DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: The Water Cycle

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4),
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not available)
Advanced Learners: Bailey (Reading, Writing), Angel (Reading, Writing, Math), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble staying on task), Trinity (Falls
asleep), Nevaeh (Likes to talk a lot without raising her hand, will distract others, ADHD IEP not available), River (Gets
bored easily and will Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets stressed easily, perfectionist)
Classroom environment:

The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date
and number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction or centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Standard 1: Students will understand that water changes state as it moves

through the water cycle.
Objective 1)
Describe how water on earth cycles in different forms and in
different locations, including underground and in the atmosphere.
Walk-Away: I will explain how water moves through the water cycle.
Language Walk-Away: I will explain how water moves through the water
cycle.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students are discussing with their buddy throughout the lesson.
Content Walk-Away Evidence (Summative):
Students are able to fill out the diagram of the water cycle.
Language Walk-Away Evidence (Summative):

Students are able to fill out the diagram of the water cycle and
explain how water moves through the water cycle to their
neighbor.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I have pre-taught this

concept to the whole
class by using a water
cycle article for a close
reading lesson. This
benefits the whole class
but specifically my
struggling students.
Because I have exposed
this concept to the
students, Damion my
ESL student is familiar
with the vocabulary. I

will have the vocabulary

words on the board to
help Damion and my
struggling students. I
will be using videos and
pictures to help my
struggling students. I
will also have the
students talking with
one another to help
them interact while
learning the concept. I
am using a
demonstration to
appease my behavioral
students and interest
my advance students.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Go over Walk aways.

Ask the students to answer the following prompt in a class discussion: Name things in nature
that are made only of water. Ask students to volunteer answers in order to compile a class list.
The list may include oceans, rivers, streams, ponds, lakes, clouds, rain, snow, ice, underground
water, and water used and disposed of by humans.

We talked about how these examples of water are organized. They are organized into three categories.
Fresh water (1%), glaciers (2%), and ocean water (97%).

Tell students that water moves from location to location all around the Earth. Have students
think about the following questions: Where do Clouds come from? Where does the rain come
from? These movements are part of something called the water cycle.
Formative assessment:
Learning Goal
Students will know that water is
categorized and that it is part of a
cycle.

Success Criteria
They are discussing with their
neighbor and participating.

Assessment Strategy
Observation and list made.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I am reviewing the previous lesson. I have the students discussing with one another to help them stay
focused and recall past learning.
SIOP 1, 2, 3, 4, 7, 8
Focus Lesson (I do it)
The water cycle is continuous. What other cycles have we learned about? The rock cycle. So just like the rock
cycle, it is never ending. The source or energy that keeps the water moving throughout the cycle is the sun.
Think of a hot day in St George, if we leave a glass of water outside, what happens to it? It dries up, or
evaporates. This is caused by the increase in temperature. But what happens to the water ? it turns into a gas
that rises into the atmosphere. Once the water vapor (gas) rises it forms clouds through a process of
condensation. Condensation is when water vapor is cooled. The water becomes cool and the cloud becomes
heavy from the water vapor cooling into a liquid. Once it is too heavy it begins to release in the form of
precipitation (What are the forms). The water falls back to the earth and is collected. Where is it collected?
Rivers, lakes, ground water. And the process begins again.

I have created a powerpoint for this unit. I have a slide for each of the vocabulary words and pictures to
represent them. I will explain each process of the water cycle and have them repeat it to their neighbors.
Evaporation: water changes from a liquid to a gas; occurs more rapidly at warmer temperatures
Atmosphere: the gases the surround the earth
Condensation: water changes from a gas to a liquid; occurs when water vapor gets cold
Precipitation: water falling to the earth in the form of rain, hail, mist, sleet, or snow
Collection: water that falls as precipitation comes together in bodies of water such as oceans, rivers, lakes, and
streams, or underground
Formative Assessment:
Learning Goal
Students are able to understand
how water moves through the
water cycle and that the sun is the
source of energy.

Success Criteria
Students are able to discuss
frequently throughout the slides
the processes involved in this
cycle.

Assessment Strategy
Observation.

