Water Unit

ED 318
Amanda Pereda

Lesson Plan #1
Saint Mary-of-the-Woods College
Education Department
Lesson/Activity Plan Template
Teacher Candidate __Amanda
Pereda_________________________________________
Name of Lesson __Glorious
Water_____________________________________________
Subject _Science________________________ Grade _Second
Grade_______________
Rationale for lesson:
This lesson is designed to teach students about water and its
importance.
Learning outcomes:
Students will identify the uses of water and understand its importance
to our world.
Assessment of student outcomes:
Students will be considered successful if they actively participate in
verbal discussions and complete their illustration.
Related Foundations/Indiana Academic Standard:
2.SL.2.1.Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and
larger groups.
2.2.5.Identify people who are good citizens and describe the
character traits that make them admirable.
Materials Needed:
Book- The Drop in my Drink: The Story of Water on our Planet by
Meredith Hooper
Chart Paper and Markers or Chalkboard
Student Drawing Paper
Crayons, markers, or colored pencils
Lesson/Activity Presentation:
Anticipatory set:

Ask the students questions about water such as: What does water
look like? What does water feel like? What do you use water for? Who
or what needs water? How do we get water? If children are confused
by any questions reword or elaborate on them.
Teaching procedures:
Introduce lesson by asking some or all of the above questions.
Read the book The Drop in my Drink: The Story of Water on our
Planet.
Afterwards, ask the children what their favorite use for water is.
Record the students answers on the chart paper or chalkboard.
Ask the students additional questions such as What would
happen if we didnt have enough water? Would you be able to
do you favorite activity?
Explain to the students that there is only a limited supply of
water on earth.
Now, ask the students if they know what the word conserve
means. Let them answer and explain what it means.
Ask them who is responsible for conserving water? Explain to
the students that we are responsible for taking care of the earth
and its resources including water.
Now distribute the drawing paper and have the children take out
their drawing supplies of crayons, markers, or colored pencils.
Have the students draw their favorite activity with water.
Afterwards, allow students to share their illustrations and explain
them to the class.
Ask the students if they would be able to complete their desired
activity if we ran out of water on Earth. Also, ask what we could
do to conserve water so we can make sure we always have
enough.
After the activity, the drawings can be hung in the classroom or
hallway on display.

Guided & Independent practice:

Guided Practice:
Introduce lesson by asking some or all of the above questions.
Read the book The Drop in my Drink: The Story of Water on our
Planet.
Afterwards, ask the children what their favorite use for water is.
Record the students answers on the chart paper or chalkboard.

Ask the students additional questions such as What would

happen if we didnt have enough water? Would you be able to
do you favorite activity?
Explain to the students that there is only a limited supply of
water on earth.
Now, ask the students if they know what the word conserve
means. Let them answer and explain what it means.
Ask them who is responsible for conserving water? Explain to
the students that we are responsible for taking care of the earth
and its resources including water.
Ask the students if they would be able to complete their desired
activity if we ran out of water on Earth. Also, ask what we could
do to conserve water so we can make sure we always have
enough.
Independent Practice:
Students answer questions throughout the activity.
Now distribute the drawing paper and have the children take out
their drawing supplies of crayons, markers, or colored pencils.
Have the students draw their favorite activity with water.
Afterwards, allow students to share their illustrations and explain
them to the class.

Closure:
Ask the students to share their illustrations with the class or a small
group. Discuss what would happen if we ran out of water and how we
can work to conserve water.
Differentiated instruction:
Older Students- Have the students come up with questions of
their own about water and water conservation that theyd like to
ask. Have the students work in small groups and have a small
group discussion.
Students with Mild Disabilities or Need Extra Assistance- Discuss
the concept individually with students and/or prepare them in
advance for the lesson so they can begin to develop ideas about
water conservation.
Multicultural emphasis (if appropriate):
N/A
Technology (if appropriate):

Reflection on lesson:

Lesson Plan #2
Saint Mary-of-the-Woods College
Education Department
Lesson/Activity Plan Template
Teacher Candidate __Amanda Pereda________________________________
Name of Lesson __Plants Need Water Too! __________________________
Subject _Science_____________________ Grade _Second Grade__________
Rationale for lesson:
This lesson is designed to build upon the water lesson and teach
students that plants need water as well as humans.
Learning outcomes:
Students will gain knowledge about plants needing water and how they
absorb it.
Assessment of student outcomes:
Student will successfully place their celery into the colored water and
make verbal observations about what happened to it.
Related Foundations/Indiana Academic Standard:
2.SL.2.1.Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and
larger groups.
Materials Needed:

Clear plastic cups

Fresh Celery Stalks with Leaves
Water
Food Coloring

Lesson/Activity Presentation:
Anticipatory set:
Explain to the students that you are going to be doing an experiment
to learn about how plants need and absorb water to grow and stay
alive, much like humans need water to survive as previously discussed.

