Title of Unit: Lesson Title: Duration of Lesson Date:

(suggested timeline):
WATER CYCLE *Where is water found 3 days 4th quarter
on Earth?
From Harcourt Science *What is the water
Textbook cycle?

Pages D6- D19

Design Question Focus of the Lesson (elements from other DQ’s may be used as support)
ü Introducing New Knowledge ü Deepening or ü Generating and Testing
Practicing Hypotheses
School Wide Learner Outcomes (SLOS)

Academically Responsible
Effective Users of Technology
Socially and Globally Responsible Citizens
The Leader in Me: 7 Habits of Happy Kids

Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand then to be Understood
Habit 6: Synergize
Habit 7: Sharpen the Saw
Learning Goal/ Objective: (based on Standards )
Children will:
ü Be able to define the vocabulary based related to the lesson.
ü Explain the process of the water cycle.
ü Explain how water changes form.
Learning Targets: (write in the scale below)
2.0 Simpler Content: 3.0 Target 4.0 More Complex:
*I can define the vocabulary *I can explain the process of the *I can apply the concepts of the
related to the lesson. water cycle. water cycle to the classroom
activities.
Assessment and Monitoring: (checks for content and desired effect)
Children will:
ü Define vocabulary words related to the topic lesson.
ü Create a model of the water cycle using various materials and activities.
ü Explain the process of the water cycle.

Sequence: Instructional Strategies /Lesson Activity:

DAY 1: Introduction- K-W-L, Vocabulary
Students will be introduced to the topic of Water Cycle. In their groups, they will work together to fill out the ‘K’ and
the ‘W’ of the K-W-L chart. Each group will present their chart to the class. Students will then be given the vocabulary
and will look for the definitions suing textbook.
Vocabulary: groundwater, estuary, water cycle, evaporation, condensation, precipitation, accumulation,
transportation.
Activity: Students will be given a sandwich bag in which they would have to draw a water cycle. With teacher
assistance, the sandwich bag will be filled with water and taped to the window simulating a water cycle. Students will

observe the water cycle to get hands on experience.

Check for understanding/Assessment: Go over vocabulary with the students. Fill out worksheet associated with the
activity.

DAY 2: Water Cycle, Art Activity

Review from Day 1 the vocabulary and the experiment. Refer to the activity and observe the sandwich bags and
record observation. Discuss the process of the water cycle.

Check for understanding/ Assessment: Student will answer questions in the textbook pg. D16. Review as a class.

DAY 3: Reinforcing Water Cycle.

Review the process of the water cycle as a class, refer to the sandwich bag activity and the paper plate activity.
Students will learn the ‘Water Cycle song’. They will sing and dance along with the song.
https://www.youtube.com/watch?v=KM-59ljA4Bs

Refer back to the K-W-L chart, the students will work in their groups to complete the ‘L’ column and will present to
the class.

Check for understanding/Assessment: Student will answer questions from the textbook about the water cycle.
Review in class.

Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who lack support
for school)
More time provided to complete assignments or provide answers. Peer & teacher assistance. Reduce the
number of items required.

Assignment(s):
Use the attached workbook practice pages.
Resources and Materials:
Harcourt ‘Science’ Textbook, worksheet, paper plates, sandwich bags, ‘Water Cycle’ Video (Attached)