Teacher Candidate: Olivia, Brianna, Maddy Date: 9/26/18 and 9/27/18

Group Size: 20 Allotted Time: 2 blocks Grade Level: 3rd

Subject or Topic: Weather

Common Core/PA Standard(s):

S3.A.3.1.1 Classify systems as either human-made or natural (e.g., human-made systems
[balancing systems, tops, wheel and axle systems, pencil sharpeners from manual to electric];
natural systems [plants, animals, water cycle, stream]).

Learning Targets/Objectives:
The third grade students will be able to recognize the phase changes in the forms of water on
Earth by describing the water cycle.

Assessment Approaches: Evidence:

1. thumbs up/down 1. Teacher takes visual survey
2. Water Cycle Worksheet 2. Teacher collects at door
Assessment Scale:

All correct - 5 points

8 correct - 4 points
6 correct - 3 points
4 correct - 2 points
2 correct - 1 point
0 correct - 0 points

Subject Matter/Content:
Prerequisites: Students will have to know the different weather cycles, such as rain,
thunderstorms and snow and know how those affect water.
Key Vocabulary:
● Precipitation: Rain, snow, sleet, or hail that falls to the ground.
● Condensation: Water that collects as droplets on a cold surface when humid air is in
contact with it.
● Evaporation: The process of turning from liquid into vapor.
● Lake: A large body of water surrounded by land.
● Ocean: A very large expanse of sea, in particular, each of the main areas into which
the sea is divided geographically.
● River: A large natural stream of water flowing in a channel to the sea, a lake, or
another such stream.
● Evapotranspiration: The process by which water is transferred from the land to the
atmosphere by evaporation from the soil and other surfaces and by transpiration from
plants.
● Fog: A thick cloud of tiny water droplets suspended in the atmosphere at or near the
 earth's surface that obscures or restricts visibility.
● Hail: Pellets of frozen rain that fall in showers from cumulonimbus clouds.
Content/Facts: We will be talking about the water cycle and the different parts of the water
cycles; such as precipitation, evapotranspiration, condensation and evaporation.
1. Precipitation
a. Rain
b. Fog
c. Hail
d. Snow
2. Condensation
a. Droplets
b. Humidity
c. Cold surface affecting condensation
3. Evaporation
a. Liquid
b. Gas
c. Temperature
d. Boiling point

Introduction/Activating/Launch Strategies: We will begin by explaining to the students

that you are very sad that you dumped water on your favorite shirt. I will pull the shirt out of
my bag and show them the wet shirt and explain to them that now we will have to throw
away the shirt. We will give the students time to give their own suggestions about what to do
with the shirt, and hope one of them says that it will dry. I will ask the student why they think
it will dry, and if they have heard of evaporation. The students will then discuss their
thoughts with each other, and share what they came up with. After the groups are done
sharing, I will say we that evaporation is just one part of the water cycle

Development/Teaching Approaches:

● I will begin by saying that today we will learn about the water cycle, which is a
natural system of the earth
● Present the students with a short video of the water cycle from youtube (video link:
https://www.youtube.com/watch?v=y5gFI3pMvoI).
● The teacher will go into the different parts of the water cycle and some details about
them (comes from content section of this lesson)
● During the teaching of each part, the children will be interacting with a display of the
water cycle that has been placed on the board.
○ There will be different materials for the students to choose from
● Once I have finished talking about all the parts of the water cycle, I will ask the
students if they have any questions
● Students will be given a sheet that they will cut and paste onto construction paper and
turn into the teacher (END OF DAY 1)
● Inquiry
○ Students will be handed an inquiry and data sheet while teacher is setting up
the experiment at each table
 ○ I will then go back to the idea of evaporation from yesterday’s portion of the
lesson and ask the students if they remember what evaporation is
○ I will then explain how that connects to our activity
○ Then I will demonstrate the activity to an extent, students will begin and I will
walk around interacting with the students
○ The students and I will have to carefully move their projects over to the side
tables if they aren’t already working over there
○ Students will then make their predictions and finish as much of the inquiry
sheet as possible
Closure/Summarizing Strategies: We will go back to the shirt that was wet with water and
going to be thrown away and see if it had dried yet. If it has we will ask the students again
what part of the water cycle will allow the shirt to dry and then go to the closing. If it is not
dry yet we will explain that evaporation can take a long time and we will put the shirt
somewhere everyone can see it and we will check on the shirt later.

Accommodations/Differentiation:

Accommodation: For students with visual impairment, the teacher will make a sensory
model of the water cycle for the student to be able to feel and interact with
Differentiation: Students receive a blank piece of paper and have to create their own water
cycles using each other and their worksheet to create. Students should make it colorful and
neat so it can be hung around the classroom.
Materials/Resources:

Materials:
● Worksheet of water cycle
○ Construction paper
○ Raindrops
○ Clouds
○ Land
○ Water
○ Sun
○ Evaporation
● Inquiry
○ clipboard (8)
○ square of aluminum foil
○ rulers (8)
○ pipette (eyedropper) (8)
○ water

Resources:
Utah Education Network. TRB 4:1- Investigation 2- Why does a puddle shrink Retrieved
from: https://www.uen.org/lessonplan/view/9823
Water Cycle Worksheet. Retrieved from
https://www.teacherspayteachers.com/Product/FREE-Water-Cycle-Diagram-Cut-and-Paste-
Activity-711472.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1. How was the pacing of the lesson? Too quick or too slow?
2. Did the lesson take the entire allotted time or did it go over or under?

Additional reflection/thoughts

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/72594