Lesson Plan

Teacher Candidate: Jessie Tigner Date: September 2, 2014

Grade and Topic: Grade 4,
Science

Length of Lesson: 55 minutes for 1 day

Mentor Teacher: Carmen Weaver School: University of Memphis, IDT 3600

Unit Objective
The Water Cycle lesson is part of a unit covering the atmosphere. The
earth is surrounded by an active atmosphere and an energy system that
controls the distribution of life, local weather, climate, and global
temperature. The student will understand this by identifying the basic
features of the water cycle and describe their importance to life on earth
as described in the TN State Standards 8.1.

Lesson Objective
Content Learning Goals and Objectives

Given a graphic of the water cycle, TLW identify each step and
summarize what each stage does with 100% accuracy.
Given what the student learned above, TLW insert each stage into a
table on Word with 90 % accuracy.

Student Participation
The goal of this lesson is for students to demonstrate a clear
understanding of each phase of the Water Cycle. Students provide visual
representations and write reflections on the meaning of each phase of the
Water Cycle.

Standards
State/District, Common Core Standards

TN Science- 0407.8.1- Prepare a model that illustrates the basic features

of the water cycle.
SPI 0407.8.1-Identify the basic features of the water cycle and describe
their importance to life on earth.

ISTE Standard(s)

3. Research and Information Fluency: Students apply digital tools to

gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media

Materials
Materials Used
1.
2.
3.
4.

Water Cycle worksheet

Computer
Microsoft Word
Internet Access to:
a. Online interactive Water Cycle
1. http://www.ajusd.org/webpages/twatanabe/index.cfm?
subpage=483750MS
2. Click on Water Cycle Interactive
b. Clipart Gallery http://office.microsoft.com/clipart/default.aspx?
lc=en-us
2. Pencil
Technology Integration
Students will use the websites stated above as resources for the Water Cycle
and access to images. Word processing software will be used to type, format,
and add images to a table that shows understanding of the steps of the water
cycle. Students, upon completing the activity, will save their work to a shared
Dropbox folder for their class. A sample of the product is available here: Student
Sample

Background and Rationale

Students will demonstrate a clear understanding of each

phase of the Water Cycle by providing visual
representations and written interpretations of each phase
of the Water Cycle.
Academic Language is not addressed in IDT 3600.
This lesson is a continuation of TN science standard 8.0.
We will refer to the table created here as we continue to explore the
Atmosphere.
I am aware that the lesson will be differentiated for students who did not
master the objectives and for those ready for enrichment. However,
modifications are not covered in this course and are not part of this particular
lesson.

Procedures and Timeline

Introduction

Begin by passing out the Water Cycle handout, and using the
overhead/smartboard to display it for the class to see.
Provide some brief background information about each stage.
Then the students will look up the website above and explore the water
cycle on there own.
The students will get in small groups and discuss what each phase does.
We will then do our activity on the Water Cycle and use this information
for continue our study on the Atmosphere.

Procedures
Prior to the Computer (15 minutes)
Teacher Procedures:
1. After the Introduction, pass
out the Water Cycle
Handout. Have the
students silently read the
handout. After they have
done that, briefly explain
what the water cycle is and
what is done in each phase.
Explain how it applies to
daily life and how we see
each phase every day.
Have the students
summarize each phase.

Student Procedures:
1. Students will read the Water Cycle
Handout.
2. They then will summarize each of the
phases to better understand.

At the Computer (45 minutes)

Teacher Procedures:
1. Have students
open both MS Word
and an Internet
browser
2. Direct students to
the Water Cycle
website.
3. Direct students to
the MS Clipart
Gallery website
4. Monitor and assist
as needed

Student Procedures:
1. Open MS Word and an Internet browser
2. Go to Water Cycle website and click on
Water Cycle Interactive
3. The student will click on each arrow and
listen to the recording of a description of
each phase.
4. If the student is still having trouble
understanding the water cycle. They may
use this website also.
http://www.kidzone.ws/WATER/
5. Go to MS Word
6. Add the following title: The Water Cycle
7. Below the title, Insert a three-column 5-row
table
8. Add the following column names: Phase;
Description; Picture
9. Under the Phase column, insert each phase
of the Water Cycle.
10.
In the second column, type in your
own words a description of the phase that
corresponds to it.
11.
Use the worksheet to insert a picture
from clipart to the table. For example,
condensation, you can put a dark cloud.
12.
Use pull-down menu to copy the
image
13.
Go to Picture cell in the Word
document
14.
Paste the Picture
15.
Write a brief rationale for why the
picture represents the phrase
16.
Save work
17.
Repeat items 9-16 for the remaining
phases.
18.
When all phases are finished, correct
any spelling errors
19.
Print a copy

After the Computer (30 minutes)

Teacher Procedures:

Student Procedures:

1. Place students in groups of 3 to

4 students
2. Ask students to discuss each
phase of the water cycle to
their group.
3. Give students 5 to 10 minutes
to discuss the what they have
learned.
4. Have the students write a
summary of the water cycle
with no help form their
worksheet.

1. While in a group, students

discuss what they learned about
the water cycle today.
2. Students discuss the water
cycle.
3. Students write a brief summary
of the water cycle with no help.

Closure
Students volunteer to share their table with the class. At the end of class, the
teacher collects the summaries, checks for assignment submissions, and polls
the class for questions.

Assessment Evidence
Preamble Rubric
Criteria

Graphic images
Very few or none of
Only a few of the Almost all of the
All of the chosen
represent each
the chosen
chosen graphics chosen graphics
graphics very
phrase of the graphics representclearly or
clearly represent clearly represent
Preamble to the
the concepts of somewhat clearly the concepts of
the concepts of
US Constitution.
their associated represent the
their associated
their associated
Water Cycle phases.
concepts of their Water Cycle phases.Water Cycle Phases.
associated
Water Cycle phases.
Rationale for The rationale for The rationale for
using the
very few or none of
some of the
graphics
the chosen
chosen graphics
graphics
demonstrates a
demonstrates an fairly appropriate
appropriate
representation of
representation of the concept.
the concept.

The rationale for

almost all of the
chosen graphics
clearly
demonstrates why
the image is an
appropriate
representation

The rationale for all

of the chosen
graphics very
clearly
demonstrates why
the images were an
appropriate
representation of
the concepts.

Reflections

The reflection does

The reflection
The reflection
The reflection
not demonstrate an
demonstrates a demonstrates a
demonstrates a
understanding of somewhat vague somewhat clear
clear understanding
the Water Cycle understanding of understanding of of the Water Cycle
and/or what it
the Water Cycle and
the Water Cycle andand what it means
means to the
what it means to what it means to to the student.
student.
the student.
the student.

Modifications
I am aware that modifications will be made for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are
not part of this particular lesson.

Student Sample

Phase
Evaporation

Description
Thisphaseshappenswhenthe
sunheatsupthewaterandthe
watervaporleavesthebodyof
waterandgoesintotheclouds

Condensation

Thewatervaporturnsbackinto
liquidformwhichformsclouds.

Precipitation

Thisphasesoccurswhentoo
muchcondensationhascollected
inthecloudsandneedstobe
released.

Picture

Collection

Aftertherainfallsbacktoearth,
itwillseparateintotherivers,
oceans,ponds,etcandsomewill
gointothegroundandthe
processwillstartalloveragain.