KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate:

Cialey Pintande

Date: February 25, 2014 Coop. Initials: Grade Level: First Grade

Cooperating Teacher: Jennyfer Oswald Group Size: 22 Allotted Time:

20 min. (2:40-3:00)

Subject or Topic: Science: The Water Cycle

Section: 390-065

STANDARD(S): Pennsylvania State Standards: Science: S4.A.3.3.1 Identify and describe observable patterns (e.g., growth patterns in plants, weather, water cycle). 3.1.1.A9: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. 3.2.1.A3: Identify how heating, melting, cooling, etc., may cause changes in properties of materials.. 3.2.1.A4: Observe and describe what happens when substances are heated or cooled. Distinguish between changes that are reversible (melting, freezing) and not reversible (e.g. baking a cake, burning fuel). 3.3.1.A5: Become familiar with weather instruments. Collect, describe, and record basic information about weather over time. I. Performance Objective: The students will be able to identify the three main parts of the water cycle; evaporation, condensation, and precipitation by helping me to correctly label them on our water cycle bulletin board. II. Instructional Materials: 1. Smartboard 2. Brainpop Jr. water cycle video 3. Large bulletin board 4. Chart paper 5. Blue construction paper (25)

6. 7. 8. 9.

Large rain drop stencil (10) Scissors (22) Crayons (22 sets) Blue poster board (1) Precut into a puddle shape 10. Yellow poster board (1) Precut into a sun shape with legs, arms, and a smile 11. Green poster board (2) Connected and precut into a sliding board shape 12. White poster board (3) 1 Precut into three large arrows labeled; evaporation, condensation, and precipitation 2 used to make large clouds III. Subject Matter/Content: A. Prerequisite skills1. The students must be able to trace a stencil with little to know assistance. 2. The students must be able to cut with little or no assistance. B. Key Vocabulary Water cycle- The movement of water on, above, and below the surface of the Earth. Evaporation- when a liquid is heated and transforms into a gas or vapor. Condensation- Water that forms within the clouds. Precipitation- The water that falls from the sky to the Earth. Such as rain, sleet, snow, or hail. Vapor- mist, steam, or fog hanging in the air. C. Big Idea The students will understand the process of the water cycle and its three main parts. IV. Implementation: Introduction1. Hook: Play the Brainpop Jr. video on the water cycle. 2. Review important information from the video, make a water cycle chart as you ask the students questions and discuss the topic. 3. Ask the students, What happens during evaporation? Call on a student who is sitting with their hand raised quietly. o Draw and write this process on the chart paper as you explain to the students that evaporation also happens when you boil water on the stove. 4. Ask the students, What happens during condensation? Call on a student who is sitting with their hand raised quietly. o Explain to the students that this process, condensation is how clouds form and grow as they fill with water vapor.

o Draw and write this process on the chart paper as you explain to the students that evaporation also happens when you boil water on the stove. 5. Ask the students, What does precipitation mean, what is happening when the clouds are precipitating? Call on a student who is sitting with their hand raise quietly. o Explain to the students that precipitation happens when the clouds can no longer hold any more water, they are too full. Also inform them that different forms of precipitation (rain, sleet, snow, or hail) fall depending on the temperature, the colder it is the quicker the water vapor freezes. o Draw and write this process on the chart paper as you explain to the students that evaporation also happens when you boil water on the stove. Development1. Explain to the students that you would now like to create a bulletin board with them to help us all remember how the water cycle works. 2. Inform them that they will each be making a water droplet to put on our water cycle bulletin board. 3. First you want to create the bulletin board with them though, so that you can all add the water droplets at the end. 4. Begin by asking the students where the sun belongs in the water cycle? They may all call out an answer. Then staple the sun to the top of the bulletin board. 5. Next ask the students where clouds form and how they get there? They may again all call out. Staple the clouds at the top of the bulletin board near the sun. 6. Staple the slide to the bulletin board beneath the clouds and inform the students that this is how their water droplets are going to precipitate down onto the ground. 7. Ask the students where you should put a puddle of water? What will the sun do to the water in the puddle? They may all call out again. 8. Next, Model for the students how you will trace your water droplet and cut it out, throwing away your scraps when you finish. 9. Pass out the tracers and blue construction paper to the students. 10. Once all of the students have traced and cut out their water droplet ask them to write their name on the back. 11. Now ask them to draw a face on their water droplet. 12. As the students finish drawing their faces add their droplets to the bulletin board, some on the slide, some in line by the slide, and some in the cloud. Closure1. Once all of the students droplets are hanging on the bulletin board ask the students to help you label the parts of the water cycle. Call on individual students to come up and place the evaporation, condensation, and precipitation arrows on the bulletin board. 2. Review the key vocabulary while pointing to the water cycle.

3. Answer any questions the students may have V. Accommodations/Differentiation: Struggling Students- Will receive additional one on one explanations or activities in order to understand the water cycle. VI. Assessment:

Formative- Informal observation Summative- Water cycle final assessment

VII. Reflective Response: A. Report of Student Performance-

B. Remediation Plan-

C. Personal Reflection1. To what degree were my activities engaging for all learning styles? (Kinesthetic/tactile, auditory, and visual)

2. How can I improve this lesson in the future?

3. How could I have presented the information in a way that the struggling students grasp the concepts better?

VIII. Resources: Websites: 1. Brain Pop Jr. 2014. Water Cycle video. Retrieved from http://www.brainpopjr.com/science/weather/watercycle/preview.weml 2. Pennsylvania Department of Education, Standards aligned System. 2014. Pennsylvania State Science Standard. Retrieved from http://www.pdesas.org/Standard/Views#106|792|0|0