Cooperative Learning Lesson Plan

Topic: What role does the water Grade Level: 4th Brooke Anderson and Breanne Livingston
cycle play in a civilian’s life and
how do lakes have an effect on
the water cycle?

Lesson #__5__in a series Grouping: Small Groups

CCSS: : SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.

Social Studies Standard: 4.SS.2.1.1 Use geographic skills to collect, analyze, interpret, and
communicate data.

Social Studies Objective: Students will be able to create a skit that has to do with what the Great Lakes
and the water cycle.

Vocabulary terms and definitions:

Environment: The surroundings in which a person, place, animal or plant lives.

Precipitation: Rain, snow, sleet or hail that falls to the ground.

Evaporation: is when water disappears from oceans, lakes and rivers because of heat.

Condensation: water droplets mix together with tiny particles of dust from the atmosphere and that
forms clouds.

Transpiration: water evaporates from a solid, like a plant or tree.

Technology Integration: The students will be using the internet to research topics and ideas for what
to include in their skit about the Great Lakes and water cycle.
https://www.generationgenius.com/videolessons/water-cycle-video-for-kids/
https://www.kidzone.ws/water/
https://greatlakes.org/get-involved/great-lakes-in-your-classroom/the-water-cycle-in-our-
community/
https://pmm.nasa.gov/education/water-cycle

Accommodations/differentiation: For the student who is visually impaired provide them with large
print texts, pictures of gestures/movements that have to do with the topic for the day, audiotapes of
concepts being taught that day and pairing them with the 3 other students in their group to provide
extra support/help.

For the student who does not have good interpersonal skills pair them with another student in the
class who is comfortable around people and talking to others. This will help the student get out of
their bubble a little bit at a time. Another accommodation to help this student is to practice scenarios.
Ask them questions such as what are polite behaviors in a social setting? How would you approach a
group member who is not doing their part? Instead of modeling the scenario have them practice it
over and over. Another accommodation is encouraging the student to work together with other
students and collaborate. Come up with activities that allows the student to do so. The fourth
accommodation is to teach the student about communication through different communication
games. Encourage dialogue between you and the student and whatever props you are playing with.

Tim What the teacher will say and do. What the Materials
e student will
say and do.

3 Attention Getter Students https://www.schooltube.com/media

min Begin class by showing the Bill Nye will watch /Bill+Nye+the+Science+Guy+-/1_87s
utes video about the water the video 9hh4b
cycle(https://www.schooltube.com/me and then
dia/Bill+Nye+the+Science+Guy+-/1_87s discuss as a
9hh4b) whole class
. The purpose of this video is to get the what some
students excited and curious about the of the main
water cycle. terms were
in the video
and discuss
the water
cycle by
drawing it
on the
board.

5 Activating Prior Knowledge Students N/A

min Ask the students what they learned will mention
utes from the video? What makes rain? the
Allow students to answer and respond following:
to each response given. Then bring up 1.Evaporatio
the terms that were said in the video n: is when
shown at the beginning of class and go water
 over their definitions and in what order disappears
the water cycle starts and ends. Explain from
how the water cycle plays a huge role in oceans,
every single one of our lives and how lakes and
water cycles play a role in the great rivers
lakes. because of
heat.
2.
Condensatio
n: water
droplets mix
together
with tiny
particles of
dust from
the
atmosphere
and that
forms
clouds.
3.Precipitati
on: when
enough
water
pressures
the cloud
and it
causes it to
rain, snow,
sleet or hail.

4.
Transpiratio
n: water
evaporates
from a solid,
like a plant
or tree.

5 Teacher Input Teacher Content

min Students will work in groups and each Input Websites
utes group will have to come up with a skit Students
 that has to do with the water cycle. will work in
They can use their own minds, the groups and
internet, books, or their groupmates. each group
will be
https://www.generationgenius.com/vid assigned to
eolessons/water-cycle-video-for-kids/ present a
https://www.kidzone.ws/water/ skit on the
https://greatlakes.org/get- water cycle
involved/great-lakes-in-your- and how it
classroom/the-water-cycle-in-our- effect’s
community/ people’s
https://pmm.nasa.gov/education/water everyday
-cycle lives. They
can use
their own
minds, the
internet,
books, or
their
groupmates.

3 Group Organization Group Groups listed on the board

min Students will be in groups of 4. The Organization
utes teacher will arrange for two boys and Students
two girls, these will also be the groups will arrange
for the opening activity. themselves
to be in the
groups
assigned by
the teacher.

30 Positive Interdependence Positive Materials are listed under the

min The students will have 4 interest Interdepend centers with the teacher’s
utes centers that they can choose from and ence instructions.
Each
complete the activity at that center.
student will
Have one person in each group read the do an
directions out loud before the group activity from
begins the activity. one interest
center and
1. Make a cloud – Materials turn in their
needed: construction paper, work from
markers, cotton balls, cloud that they
 video did from the
2. Solve the puzzle – Materials center.
needed: the crossword puzzle.
Make a
3. Fact book – Materials needed:
cloud –
paper markers. watch the
video about
the four
main types
of clouds.
Use the
worksheet
to write
down facts
about each
type of
cloud. Use
your
worksheet
as a
reference
guide. After
watching
the video,
use the
cotton balls
and
construction
paper to
create the
four main
types of
clouds.
Write your
facts on the
construction
paper.
-Solve the
puzzle –
complete
the
crossword
and check
the answer
key once
you have
finished.
Write
 Evaporation,
Condensatio
n, and
Precipitation
on a flap for
your fact
book. Under
each flap,
write in your
own words
what
happens in
each stage
of the water
cycle.
Individual Accountability- Individual
Every member will turn in what they Accountabili
worked on in their activity. If their ty-
Turn in what
activity did not have something for
you worked
them to create, students will write a on in your
brief statement about what they did in center.
their center and what they learned. Make sure
to put your
name and
center at
the top of
your work.
Equal Participation Equal
Have the students find 2 people who Participation
were not at their center and have them Find two
share what they did and what they people who
learned with those people were not in
your
interest
center. In
your group
of three
each of you
share what
you did and
one
interesting
thing you
learned
 from your
center.

Simultaneous interaction Simultaneous

interaction
 Students can work with those at
their interest groups Work with
those who are
at the same
interest center
as you are.

10 Curricular assessment: Curricular What did we learn worksheet

min assessment:
utes Have the students write down the other
two interest centers that their Write down
groupmates went to and write down what your
what they said about their center. Have partners
them turn in their paper. said about
what they
learned.
Write down
what you
learned. Be
sure to write
each
person’s
name in the
parenthesis.

5 Closure & Debriefing Closure &

min Debriefing
The teacher will emphasize that the
utes
Great Lakes are more complex than we The
may think. There are various organisms students will
and species that live there and the more recap what
we know about them the better we can they have
help improve the lakes conditions. Ask learned by
students for ideas for how they can help saying how
the Great Lakes. they can
help the
Great Lakes.

Fast
 Finishers:
Pull out a
book and
read quietly
or finish
classwork/h
omework
you may
have.

Reflection: Give a written reflection (this is a mock lesson plan)

 Types of clouds
Cumulus Clouds:

Stratus Clouds:

Cirrus Clouds:

Nimbus Clouds
WATER CYCLE CROSSWORD
 What Did We Learn?
Partner 1 ( )

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Partner 2 ( )

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Me ( )

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