Lesson Plan

Teacher Candidate: Skyler Ramp Date: 2/7/24

Group Size: Whole Class Allotted Time: 30 minutes Grade Level: 2nd
Subject or Topic: Science Unit weather- Water Cycle

Common Core/PA Standard(s)

S.K-2.D.2.1.1 Identify weather variables (i.e., temperature, wind speed, wind direction, and
precipitation).

S.K-2.D.2.1.2 Identify how weather conditions affect daily life.

Standard - 3.1.2.C2 Explain that living things can only survive if their needs are being met.

Standard - 3.3.2.A4- Explore and describe that water exists in solid (ice) and liquid
(water)form. Explain and illustrate evaporation and condensation.

Learning Targets/Objectives
● Students will be able to identify different weather conditions
● Students will be able to identify the water cycle and how it works
● Students will be able to identify the different parts of the water cycle
Formative Assessment Approaches Evidence observation or method of collection
1. Students will complete morning work as a 1. Students will hand in their morning
review from yesterday based on images and work so I can see who was paying
what seasons they go with attention yesterday and if they
complete it when they are assigned
2. Students will complete a mix and match 2. Students will get into partner groups
vocabulary review from yesterday and match the vocabulary definition
with the word and picture. They will
be self correcting on the back with
color coded dotes

Assessment Scale for any of the assessments above if needed

3- High fliers - Student who excels in the content (Students who have all words
matched to the correct picture and vocabulary)
 2- Right on- Student is right on track and has an understanding of the content
(Students who have all but two words matched up to the correct vocab word and
picture)
1- Strivers - (Students who only have one word matched to the correct vocabularty
term )
Summative if applicable N/A
Subject Matter/Content to be taught in the lesson

Prerequisites
Weather is the different conditions that happen every day

New Key Vocabulary

Condensation: is the change of the state of matter from the gas phase into the liquid phase, and
is the reverse of vaporization. The word most often refers to the water cycle.
Precipitation: When the clouds meet cool air over land, precipitation ( rain, sleet, or snow) is
triggered, and water returns to the land (or sea).
Evaporation: The change of a liquid to a gas; the sun heats energy up and turns water into
vapor(gas)
Transpiration: Evaporation of water from the leaves of a plant gives of purified water to be
evaporated
Runoff: the draining away of water (or substances carried in it) from the surface of an area of
land, a building or structure, etc.

Content/Facts
Students will complete the season morning work
Students will use their weather journals that they created on day one to keep notes, write
vocabulary words and the weather everyday
Students will review the vocabulary words from yesterday and complete a mix and match
activity
Students will view the powerpoint based on water cycle vocabulary

Introduction/Activating/Launch Strategies
Students will complete their morning work and match the pictures to the seasons heading
Once students complete their morning work they will turn it in
Students will then wait for the next instruction
Students will work in their orange folder which is filled with make up work and monthly
packets
Once everyone is done with their morning work teacher will explain the mix match vocabulary
review activity

Development/Teaching Approaches
1. Teacher will tell students they are working with the person beside them and will have
to match all the words with their correct definition as well as the correct picture
 2. Students will have about 7 minutes to complete the activity once they think they are
done they will put their hands on their heads and the teacher will be around to check
3. Once everyone is complete and successfully matched all words and pictures teacher
will call all students to the carpet
4. “I “Today we are going to start talking about the water cycle.”
5. “Does anyone know how the water cycle works?”
6. Teacher calls on student
7. “Do you know why the water cycle is so important?”
8. “There are many important steps to the water cycle which we are going to learn all
about today.”First teacher will go over the power point to discuss the water cycle and
all the vocabulary that goes along with it
9. Students don't have to take notes
10. Once teacher is finished going over all the vocabulary and explaining how the water
cycle works students will head back to their seats
11. Students will get out their weather journal so they can record the weather of the day

Closure/Summarizing Strategies

1. Once students record the weather in their journals teacher will hand them a water cycle
diagram
2. Students will cut out the diagram and place it in their journals to have it throughout the
unit
3. Teacher will then explain that tomorrow we are going to be creative and make a water
cycle out of a paper plate!
4. “We are going to continue to do a lot of fun activities for the weather so stay excited!)

Accommodations/Differentiation

- Follow all IEPs and 504 plans

- Chunking material
- Preferential seating
- Repetition of directions
- Allow extra time if needed
- Provide visual pictures with the water cycle so students can match the words to the
pictures
- The mix and match vocabulary activity will be a self assessment for those who need it
with the same color dot on those that match up
Materials and Resources:
- Weather Journal
- Water cycle vocabulary
- https://docs.google.com/presentation/d/1qDWf_ZdchS5DtkC0WAIRk8rbEU7txY_9qrt
Qj8kU6PE/edit#slide=id.g1078a0c0997_0_2

- Mix and Match Vocabulary

- https://docs.google.com/document/d/1INasTb_hoYyiK79dqUu7pWRZXKUM6Hsl6fD
9YUbEdtI/edit

- Seasons morning work matchup

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts