Loras Student Name: Katie Krakow Mentor Teacher / Grade: Kindergarten – Behnke

Content Topic: Water Cycle Lesson Objective: Water Cycle

Whole Group Small Group One-on-One Other

Lesson Title: Water Cycle

Learning Objective(s) Water changes from a solid to a liquid/gas and back.

Standards K-ESS2-1. Use and share observations of local weather conditions to describe patterns
over time.
Cross-Disciplinary Cross-Disciplinary Connections:
Connections/Academic
Vocabulary Academic Vocabulary:
- Water vapor
- Rain
- Clouds
- Sun
- Precipitation
- Condensation
- Evaporation

Prior Knowledge/Common Prior Knowledge:

Misconceptions - Water cycle and how it functions.

Formative/Summative/Self- Students are gluing the correct materials in the correct spot. They are gluing the correct materials
Assessment for the correct representation (cotton balls for clouds, blue sequence for rain).

Instructional 5 Students – mixture of academic levels. 2 academic achieving students (one is very withdrawn
Strategies/Grouping and has a hard time paying attention/staying on task), 1 medium, 2 low (one being ELL).
Lesson Sequence 1. Ask students about the video they watched with Mrs. Behnke the day before. What did
you learn throughout that video?
2. Go over vocabulary:
a. What is precipitation? Rain, hail, snow, etc. falling from the clouds.
b. What is condensation? Water vapor cools and turns into clouds.
c. What is evaporation? Sun heats up water from bodies of water and rises as a gas.
3. How does the water cycle work?
4. Write your name on the back.
5. Write title on the top of the paper - The Water Cycle
6. Ask students what is green, that is a part of the water cycle that we could use our green
marker to color?
a. Student answer: Grass
7. Ask students what is blue that is a part of the water cycle that we could use our blue
marker for?
a. Student answer: water
8. Students will then paint half the bottom green and half blue.
9. Grab the yellow paper and cut out a circle to create what?
a. Student answer: the sun.
10. Ask them where the sun should go. Cut out the sun and glue.
11. What does the sun heat up?
a. Student answer: The water from the grass
12. And it turns into what?
a. Student answer: water vapor.
13. What item do you think could be used for water vapor.
a. Student answer: String
14. Tape the water vapor under the sun.
15. Show them the cotton balls and ask what this could be used for.
a. Student answer: Clouds.
16. Students will glue the clouds.
17. What happens in the clouds- condensation and when the droplets get heavy what
happens?
a. Student answer: Rain, snow, hail, etc.
18. What item could represent snow, water, etc.
a. Student answer: blue sequins
 19. After the student’s glue everything down they can start to cut and glue the labels on.

Differentiation/Modification/ ELL Student:

Accommodations - A lot of pointing and directing students. Will need more help with the vocabulary/wording.
- Pictures of the words she will label.

Materials 1. Glue
2. Cotton balls
3. Blue construction paper
4. String
5. Marker and pencil
6. Labels for poster
7. Yellow construction paper – sun
8. Tape

Water Clouds Rain Sun

Vapor