University of Montevallo Elementary Education Lesson Plan Format
Name: Katy Harper
Subject/Grade level: Science/1st
Date lesson taught: March 8, 2013
Group size: 20
School: Calera Elementary
Goals: TSW understand the steps of the water cycle.
NSES Standards: Earth and Space Science-Properties of earth materials, objects in the sky,
changes in earth and sky.
ALCOS: 8.) Recognize daily changes in weather, including clouds, precipitation, and
temperature.
Prerequisite Skills/Concepts: TSW must be familiar with daily weather changes as well as
changes in temperature.
Objectives

TSW recall knowledge of the water
cycle

TSW recall the four steps of the
water cycle in order.
Assessment
 Teacher Observation
 Anecdotal Notes
Content Outline
Procedures
Materials & Resources
ENGAGE:
TTW say, “Alright everyone! What have
we been learning in science all week?”
TTW call on TS and allow TS to respond.
TTW say, “Raise your hand and tell me
some of the activities that we did this week
in science.”
TTW call on TS and allow TS to respond.
TTW say, “Who can tell me each step of
the water cycle and what each step does?”
TTW call on TS and allow TS to respond.
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TTW say, “Does the water cycle ever
end?”
TTW call on TS and allow TS to respond.
PURPOSE OF LESSON:
TTW say, “We are going to make Water
Cycle Bracelets today, and you will get to
wear them and take them home These
bracelets are for both boys and girls to
wear!”
EXPLORE:
TTW say, “Each bead on our bracelets will
represent part of the water cycle. Look at
the worksheet on the board. Each of you
will get one of these worksheets, and then
you will take your scissors and cut along
the dotted lines to cut out the words. We
will glue these words beside the color.”
TTW say, “Light blue beads will represent
precipitation. Green beads will represent
grass. Dark blue beads will represent
accumulation. Yellow beads represent the
sun. Clear beads will represent evaporation.
White beads will represent clouds. We
have to make sure that we put these on our
strings in a specific order.”
Water Cycle Bracelet Worksheet
Timer
TTW have a student pass out the water
cycle worksheet.
TTW say, “Now, quickly cut out the words
at the bottom of the page. Do not glue
anything on yet. We will glue the words on
there together. You have two minutes to do
this.”
Scissors
Glue
After time is up, TTW say, “Get out your
glue sticks. Let’s glue the words “Sun
shines” beside yellow. Lets glue the words
“water collects on land” next to dark blue
to represent accumulation. Then, we’ll glue
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“water vapor rises/evaporation’ next to the
word clear. Next, we will glue the words
“clouds form/ condensation” beside white.
Find the words “rain falls/precipitation”
and glue them next to light blue. Then glue
the words “on water” next to green.
String
TTW say, “In a minute, I will come by and
give you a piece of string.”
TTW hand out the pieces of string.
Yellow, Dark Blue, Clear, White, Light
Blue, and Green Beads
TTW say, “I am going to give you each
some different colored beads. You are
going to put your colored beads on the
string in the same order they are in on your
paper. When you are finished, you may
raise your hand and I will walk around and
tie it on your wrist.”
TTW set the timer, walk around and direct
students to stay on task.
EXPLAIN:
TTW say, “Now that we’ve made our water
cycle bracelets, you can explain to
everyone how the water cycle works!”
TTW say, “Raise your hand and tell me
what the sun has to do with evaporation.’
TTW allow TS to respond.
TTW say, “Why is it important for water to
collect on the ground?”
TTW say, “Very good! Now sit in your
seat quietly. We are about to do something
else to let you better understand how the
water cycle works.
EXTEND:
TTW say, “I am going to give you a word
search about the water cycle. This will help
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you remember the scientific words about
the water cycle. You will read the word at
the bottom and then look for it in the
letters. Circle the word when you’ve found
it.”
TTW say, “What type of words do you
think will be in our water cycle word
search?”
Water Cycle Word Search (20)
TTW allow TS to respond.
Timer
TTW distribute word search.
TTW say, “You need to do this
independently. If you can’t find a word,
skip it and then go back to it later. You
have about 10 minutes to do this.”
EVALUATE:
TTW walk around the classroom and
observe TS as they work on their word
searches.
TTW take anecdotal notes to see if they are
properly following directions.
Conclusion:
TTW say, “Today, we reviewed the water
cycle by making our water cycle bracelets.
You can look at these bracelets to help you
remember the steps of the water cycle. You
all did a great job today!”
Accommodations: ESL students will be allowed to use GOOGLE translate for help
understanding the material. Students with visual impairments will be allowed to sit closest to the
board.
Modifications: According to individual student IEP.
Extensions: Students may get out their writing journals and write a friendly letter to a friend
explaining the water cycle. They must list the four steps and explain what each step does.
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References
LanternFish ESL. (2006). Water cycle worksheets. Retrieved from
http://bogglesworldesl.com/watercycle_worksheets.htm.
McMurray, M. (2012, May 17). [Web log message]. Retrieved from
http://fisforfirstgrade.blogspot.com/2012/05/water-cycle.html.
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