Lesson Plan Guide

Teacher Candidate:

Kimberly Grove

Grade and Topic:

2nd Grade Science

Mentor Teacher:

Amy Adcock

Date: 09/20/14
Length of Lesson 2 hours___
______

School:

U of M IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The student will be introduced to the water cycle and each stage it goes through to become rain. They
will create a table in Microsoft Word to help them see the different stages. They will focus mainly on the
evaporation stage with a demonstration to understand where the water goes.
LESSON OBJECTIVE:

Given a list of the different stages of water the student will be able to put them in order from start to finish with
100% accuracy.
Given pictures of each stage the student will be able to identify which stage is being shown with 100% accuracy.
Given descriptions of each stage the student will be able to identify which stage is being described with 100%
accuracy.

STANDARDS ADDRESSED:

The common core standard covered would fall under Standard 9- Matter GLE 0207.9.9 Recognize that air takes
up space. Also 0207.9.3 Describe that happens when water is heated to the point of evaporation.

. The ISTE standard(s) covered will be 1a, 1c, 2d, 3c

MATERIALS:
Art supplies, paper plates, water, Water-Cycle handout

Microsoft word will be used to create a table to break down the different water stages. This will help the student
identify each stage and break down what happens during that stage.
http://www.learningtogive.org/lessons/unit370/lesson2_attachments/2.html ( This is the link to the
handout for the water cycle)

BACKGROUND and RATIONALE:

The student should be able to name the different stage of water as it goes from land, cloud and then to rain.
Students should be able to explain what happens when water is left in the sun and that this process is called
evaporation.

Evaporation, Condensation, Precipitation

This is a new topic for the students.
In the next couple of lessons we will go more in depth about condensation and precipitation.
The lesson or technology used will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE:

Introduction:
The students will be given the handout to color as an introduction to the water cycle.

Introduce the question, Where does rain come from? and have the students give me some ideas and
write them on the blackboard.

Procedures: Teacher

After the introduction and haven given the students an opportunity to color their handout while
brainstorming the question, students will be broken up into groups of 3.

Each group will be given a paper plate and crayon. They will put a small puddle of water in the center of
their plate and draw a circle around it with their blue crayon.
Each group will be instructed to place their plates in different parts of the classroom. (In the window by
the sun, in a shady place, near a heater or out in the open).
During the hour we wait to see what happens, each group will be taken to a computer where they will
open MS word.
Each group will be instructed to make a table breaking down the three stages of the water cycle. They will
name, describe and draw a picture of each stage.
After the hour has passed, the student will draw an orange circle around their puddle noting if it has
changed any. They will compare to others puddle.
The student will now put the plate back and we will wait another half hour. During this time we will
discuss what we think will happen to the puddles this time.
After the half hour has passed we will recheck the puddles and draw a black circle around what is left of
the puddle.

Closure:

In closure the students will be asked to compare whose puddle is smaller and what type of places
evaporation happened the quickest. It will be reiterated that this process is called evaporation. We will
leave our plates where they were and check them again in the morning to see if anything is left.

ASSESSMENT EVIDENCE:

The student lists and describes all cycles accurately with little to no mistakes and chart is done correctly.
The student shows a clear understanding of the water cycle. A-B
The student lists and describes all cycles with a few errors and chart has a few mistakes. The student
shows a understanding of the water cycle B-C
The student cannot list or describe all cycles and has many errors and the chart isnt done correctly. The
student shows no understanding of the water cycle.D-F

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..

The Water Cycle

Stage

What happens?

What does it
look like?

Evaporation

Evaporation is when the sun

heats up the water in rivers,
lakes and the ocean and turns it
into vapor.

Student will draw this is example..

Condensation

Condensation happens when

water that is evaporated into
vapor turns back into water
again. This creates clouds.

Student will draw this is example...

Precipitation

Precipitation happens when

there is too much water in
the air and the clouds
cannot hold any more water.
When it releases all the water
again this is called rain!

Student will draw this is example..