KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Katie Loughran and Alix Landes

Cooperating Teacher:
Group Size:

22

Date: 2-10-15
Coop. Initials

Allotted Time

Subject or Topic: Precipitation

50 minutes

Grade Level 1st

Section

STANDARD:
3.3.3.A: Connect the various forms of precipitation to the weather in particular place and
time.

I. Performance Objectives (Learning Outcomes):

1.) First grade students will be able to examine precipitation by investigating the
four parts; rain, sleet, snow, and freezing rain.
II. Instructional Materials
-Scissors
-Pencil, Colored Pencils
-Glue
-Large construction paper
-Paper
-Internet access
-Journals
-Handouts: What is Precipitation article, Types of Precipitation worksheet, Exit
Slip
-Science Notebook
-Internet for youtube and teacher tube videos
-https://www.youtube.com/watch?v=9knozomoMUU
-http://www.teachertube.com/video/152878
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)

A. Prerequisite skills
1.) Understanding of the water cycle
B. Key Vocabulary:
1.) Precipitation: The liquid and solid water that fall from clouds and reach
the ground. It can take on a variety of forms as it falls to the Earth as
precipitation. Each of these forms of precipitation are unique with their own
important characteristics. The main types of precipitation are rain, snow, sleet,
freezing rain, and hail.
a.) Once the precipitation makes its way to the ground it can end
up soaking into the ground, run off into streams and lakes, become snow
cover, be used by plants, be inhaled by animals or fall directly back into the
ocean.
2.) Rain: Takes place when drops of liquid water fall all the way to the
surface of the Earth. Rain often takes one of two main forms. These two forms
are showers and drizzles. A shower lasts just a brief period of time, and
usually is made up of large heavy drops. Drizzles generally last much longer,
and are made up of smaller, finer droplets of water. Rain can either form as ice
crystals melt or as a many smaller water droplets.
3.) Sleet: A mixture of snow and rain as well as raindrops that freeze on
their way down. Unlike snow, the raindrops pass through a liquid form before
freezing. The result is that they are not light and fluffy.
4.) Snow: Forms when water vapor turns directly into ice without ever
passing through a liquid state.
e.) Hail: is in the form of small balls or lumps usually consisting of layers
of clear ice and compact snow.
5.) Water Vapor: All clouds and rain require water vapor, it is very
important for precipitation to happen! It is an invisible gas.
C. Big Idea:
1.) What are the four parts of precipitation and how can we classify them.
D. Additional content
1.) Precipitation plays an important role in the water cycle because it is the
final step in the water cycle and plays an important role in soaking into the
ground, being used by plants, animals, snow cover, or run into streams as the
water cycle begins again.
IV. Implementation
A. Introduction :

1.) The teacher will reinforce how precipitation plays an important role in the
water cycle. (see additional content a )
2.) The teacher will then show a video that has sounds of the four parts of
precipitation. https://www.youtube.com/watch?v=9knozomoMUU
a.) Students will close their eyes and listen the first time to the sounds of
the precipitation.
b.) Then, with a paper and pen they will number one to four. Students will
then again close their eyes and identify which type of precipitation they
believe they hear.
B. Development
1.) After the video students will open their eyes and as a class, orally, we will
go over the answers asking guided questions for each one as we replay the
video one last time.
a.) What did you listen for to help you identify which type of precipitation
it was?
b.) What made it tricky to figure out which type of precipitation it was?
c.) What is a descriptive word you now listen for when you hear rain,
sleet, freezing rain/hail, snow.
2.) The teacher will ask interactive questions to promote students to make
predictions and to think about their comprehension.
a.) What is precipitation?
b.) Why is precipitation important?
c.) Do you know what kinds of precipitation we have?
3.) Students will watch this video that was made by students to show the four
main parts of precipitation
a.) http://www.teachertube.com/video/152878
4.) The teacher will then will have students read a worksheet, What is
Precipitation (see attached) about precipitation with a guided question that
students will pair share read and the students can talk aloud in their groups at
their desk to answer the question on the article.
a.) The teacher will then go over the question and answer as a whole
group.
b.) Students will then place that worksheet in their journals (summative
assessment)
5.) Next, the students will read the foldable worksheet on their own about the
four types of precipitation. (see attached)
6.) Students will individually develop a flip chart demonstrating the four parts

of precipitation using their foldable worksheet for the content as the students
will illustrate the four types of precipitation on the front of the flip chat. (see
attached) (formative assessment)
a.) The teacher will show an example for student on how to do this.
7.) The students will get into groups of four and show and read their flip
charts to their classmates.
8.) The teacher will ask the students as a whole group these essential questions
a.) What is one new thing you learned
b.) What is one thing that you learned that you knew before
c.) What do you still want to know
9.) The students will then fill out an exit slip to test their comprehension. (see
attached) (formative assessment) (later summative assessment as they place
it in their journals.)
C. Closure
1.) The teacher will review precipitation and the four types of participation to
the class on the white board listening key vocabulary and concepts with the
help of the students.
2.) The teacher will ask students to talk as a class about what is clouds role in
precipitation.
D. Accommodations/Differentiation
1.) To accommodate Jimmy who has ADHD, since he has hyperactivity and
may struggle staying seated, the teacher will allow Josh to take breaks when
appropriate to get up and stretch and then come back and be focused.
2.) The teacher will allow all students to stand up stretch at that time with Josh
if necessary.
3.) Powerpoint slides and answer sheet will be provided for all students.
E. Assessment/Evaluation Plan
1. Formative:
a.) The teacher will collect the exit slips as a form of assessment of the
knowledge they comprehended.
b.) The teacher will float around while the students make their flip books
to assess their progress and skill.
c.) The teacher will collect their flip book as another form of assessment.

2. Summative:
a.) Science notebooks will be collected at the completion of the unit to
demonstrate understanding of each specific inquiry.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
1.) How could this lesson be improved?
2.) Are the students appropriately reflecting in their journals?
3.) After the completion of the lesson are students able to restate and
identify what they just learned?
VI. Resources (in APA format)
http://www.neisd.net/curriculum/schimprov/sci/program/gr01/vocab/01_vocab_allipg_20
12.pdf (First Grade Content Vocabulary)
http://www.teachertube.com/video/152878 (Teacher Tube Video: Kids Singing
Precipitation Song- Development #3 )
https://www.youtube.com/watch?v=9knozomoMUU (Video: Listen to sounds of
precipitation- Introduction #3 )
http://www.kidsgeo.com/geography-for-kids/0115-rain.php (First Grade Content
Vocabulary)
http://www.education.com/ (What is Precipitation worksheet- Development #4)