Lesson Topic: The Water Cycle

Grade: 4th
Texas State Standard
112.15. Science, Grade 4, Beginning with School Year 2010 2011
(8) Earth and space. The student knows that there are recognizable patterns in the natural world
and among the Sun, Earth, and Moon system. The student is expected to: (B) 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 (Texas
Education Agency, 2010-2011).
Objective
After completing this lesson, students will be able to correctly illustrate the water cycle using
paper and crayons or map pencils. Students will draw and be able to identify (by labeling) at
least 4 of 5 introduced components of the water cycle.
Prerequisite Skills

Students must be able to draw on their background knowledge.

Students must be able to work cooperatively with fellow students.

Materials Needed

Teacher Materials
Computers (3) with access to the
internet.
Water Cycle song lyrics graphic
Water Cycle slides
o Sun
o Evaporation
o Condensation
o Precipitation
o Transpiration
o Vapor

Introduction / Guided Practice

Student Materials
Word Cycle Word List printout
KWL chart
Water Cycle Game cards
Paper
Map pencils or crayons
Home Internet access (optional)

The teacher will start the lesson by directing the students attention to the overhead where the
teacher will display slides with pictures and ask a question and share interesting information to
get their attention.
*Note: All text in blue represents what I plan to say to students.
Slide 1

Did you know that there is the same amount

of water on the Earth now as there was when
the Earth formed (United States
Environmental Protection Agency, 2012)? Its
true!

(Stckli, Saleous, & Jentoft-Nilsen, 2000)

Slide 2

Even more interesting, the water that you

drink may contain molecules that the
dinosaurs drank (United States Environmental
Protection Agency, 2012).

(The Magazine, 2013-2015)

Slide 3

You may be wondering how this is so? It is

all because of the water cycle.
(NASA)

At this time, the teacher will ask students to think about the water cycle and write down
everything that they know about the water cycle on their K-W-L charts. The teacher will also
instruct students to consider and write down anything that they would like to know about the
water cycle. They will be allowed to discuss what they know and want know about the water
cycle with their group.

Now that you have had some time to write down what you know and want to know about the
water cycle, we are going to take a look at important information and water cycle vocabulary. As
I introduce new vocabulary, we are all going to say each vocabulary word together.
Each group will have a Water Cycle Word List handout with the vocabulary that the class will
cover with the definitions. The information on the handout will match the slides that follow. As
the teacher displays each slide on the overhead, he/she will say the term and then have the
students repeat the term chorally. The teacher will then restate the term and read the definition to
the students. The students will also be instructed to make any needed changes needed to their KW-L chart between slides.
The sun is an important part of the water
cycle. It is, in a sense, the boss of the
water cycle. The sun provides the energy, in
the form of heat, to make the water cycle
work (US Geological Survey, 2014).

Evaporation.
*Students chorally respond.
Evaporation is when a liquid changes into a
vapor or gas (Scholastic, Inc., 2015).

Vapor.
*Students chorally respond.
Vapor is a gas formed from something that
is usually a liquid or solid at normal
temperatures (Scholastic, Inc., 2015). Of
course, in the water cycle the vapor is
formed from water.
Condensation.
*Students respond chorally.
Condensation is the process of a gas turning
into a liquid (Scholastic, Inc., 2015).

Precipitation.
*Students chorally respond.
Precipitation is any kind of falling water
from the sky. It can be in the form of rain,
sleet, hail, or snow (Scholastic, Inc., 2015).
Transpiration.
*Students chorally respond.
Transpiration is the process by which plants
give off moisture in the atmosphere
(Scholastic, Inc., 2015).

After going over the vocabulary words, the teacher will show the class the Study Jams Water
Cycle video.