Modification/accommodations:
The slides have many pictures and definitions besides my teacher talk. I am having them discuss these
processes with their neighbors. I will be sure to ask Bailey and Isaac specific questions to ensure that they are
engaged.
SIOP 9, 10, 11, 12, 16, 18, 19,29
Guided Instruction (We do it)
Now that we have learned the parts of the water cycle, I will have you watch a little bit of the Bill Nye Water
Cycle episode while I get our experiment ready.

Activity:
1. Tell students that the process by which water moves and is changed is called the water
cycle. Write the words water cycle on the vocabulary wall. To present a model of the water
cycle, boil some water in a glass beaker on a hot plate. Ask the students to observe with their
eyes and ears what happens to the water. Have students observe and discuss as a class. What
makes the water evaporate or boil?
2. Teacher Explanation: When the water boils, it transforms into steam. Steam is the
gaseous form of water, which has more heat energy than liquid water. Gas is less heavy than
liquid, so it rises. The process by which water changes into steam is called evaporation.
3. Hold a metal pan with ice cubes above the boiling water and ask students what they think
will happen, then to watch what happens to the bottom of the pan. Why do water droplets
collect on the bottom of the pan? Why does the steam turn back into a liquid on the metal
plate?
4. Teacher Explanation: Ice is the solid form of water, and it cools down the pan. When
steam hits the pan, it cools down and loses heat, and it becomes a liquid in the form of water
droplets. The process by which steam cools to become water is called condensation.
5. When the water starts to fall off the pan and back down into the beaker, explain that this is
called precipitation. Precipitation happens when water droplets become heavy and fall due
to gravity. Draw a diagram of this model on the board and label the key parts and processes.
6. Ask the students where else they have observed precipitation. Guide them to think of
examples like rain or snow outside. Explain to students that rain is a form of precipitation. Ask
students where rain comes from. Using the model of the water cycle, ask students to think
about where the water from the sky is coming from. Review evaporation. Water evaporates
into the air and condenses to form clouds. Ask students to brainstorm sources of water for
evaporation, such as rivers, lakes, and oceans.
Formative Assessment:
Learning Goal
Students are able to observe and
explain how water moves
throughout the water cycle.

Success Criteria
Students are discussing how
water moves throughout the
water cycle.

Assessment Strategy
Observing students as they
participate and discuss.

Modification/accommodations:
This benefits all of my students having this hands-on demonstration of the water cycle. I am discussing as
we are going through this activity. They are participating in discussion.

SIOP 4,5,6,9, 10, 11, 12, 16, 17, 18, 19, 20, 21, 22, 29
Collaborative/Cooperative (You do it together)
Now that we have learned and observed how water has moved through the water cycle I want you to go back
to your desk and explain to your buddy how water moves through the water cycle. I should hear the
vocabulary words being used and the source of energy that keeps the water moving through this cycle.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to explain how
Students are explaining to their
I am observing students using the
water moves through the water
buddy how the water moves
correct terms to describe the
cycle to their buddy.
through the water cycle using the
water cycle.
correct terminology.
Modification/accommodations:
I have my vocabulary words posted for reference. I will also be sure to buddy students up with those they
work well with.
16, 20, 21, 22
Independent (You do it alone)
On your own I want you to fill in the diagram correctly describing how water continuously moves through the
water cycle.
Summative Assessment:
Diagram that students are responsible to fill out.
Modification/accommodations:
The words are listed for reference and they fill in the blanks. This will help my ESL Student and the struggling
students. I also have the vocabulary words posted on the board for reference along with the cycle. My
advanced students can read the water articles when done early to extend their learning.
SIOP 30
Closure/Review of walk-aways, vocabulary, and essential questions

Discuss the following questions with your buddy using our vocabulary: Does water in the
ground end up in the atmosphere again? How? How does water change states in the water
cycle? We have learned that water is continuously moving through the water cycle. The source
that allows this to happen is the sun.
SIOP 27, 28,
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Hot plate
Metal pan
Ice cubes (not provided)
Glass beaker
Water cycle diagram student copies
Unit Powerpoint
Vocab Words

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?