Teaching procedures:
Explain the introduction.
Separate students into groups of three or four (or do this during
stations with a small group each time).
Have celery separated and a half-inch cut off of the bottom, so
that each student can participate in experiment.
Have each student pour some water into his or her plastic cup.
Allow the student to choose a color of food coloring (darker
colors such as blue work best) and have him or her drop 3-4
drops into the water.
Then have the student place his or her celery stalks into the
water and gently stirs the water around in the cup.
Ask the students their predictions about what will happen to their
celery. Have them dictate these predictions onto a worksheet or
their science journal.
Check the celery at select intervals and have the students make
observational notes on their paper.
After about 48 hours and the final observation, come back
together as a small group and assist the children in cutting a
little off the bottom of the celery stalks. The children will then be
able to see where and how the water transported through the
celery and made it change colors.
With the small group or later as an entire class discuss the
results of the experiment. Talk about how all plants need water
to survive.
Guided & Independent practice:
Guided Practice:
Explain the introduction.

Separate students into groups of three or four (or do this during

stations with a small group each time).
Have celery separated and a half-inch cut off of the bottom, so
that each student can participate in experiment.
With the small group or later as an entire class discuss the
results of the experiment. Talk about how all plants need water
to survive.
Independent Practice:
Have each student pour some water into his or her plastic cup.
Allow the student to choose a color of food coloring (darker
colors such as blue work best) and have him or her drop 3-4
drops into the water.
Then have the student place his or her celery stalks into the
water and gently stirs the water around in the cup.
Ask the students their predictions about what will happen to their
celery. Have them dictate these predictions onto a worksheet or
their science journal.
Check the celery at select intervals and have the students make
observational notes on their paper.
After about 48 hours and the final observation, come back
together as a small group and assist the children in cutting a
little off the bottom of the celery stalks. The children will then be
able to see where and how the water transported through the
celery and made it change colors.

Closure:
As a class or a small group have the students discuss the results of the
experiment. Talk about how plants need water to survive just as
humans do and how water is important to many life forms on Earth.
Differentiated instruction:
Younger Students- Have the students verbalize their predictions
and observations since they cannot write yet.
Multicultural emphasis (if appropriate):
N/A
Technology (if appropriate):
N/A
Reflection on lesson:

Lesson Plan #3
Saint Mary-of-the-Woods College
Education Department
Lesson/Activity Plan Template
Teacher Candidate __Amanda
Pereda_____________________________________
Name of Lesson _The Water
Cycle_________________________________________
Subject _Science_________________ Grade _Second
Grade___________________
Rationale for lesson:
This lesson is designed to teach the students about the water cycle.
Learning outcomes:
The students will know and understand the water cycle and be able to
visualize it.

Assessment of student outcomes:

Students successfully complete their water cycle foldable with
descriptions of each stage and pictures to accompany them.
Related Foundations/Indiana Academic Standard:
2.1.1. Observe, describe and measure ways in which the
properties of a sample of water (including volume) change or
stay the same as the water is heated and cooled and then
transformed into different states.
Materials Needed:
White Construction Paper, folded
Pencils, Crayons and/or Markers
ELMO Projector
Lesson/Activity Presentation:
Anticipatory set:
Begin while standing in front of class; explain that we are going to
learn about the Water Cycle today. Ask any of the students if they
know about the water cycle, and if so, ask questions to remind them
what the water cycle is.

Teaching procedures:
Introduce the lesson to the class.
Ask the class questions about the water cycle to refresh their
knowledge.
Draw the water cycle on the chalkboard or on a piece of paper on
the ELMO projector while explaining each step.
Explain that we are going to be using these steps to make our
own foldable to reference in the future.
Hand out the premade folded papers to each student.
While using the ELMO projector, instruct the students to write the
title (Water Cycle) and their names in their foldable.
Then have the students draw the water cycle circle on the front
of their foldable, have the example that I drew earlier on display
for the students.
Walk around during this time to make sure that all of the
students understand and are help when/where needed.
Next, instruct the students to open the foldable, beginning with
evaporation explain each step of the water cycle process to the
students. Have them write a short explanation of each step on
the inside flaps.

After this step is completed, and if there is enough time, have

the students to draw a picture of the water cycle on the inside of
their papers so that they have a visual example of the steps.
If there is not enough time, this step can be completed at a later
date/time.
Close the lesson by reminding the students of the steps of the
water cycle and why its so important to our planet.
Guided & Independent practice:
Guided Practice:
Introduce the lesson to the class.
Ask the class questions about the water cycle to refresh their
knowledge.
Draw the water cycle on the chalkboard or on a piece of paper on
the ELMO projector while explaining each step.
While using the ELMO projector, instruct the students to write the
title (Water Cycle) and their names in their foldable.
Instruct the students to open the foldable, and beginning with
evaporation, explain each step of the water cycle process to the
students. Have them write a short explanation of each step on
the inside flaps.
Close the lesson by reminding the students of the steps of the
water cycle and why its so important to our planet.
Independent Practice:
Have the students draw the water cycle circle on the front of
their foldable, have the example that I drew earlier on display for
the students.
Allow the students to write short explanations of each of the
steps of the water cycle on the inside of their foldable.
If there is enough time, have the students draw a picture
illustrating each step of the water cycle. If there is not enough
time this part can be completed later since the students will have
their steps written down.

Closure:
After the students complete their foldable, close the lesson by
reiterating the steps of the water cycle and why its so important to our
planet.
Differentiated instruction:
For advanced/older students allow them to complete the foldable
more independently while only listing the steps of the water
cycle on the board.

For students who struggle make a note to work with them

independently at a later date.

Multicultural emphasis (if appropriate):

N/A
Technology (if appropriate):
I will be using the ELMO projector to show the children my Water Cycle
foldable so that they have an example to look at while making theirs.
Reflection on lesson:

Lesson Plan #4
Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate __Amanda Pereda_________________________________
Name of Lesson __Measuring Water___________________________________
Subject _Science__________________ Grade __Second Grade_____________
Rationale for lesson:
This lesson is designed to teach students that water can take various
forms.
Learning outcomes:
The student will learn about the different forms and states of water
that were previously introduced during the Water Cycle Activity.
Assessment of student outcomes:
Students are able to successfully discuss the Water Cycle, conservation
of water, and the three forms of water as well as answering questions
about these things.
Related Foundations/Indiana Academic Standard:
2.SL.2.1.Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and
larger groups.
2.SL.2.3.Listen to others, take ones turn in respectful ways, and
speak one at a time about the topics and text under discussion.
Materials Needed:
Book: Water: Up, Down, and All Around by Natalie Rosinsky
Sandwich or Gallon Size Zipper Baggie
Plastic Drinking Cup
Measuring Cups
Markers
Bucket
Water
Rain Gauge
Lesson/Activity Presentation:
Anticipatory set:
Prepare the zipper baggie and the plastic cup in advance with the
same amount of water in each. Hold up the zipper bag in front of the

class and ask them how much water they think is in the bag. Pass the
bag around and allow the students to examine it. Now, show the
students the cup with water in it and ask them the same question.
Explain to the students that it is very hard to determine an amount of
water by simply looking at it.

Teaching procedures:
Begin with the anticipatory set. Set the water in the bag and cup
aside.
Read the book Water: Up, Down, and All Around.
After reading, ask the students to recall the states of water in the
book. Use the students water cycle foldable made in the last
lesson to illustrate the steps of the water cycle that are being
discussed.
Go back to the cup and baggie with water in them. Ask the
students which object they believe has more water in it.
Keep a record of the students answers on a piece of chart paper
or on the board.
Ask the students to assist in measuring the water from each
thing using measuring cups.
Once the students realize the amounts of water are the same,
again, talk about how water has no definite shape and takes on
the shape of the container it is in.
Review the word conservation that was discussed in the first
lesson and how we can conserve water.
Now, talk with the students about precipitation, one of the steps
of the water cycle. Explain that its important to know how much
precipitation occurs and why.
Using the rain gauge put it in a safe place outside and explains
what it will do.
Every day, check the rain gauge and keep track of the
precipitation for a month (or shorter).
After the month is up, talk with the students about how much
precipitation occurred and how it could change from month to
month.
Guided & Independent practice:
Guided Practice:
Begin with the anticipatory set. Set the water in the bag and cup
aside.
Read the book Water: Up, Down, and All Around.

