Lesson Plan for Preschool-Grade 2

Name
Why does it rain?
Content What content area(s) does this lesson cover?
area(s)/developmental
domain(s) addressed This lesson will cover the content area of science.

How does this lesson support all five domains of child development?

This lesson will cover all the developmental domains and support them as follows:

Cognitive development: Students will gain an understanding about why it rains and how that
affects their environment. Then they will use this acquired knowledge to make sense of what they
observe during the rain in a jar experiment, which will foster their cognitive development. During
this activity, the teacher will ask open-ended questions about the experiment, which can
strengthen the student’s reasoning, encourage their curiosity and can help them develop critical
thinking and analysis skills. This can also provide an opportunity to develop other important
skills such as observing, describing what they see and making predictions of what can happen in
the jar.

Social/emotional development: Students will work together as a team and strengthen their
cooperation skills during the rain in a jar experiment. Students will also work in partners and will
interact with their peers in a discussion about the activities they like to do when it rains. This will
promote social interaction and strengthen their ability to take turns.

Language development: Students will participate in an open discussion about why it rains.
Teacher will read a book about why it rains; this will introduce children to a new word
(evaporation) that will help them understand rain and expand their vocabulary. Students will
 Lesson Plan for Preschool-Grade 2
also participate in a rain experiment where they will have the opportunity to verbalize their
predictions of what clouds and rain would look like and what do they think will happen.

Physical development: Students will strengthen their fine motor skills and hand eye coordination
by elaborating the rain in a jar experiment. Students will have the opportunity to use their small
muscles by pouring water, adding shaving foam into the jar and using a dropper to add food
coloring to the shaving foam. They will also strengthen their gross motor skills by using signs to
represent the vocabulary words learned, such as: rainy and evaporation.

Brief description and Why is there a need for this lesson (include citation)?
rationale for the lesson
The goal of this lesson is to understand why it rains and provide children an awareness of what
happens in their environment. This experiment of rain in jar will provide students with a
visual picture of how rain is produced. This will help students use their senses to explore this
activity providing an opportunity of hands-on learning. It’s important to consider that
“children are active learners. A primary approach to learning is through purposeful play.
Intentional planning promotes rich learning experiences that encourage participation, involve
multiple contexts, and engage the senses that help children explore their environment.” (NYS
Pre-kindergarten Learning Standards, 2019). Learning about this theme gives children an
opportunity to make connections between how rain can affect the environment and their
activities. This can help students develop important skills such as observation, exploration,
prediction, critical thinking, and analysis.

This lesson is: A continuation of a previous lesson / activity


Timeframe
Objective(s) of the activity
Connections to guidelines/
standards/milestones
Lesson Plan for Preschool-Grade 2
15-20 minutes
What will children know, or demonstrate as a result of this learning experience? SMART
OBJECTIVES
Lesson objectives must align with the assessment of student learning.
• Students will explain why it rains with the visual picture of how rain is produced (rain in
a jar experiment).
• Students will describe why rain falls from clouds.
• Students will analyze and make predictions on what the clouds and rain would look like
in the jar.
Which NYS Early Learning Guidelines or Next Generation ELA Standards are addressed? Are there
other standards used?
From the NYS Pre-kindergarten Learning Standards:
PK.PDH.2. Uses sensory information to plan and carry out movements
PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills
PK.SEL.5. Demonstrates pro-social problem-solving skills in social interactions
PK.AC.2. Demonstrates they are building background knowledge
PK.AC.3 Demonstrates understanding of what is observed
PK.AC.4. Demonstrates a growing receptive vocabulary