(Scholastic, Inc., 2015)

When the video is over, the teacher will allow some time for students to ask any questions they
may have or allow them to share any information about something relevant to the video and/or
the water cycle.
Next, the teacher will introduce the students to a water cycle song that involves movement. The
song will be sung to the tune of Shell be Coming Around the Mountain. There will be a
physical movement that accompanies each component of the water cycle. The teacher will have
the lyrics displayed on the overhead so that students can follow along. The teacher will sing
through the song two times. The first time will be more to introduce students to the song. The
teacher will sing the song a second time so that students will be familiar with it and feel more
comfortable singing along and making the gestures. The song will be an added way for students
to connect to the content being presented. The lyrics and motions are as follows.
Water travels in a cycle, yes it does.
(use pointer finger to make a big circle)
Water travels in a cycle, yes it does.
(repeat finger circle)
It goes up as evaporation,

(moves hands up to the sky)

Forms clouds as condensation,
(make a cloud overhead with arms)
Then comes down as precipitation, yes it does!
(sprinkle with fingers while bringing arms down in front of you) (Phelan,
ProTeacher Collection: Water Cycle, 1998-2014).
Independent Practice
After the song, the teacher will prepare students to play the Water Cycle Game and go to the
computer learning centers with their assigned cooperative learning groups. Three groups will
visit the computer learning center while the other three groups play the Water Cycle game. After
a 15 minute period, students will be instructed to switch activities. For the activity at the
computer learning center, students will access a folder on the computers desktop that contains
water cycle websites that they can explore and interact with. During the Water Cycle Game,
student groups will go to a place of their choice in the classroom. They can choose to gather in a
corner, next to the bookshelf, or any other place that they find to be comfortable. Each group will
get a set of playing cards. The cards will consist of vocabulary cards and action cards. The
vocabulary cards will consist of the vocabulary presented during the lesson and video. The action
cards will say act it out or draw it. Students in the group will take turns choosing cards and
will either act out or draw the vocabulary words that they pull from the game cards. The students
who are not selecting cards will guess the vocabulary word. After a vocabulary word has been
drawn or acted out and guessed correctly the card will be set aside so that students will get a
chance to use each vocabulary word. After students have used all of the vocabulary words, they
will be instructed to discuss what they have learned and what they would like to learn about the
water cycle.
Culmination
The lesson will conclude with having students finish completing their K-W-L charts with what
they have learned and want to learn about the water cycle.
After giving students time to work on their charts, the teacher will give them instructions for
their homework assignment that will be graded and used as an assessment.
Homework Assignment Students will be instructed to create an illustration of the water cycle.
They will be instructed to illustrate and identify the 5 components of the water cycle (sun,
evaporation, condensation, precipitation, transpiration) presented during the lesson. They will be
told that they may use the websites from the Water Cycle folder or their K-W-L charts to help
them complete the homework assignment. The teacher will make water cycle websites available
on the classs web page. The teacher will also send a link to the parents e-mail address so that
parents are aware that these sites are available for exploration at home. Students will be given the

printout that follows and are to follow the instructions to complete their illustrations.

Differentiated Instruction
The use of technology (video and computer learning center), K-W-L charts, music, movement,
and cooperative learning groups have been incorporated into this lesson because they are
engaging and work well for students with varying abilities. The strategies that are included in
this lesson were chosen because they are good choices differentiating instruction. Technology is
beneficial for visual learners and students with ADHD because it makes instruction more visual.
It also gives students an opportunity to participate actively (Spellings, 2011). K-W-L charts will
be helpful for struggling readers because the students can put information into a chart and create
a visual representation of the content presented (Bomengen, 2010). Music has also been included
in the lesson. Students enjoy music, and it helps focus attention. Music can also serve as a

mnemonic device that helps students remember new information (Lazar, 2002-2012). Movement
is another important component of this lesson. The incorporation of movement into the lesson
will be beneficial for kinesthetic learners, students with ADHD, and any student who struggles
with sitting still. The use of cooperative learning groups is another strategy used for
differentiation. Cooperative learning allows students to use their individual strengths to help the
group. This type of grouping gives stronger students a chance to lead and help their peers and
struggling students can learn in non-threatening environment.
Assessment
Formative: The teacher will formatively assess student as he/she moves about the room during
independent work. The teacher will observe students during game play and while they are at the
computer learning center. The teacher will ask questions as he/she moves around to check for
understanding of the concepts that were presented during the lesson. The teacher will provide
positive corrective feedback and answer any questions that students may have during this time.
Performance: The performance assessment that students will be required to complete is the
illustration and labeling of the water cycle. Students will be required to properly draw and label
at least 4 out of 5 components of the water cycle. Each student will be given a Water Cycle
Illustration homework handout that includes instructions and a grading rubric (pictured above).
Active Participation Strategies
The active participation strategies that will be used during this lesson are:

Choral Response
KWL Charts
Movement (during song and in game play)

Choral Response The water cycle lesson plan includes choral response. Choral response will be
beneficial for the class because it gives students more opportunities to respond. Choral response
keeps students engaged. Student engagement is a key factor in learning, and it increases
academic achievement (Blackwell & McLaughlin, 2005). Choral response will be especially
beneficial the English Language Learning student. This strategy will give the ELL student an
opportunity to practice the new words in a low-risk setting (Linan-Thompson & Vaughn, 2015).
K-W-L Charts Filling in K-W-L charts is an active participation strategy that will be beneficial
to the whole class because it engages students of all ability levels and it activates students prior
knowledge. By reflecting on what they know and considering what they want to know students
become active learners (Bomengen, 2010). Research shows that activating prior knowledge
increases comprehension (Christen & Murphy).This strategy is very effective at helping
struggling readers; therefore, it will be particularly helpful for the below level readers in the
class. K-W-L charts can be used as a tool that will help struggling students interact with the
material. The charts can be used as a visual representation that allows students to plan for
summarizing what they know about a topic (Bomengen, 2010).
Movement Movement is an active participation that will be incorporated into the lesson. It will
be incorporated during the water cycle song and game play. This type of strategy will be
beneficial to the whole class because movement makes learning fun. When students see lessons

as fun they are more engaged. Movement also has a significant impact on thinking and learning.
Movement will be especially beneficial to the students with ADHD in the class. It is important to
incorporate movement into lessons for ADHD students because they struggle to remain still.
Movement will give these students an opportunity use the pent up energy (Summerford, 2009).
Grouping Strategy
During independent work, students will be divided into cooperative learning groups. This type of
grouping will beneficial to the class as whole and individual students. This type of grouping will
benefit the class as a whole because it increases student engagement, promotes positive
relationships, and makes students responsible for their learning, and research supports that it
increases academic achievement. Cooperative learning groups are also beneficial for helping
students with various learning abilities. In these groups students are required to help each other
learn, and this creates an environment of achievement (Balkcom, 1992). The students with
ADHD will benefit from this type of grouping. When grouping students, I will intentionally
place students with a student that behaves appropriately and stays on task. This will give the
students with ADHD an opportunity to work with and observe desired behavior and work ethic
(North Dakota Education Department, 2014). Students that struggle with ADHD often struggle
socially, and cooperative learning gives students an opportunity to develop social skills which are
important in academic and social settings (Taylor & Larson).
Student Centered Technology
This lesson will include the following student centered technology.

Video
Study Jams video The Water Cycle (Scholastic, Inc., 2015)
- This video will be shown to the whole class to introduce the class to the water cycle.
Computer Learning Center
- A Water Cycle folder will be put on the desktop of the classs computers. This folder
will contain a group of links that students can visit and learn about the water cycle. There
are a variety of interactive and animated sites that accommodate a diverse classroom. The
folder will contain the following links.
o Animated Water Cycle (United States Environmental Protection Agency)
o The Water Cycle for Kids (US Geological Survey, 2014)
o A Tour of the Water Cycle (NASA SVS)
o Clouds, Condensation, Evaporation, and the Water Cycle (Weebly)
o Water Cycle Diagram (Earthguide, 2013)
o Study Jams video The Water Cycle (Scholastic, Inc., 2015)

The use of the Study Jams video and the computer learning center will be beneficial for the class
and individual students in the class. Including videos into lesson plan will be beneficial to the
class because it is engaging and helps students make connections between the lesson content in
the classroom to the outside world (National Teacher Training Istitute). Video use will be helpful
to the ADHD students in the classroom remember the information presented. Use of the
computer learning center will be good for the whole in the class because it provides choice. It
also gives students an opportunity to explore the material at their own pace and each student can

make connections and find meaning in the material that they are interacting with (Duckworth,
2013). The sites selected for students to explore offer a variety of ways in to interact with the
material. The websites have been chosen so that there is something for all students and ability
levels. The Water Cycle for Kids page offers students a beginning, intermediate, and advanced
level interactive diagram of the water cycle. This will be beneficial for students all reading and
ability levels. It also gives above level readers to explore a more advanced interactive. The
material on the site is also available in 12 different languages which will be helpful for the ELL
students (US Geological Survey, 2014). The Animated Water Cycle site will be beneficial for
students for all students but especially below level reader. This site has audio that reads the
words on the page (United States Environmental Protection Agency).