cycle picture) III. Assessment: Freeze like a popsicle! Eyes on me. Please put all of the diagrams back into the folder and pass them to the front. (teacher will collect folders) Perfecto! I am going to pass out a diagram of the water cycle along with another page. On the first page, I want you to fill in the stages of the water cycle. Remember what we talked about today. Think back to the diagrams you all looked at just a few minutes ago, sing the song we learned at the beginning of class, or think about the slow cooker and what we saw to help you fill out the water cycle diagram correctly. When you are finished with that go on to the second sheet of paper. On this sheet you will write a brief explanation/description of each stage. Again think back to everything we have done today. When you are finished, raise your hand and I will collect your papers. (Teacher will pass out exit slips and allow students time to complete this assessment) IV. Closure: You all did a fantastic job today! Tomorrow we will add on a little more about the water cycle, so get excited. Before we head to PE, lets sing our fun water cycle song. Ready? (Teacher and students will sing the water cycle song that was taught at the beginning of the lesson)

Materials and Resources: Chart Paper Marker The Water Cycle Song Lyrics Crock Pot Hot Water The Water Cycle Adventure Readers Theatre Posters for each cast member in Readers Theatre SmartBoard SmartBoard Exchange Water Cycle Diagram Water Cycle Diagrams in folders for each table group White Paper Markers/Colored Pencils Exit Slip-water cycle diagram and explanation page 3-2-1 sheet (for differentiation strategies) Water Cycle wheel (for differentiation strategies) Computer (Study Jams-water cycle game on the Scholastic website-for differentiation strategies) The Magic School Bus books (2)

Differentiation Strategies (including plans for individual learners): High- students will complete a 3-2-1. 3 things that they know about the water cycle. 2 things that was surprising to them. 1 question about the water cycle they have. -Have students play Study Jams water cycle game online.

Low- Have students use a water cycle wheel to help understand each part of the water cycle more. -Read The Magic School Bus, Wet All Over and The Magic School Bus, At the Waterworks Data Analysis:

Reflection: