KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ____Jessica Kurtz __________________________________
___________________________
Cooperating Teacher: _________________________________________________
_________________
Group Size: _______19____________ Allotted Time: ___45 min.__________
____1st___________
Subject or Topic: ____Weather: Water Cycle_________________________
________________________

Date:
Coop. Initials:
Grade Level:
Section:

STANDARD:
3.3.5.A4: Explain the basic components of the water cycle.
I. Performance Objectives (Learning Outcomes)
A. The first grade students will be able to list and describe the different stages of the
water cycle by correctly labeling a water cycle diagram.
II. Instructional Materials
A. A Drop Around the World by Barbara McKinney
B. Brain Pop video- https://www.brainpop.com/science/earthsystem/watercycle/
C. Water cycle worksheet (see attached)
D. Water cycle song- https://youtu.be/maxLwmDxoVI
E. Markers
F. Crayons
G. Construction paper
H. Labels with different stages on them
I. Scissors
J. Glue sticks
K. Movement Checklist (see attached)
III. Subject Matter/Content
A. Prerequisite skills
1. Basic understanding of temperature
2. Differences between hot and cold
B. Key Vocabulary
1. Precipitation- rain, snow, sleet, or hail that falls to the ground.
2. Condensation- water that collects as droplets on a cold surface when humid
air is in contact with it.
3. Evaporation- The changing of a liquid into a gas, often under the influence
of heat.
4. Accumulation- a mass or quantity of something that has gradually gathered
or been acquired.
5. Vapor- a substance diffused or suspended in the air, especially one normally
liquid or solid.
6. Run off- the draining away of water (or substances carried in it) from the
surface of an area of land, a building or structure, etc.

C. Big Idea
1. There are four stages of the water cycle that continuously repeat
themselves.
IV. Implementation
A. Introduction
1. Read A Drop Around the World by Barbara McKinney to the class out loud.
2. Discuss why temperature plays a role in the water cycle. (Heat causes
evaporation and cooling causes condensation or precipitation).
3. The teacher will draw an outline of the water cycle on the board.
B. Development
1. Play the water cycle Brain Pop video and hand out the water cycle worksheet.
2. Discuss as a class the answers to the work sheet and fill out the water cycle
diagram on the board.
3. Play the water cycle song off of the YouTube website.
4. Create a dance as a classroom that shows how the water cycle works.
5. Pass out materials so that the students can draw and label their own water
cycles.
C. Closure
1. The teacher will help students make the connection between the water cycle
and temperature (hot and evaporation/ cold and condensation).
2. Discuss how the water cycle creates clouds. Next class you will be learning
about the different types of clouds.
3. Video clip of different types of clouds.
D. Accommodations / Differentiation 1. Labels for students with fine motor impairments.
2. Large printed directions for students with a visual impairment.
E. Assessment/Evaluation plan
Formative
1. Checklist of dance movements for each stage of the water cycle.
2. Collect the water cycles made by students.

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)
B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.)
1. What did I like from this lesson?

2. Was I able to pace my lesson to fit the time?

3. Were the students able to record the proper temperature?

4. Was the lesson engaging?

VI. Resources
McKinney, B., & Maydak, M. (1998). A drop around the world. Nevada City, Calif.: Dawn
Publications.
brainpop.com
youtube.com
teacherspayteachers.com