Component One: Organizational Information

Teacher
Riley Thomson Grade Grade 3
Name(s)
Level(s)
Unit(s) /
Subject
Area(s)
Science Topic(s) / Matter
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson
60 mins
within
1/1
Duration Sequence:

Component Two: Description and Rationale

Some things to consider – add what is applicable:

 This lesson is taking a look at the water cycle. It will look to efine what it is
and the ¾ stages of the cycle (condensation, evaporation, precipitation).
 What might students already need to know to be successful during this
lesson?
- The 3 states of matter
- State changes (liquid to solid, solid to solid).
 Literacy considerations –
Description:
- State changes
- States of matter
- Water cycle
- Condensation
- Evaporation
- Precipitation
 Differentiation considerations - Instructional and Assessment
- Using videos
- Direct instruction
- Prezi (visually engaging with the material)
- This lesson will allow students to participate in physical activity and
engage activities that will progressively increase in difficulty.
- The hope for this lesson is to try and challenge students in a physically
Rational active environment.
- Different physical literacy movements will be incorporated for students to
navigate.

Component Three: Learner Outcomes

General Organizing Idea: Matter: Understandings of the physical world are deepened by
Learner investigating matter and energy.
Outcomes(s)
(GLOs) Guiding Question: How can materials change?
(or Learning Outcome: Students investigate and analyze how materials have the
equivalent) potential to be changed.

Specific Knowledge: The water cycle is a process in which water on Earth moves
 Learner
Outcome(s) continuously between bodies of water, land, and the atmosphere.
(SLOs) In the water cycle, water changes state from a liquid to a gas through evaporation,
(or forms clouds through condensation, then falls back to Earth in a liquid or solid state
equivalent)
(precipitation).

Component Four: Learning Objective(s) and Assessment Evidence

Learning 1. Students will understand what the water cycle process is.
Objective(s) 2. Students will understand the different state changes that are associated with
the water cycle.

Intended
Learning Objective Driving Question(s) Response(s)

Students will understand what - What is the water - A cycle of water

- A continuous movement
the water cycle process is. cycle?
- How does it work? of water.

Students will understand the - What is condensation,

evaporation, and
different state changes that
precipitation?
are associated with the water - What state changes
cycle. occur in each?

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
NA. Google slides
Hook video link:
https://www.youtube.com/watch?
v=zUNEFefftt8.
Prezi presentation:
https://prezi.com/f3ylrd4stxa_/the-water-cycle/.
Bill Nye The Science video:
https://www.youtube.com/watch?
v=7fkR9foB0cU.

Teacher Tasks
 Ensuring that the following will be completed/loaded:
- Google slides
- Hook link
- Prezi presentation link
- Bill nye link

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention
Video on thunderstorms/water cycle.
Grabber 5mins
https://www.youtube.com/watch?v=zUNEFefftt8.
Description - Engages the schema.
and - Visually stimulating
Rationale - Introducing the students to the topic of the day – trying to
buy the students into the learning for the lesson.
- Thunderstorms are related to the water cycle and are cool.
Time
Activities Allotment
Learning Going over the three states of matter on the board: (review) 10mins
Activity #1
 Copy/Paste 1. Solid
specific
2. Liquid
learning
objective(s) 3. Gas
here that
pertain most The different state changes:
directly to this
activity
solid to liquid = melting
liquid to solid = freezing

Asking students if they know anything about the water cycle

(writing the water cycle on the board)
- Seeing where they at with the material.
- Getting them to start thinking about what it is.
- Encouraging predicting/guessing what it is.
- Looking at the word “water” & “cycle.”
 Transition Teacher Cues
 Directing the students to the Bill Nye video.
1min
 Asking them to listen intently.

 Looking for information

Learning Billy Nye The Science Guy Video

Activity #2
 Copy/Paste What to be looking for:
specific
What the water cycle is.
learning
objective(s) Stages: (3)
here that Evaporation
pertain most Condensation
directly to this 30mins
Precipitaion
activity
The state changes of each stage

Transition - Concluding the video

- Transitioning students to a prezi on what we have learned in 1min
the video.
Learning Prezi Presentation
Activity #3
 Copy/Paste https://prezi.com/f3ylrd4stxa_/the-water-cycle/.
specific
learning
objective(s) - As a class, going through the definition of the water cycle as
here that well ass the three stages (evaporation, condensation,
pertain most precipitation). 10mins
directly to this
activity

Transition

Closure/Cliffhanger Time
Allotment
Assessment
Informally assessing students on the definition and 3 components.
of 5mins
- Asking for volunteers to answer the questions.
Learning:
Transition:

Component Seven: Teacher Reflection

What worked
well? Why?
  This lesson went well. I felt comfortable, prepared, and ready to go. I was
unable to teach this lesson the day prior as something came up. As a result, this
lesson was apart of my first day teaching ½ of the day. It started off with
social, Phys ed, and then this lesson. For it being the last period of the day,
students seemed to be engaged and interested in the water cycle.
 They really enjoyed my hook video and had lots of buy in into the lesson after
this. As a result of the buy in, students wanted to infer/engage into the state
changes review and what the water cycle was on the board. As we transitioned
into the Bill Nye video, students were still engaged and enjoying the video. I felt
like I had them invested into the lesson early which was awesome to see. I
even had one student trying to take notes in the bill nye video with the criteria I
told them to be looking for. Super awesome to see from a grade 3 student.
 I had a student come up to me the next day saying he tried to do an
experiment to test the water cycle and claimed it worked. This was awesome to
hear. He took the knowledge from the lesson and immediately applied it at
home.
 I can contribute some of this lesson to the abundance of resource that I found
online. This was extremely helpful.

Overall, the engagement from the students was very strong and they seemed to really
like the water cycle.

Relating to TQS: #3 Demonstrating a Professional Body of Knowledge

incorporate a range of instructional strategies, including the appropriate use(s)
of digital technology, according to the context, content, desired outcomes and
the learning needs of students;
using instructional strategies to engage students in meaningful learning
activities, based on: • specialized knowledge of the subject areas they teach; • an
understanding of students’ backgrounds, prior knowledge and experiences; • a
knowledge of how students develop as learners;

- During this lesson I believe I demonstrated the 3 rd competency

most effectively. I started out the lesson with a review activity.
This helped spark some previous knowledge into this lesson and
made sure students were confident in the states of matter. I then
used a hook video (that made them think) to try and hypothesize
the topic of the day was. I then showed a Bill Nye video covering
the material in a fu, engaging way. I concluded with going over
the stages/what happened in the video with a Prezi. I tried to
incorporate all sorts of learning types in this lesson.
 Upon reflection, I did not pinpoint anything that I felt didn’t go well. My TA thought I
What didn’t?
Why not? did a great job and enjoyed it herself. This was probably my strongest lesson to date
so far.
What would  I tried to make this lesson as visually appealing as I could. I wanted to quickly
you do
review the states of matter to ensure that students could remember and have a
differently
next time to solid grasp on that (no pun intended). I then wanted to see if any of them knew
further about the water cycle – surprisingly a few did, especially one student. This created
promote an eager classroom environment to learn more. As I expected the Bill Nye video
optimum
learning for
had them all engaged. To reinforce what was talked about in the video, I used a
all students? visually stimulating prezi to further illustrate the order of events and where they
each take place. This led to a quality diagram on the board that many students
contributed to creating.
- This lesson sequence seemed to work extremely well. I want to continue to
use prezi where it is applicable. I think it’s a great tool to showcase certain
things like cycles, plot points, story structure ect. Anything that is visual or
talks about a series of events/information.