Lesson Plan Format
Teacher Candidate: Bobbi Jo Williams Grade Level: 4th Date of lesson_______________
Content Standards: State the unit goal and identify one or two primary local, state or national curricular
standards to which your lesson aligns. What key knowledge and skills will students be able to demonstrate as a
result of your instruction?
DODEA Science Standard:
4Sa: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and
mathematical thinking necessary to conduct a simple scientific investigation.
4Sd1: The student will be able to summarize the processes of the water cycle (including evaporation, condensation,
precipitation, and runoff).
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and
the content of this lesson. How did the students’ previous performance in this content area or skill impact your
planning for this lesson?
-Students are familiar with the scientific processes of making predictions and observing and recording processes in
-Students are familiar with cycles (Life cycle and Rock cycle).
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
1. Explain how the water cycle recycles the earth's water supply.
2. Make use of the knowledge of landforms learned in social studies.
3. Form a hypothesis on how/why the water cycle works.
4. Use language arts skills of writing and drawing to explain how the cycle works.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a
copy of any assessment materials you will use, along with assessment criteria.
-Students will record observations in their science journals.
-Students will share their hypotheses and journals with the class.
-Students will be assessed on how well they collaborate with group members.
-Students will construct a diagram to show how water moves through a cycle along with a written paragraph on the
cycle of water.
Materials/Resources: List the materials you will use in each learning activity including any technological
-small margarine bowl
-large, clear plastic container or an old aquarium
- plastic trees, animals, boat, etc. are optional
- tape or large elastic band
-bag of ice (optional)
- heat lamp (optional)
-construction paper and markers or crayons
Accurately names model/strategy; Explains WHY this model/strategy is chosen for these learners; Explains how
model/strategy lends itself to learning this content, these skills and/or dispositions.
-Inquiry-based learning strategy will be used to let the students create and explore the water cycle and its processes.
Teachers will provide resources needed for students to conduct scientific experiment and research.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulates to
learners: what they will be doing and learning in this lesson, how they will demonstrate learning and why
this is important)
- What is a cycle? What are the key components of a cycle? What happens when one element of the cycle is
-Take students on a walk to find evidence of puddles or small water containers (fountains, bird
-Ask the question: Where did the water come from? What happens to all the water? How do the oceans,
rivers, sky and rain all connect?
-Next have students remove a cold bottle of water from the refrigerator and set at their desk. Have them
observe the condensation that forms on the bottle.
-Ask the questions: How did the water droplets appear on the bottle? Where did they come from?
-Finally boil a small container of water on a hot plate until completely evaporated.
-Ask the questions: Where did the water go? Is it gone forever or will we see it again?
Lesson Development: Describe how you will develop the lesson, what you will do to model or
guide practice, what learning activities students will be engaged in order to gain the key knowledge and
skills identified in the student learning objective(s). Identify the instructional grouping (whole class, small
groups, pairs, individuals) you will use in each phase of instruction.
-After discussing what a cycle is and giving students critical questions to think about,( ie: Will it rain if there
is no atmosphere? What if there wasn’t gravity? ) divide the class into small groups of 4-5 students. Explain
to them that they will be making their own replica of the water cycle to observe exactly what happens to
rain water and water from lakes and rivers.
1. Arrange the soil in the container to make mountains, plateaus, hills, etc., and a lake basin. Place the
margarine bowl in the lake basin. Fill the bowl with water. The plastic toys may be added to appeal to the
children's imaginations. Cover the container tightly with plastic wrap and secure it by means of tape or the
2. Discuss what is expected to happen in the container and have each student write down their groups
hypothesis in their science journals. Explain that they will be recording their observations in their science
journals daily and commenting why their hypothesis seems to be right or wrong.
3. Depending on the amount of sun, the project may take 1-3 days. (In order to speed the process, a bag of
ice may be placed on one end of the covered container, while a heat lamp is focused on the other—or the
question can be posed to the students on how the process can be speeded up).
4. Watch for condensation on the plastic "sky" of the container. When enough moisture collects, it will fall
onto the landforms as precipitation.
5. Compare the hypothesis to actual results by discussion.
6. Students are then to draw the water cycle using arrows to show the flow using key terms.
7. Ask the students to write a paragraph explaining their picture. A word bank might be used if needed.
Possible words for the bank are: condense (cools), vapor, clouds, evaporate, precipitation (rain/snow),
soil, oceans, lakes. Try to elicit these words from the students.
8. Students will also choose a local place they are familiar with that might be the recipient of precipitation
gathering (ie: local dam or river) and research online data on its changing levels and how the water cycle
affected those results. This evidence will be recorded in their journals.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the
lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and
mastery of objectives)
-Have the students showcase their water cycle drawings and explain to the class how their group connected
their findings with the opening activity.
-Once everyone has had a chance to share, close with the following:
-The water cycle explains the sun heating the earth's surface water so that it evaporates. This vapor gathers
in clouds which rise to the cold air. When those clouds become too heavy to float, they release their
moisture as precipitation. The precipitation collects in lakes or oceans after siphoning through soil or
running down rivers. It then evaporates and repeats the cycle once again.
-Ask if there are any questions or problems that the groups encountered in their research and observations
and address them.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with identified
instructional needs. (These students may be special or general education students and need not be the same students
for each lesson. Students may represent a range of ability and/or achievement levels.)
Student 1. What is the student’s identified instructional Describe strategy for differentiating instruction in
Name need? this lesson to meet this need.
2. What evidence do you have that this is an
1. ADHD Student will be working in groups to help
2. IEP keep him on task.
1. Below level writing Student will be allowed to communicate
Joe 2. Evaluated/Observed evidence of content gained through
diagram of water cycle and verbal
1. Gifted Student will be allowed to research
specific interests of the water cycle to
Reflection on Practice:
Specifically analyzes student learning for each SLO. What differences do you notice in the performance of individual
students? Note needs or opportunities for reteaching or enrichment for specific learner s.
Teacher Efficacy: (Evaluation and Assessment of one’s own teaching): Examines/explains impact of personal
teaching practice by responding to following:
1) What worked well and why?
2) What did not work well and why?
3) What actions will be taken now which are: a) immediate and b) long range?
4) Briefly describes ONE reasonable alternative approach that could be used to achieve these same SLOs?
Water Cycle Diagram and Paragraph Rubric
Exemplary Accomplished Beginning
CATEGORY 3 2 1 Points Earned
The student creates
The student correctly The student creates the water cycle
creates the water the water cycle diagram with more
Creation of cycle diagram to diagram with one than one error in
diagram include the different error in the drawing the drawing of the
stages of the water of the different different stages of
cycle. stages of the water the water cycle.
The student labels all The student labels The student labels
Labeling of three stages of the two stages of the none of the stages
diagram water cycle correctly. water cycle of the water cycle
correctly. or does not label
The student’s written The student’s The student’s
Written description of the written description written description
description of water cycle includes of the water cycle of the water cycle
water cycle all three stages and includes at least two does not include
they are correctly stages of the water any of the three
described. cycle and/or does stages of the water
describe them cycle and does not
correctly. describe the stages.
07-09 = Exemplary
04-06 = Accomplished
01-03 = Beginning