ELED 432

LESSON PLAN OUTLINE

The following information should be included in the header of the lesson plan:
Shurden Garrett
Sarah Toman, Cassell Elementary
4/7/16

A. A Water Cycle Story: Trip as a Drip

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

At the beginning of every unit, the students take a pre-assessment to determine their level of
understanding of a topic or unit based on their own knowledge. By evaluating the scores of the pre-
assessment, I will determine what information regarding the water cycle needs to be reviewed by the
students, and what information, if any, needs to be taught from the beginning. The students have
recently finished a unit on cycles of the earth, moon, and tides. Knowing the concept of patterns and
cycles, the students will have previous knowledge of these processes in nature. In addition, the lesson
will most likely be taught during the transition from winter to spring. Therefore, students will be able
to understand the water cycle and the changes in weather as it relates to the corresponding weather
patterns they are experiencing. How does this lesson fit with what you know about child development?

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION

SCIENCE STANDARDS (NATIONAL STANDARDS)
Virginia Standards of Learning 3.9: Earth Patterns, Cycles, and Change: The student will investigate
and understand the water cycle and the relationship to life on Earth. Key concepts include:
a) There are many sources of water on Earth.
b) The energy from the sun drives the water cycle.
c) The water cycle involves several processes.
d) Water is essential for living things.
e) Water is limited and needs to be conserved.
NGSS: 2-ESS2- Obtain Information to identify where water is found on Earth and that it can be solid
or liquid.

Unwrapped Concept Unwrapped Skill (verb) Taxonomy Level

(nouns)
Water sources in Identify and describe 4
communities
-rivers
-reservoirs
-wells
Importance of water Explain, identify and 2, 4
sources and conservation communicate
-humans/ communities
-home and school
-other living organisms
Sources of water pollution Analyze 4
-runoff from over-fertilized
lawns and fields
-oil from parking lots
-eroding soil
-animal waste
Sources of energy Identify 3
-the sun
 Processes of water sources/ Describe, identify 6
vocabulary Construct and interpret a
-evaporation model
-condensation
-precipitation

D. LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These knows through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
I will understand what the water I will know each step in the I can identify and explain each
cycle is and how it travels through process of the water cycle, will be step of the water cycle by acting
a process of steps. The student able to label each step, and out the process and going through
will also identify water sources on express the several steps through the motions of each step in the
the Earth. his or her writing, actions, or cycle as a water molecule. I can
words. write about my journey, using
every step in the cycle.

E. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!

Objective Assessment Data Collected

I can identify and explain each
step of the water cycle, when
given a scenario.
I can demonstrate the motions of
each step in the cycle as a water
molecule, and act out the process.
I can write about my journey,
using every step in the cycle.
The students will work in groups Students conversation and record
to discuss and explain the steps in sheets as they play the game and
the water cycle. They will problem travel throughout the stations.
solve in groups to determine
where they should travel next,
based on the scenario they roll.
Through observations and Students responses to my
monitoring, I will determine if questions, their thought process,
students understand the process of and problem solving skills as
the water cycle through their determined by their actions.
actions as they play the game and
travel from station to station. I will
ask students continuously how
they determined the next step in
the cycle and where they are going
next.
Individually, the students will Students writing notebooks will
write in their writing notebooks, be the indicator for whether or not
creating a story about their they grasp the concept of the water
journey as a water droplet, using cycle and accurately represent the
the knowledge they gained from process through their story.
the lesson. I will use their work to
evaluate their understanding of the
topic.

F. MATERIALS NEEDED
 -Labels: Clouds, Animals, Vegetation, Rivers, Oceans, Lakes, Mountains, Soil, Groundwater; I will
secure
-9 Die: each with four possible scenarios; I will secure
-Handout/ Record sheet- 19 copies, one per student; I will secure
-Writing notebooks (time permitting); students will secure
-Dry-erase markers for discussion; CT will secure
-Writing utensils, colored pencils, or crayons; students will secure

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Some misconceptions
that could occur are the ways in which the content of the water cycle have been taught to students
previously. In earlier grades, the water cycle may have been introduced, but some parts might have
been left out, or the process could have been altered slightly. It could be challenging to help students
fully reach an understanding of how the water cycle works based on their preconceived ideas. Where
do you think students will have difficulty? Students might have difficulty setting aside their
previous knowledge of the water cycle to grasp the concepts that I will be helping them learn. For
example, the students may have touched on the content in the past, or have seen a video or been
introduced to another resource in which the water cycle is discussed. What they might be unfamiliar
with, however, is other facts covered by the SOL, such as the sun provides the energy for the water
cycle, or the water cycle is complex in that it has several steps. What questions will you pose or
changes will you make to help nurture student thinking and understanding of the content? To
make sure students understand the content, I will ask questions, such as Do you know how water
sources change into rain or snow? What do you know about the water cycle and what do you want to
learn more about? Did you know the sun is a key contributor in the water cycle Using these
questions, I will be better able to gauge student understanding based on misconceptions and help them
to really learn the content.

H. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the Learning Environment: To set up the learning environment for the
classroom, I will place labels of examples of places where water is found at different stations
around the room (this includes: clouds, animals, vegetation, rivers, oceans, lakes, mountains,
soil, groundwater).
For each station, I will make a corresponding die that determines where the student (or
water molecule) will travel next.
The die for each station will present six potential scenarios corresponding to steps of
the water cycle that will allow the student to determine where he or she should go
next.
Engage -Introduction of the Lesson; How will you prepare students to engage in the lesson?
To introduce the lesson, I will facilitate a discussion with the whole class to brainstorm where
water is found on the Earth.
I will ask students questions, such as, What are major sources of water in our
communities? Do you know which of these water sources are connected?
I will encourage the students to think about water sources, such as rivers, streams, and
lakes. I will ask them what some major rivers, lakes, and oceans are located in and
around Virginia.
We will make a list, and once all of the nine examples that are used in the game are
identified, I will explain the game.
Implementation of the Lesson (specific procedures and directions for teacher and students) I
will tell students that today they are going to pretend that they are a droplet of water, or a
molecule.
I will explain that they will be traveling through the Earth and the atmosphere. I will
then show them each of the nine stations and explain that each student will roll the die
 and use the die to determine where they will be going next, as represented by the step
in the water cycle.
Next, I will assign three or four students to each group. I will have them record their
first station on their record sheet, and will explain that they should record each
subsequent step.
Each student will record on their sheet which stations they visit, how many times they
visit each station, and how many times they stay and collect at a certain station.
Students will rotate stations depending on the rolling of their die and record the
outcome for about twenty minutes.
Closure To close the lesson, we will come together as a whole class and discuss the journeys
that we took as a water molecule.
We will discuss the different paths that we took and compare them with each other.
We will talk about how we traveled through each phase of the water cycle depending
on the water source our paths led us to.
In a subsequent lesson, the students can use their writing notebooks to write about
their journey as a water droplet.
Clean-Up (if required) Take down the station labels and collect the dice. Have students keep
their record sheets in their binders or writing notebooks.

I. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
interest and learning readiness, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

Content Process Product

ELL Students:
Content will be modified
based on interest through
Interest group discussions before
and after the activity. I will activity to determine following the Water Cycle
call on students to give
examples of their own
experiences and ideas
about the water cycle. I
will call on students who
may be shy or anxious to next. The students will as a water droplet through
participate and have them
share their own personal
thoughts about the content.
Students with Learning
Disability:
Content will be modified
to allow students with
learning disabilities (i.e.
reading comprehension) to
read the given information
in bulleted form, rather
than paragraphs, with
pictures that make
understanding easier and
ELL Students: ELL Students: The
Students will work in product will be modified
small groups of three based on interest through
or four throughout the an open-ended prompt
each scenario, talk activity. Students will
through the choose a story with any
characteristics of each theme, characters, setting
phase, and decide they choose to describe
where they will go and recall how they travel
be allowed to choose the cycle.
their groups to work Students with Learning
with those they feel Disability:
most comfortable Product will be modified
with. The students will for students with learning
use each other as a disabilities by allowing
resource for those students to tell their
communication and Trip as a Drip story
understanding. through pictures, in
Students with addition to a few
Learning Disability: sentences.
Process will be Students with Severe
modified to allow Disability: For students
students with learning with severe disabilities, I

more enjoyable.
Students with Severe
Disability:
To modify the lesson for
students with severe
disabilities, I will
incorporate several
pictures, and will work
either one-on-one with
those students, or in very
small groups.
ELL Students: I will
modify content based on
readiness when having the
Readiness students record their log
sheets as they travel
throughout each station.
For students that are in the
higher group of readiness,
I will have them predict
the station they will move
to next based on the
scenario. For mid to low
groups of readiness, I will
have the students record
the step in the water cycle
they think they are
currently in based on the
scenario give.
Students with Learning
Disability:
Content will be modified
similar to Content and
disabilities, mostly
reading
comprehension and
decoding, to work
with a partner or
friend when reading
the scenarios to decide
the next station they
will go to.
Students with Severe
Disability: will have the students use
Process will be pictures to repeat to me
modified by having each process in the water
teacher assistance cycle. In addition, I will
present throughout the have them draw pictures
entire lesson. For (optional) of what their
students with severe journey might look like as
disabilities, I will a water droplet.
work one-on-one with
students as we move,
together, throughout
each station. I will use
cue cards, or picture
cards, that I know will
peak students
interests when
traveling throughout
each station.
ELL Students: ELL Students: For the
For each group of final product, I will have
students, I will ensure high level of readiness
that there is a high students write about their
level of readiness journey as a water droplet
student with a low in addition to what would
level of readiness happen if the droplet were
student. Typically, in a different climate or
students are happy to location. For lower level
volunteer to change of readiness students, I
groups, so I will be will simply have them
mindful of the groups write about their trip as a
that students choose, drop through the steps of
making changes if the water cycle.
necessary. Students with Disability:
Students with For product based on
Learning Disability: readiness, I will allow
To modify the process students to use pictures to
based on readiness, I tell their story, but I will
will group high work with the individuals
readiness students on a lower reading level
with low readiness to compose two or three

Readiness by providing
pictures at each station in
the water cycle, in
addition to a word or
phrase that relates to it.
Students with Severe
Disability: To modify
content based on
readiness, I will have
students of lower
readiness use pictures to
determine each step in the
water cycle, rather than
read from passages.
sentences to include in
students for each
their notebook about their
group. I will make
story.
changes if necessary
Students with Severe
as the process goes on.
Disability: Similar to
Students with Severe
product based on interest,
Disability: To modify
I will modify product
process based on
based on readiness by
readiness, I will place
allowing students to draw
students of a lower
a picture of what their
readiness level with
journey might look like. If
students of higher
they cannot, or do not,
readiness levels. If
want to draw, I will show
needed, I will work
them pictures with labels
individually with
and have them repeat each
students throughout
step in the water cycle to
the activity.
me.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
There are several potential scenarios that could cause this lesson to go wrong. First, being that the
lesson is very active and hands-on, the students might be surprised or unsure how to participate in the lesson,
as they are not accustomed to moving around and traveling about the room for the duration of a lesson. This
could cause the students to become too excited and potentially get out of hand. To try and prevent this from
happening, I will separate the students into groups prior to the lesson, based on who will work well together,
and knowing who will be distractions to particular students. In addition, I will monitor the students progress
throughout the lesson by walking around the room and observing conversation and work to ensure the students
are staying on task and are communicating only about the topic of the lesson. Something else that could
prevent the lesson from running smoothly is some groups of students could finish before the rest of the class.
So that those students are not just waiting around with nothing to do, and to prevent them from becoming
bored or too out of hand, I will have a follow-up activity for them to work on. After the students have
completed their lesson, have traveled throughout all the stations, and have recorded their progress, I will have
them return to their seats and begin writing in their writing journals. I will give them a prompt that allows
them to think about what they would do if they were raindrops, and they will write a story based on their
experience as a water droplets journey throughout the water cycle. Hopefully through a follow-up activity,
and with close monitoring and observation throughout the lesson, potential disasters during this lesson will be
prevented.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
There are several ways that my teaching of the lesson differed from my plans. First, the students showed a
better understanding of the water cycle, based on prior knowledge, than I thought they would. The students
were able to recall more of the steps in the water cycle than what I had assumed. Our initial discussion,
which I had planned on using as an introduction to the topic, was faster than I originally thought, because
students were able to answer my questions right away. As a result, the introduction of my lesson was
condensed, and we spent more time on the body of the lesson. I was careful, however, to monitor students
as they worked through the activity, to make sure their understanding of the water cycle was true and there
was not any confusion.

II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?
Based on the assessment I created, including discussions, observations, and concrete data, such as record
sheets and the students writing notebooks, I can conclude that all students displayed a fairly high
understanding of the learning objectives. Based on my observations as the students rotated stations, I
noticed that, for the most part, they did not have difficulty figuring out where to rotate next. The students
on a lower level of readiness struggled slightly at the beginning. I believe this was a result of reading
comprehension and problem solving difficulty. However, I noticed that after placing the students in
groups, with different levels of readiness in each group, students were able to work together to discuss and
solve each problem. I can conclude that in this way, the students developed a better understanding of the
steps in the water cycle, but they also learned how to work together through each given scenario. In
addition, the students stories in their writing notebooks allowed me to assess whether or not they
understood the process of the water cycle enough to create their own journey as a water droplet. Based on
their creations, I was able to conclude that they did understand that the water cycle is a process, and using
their notes and record sheets, they were able to correctly identify each step in the process.

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it;
(2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.

Gets it Has some good ideas, but Does not get it

Student A Student B Student C Student D Student E Student F
a. That the That the water Like several This student The student The student
Understands water cycle is cycle is made other topics in was similar to could name understood
a process, and up of a series of science, this Student C, in the steps in steps in the
that there are steps, and that student that he the water water cycle,
several during each understands realized that cycle, but but found
components step, something that the water the water only found difficulty
that make up occurs to cycle is a cycle is a the process relating the
the water change the process, continuous applicable to steps and
cycle. composition of however, it process, but rain. It was understanding
the water. was difficult he had trouble difficult for the process as
for them to understanding her to a continual
understand that the water understand one.
that the water cycle was that all forms
cycle pertains applicable to of
 to all all precipitation
precipitation, precipitation. develop
not just rain. through the
same process,
but with
slight
modifications
based on
factors, like
weather and
temperature.
b. Confused This student The order of the How other How other The most Another
about showed little steps in the forms of forms of confusion confusing
to no water cycle. precipitation, precipitation, came from aspect to
confusion Evaporation such as snow, such as snow, the water several
about the hail, etc. are hail, etc. are cycle as a students was
Condensation
topic/ lesson. also results of also results of system of all that the water

the water the water forms of cycle is a
Precipitation, cycle. cycle, as well precipitation, continuous and
and that it is a as the order of not just rain. repetitive
continuous the water cycle.
process. cycle.
c. Questions to To enhance I would ask the If we know What can you Can you walk During the
ask to clarify the students student how he how rain is tell me about me through activity, did
what I know understanding knew which made from snow? What the process you travel to
of the topic, I step in the cycle the water does the that you and each station?
could ask to go to given a cycle, what weather have your group What
questions scenario, and do you think to be like to experienced happened after
similar to the have him would happen snow? during the you got to the
scenarios the explain his during the Knowing activity? How 3rd station? Did
student was reasoning to cycle to what you do did you know you start over
given, to have me. This would create snow? about snow where to go from the
them think of allow him to What about and rain, what after ____ beginning?
potential think about the hail? Can you do you think station? How How do you
outcomes on process as a tell me happens in do you think think this
their own, whole, and all similarities the water the process represents the
rather than in the steps between rain cycle to might be water cycle?
a group. involved in the and snow? create other different if it
process. What about forms or were snow?
differences? precipitation? Do you think
it would be
different at
all?
d. Ideas to Problem Review that the Discuss how Review that Emphasize Discuss that
work on next solving, beginning of the weather the water the difference the water cycle
individually, the water cycle will be cycle is a between rain is not a one-
to determine is evaporation, different to continuous and snow time process,
the different then create certain process, and falling during but rather, it is
aspects of the condensation, types of the difference the constant and
water cycle then precipitation, between rain precipitation continuous.
and how they precipitation. such as snow, and snow phase is the Emphasize that
are related. Emphasize that hail, sleet, i.e, falling during change in the warmth
during the the the temperature, from the sun
precipitation temperature precipitation however, both causes water to
 phase, snow, will be below phase is the snow and rain rise from lakes,
hail, sleet, etc. freezing in change in will occur at streams, ice
also falls from order for temperature. the and soil, etc.
the clouds. snow to fall precipitation (evaporation),
from the phase of the then becomes
clouds. water cycle. water vapor in
Emphasize the sky
that during (condensation),
the and finally,
precipitation precipitation
phase, all falls from the
forms of clouds. The
precipitation process then
will fall. starts over.

a. What does each student appear to understand?

All students appeared to understand that the water cycle is a process, and there are several
steps that make up that process. In addition, all students were able to name at least one of the steps in
the water cycle. The confusion, however, was in the concept that the process is continuous.

b. What does each student appear to be confused about?

The biggest area of confusion between the students was that the water cycle is a constant
cycle, not a one-time process. In addition, students seemed to have difficulty understanding that snow,
sleet, hail, and rain develop through the same process. They tended to associate the water cycle with
rain only.

c. What questions might you want to ask each student to clarify what you know about the students
understanding?
I would encourage the students to review on the activity by asking questions that prompted
discussion about how they decided to move from station to station in their groups. I would ask
questions like, Can you tell me similarities and differences between snow and rain? What do you
think happens during the water cycle when snow falls? Is it the same process? What happens when
the process reaches precipitation? Does it start over? Is it a continuous process? I would prompt
questions that would allow them to think deeper about their responses and their decisions throughout
the activity. I would carefully choose which questions to ask, based on students confusion in certain
areas. These questions would allow students to think more about what they might not understand, and
give them the opportunity to ask questions back.

d. What ideas does each student need to work on next?

Student A could practice working individually to solve problems, such as scenarios pertaining
to the water cycle. This would allow the student to be challenged to think critically, as opposed to
relying on a group to solve the problem. Students B, C, and F could practice understanding the steps in
the water cycle, by review his or her record sheet and working with a partner or small group on a
related activity. This would allow them to further understand that the water cycle is a continuous
process and is constantly occurring. Students D and E could work on an activity, such as a partner
activity or a web activity that helps them understand that snow, hail, rain, sleet are all forms of
precipitation, they are simply a result of factors related to weather and temperature. Using real life
examples, or possibly using a model or representation might help these students better understand this
concept.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
If I were to teach this lesson again, I would incorporate developmentally appropriate practice more
thoroughly by having students work in their groups to debrief after the activity was over. I found that the
 small groups during the activity benefited all students, specifically those on a lower level of readiness. By
placing this students with those on a higher level of readiness, students were able to work together to solve
problems and better understand the content. I would continue to have the students work in groups after the
activity to allow them to review, debrief, and reflect before they started their individual writing activity.
This would hopefully allow the students to answer questions they may have, and prevent further confusion
or misunderstanding from taking place.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Based on the data I collected, I would spend a day or two reviewing the water cycle, specifically each
step and the process as a continual one. I would emphasize that precipitation means all precipitation,
including rain, snow, sleet, and hail. This would allow students to be exposed several times to instruction,
and would hopefully prevent them from further confusion. In addition, I would use this review as a
transition into water conservation. Given the students developed knowledge of the water cycle, I would
find this an appropriate time to talk about the importance of conserving water and the benefits of using it
efficiently.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
This lesson has reinforced to me that children learn the best through repeated instruction. Although the
students surprised me at first by how much they knew about the water cycle, specifically their ability to
recall all three steps, it soon occurred to me that not all students knew that the process was constant and
continuous, and that the cycle is true for all forms of precipitation. In fact, it took multiple attempts of
instruction and discussion to instill in students that these concepts are true. This solidified to me that as a
teacher, I cannot make assumptions from what appears to be a good understanding of all students at the
beginning. Instead, I need to be careful that I am doing my part to allow several opportunities for learning
and promoting understanding.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
Similar to my previous response, this lesson made me realize that although it may appear to be true for
all students initially, not all students will be familiar with, or will grasp a concept, right away. Thus, as a
teacher, you cannot assume that all students are on the same level of readiness, nor do they have the same
prior knowledge. It is important to pre-assess your students to gather a better understanding of which
students are on a certain level, and which students may need a little more assistance. This lesson proved to
be a little bit of a challenge at first, but after I took a step back, and walked the students who were
struggling back through the lesson with more examples and elaboration, I felt more relief knowing they
were really grasping the concept.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
This lesson really tested my patience, however, it allowed me to reflect upon my choice to become a
teacher. Though I found myself becoming frustrated at times, I took a step back and thought about how
frustrated my students might be if I was frustrated. It solidified to me that I am capable of being patient
and understanding, and those are the reasons I am in this profession. If I am unable to work closely with
the students and give them a more in depth explanation when they are confused, they are never going to
learn. This lesson provided a challenge for me, but when reflecting on it, it reinforced the characteristics I
found in myself to encourage me to become a teacher.