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
Lesson Plan for Preschool-Grade 2
PK.AC.5. Demonstrates a growing expressive vocabulary
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in
this lesson? Which academic language demands am I targeting? Choose one, including language
functions, vocabulary, syntax, or discourse that is central to this learning segment. How is this
activity using the specific language demand? Language objectives must align with the assessment
of children’s language learning
In this lesson students will strengthen their language discourse skills:
• Students will participate in an open discussion about why it rains.
• Students will answer open ended questions about the experiment.
• Students will describe what they observe during the experiment.
• Students will discuss with peers about activities they like to do when it rains.
In this lesson students will also learn vocabulary about rain through literacy.
• Evaporation: When water from the puddles goes up into the air
• Book about Rain: Why does it rain? by Chris Arvetis
• Jar
• Shaving foam
• Cup

children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
Lesson Plan for Preschool-Grade 2
• Blue food coloring
• dropper
N/A
Objective(s) SAME FROM ABOVE
• Students will explain why it rains with the visual picture of how rain is produced (rain in
a jar experiment).
• Students will describe why rain falls from clouds.
• Students will analyze and make predictions on what the clouds and rain would look like
in the jar.
Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to
introduce children to this learning activity? Describe the process of getting them interested and
engaged.
At the beginning of the lesson, I will ask them to raise their hand if they like when it rains. We
will count how many students like it when it rains. Then I will ask them to raise their hand if
they don’t like when it rains. We will count how many students don’t like it when it rains.
Then I will ask the question “Do we know why it rains?” I will encourage students to share their
ideas.
Then we will start to read the book “Why does it rain?”
While reading the book, I will introduce vocabulary word: evaporation
• Evaporation: When water from the puddles goes up into the air
I will also show them the sign of evaporation ( raise two hands up and close them)
 Lesson Plan for Preschool-Grade 2

Instruction/Mini Lesson (Outline the procedures or sequence activities that will make up this
learning experience; for instance, you might follow a routine wherein you model (I try); and ask for
active involvement (we try) during a whole group session.

After reading the book, I will tell the students we are going to make rain. I will show them the
materials I have (a jar, shaving foam, food coloring and a dropper). I will ask them, “How do you
think we can make rain with these materials?”. I will encourage the students to express their
ideas. I will also ask them “What do you think will happen?”. I will let them express their ideas.
I will ask other questions such as: “What do you think the shaving foam represents?", “What do
you think the food coloring represents? " What do think will happen when we add the food
coloring?”.

Then we will start with the experiment. I will let each of the students add the materials and take
turns.
We will:
• Pour water into the jar (fill ¾ of the jar).
• Spray shaving foam on top of the water.
• Add food coloring in the shaving foam

Then I will ask them to describe what they observed. I will explain the experiment:
The shaving cream represents the clouds, the water represents the air and the food coloring water
represents rain.
As we learned in the book: rain starts with evaporation (when water from the puddles goes up
into the air). As water goes up it cools and forms tiny water drops. A lot of these water drops
forms a cloud. So as the clouds (shaving foam) get heavy with the water (food coloring) it gets
heavy, they can no longer hold the water. Then it “rains” down into the jar through the “air” in the
same way that real rain falls through the air.
 Lesson Plan for Preschool-Grade 2

Independent Practice (small group activity, working with partners, or independently- You TRY)

The students will be divided into partners. Each will take turns discussing what activities they
like to do when it rains.

Closure (sharing/reflection, next steps)

At the end we will sing the song “Rain, Rain, Go Away”:

Rain, rain, go away

Come again some other day
We want to go outside and play
Come again some other day
Rain, rain, go away
Come again some other day
We want to go outside and play
Come again some other day
Rain, rain, go away
Come again some other day
We want to go outside and play
Come again some other day

Each student will practice the rain sign that they learned in the previous lesson. Then they will
transition into our next activity.

Method of assessing
children’s understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Group discussion
KLW chart
Rubrics
Lesson Plan for Preschool-Grade 2
Pre-assessment
Outline the steps you will take
to evaluate student’s prior
knowledge (i.e., What are the
skills and/or content
knowledge the students need to
effectively engage in the
activity?).
• Group discussion with
KLW chart to
understand student’s
prior knowledge of why
it rains.
Assessment of Student
Learning Outline the steps you
will take to evaluate students’
learning. What evidence will I
have to assess whether students
have successfully achieved the
content objectives (i.e., rubrics,
checklists)?
• Group discussion and
rubrics to assess student’s
usage of new vocabulary
word (evaporation).
• Group discussion and
rubrics to assess student’s
comprehension of why it
rains.
• Group discussion and
rubrics to assess student’s
ability to explain the steps
in the experiment and
what each material
represented.
• Group discussion to
assess student’s ability to
express their
observations and
predictions.
Assessment of Children’s
Language Learning
Outline the steps you will
take to evaluate students’
language learning. What
evidence will I have to assess
whether students have
successfully achieved the
content objectives?
• Oral language: How
well do students use
the new vocabulary.
• Comprehension:
How well do
students describe
the procedure of
how rain is
produced.

Plans for differentiated
instruction/instructional
modifications
Describe how you will support
struggling learners.
Struggling students:
Students will be re-asked
questions if they are unclear
and provide support with any
additional questions about the
book or the experiment.
Students will be provided with
support with the experiment.
Describe how you will support
learners who have mastered the
concepts and need additional
challenges.
Advanced students:
Students will be encouraged to
follow the scientific method by
observing and asking questions,
formulating a hypothesis,
planning and running the rain in
Lesson Plan for Preschool-Grade 2
Supporting children with Supporting English Language Learners, a culturally
identified delays or responsive pedagogy, and anti-bias/anti-racist curriculum
disabilities (i.e., IEPs and 504 What modifications should I make to the activity to ensure all
plans) students are included and engaged in all steps required to meet
What considerations should I the lesson’s objectives?
keep in mind regarding
cultural relevance, age • Translate book to student’s home language and take
appropriateness, and ability into consideration different cultures when selecting
levels for all learners? books.
• Translate teaching points to students.
• Extend children’s • Translate any directions for the experiment.
responses (e.g. If • Translate the song “Rain, Rain, Go Away”.
student responds with • Ensure that follow up activities are available in different
one or two words, languages.
repeat their response in
a sentence, helping
them formulate
sentences).
• Encourage students to
repeat sentence
structure at least 2
times.
• Using different ways of
communication to
express new
vocabulary words such
as sign language.

a jar experiment, evaluating data
and drawing conclusions.
Follow up/Extension
activities
Family Engagement Activities
Lesson Plan for Preschool-Grade 2
• Use the book to explain
the steps in the rain in a
jar experiment. This
will help the students
have a visual
perception of what
happens in the jar.
How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in
class?
• Read more books about how different weathers occur.
• Encourage students to ask peers about the activities they do in different weathers.
• Learn about what clothing can be used for different weathers.
• Learn about the water cycle.
How can I support families in extending the learning in their home environment?
• Share rain songs with parents to sing at home.
• Make a list of activities they can do when it rains.
• Provide parents with a weather experiment resource list.
 Lesson Plan for Preschool-Grade 2

INCLUDE ASSESSMENT TEMPLATES

● FOR PRE-ASSESSMENT
● QUANTITATIVE
● QUALITATIVE

Rubrics Satisfactory Good Excellent

(1) (2-3) (3-4)
New vocabulary use Student uses 1 new Student uses 2-3 new Student uses 3-4 new
vocabulary word vocabulary words most vocabulary words
of the time. frequently.
Comprehension of why it Student is able to explain Student is able to explain Student is able to explain
rains 1 reason why it rains. 2-3 reasons why it rains. 3-4 reasons why it rains.

Can explain the steps in Student is able to explain Student is able to explain Student is able to explain
the experiment and what 1 step of the experiment 2-3 steps of the 3-4 steps of the
each material and explain 1 material experiment and explain experiment and explain
represented. represented. 2-3 materials 3-4 materials
represented. represented.