Name: Jillian Schoer Type of Setting: Urban Elementary

Grade/ Subject: 2nd Science/ ELA/ Art Date:

1. Purpose- For the students to gain an understanding of the water cycle through the use of an experiment. a. Essential questions: i. What is the water cycle? ii. Where does the water cycle occur? iii. What is precipitation? iv. What is evaporation? v. What is condensation? vi. How can we connect the water cycle to real life? 2. Vocabulary/ Key terms a. Evaporation b. Condensation c. Precipitation d. Surface runoff e. Lake f. Soil g. Ocean h. Ground water i. Blooms Taxonomy 1. Design 2. Justify 3. Explain 4. Label 5. Write 6. complete 3. Skills a. Participate in grand conversation b. Understand new vocabulary c. Listen to Water Cycle Rap d. Follow Water Cycle Rap with lyrics e. Observe the change in cotton balls 4. Objectives a. Students will be able to listen to the Water Cycle Rap b. Students will be able to observe the changes with cotton balls c. Students will be able to participate in group work and class discussion 5. New York State Common Core Standards a. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. b. SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

c. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. d. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. e. L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 6. Pre-Assessment a. Students have been previously exposed to learning about weather and different properties of water through the use of powerpoint lessons and class projects. 7. Presentation a. Set induction i. Teacher will introduce lesson by saying, Today we are going to learn about the different stages in the water cycle. ii. Teacher will first teach the vocabulary terms to students to get them acquainted iii. Teacher will then play a video called Water Cycle Rap. iv. Students will be able to follow the rap with lyrics b. Procedure i. Teacher will then introduce the activity ii. Teacher will place the class chart on the SMARTBoard 1. Class will make predictions together on the chart 2. Teacher and class will complete class chart after experiment iii. Teacher will put students into groups of 5 iv. Each student will have a worksheet with directions/ steps v. Steps 1. Make a prediction about what would happen if the cotton ball was held over the boiling water. Discuss hypothesis with group 2. Hold cotton balls over the boiling water. Note the differences between the cotton ball before and after. Discuss with group 3. Using tongs squeeze the cotton balls over the boiling water. What happens? 4. Glue the cotton balls to blue construction paper 5. Label on construction paper stages of the water cycle 6. Decorate construction paper vi. TEACHER WILL BE THE ONLY PERSON EXPOSED TO BOILING WATER!!! c. Closure i. Teacher will then pass out follow up questions for the students to complete as a group

8. Materials a. Cotton balls b. Boiled water c. Cold water d. Room temperature water e. Blue construction paper f. Crayola Crayons and Markers g. Elmers glue h. Water Cycle Rap i. SMARTBoard j. Follow up questions k. Class data chart 9. Evaluation a. Students will be evaluated through the use of a rubric Exemplary Satisfactory Needs 4 2 Improvement 1 Listen to the Student is Student is Student is Student is Water Cycle engaged with engaged with distracted disengaged Rap the Water the Water during the during Water Cycle Rap and Cycle Rap Water Cycle Cycle Rap follows with Rap lyrics Observe the Student Student Student Student does changes with observes observes observes not recognize cotton balls changes in changes in changes in change in cotton ball, cotton ball, cotton ball cotton ball discusses with and writes group, and observations writes down observations Participate in Student speaks Student speaks Student listens Student is group work and listens to during class to classmates disengaged and class classmates discussion but does not during class discussion during class participate discussion discussion 10. Differentiation a. Multiple intelligences i. Verbal/ linguistic 1. Students will be able to follow Water Cycle rap lyrics

ii. Students will be able to discuss their observations with one another iii. Teacher will close the lesson by completing a class chart of data

2. Students will be able to answer follow up questions ii. Visual/ spatial 1. Students will be able to watch Water Cycle rap video 2. Students will be able to construct the water cycle with labels iii. Bodily kinesthetic 1. Students will be able to walk around the classroom iv. Musical 1. Students will be able to listen to the Water Cycle Rap b. Students with disabilities i. L.D. 1. Use pictures to interpret directions 2. Use a word bank to label water cycle ii. D.D. 1. Draw what happened to cotton ball 2. Group members will assist during steps 3. Use a word bank to label water cycle iii. C.P. 1. Can discuss with group members prediction instead of writing 2. Group members will assist during steps 3. Group member will be a scribe for labeling c. ELL i. Will be able to make a prediction based off of the materials. ii. Will be in a group with a student who is fluent in Spanish. 11. Resources a. Blooms Taxonomy Words b. www.youtube.com/watch?v=svUZYMJNFWo