SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

DETAILS
Miss Smith
Science
First Grade
One 45 minute science class
The water cycle is a multi-step process.
Water can change states throughout its cycle.
Water is necessary for all living things to survive.
How does water change?
Why is water important for living things?
Standard - 4.2.1.A : Explain the path water takes as it
moves through the water cycle.

In a large group, TSWBAT identify key components of

the water cycle each time a bead is selected.

In a large group, TSWBAT list the steps of the water
cycle process in sequential order once while building a

bracelet.
In pairs, the students will explain to each other what

each of the six beads.

The students will raise their hands to answer questions,
follow directions and use kind manners so that they can
earn a marshmallow to place in their mugs at the end
of the lesson.

Formative &
Summative
Assessment
Evidence

Formative:
The students will each hold up the correct bead to be placed
on the bracelet for the teacher to check before placing the
bead on the string.
The students will tell a neighbor what each bead on their
bracelet means. Miss Smith will walk around and monitor
each group as they tell each other the meaning behind each
bead.
Summative:
After the bracelet is complete students will be called on to
explain what step of the water cycle each colored bead
represents.

CK

ISTE Standards
for Students

Environmental Literacy - Demonstrate knowledge

and understanding of the environment and the

Framework for
21st Century
Learning

circumstances and conditions affecting it, particularly

as relates to air, climate, land, food, energy, water and
ecosystems

Use Systems Thinking - Analyze how parts of a whole

interact with each other to produce overall outcomes in
complex systems

Use and Manage Information- Use information

accurately and creatively for the issue or problem at
hand

Accommodation
s, Modifications

Student with ADHD (Jillian) The lesson will be short and interactive so that the
student does not lose interest or become anxious.

The lesson involves a lot of moving around and

incorporates fine motor skills for placing the beads on
the bracelets, which will keep Jillian, and her peers
engaged.

When the students have finished their bracelets they

will be given the opportunity to pair and share.
Explaining her bracelet to another student will help to
hold Jillians interest longer.

ESL Student (Isabella) Each step of the process will be explained by displaying
a picture of what the step means on the Smart Board
with a label of the step underneath each photo to
increase understanding.

Miss Smith will have each student hold up the color

bead that she is holding so that she can ensure the
correct color will be in the correct place on each
bracelet. This is important!

The students will move at the same pace and no

student will be able to move ahead because the color of
the next bead will not be revealed until the whole group
is ready to move on.

Difficult words that relate to the water cycle, such as;

cycle, evaporation, condensation, and evaporation will

all be words that Isabella will define in her vocabulary
journal for this week. She will be able to refer to her
journal at anytime throughout the lesson.
Autism Spectrum Disorder (Jacob) If Jacob begins to feel frustrated at anytime while he is
making his bracelet he may want to refer to his bug so
that he can decide what is bothering him. After he has
decided what is bothering him, he can think about what
a good choice would be. A good choice in this situation
would be to take ten deep breaths and then continue to
complete the task at hand.
Emotional Disturbance (Stephen) If Stephen starts to miss his family at any point during
the lesson he will take his Kissing Hand out and hold it
near his heart. Once the feeing goes away and he feels
better, he will pick up where he left off. He may leave
the hand on his desk as he continues to construct his
bracelet as well.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge

Friends, what do we know about water?

What happens to water after it rains?

Hook/Lead-In/Anticipatory Set

Today, water as we know it is going to change in our

minds forever. Can everyone grab the bowl of beads
sitting at your tables and move them close so you can
see all of the beads? What colors do we see in our
bowls? So we have a string and lots of beads.What do

Explicit
Instructions

you think we are going to do today?

Big Idea Statement

The water cycle is a multi-step process.

Water can change states throughout its cycle.
Water is necessary for all living things to survive.

Essential Questions Statement

How does water change and what steps does water go

through while processing through the water cycle?

Objective Statement

In a large group, TSWBAT identify key components of the

water cycle each time a bead is selected.

In a large group, TSWBAT list the steps of the water
cycle process in sequential order once while building a
bracelet.

Transition

The Water Cycle SongWater travels in a cycle, yes it does. Water travels in a
cycle, yes it does. It goes up as evaporation, forms
clouds as condensation, and then falls down as

precipitation. Yes it does!

The students will hold up their star when they are ready
to begin constructing the bracelets. Once each student
has held up their star, Miss Smith will place the large
star on the board.

Key Vocabulary

Lesson
Procedure

Cycle, Evaporation, Condensation, Precipitation

PreAssessment of Students

Students will be asked to hold up each color bead and

the teacher will explain that each bead is now going to
represent a very important part of the water cycle rather
than its color name.

Modeling of the Concept

. The teacher will hold up each bead with the students

and string them onto the bracelet.

Guiding the Practice

1. The Activating Prior Knowledge will occur.
2. The Hook will occur.
3. The teacher will place a four inch string on each desk
with a knot on the end big enough to stop beads from
moving past it, and a bowl of beads; one yellow, one

white, one light blue, one green, one dark blue, and one
clear.
4. The teacher will place a picture of the sun on the
board with a yellow label underneath that reads, sun
shines, and explain that the sun powers the water
cycle, so the first bead on their bracelets will by yellow
to represent the sun. The students with hold up his/ her
yellow bead for the teacher to see, once the teacher
sees the yellow bead the student may place it on the
string. The teacher will ask what color bead the students
placed on their bracelet and together as a class the
students will respond, yellow.
5. The teacher will explain that when it rains water
collects on the ground with a picture of puddles on the
ground with a clear label with black writing that reads,
water collects on the ground. The students will hold up
his/her clear bead until the teacher tells the students to
place the bead on the bracelet. The teacher will ask
what color bead the students placed on their bracelet
and together as a class the students will respond,
clear.
6. The teacher will place a picture representing
evaporation, on the board. The teacher will explain that
water evaporates when it is pulled from the ground so
that it can travel through the air the whole way up into
the sky. It must turn into a vapor in order to do this, and
this is why we have humid, sticky days. The teacher will
place the word evaporation underneath the photo. The
label will be white, so the students will take the white
bead and hold it up for the teacher to see. Once
everyone has shown the teacher his/her bead he/she
may place the bead on the string. The teacher will ask
what color bead the students placed on their bracelet
and together as a class the students will respond,
white.
7. The teacher will place a picture representing
condensation, on the board. The teacher will explain that
water becomes condensation to form the clouds in the
sky. The teacher will place the word condensation
underneath the photo. The label will be green, so the
students will take the green bead and hold it up for the
teacher to see. Once everyone has shown the teacher
his/her bead he/she may place the bead on the string.
The teacher will ask what color bead the students placed
on their bracelet and together as a class the students
will respond, green.
8. The teacher will place a picture of the final step of
the water cycle: precipitation, on the board. The teacher
will explain that when the clouds become full, the clouds
begin to release the water back to earth; we call this

part of the process, rain or the big word, precipitation.

The teacher will place the word precipitation underneath
the photo. The label will be blue, so the students will
take the blue bead and hold it up for the teacher to see.
Once everyone has shown the teacher his/her bead
he/she may place the bead on the string. The teacher
will ask what color bead the students placed on their
bracelet and together as a class the students will
respond, blue.
9. The last bead the students will be asked to hold up is
clear. The teacher will explain that this bead represents
the repetition of the water cycle. The teacher will ask
what color bead the students placed on their bracelet
and together as a class the students will respond,
clear.
10. The students will hold the bracelets so that the
beads do not fall off until the teacher comes around to
check that the beads are in the right order and tie it off
11. The Providing Independent Practice will occur.
12. The Formal Evaluation will occur when students
return with a signed permission slip the following day. If
students do not bring back a signed permission slip the
teacher will have the student explain the parts of the
bracelet to him/herself. Miss Smith will signoff on the
permission slip.

Providing the Independent Practice

The students will be instructed to take their bracelets

home and tell at least one person in their family what

each bead means.

Students will color in the beads on the worksheet with

the correct color crayon.

Isabella will be given the option of making up a new
song about the water cycle during the next length of
time that she finishes her work early.

Reading
Materials
Technology
Equipment
Supplies
Evaluation of
the

Transition
The students will put on his/ her bracelet and sing the
song once more, this time standing up.
Beads, string, bowls to hold beads
Pictures
Labels
Magnets to hang pictures and labels
Formal Evaluation

Students will bring back a signed paper so that the

Learning/Master
y of the
Concept

teacher knows that homework (independent practice)

was completed.
Worksheets will be graded for correctness.

Informal Evaluation

Teacher checking to make sure that each bead was

placed in the correct order.

After singing the song for the second time the teacher
will take down the labels and ask students to individually

come up and match the labels to each picture.

Students may receive a marshmallow for answering
questions correctly, using kind manners, and following

Closure

directions throughout the lesson.

Summary & Review of the Learning

The students will come together as a group and answer

questions about the water cycle and make predictions

about what will happen the next time that it rains.

The students now know the process in which water goes
to complete the water cycle and can apply this
knowledge when it rains.

Teacher
Self-reflection

Homework/Assignments
Show a parent at home the bracelet made in class and
have mom or dad (any family member) sign the
assignment sheet so that the teacher knows homework
was completed.
Ben will receive a book relating about the water cycle to
read at home with a family member.
N/A not implemented