After reading, ask the students to recall the states of water in the
book. Use the students water cycle foldable made in the last
lesson to illustrate the steps of the water cycle that are being
discussed.
Go back to the cup and baggie with water in them. Ask the
students which object they believe has more water in it.
Keep a record of the students answers on a piece of chart paper
or on the board.
Once the students realize the amounts of water are the same,
again, talk about how water has no definite shape and takes on
the shape of the container it is in.
Review the word conservation that was discussed in the first
lesson and how we can conserve water.
Now, talk with the students about precipitation, one of the steps
of the water cycle. Explain that its important to know how much
precipitation occurs and why.
Using the rain gauge put it in a safe place outside and explains
what will happen.
Every day, check the rain gauge and keep track of the
precipitation for a month (or shorter).
After the month is up, talk with the students about how much
precipitation occurred and how it could change from month to
month.
Independent Practice:
Students will answer questions verbally throughout the lesson.
Ask the students to assist in measuring the water from each
thing using measuring cups.
Students will keep observational notes and predictions in their
science journals or on a premade sheet for the lesson.
Students can ask any questions that they have about the water
cycle, conservation, precipitation, or meteorologists throughout
the lesson.

Closure:
After the lesson is complete talk about the terms that were discuss
and/or reviewed. Talk again about water conservation and why its
important to our Earth.
Differentiated instruction:

Older Students: Think of and ask questions throughout the

lesson, and do the water experiment in a small group or with a
partner.

Multicultural emphasis (if appropriate):

N/A
Technology (if appropriate):
N/A
Reflection on lesson:

Lesson Plan #5
Saint Mary-of-the-Woods College
Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amanda
Pereda______________________________________
Name of Lesson _Save The Water!
___________________________________________
Subject _Science_______________________ Grade _Second
Grade_______________
Rationale for lesson:
Students will wrap up the unit on Water and Water Conservation and
use what they have learned in previous lessons.
Learning outcomes:
Students will be able to successfully explain water conservation, how
they can conserve water, and encourage others to do the same.
Assessment of student outcomes:
Students should be able to talk about and share methods that they can
use to conserve water. Students should also be able to explain the
water cycle and the three states included in it.
Related Foundations/Indiana Academic Standard:
2.SL.2.1.Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and
larger groups.

2.SL.2.3.Listen to others, take ones turn in respectful ways, and

speak one at a time about the topics and text under discussion.
2.2.5.Identify people who are good citizens and describe the
character traits that make them admirable.

Materials Needed:
Book: Why Should I Save Water by Jen Green
Chart Paper
Student Drawing Paper
Notebook Paper
Pencils
Markers, Crayons, or Colored Pencils
Glue Sticks
Masking Tape
Lesson/Activity Presentation:
Anticipatory set:
Ask the students the following or similar questions: Who likes water?
What is your favorite thing to do with water? What would happen if
there was no water? How could we make sure that we never run out of
water? If the students are confused by any questions elaborate or
change the verbiage.

Teaching procedures:
Begin by asking the questions above.
Read the book: Why Should I Save Water by Jen Green.
Throughout the book emphasize information on water
conservation and pause to explore the previously learned
information about water and water conservation.
Ask the students to brainstorm water conservation ideas (i.e.
turning off water while brushing teeth or scrubbing hands) note
them onto the chart paper.
Post the chart paper in the classroom so that the students can
see it.
Next, have the students choose their favorite water conservation
idea.
On the drawing paper or notebook paper, have the students
draw or write about their method.
Afterwards, have the students share with the class which method
they chose to draw/write about and why.
Display these drawings/writings in the hallway or classroom to be
read and seen often.

Guided & Independent practice:

Guided Practice:
Begin by asking the questions above.
Read the book: Why Should I Save Water by Jen Green.
Throughout the book emphasize information on water
conservation and pause to explore the previously learned
information about water and water conservation.
Ask the students to brainstorm water conservation ideas (i.e.
turning off water while brushing teeth or scrubbing hands) note
them onto the chart paper.
Display these drawings/writings in the hallway or classroom to be
read and seen often.
Independent Practice:
Next, have the students choose their favorite water conservation
idea.
On the drawing paper or notebook paper, have the students
draw or write about their method.
Afterwards, have the students share with the class which method
they chose to draw/write about and why.

Closure:
Have the students describe to the class the drawing/writings they
completed of the conservation method that they chose. Have a class
discussion about how the children can teach others about the
importance of water conservation.
Differentiated instruction:
Younger or Students with Mild Disabilities or Assistance Needed:
Allow them to draw their water conservation method to the best
of their ability and explain it to the teacher or an older student
for them to dictate.
Alternatively: Children could use pictures from a magazine to cut
out and paste onto another paper.
Multicultural emphasis (if appropriate):
N/A
Technology (if appropriate):
N/A
Reflection on lesson: