Grade 2 Lesson Plan The Water Cycle PDF

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Lesson plan on the water cycle for science methods...

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Teachers College: LESSON PLAN TEMPLATE GENERAL INFORMATION Lesson Title & Subject(s): The Water Cycle & Science Topic or Unit of Study: Earth Science Grade/Level: 2nd grade Instructional Setting: My class consists of 22 students including 4 gifted and talented students and 1 hearing impaired student. During instruction, the students will be seated at their individual desks. During the science experiment, the students will be seated in groups 3 groups of 4 and 2 groups of 5. During the assessment, students will return to their desks and complete the assessment independently. During instruction, I will be drawing the water cycle diagram for them to reference during the experiment but it will be erased for the assessment.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions;

Lesson Objective(s): Given materials to conduct an experiment on the water cycle, the students will be able to make observations on the water cycle and answer questions about their observations with 80% accuracy. Given a paragraph on the water cycle and blank diagram, students will fill in the blanks with the correct term and label the parts of the water cycle with roughly 80% accuracy.

MATERIALS AND RESOURCES Instructional Materials: Whiteboard Dry erase markers Eraser 4 plastic cups per group Hot Water Marker Ice cube tray with ice cubes Shaving cream Blue food coloring 1 copy of Water Cycle assessment per student

1 copy of Water Cycle questions per student

Resources: 3 Ways to Teach the Water Cycle for Kids. (n.d.). Retrieved August 02, 2016, from http://www.k5chalkbox.com/water-cycle-for-kids.html Currin, M. (n.d.). Water is Water: 3 Experiments for Kids - Playful Learning. Retrieved August 02, 2016, from http://playfullearning.net/2015/08/water-is-water-3-experiments-for-kids/ Summative Assessment. (n.d.). Retrieved August 02, 2016, from http://h2ocycleunit.weebly.com/summative-assessment.html INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: The student should know safety procedures for performing a science experiment. The student should know how to make valid observations during an experiment. The student should know how to record data during an experiment. The student should know the states of matter and how one changes to another.

2. Presentation Procedures for New Information and/or Modeling: (20 min) Presentation Procedures for New Information: Step One: I will introduce the water cycle. Teacher: “Today we are going to learn about the water cycle. Did you know that the water cycle is a never ending process? That means that the water you used this morning to brush your teeth is not new water. It’s water that has been recycled. Where do you think rain comes from?” Allow students to answer. They probably will give you out-of-the-box answers but just listen to see what they do know about the water cycle. “Did you know that the water you used in your bath last night could be water that was on the earth thousands of years ago? Like I said, the water cycle is a never ending process that goes on and on and on. Today we will learn a few of the steps in the water cycle and how each of them work. Later, we will get to see for ourselves how each process works when we conduct an experiment. Let’s get started!” Step Two: Introduce first step: evaporation. Teacher: “The three steps we are going to learn about today are evaporation, condensation, and precipitation. These are some big words but I’m going to help you find out what they mean. First, we have evaporation.” I will begin by drawing an ocean on the bottom of the whiteboard and a sun in the top left hand corner. “What do you think evaporation means?” I will allow students to respond. “Evaporation happens when the sun heats up the water in oceans, lakes, and rivers and

turns it into a gas called water vapor. Then the water vapor rises out of the ocean, lake, or river and goes into the sky.” I will draw an arrow from the ocean to the sun and label it evaporation. “Remember when we learned about the states of matter? Can anybody tell me what those were?” Allow time for response but I am looking for solid, liquid, and gas. “What state of matter is a body of water in?” Allow time for response but I am looking for liquid. “What state of matter is water vapor?” Allow time for response but I am looking for gas. “What has to happen in order for a liquid to turn into a gas?” Allow time for response but I am looking for liquid has to be heated up so much that the molecules separate and become a gas. “Excellent! In the same way, evaporation is a liquid turning into a gas.” I will add a small description under evaporation on the board such as ‘sun heats up water, water turns into gas and rises’. “Did you know evaporation happens in more places than just outside? Have you ever seen a pot of water boiling? When you put in on the stove and turn the heat up, the water heats and turns into a gas which is the steam you see coming off the pot. When you sweat, that is also evaporation. Evaporation doesn’t just happen when you’re outside. Step Three: Introduce step 2: condensation. Teacher: “The next step in the water cycle is condensation.” I will add the clouds at the top of the whiteboard. “What do you think condensation is?” I will allow students to respond. “Condensation is when the water vapor turns into a liquid droplets and makes clouds.” I will draw an arrow from the sun to the clouds and label it as condensation and add a small definition such as water vapor turns back into a liquid; forms clouds. “The process of condensation is the exact opposite process of evaporation. Can you tell me what state of matter water vapor is?” Looking for gas. “Can you tell me the state of matter droplets are?” Looking for liquid. “So if condensation is when gas is turned back into a liquid, what is happening with the temperature? What do you remember about that change?” Allow for response time but I am looking for gas is cooled and the molecules are moving closer together than they were in the gas state. “Very good! Other examples of condensation are fog like when you take a shower and when you get out you see the mirrors are fogged up. That fog is the condensation of the water vapor coming from your hot water in the shower and when it touches the cooler surface like the mirror, it causes little water droplets to form. Step Four: Introduce step 3: precipitation. Teacher: “Remember how I told you the water cycle is a never ending process? That means it repeats itself forever. So far, we’ve learned about evaporation and condensation. So right now in the process our water is still in the air. What do you think needs to happen to the water for it to return to the oceans, lakes, and rivers?” Allow response time but I am looking for rain. I will add the raindrops and my arrow from the clouds back to the ocean. “The water has to fall back down to the earth! The big word for rain is called precipitation. I will label the board with the word precipitation and put a small definition such as water gets heavy so it falls back down to earth. Precipitation happens when the tiny droplets of rain from the clouds get too heavy and have to fall back down to the earth. Simply put, precipitation is when the sky gives the water back to the earth. Precipitation can come in more way than just rain though. Can anybody tell me another way precipitation comes?” Allow for response time but I am looking for sleet, snow, and hail. “Yes, exactly! Precipitation can come down as rain, sleet, snow, or hail. What do you think happens next in the process?” The student should know by now that the process starts over with evaporation and that the water cycle always repeats itself.

3. Guided Practice: (5 min)

Step Five: Teach the students hand motions for remembering water cycle. Teacher: “There is a fun little way to remember these steps. I’m going to show you. Go ahead and stand up.” I’ve adapted this part of the lesson from K5chalkbox. “Put your hands in front of your body like you’re going to double high five your buddy. Now, flip them forward so your palms are facing toward you.” I will demonstrate the movements as I’m teaching them. “The first step was evaporation. For evaporation we’re going to wiggle our fingers in an upward motion to go from belly button to your face. Once we reach the top, we’re going to hold our hands together to form ‘clouds’. This will represent condensation. From that position, we’re going to move into precipitation. For precipitation, you’re going to unhook your hands and face them forward in double high five position then you’re going to wiggle your fingers in a downward motion from your face back to your belly button. There you have it, an easy way to remember the water cycle.”

4. Independent Student Practice: (30 min) Teacher: “Now I am going to break you up into groups and let you observe the water cycle through a science experiment.” I will break up the students into their groups and pass out the materials and instructions for conducting the experiment. Water cycle experiment directions are attached. “Each group should have 4 cups, a marker, water, an ice cube, a can of shaving cream, and blue food coloring. Now I want you to read through the directions before you get started. Designate one person in your group to read them out loud while the rest of you follow along.” Instructions and list of materials are attached. “Go ahead and start following those instructions. When you get to the part about hot water, let me know and I will come pour the hot water for you.” Allow students to get started with their first experiment. “I want you each to have a part in the experiment within your group. For example, let one student go get the water from the sink and bring it back to the table, let one student pour the water into the cup, have one student carry it over to the window, and have one student put a mark on the cup where the water level is. This way all of you are involved.” Allow time for students to complete the steps of the first experiment then allow them to move on to the second and third. “When you’ve completed the steps of the first experiment, you can move on to the next.” Allow time for students to complete second and third experiment while observing, helping as needed. When the students are finished, we will move into a time of discussion.

5. Culminating or Closing Procedure/Activity/Event: (10 min) I will ask students key questions to find out what they observed during the experiments. The questions will include: What did notice about the evaporation experiment? What did you notice about the condensation experiment? What did you notice about the precipitation experiment? What made the evaporation happen? What made the condensation happen? What made the precipitation happen? Why do you think we had to wait every hour to check on our evaporation process? Based on the instructional time and the person experiences, the students should be able to tell me exactly what was happening during each process. This will wrap up our experiment on the water cycle. I will know the student has met the objective if they can correctly answer 6 out 7 questions.

Differentiated Instruction Accommodations: Gifted and Talented: Four of my students are gifted and talented. If extra time is available, I will provide them with an extra activity that will introduce the other processes not mentioned in today’s lesson including collection and transpiration. I will ask them to research both processes and to write a short paragraph about each one to turn in to me for extra credit. Hearing Impaired: One of my students has a hearing impairment where he suffers from total loss of hearing. I will provide that student with an interpreter to sign everything that is going on as well as provide him with extra time to complete his assignments.

Student Assessment/Rubrics: My assessment will be administered as a summative assessment on the next day after the students have had a chance to see their experiments work. I’ve chosen a test where they will be asked to fill in the blanks with the correct term and then they will be asked to label the water cycle diagram. I found this assessment on weebly.com. There are 8 fill in the blanks and there are 5 parts to the diagram. Each blank will be worth roughly 12 points and each part will be work 20 points. total and I will know they’ve mastered the objectives if they can correctly answer 7 out of the 8 fill in the blanks and 4 out of the 5 parts of the water cycle. The two sections will be graded separately and then averaged to find the total score. For example, if the student misses 1 on the blanks and 1 on the diagram, they will make an 84 on the blanks and an 80 on diagram. The average of this score is 82. This test is in alignment with the objectives because my objective is to be able to label a diagram with the correct processes and explain how the water cycle works. My direct instruction explained in great detail each process of the water cycle and then the science experiment gave them an actual visual of what the process looks like. With both of these assignments, the students should have enough knowledge and experience to master the assessment.

D. I chose for the students to complete a science experiment on the water cycle as their hands-on activity. As a kid, I remember loving to participate in science experiments. It was a great way for me to learn new concepts because of how it provided me with a visual on what was being taught or it provided me a better understanding if I didn’t quite understand what the teacher was saying during the instruction. I decided to teach the water cycle in detail before I let them try the experiment on their own. I think it’s important to give information on key terms before giving an activity on something. In this case, the big words or key terms I needed to teach the students were evaporation, condensation, and precipitation. Those are big words to early elementary student so I felt like I made a good choice in explaining those words before the experiment. This science experiment was to show them what happens when the processes of evaporation, condensation, and precipitation happen. I wanted them to see that when water is evaporated, it is taken from oceans, lakes, and rivers and turned into water vapor. While I couldn’t physically show the students the water being taken from bodies of water, I could show them the water being taken from a cup. They would know it was taken because the water level would drop. They could see the condensation happen when they see the little water droplets gather in the top cup of the second experiment because they know that the condensation is when the water vapor is cooled and turned back into a liquid. They would see this happening because they are using an ice cube as the coolant. They could see the precipitation happening when they

put drops of food coloring on the shaving cream and it starts falling out. They know that precipitation happens when the liquid droplets of condensation become too heavy for the cloud and begin to fall from the clouds. The same thing happens when you put too many food coloring drops on shaving cream, it becomes too heavy and seeps through the shaving cream falling through the water. I think my students will greatly enjoy this hands-on activity and it will increase their confidence in the subject of the water cycle. I have chosen a summative assessment that will test the student’s ability to label a blank water cycle diagram and to fill in the blanks for a paragraph on the water cycle. The Texas Essential Knowledge and Skills gives this standard regarding the water cycle: explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather patterns. The assessment I’ve found has a small paragraph that talks about the water cycle. Within the paragraph are some missing words replaced by a blank space and beside the blanks are multiple choices to pick for the blank. The student will have to use their knowledge from the lesson to choose the correct answer for the blank. There are eight blanks the student has to fill in. The second part of the assessment is a picture of the water cycle with each element or process numbered. Below the diagram are five blanks numbered one through five. The student is to match the element or process with the correct number that is pictured. Again, they are provided with multiple choices to put in the blank. I believe this assessment was a good choice because the students will meet the objectives if they pass the assessment. This assessment gives the students one last chance to reflect on what they’ve been taught in this lesson and to prove that they understand the concepts of evaporation, condensation, and precipitation. If the students can score an 82 or above on the assessment, I will know the assessment covered exactly what the lesson did and I would use the assessment in the future....