Name: Preslie Flemins Date: February 1, 2017 Subject: Science

th
Grade Level: 4

Interdisciplinary Connections: Science

Lesson duration: 45min-1hr

Relevance/Rationale: Have the students discuss with their neighbor for

about a minute what would their life be like without the water cycle.

Outcomes/Objectives:

Students will be able to understand the main parts of the water

cycle.
Students will be able to name and explain the stages of the
water cycle.
Students will understand that water changes states as it moves
through the water cycle.
Students will be able to explain that water on earth moves in
continuous cycle.

TEKS: Describe and illustrate the continuous movement of water above and
on the surface of Earth through the water cycle and explain the role of the
Sun as a major source of energy in this process. [4.8B]

Use of Formative Assessment to Inform Planning:

Thumbs-Up/Thumbs-Down
Asking if there is any more questions
The Water Cycle Activity

Class Information:

Technologies and Other Materials/Resources:

Lamp Assembly
Stem Scope Workbook (Pg.65-67)
Cut-Out Activity Worksheet
Construction paper
Scissors
Glue
Crayons
 Privacy Folders
Sticks(Students Names)

Academic Vocabulary:

Water Cycle
Condensation
Transpiration
Precipitation
Evaporation
Run-Of

Lesson Procedures-
Hook: Start showing the students a BrainPOP video about the water cycle.

-Inform the students that theyre going to continue the unit over the
water cycle. Have the students recall what we have already discussed in the
past two day. Also discuss some things they have learned in previous years
that we havent talked about yet.

Higher Level Questions:

What are the main parts of the water cycle?

What is the function of Evaporation?
What is Transpiration?
What would happen if the water cycle didnt exist?

Guided Practice:

1. Go over the academic vocabulary words that will be used

throughout the lesson.
2. Ask the students questions about the water cycle.
3. Inform the students that they will be continuing their unit over the
water cycle.
4. Explain to the students why we have the water cycle and why it is
so important for us to have.
5. Have the students transfer to the back of the room with their Stem
scope workbooks. Have the students turn to page 65.
6. Give the students about 30 seconds to go through and look at the
handful of pictures in the text.
7. As a class we will go through and read the information in the text. I
will call on students to read the paragraph by drawing sticks out of
a cup.
 8. Periodically we will stop and talk about what was just read so that I
can assess the students understanding over what is being talked
about.
9. The students will then transition back to their seat so that I can
further instructions about the water cycle activity.
10. The students will receive instructions about what is to be done
for the activity and what to do when theyre complete. The
students will be asked to cut out pieces from and worksheet page.
Each cut out has a certain spot it needs to be glued in. The
students will have to decipher which sequence its supposed to go
in.
11. Once the cutting is finished they may color the pictures and
strips that need to be glued down.
12. After the cutting and coloring is finished the students will have to
glue down the pieces.
13. Once the students have completed that by themselves they will
turn it face down in a pile on the horseshoe table.
14. The few students that have finished will get a book out and read
until the whole class has finished.

Closure: Let the students turn to their friend and have them discuss one
thing that they find interesting about the water cycle and why they find it
interesting.

Independent Practice: The students will be working on the water cycle

activity at their desk with their privacy folders up. The students will turn the
assignment into the strip when it is complete for a grade. The students will
get their activity worksheet and a piece of construction paper from me. The
students will then cut each piece out and decipher the sequence of the water
cycle. This assignment is to test the students understanding about the water
cycle.

Assessment Criteria for Success:

I will assess students understanding over the individual stages of

the water cycle.
Each student will complete and turn in the Independent Practice
activity.
I will walk around and during the Independent Practice activity
while the students are working. I will be looking around to assess
whether or not the students comprehend what the water cycle is.

Extensions/Modifications:
 Extension: I would have the students create/label the water cycle
independently. I would first have the students create the water cycle by
drawing out each part. Next I would have the students go through and label
what each part is. Once they have labeled UI would have them go through
and go into detail what each stage of the cycle does.

Modification: For the modification the students with learning

disabilities would get to listen to an audio taped version of the Stem Scope
book. Another modification would be given the water cycle page with the
water cycle drawn out. The students will have the pieces already color coded
as to where they go. The students will then have to match the color to its
matching pair. The color coding doesnt fully give the students the answer. T
allows them to decide on their own where the pieces go.