Mirella Monsante & Mary Sobeck

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University of Houston
College of Education
Science Lesson Plan

Teachers Name: Dr. Domjan

Basic Lesson Components

Grade Level: 2nd

Time Estimate: 40 minutes

Unit: Earth and Space

Topic: The Water Cycle

Goal(s):
• Students will understand that water on Earth moves in a continuous cycle.
• Students will be able to explain the stages of the water cycle.
• Students will be able to recognize the stages of the water cycle and compare them to
experiences in their lives

Objective(s): TSW explore the process of the water cycle, including evaporation, condensation, and
precipitation, as connected to weather conditions seen in the world around.

TEKS:

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and
among objects in the sky. The student is expected to:

(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as
connected to weather conditions;

Misconceptions:
One misconception about the water cycle is that many students believe the water cycle is only
evaporation of water from the Earth to the atmosphere and it returns to the earth from the atmosphere
by condensing; leaving out precipitation.

Materials/Resources/Technology Needs:
Book- The Magic School Bus Wet All Over: A Book About the Water Cycle by Pat Relf & Carolyn
Bracken, computer with internet access, The Water Cycle Reader’s Theater, aquarium, soil, sand,
modeling clay, water, heat lamp/window, Dixie cups, plastic wrap, cotton balls, droppers, Raining
Cotton Balls recording sheet, pencil.

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5E Instructional Procedures
Teacher’s Role
Engagement: At the start of the lesson the teacher will show
the entire class The Water Cycle Rap on
YouTube, which will illustrate and introduce the
four stages of the water cycle in a creative and
engaging way.
Once the rap is over the teacher will conduct an
open discussion about the water cycle and
encourage students to share what they know
about it.
http://www.youtube.com/watch?v=F9Yi4dAzHsc
Exploration: The teacher will show the class an aquarium with
soil, sand, landforms made out of clay, and water
in a basin. The top of the aquarium will be
covered with plastic wrap and it will be next to a
hot/sunny window or a heat lamp acting as the
sun. Each student will write a hypothesis of what
they expect will happen and observe the
aquarium throughout the day. They will watch
for condensation on the plastic “sky” of the
container and when enough moisture collects
they will examine the precipitation fall onto the
landforms. They will review their hypothesis and
determine whether or not their educated guess
was correct.
Next, students will partner up and complete the
Raining Cotton Balls activity where they will
make predictions, drop water onto a cotton ball
cloud, and determine how many drops it takes to
make it “rain”.
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Mirella Monsante & Mary Sobeck
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Student’s Role
The students will all listen
attentively to the rap of the
water cycle in order to begin to
understand the four stages of
the water cycle.
Students will then engage in a
class discussion and share their
thoughts and encounters with
the water cycle.
Students will explore and
observe the aquarium and write
a hypothesis of what they
expect will happen to the water
basin and landforms inside the
aquarium.
Students will collaborate with
their partner and work together
in making predictions, finding
the difference in their
predictions and the number of
actual water drops it took to
make it rain, and complete the
recording sheet.

Explanation: The teacher will conduct a group discussion
about the water cycle and the four different
stages. Students will have the opportunity to
share their findings from the Raining Cotton
Balls activity and explain which part of the water
cycle they were demonstrating. Next, the teacher
will give each student a sheet of paper to create a
four-flap foldable to illustrate the stages of the
water cycle and use arrows to show the process.
The foldable will include the name of the stage
and an illustration on the flap depicting the stage.
Inside the flap there will be an explanation of
what occurs during that stage.
Elaboration: The teacher will number off the class into seven
groups to read the Water Cycle Readers Theater
Script aloud. Each student will receive a copy of
the script, follow along, and read on their part.
http://www.rosalindflynn.com/pdf%20files/Water%20Cycl
e%20RT
%20script.pdf
Evaluation: Students will be given the Water Cycle
Assessment and will complete a total of 30 points
from the options below. Students can only choose
one from each category:
Knowledge (5 points each)
___Define the terms evaporation, condensation,
and precipitation. Tell where the water cycle gets
its energy.
___Define the term water cycle and draw a
picture of the water cycle labeling each stage.
Comprehension (10 points each)
___Write a paragraph that explains how the water
cycle works on earth. Use all water cycle terms in
your response.
Application (15 points)
___Write a paragraph explaining how the water
cycle works in your front yard.
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Mirella Monsante & Mary Sobeck
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Students will share and listen to
the different findings and
results from the Raining Cotton
Balls activity and explain which
part of the water cycle they
were demonstrating. Next,
students will create a four-flap
foldable to illustrate the stages
of the water cycle and use
arrows to show the process.
During this time they can look
at the water cycle model in the
aquarium to assist them in
drawing the water cycle. After
completing the four-flap
foldable they will add it to their
science journal to reference it in
their future studies.
Students will read aloud their
part in the Water Cycle Readers
Theater Script and learn more
about the water cycle in an
interactive and fun way!
Students will choose which
assessments to answer from the
list given. They will need to
complete 30 points and cannot
choose one from the same
category.
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Analysis (20 points)

___Brainstorm a list of 10 ways your family uses
water and 10 ways your family can reduce water
use to encourage water conservation. Write a
contract for your family that will put three of
these ideas into practice. Report back to the class
in three weeks to share how your contract
worked.

Synthesis (25 points)

___Create a song, poem, or rap to illustrate the
water cycle using all of the terms. Be prepared to
share your artistic rendition with the class!

Evaluation (30 points)

___Respond to this statement: “If we were not
careful, one day Earth will run out of water.”
Write a one-page response that uses research to
support your informed opinion.

Reteach/Intervention (Use alternative lesson):

The teacher will read the book, The Magic School Bus Wet All Over: Book About the Water Cycle by
Pat Relf & Carolyn Bracken. While reading the book the teacher will highlight the different stages of
the water cycle and what occurs at each stage. While the teacher reads the book all students will listen
attentively. Next, students will model how to draw the water cycle and assist the students to create one
on a large sheet of paper. They will discuss what happens at each stage, when they have seen it
happen, and write down the facts they shared next to each stage on the water cycle.

Modifications:
We believe that the lesson adheres to all different learning levels as well as special needs. It holds
visuals, which help ESL and Bilingual students, has kinesthetic activities, songs, and read louds, for
those who have ADHD and need to move round. Furthermore, The Reader’s Theater is read in groups
so that no one is singled out and everyone reads in chorus. Moreover, the evaluation allows each
student to choose from seven different assessments to ensure they are all successful. For lower level/
early stages of ESL I would lower the total points to 20 instead of 30.
Lesson Reflection:
Overall, we feel that this lesson introduces and teaches the water cycle in a creative, hands-on, and
engaging way. It includes a number of activities for students to investigate, pose questions, make
observations, and even move around with a song and play a mini role while reading a script. This
lesson targets all different learning styles and learning levels and can easily be modified for students
with special needs. However, we do believe that this lesson should be taught throughout the span of
one week to give all students the opportunity to explore the real life model of the water cycle and
connect it to their lives. We feel that relying solely on sunshine coming in through a window may not
always be the best approach, especially with limited time. If time is an issue, I would advice that a
heat lamp be used, but feel that this lesson would make more sense on a sunny day allowing the
sunlight and heat from the window to play a major role.

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