LESSON PLAN TEMPLATE

Name: Astrid Orozco

Title of Lesson: Water Cycle
Grade: Second
STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State
Standards (math and language arts), Next Generation Science Standards (science), Arizona State Social
Studies Standards (social studies)].
2.Rl.1/2.RL.2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
2.RI.7 Explain how specific images(e.g., a diagram showing how a machine works) contribute to and clarify
a text.
2.SL.3 Ask and answer questions about wat a speaker says in order to clarify comprehension, gather
additional information or deepen understanding of a topic or issue.
Strand 1 Inquiry Process
Concept 1: Observations, Questions and Hypotheses
PO.2 Predict the results of an investigation (ex. water cycle)
Concept 4:Communication
PO.1 Communicate the results and conclusion of an investigation (ex. verbal, written, drawn)
LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make sure to provide a reason
why you selected this to be relevant for a unit on sustainability?
Students will develop and understanding of the water cycle. Students will understand key vocabulary words
that will assist students with the knowledge they need to create a water cycle model. Students will use this
knowledge to create a small model of the water cycle and then begin to develop ideas that relate to the
importance of water conservation in their everyday lives.
OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to
Students will be able to
Discuss/Explain The Water Cycle
Identify key vocabulary of the water cycle
Know why water conservation is important in their everyday lives and in our water cycle
ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
Teacher will observe the learners participation in group discussions, construction and the assembly of water
cycle model.

PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior
knowledge?
Teacher will have had set a foundation of what three atoms water is made up from. Teacher will have had
also set a foundation of where water can be found and why it is so important in our lives.

MATERIALS
List of required materials.
Slide Show
EBook or Video- The Magic School Bus Wet all Over By Pat Relf
Coloring Utensils-Crayons, Colored Pencils, Markers
Cotton Balls
Glue
Scissors
Card Board
Construction Paper- green, blue, white, brown, black, gray, yellow, orange
Pencils
Handout 1-Water Cycle Wheel
VOCABULARY/KEY WORDS
List of key vocabulary terms.
Condensation
Evaporation
Precipitation
Collection
Conservation
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
Teacher will ask students if they have ever been in the rain(precipitation) or seen rain? Teacher will then
ask where does rain comes from? How does rain get into the clouds? (Teacher will show visuals of rain
drops and rain storms on slide show in front of the classroom)
Teacher will then say Today we are going to be learning about Water Cycle. We are going to learn how
water droplets travels around the water cycle. Teacher will begin to introduce new vocabulary words.
Teacher will then explain We are going to begin by listening to a story about the Water Cycle. It is called
The Magic School Bus: Wet all Over. Listen carefully to the story, to learn how water travels. Teacher will

read story and make an emphasize on key vocabulary words such as condensation, evaporation,
precipitation and collection. After reading the story teacher will ask students Why is the water cycle
important to understand?
After reading the story, teacher will ask students to remember the three steps that water goes through and
what those are (evaporation, condensation, precipitation, collection). Teacher will assist students by
reviewing the key vocabulary and defining the words. (Teacher will use slide show to present students with
key vocabulary words, definitions and pictures.)
Teacher will then explain Handout 1-Water Cycle Wheel and create visual example for students to refer to
and look at. Teacher will explain why these key vocabulary words are important steps within the water
cycle. Teacher will give students time to create water cycle wheel. Teacher will then give students a few
minutes, to work with their buddy partner to discuss/explain water cycle and key vocabulary using the water
cycle wheel.
Teacher will explain Now we will be working in small groups to recreate our own water cycle models. The
water cycle model must include labeled key vocabulary words and arrows that tell viewers what way the
water is traveling as well as a small description of what is happening throughout the water cycle. Each
group will receive a materials in order to help you recreate a water cycle. Each person within your group will
be in charge of a job to help create a successful water cycle. (Teacher will assign groups depending on
teachers decision. Teacher will explain what materials and how many materials each group will be given.
Teacher will also give a detailed description of the five job titles for each student.)
Teacher will distribute water cycle materials. (Teacher will use slide show to present students will detailed
description of job titles within the group project for each student.)
Teacher will give students time to work on water cycle models. Teacher will walk around to each small
group to observe the students participation in group discussion, construction and assembly of the water
cycle.
Teacher will then have each small group present their water cycle model in front of the class.
Teacher will begin to conclude the lesson by explaining why water is so important in our everyday lives.
Teacher will then ask students Why is it so important to conserve water? Who needs to conserve water?
Teacher will lastly explain to students that everyone in the world can conserve water. Teacher can explain
to students that everything they learned today during the lesson can be shared with friends and families to
help conserve water.
RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note
them here. Use APA format.
E is for Explore!: Water Cycle Wheel. (n.d.). Retrieved December 1, 2015, from
http://eisforexplore.blogspot.com/2012/04/water-cycle-wheel.html?
utm_source=feedburner&utm_medium=feed&utm_campaign=Feed: blogspot/ntnp (E is for Explore!)

Magic School Bus Wet All Over. (n.d.). Retrieved December 7, 2015, from
https://www.schooltube.com/video/59305b1fdd59475f9314/Magic School Bus Wet All Over
Where Does Water Come From: The Water Cycle. (n.d.). Retrieved December 1, 2015, from
http://www.learningtogive.org/units/water-makes-our-world-go-round/where-does-water-come-watercycle#lesson-instructions
WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values
thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be
included meaningfully in the lesson plan.
Futures Thinking
Futures Thinking, with the students would provide students with a specific opportunity to evaluate what
unintended consequences might take place if we do not consider how important water is in our everyday
lives. Futures thinking will help us as teachers encourage our students to think about how the past and the
future can help us conserve our water. Students will also be able to think about how our future can be
affected or changed if we do not have water. Teacher will begin a discussion with the students in the class
emphasizing the idea that the choices we make today will affect any decisions of the future of tomorrow.

Handout 1-Water Cycle Wheel