Unit Planning Sheet
Long Term Planning
Overall objective/Introduction:
 What are you going to teach?
I will be teaching a unit on The Water Cycle; which focuses on the fourth grade level.
Each lesson will unfold gradually and relate to the Water Cycle. A total of five lessons have
been prepared to teach the Water Cycle Unit. Within this unit the students will be
completing diagrams, performances, hands-on experiments, creating commercials and
constructing brochures. Each lesson will feed off of each other and broaden the students
understanding of the water cycle. Assessments will follow each lesson, so that I can ensure
that each student understands the information presented.
 Describe the class for which your unit was designed.
This unit plan was designed for a fourth grade class at Millstone River Elementary
School; however, it can be taught at any school in regards to the fourth grade level. Within
the classroom are four adults, which include a general education teacher, student teacher,
two Rider interns, and twenty-five students. Both the general education teacher and
student teacher are in the classroom throughout the entire school day; whereas, the Rider
interns leave at 2:30pm.The typical school day begins at 8:30a.m and ends at 3:30p.m. The
students in the classroom are very diverse and come from many different backgrounds.
Majority of the students are within the Asian race, and the rest are Caucasian. Every
student in the classroom is bilingual, except for one student. The languages range from
Spanish, Arabic, Chinese and Japanese. All of the students live within the west-WindsorPlainsboro area; which is a town of multiple cultures. The socioeconomic status of the class
is within the middle-class.
Four of the twenty-five students are special education students, which are pulled
from the classroom daily. All four students are learning disabled; however, three of the four
students have a reading disability and the other a math disability. Not only do these
students have a learning disability, but each student has a different learning characteristic.
These learning characteristics range from auditory, visual, attention and memory deficits.
All of the other students are average to high learners. When it comes to literacy,
majority of the typical students exceed the fourth grade reading level; whereas, the rest of
the students are on grade level. In mathematics, all of the typical students are learning at
the same pace; however, four of the students get pulled for excel math because they are
higher math learners.
The classroom itself is an average sized room; however, there is minimal space due
to the large amount of students in the classroom. Majority of the space in the classroom is
taken by the student’s desks, which is organized in two rows. There is a small classroom
library in the front of the class, which is organized by reading levels. In the back of the
room is a computer in which the students use for research. This classroom is unique
because the back wall opens to the adjacent classroom. The teachers take advantage of the
sliding doors because it allows the teachers to work together and co-teach lessons when
appropriate. The SmartBoard is the most used resource in the classroom. Many lessons are
based off of the SmartBoard, which is located in the front of the room. In front of the
SmartBoard is an open area for the students to join the teacher during lessons.
Rationale:
 Why are you going to teach the unit?
This unit being taught because the Water Cycle is an important part of our ecosystem. It is the process in which water circulates from land and the oceans to the
sky. The Water Cycle is a part of the 4th grade standards and will also appear on the
standardized tests. It is important to know how the water cycle works because without it,
our ecosystem will not be able to function properly. This unit is following the unit on
Earth’s atmosphere, and will precede the unit on Earth’s crust. The water cycle unit will be
implemented early in the school year.
 Sequence- How will this unit unfold? (beginning, middle, end)
This unit plan will gradually unfold within five lessons. The first lesson will start off
by introducing the three states of matter. The next lesson will take the three states of
matter to a next level, which will introduce the water cycle and how the states of matter
effect the cycle. Within the second lesson, the students will be introduced to the three
processes of the water cycle and how they are incorporated in the water cycle. The third
lesson will allow the students to see how the water cycle works by performing a hands on
experiment. The fourth lesson will then explain the importance of each process in the
water cycle by having the students become experts in each stage. This lesson will also
introduce transpiration, a stage that includes other organisms such as plants and animals.
The last lesson will wrap up the unit by explaining the importance of the water cycle and
how humans, plants and animals benefit from it.
Initially, the unit will unfold by explaining what the water cycle is. Within the first
two lessons the students will learn about the states of matter and how they are used within
the water cycle. The students will watch interactive videos and diagrams to better explain
the cycle, which will also support students with visual needs. The students will also get a
chance to perform the water cycle using outside/inside resources. Within the beginning of
the unit, the students will be provided with many resources to help them better understand
the water cycle.
The unit will then unfold into a more hands-on approach. The third lesson will allow
the students to visually see the water cycle in a real life demonstration. This part of the unit
will allow the students to understand that the water cycle is used in everyday life. However,
the fourth lesson is an extension of the second lesson, which further explains each process
of the water cycle. After performing the experiment, the students will better understand
how each process contributes to the water cycle.
Lastly, the unit will end by explaining the benefits of the water cycle. The students
will work with each other to vary perspectives. This is a great way to end the unit because
the students will have already learned about the water cycle and its processes.
 Include NJ Core Curriculum Standards & curriculum related to unit objectives.
Science Standards:
 5.2.4.A.2 - Plan and carry out an investigation to distinguish among solids, liquids,
and gasses.
 5.2.2.A.2- Identify common objects as solids, liquids, or gases.
 5.2.P.B.1- Explore changes in liquids and solids when substances are combined,
heated, or cooled (e.g., mix sand or clay with various amounts of water; mix different
colors of tempera paints; freeze and melt water and other liquids).
 5.4.4.G.1 - Explain how clouds form.
 5.4.4.G.2 - Observe daily cloud patterns, types of precipitation, and temperature, and
categorize the clouds by the conditions that form precipitation.
 5.4.4.G.3 - Trace a path a drop of water might follow through the water cycle.
 5.4.4.G.4 - Model how the properties of water can change as water moves through the
water cycle.
Literacy Standards:



CCSS.ELA-Literacy.RI.4.3 - Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and why, based on
specific information in the text.
CCSS.ELA-Literacy.RI.4.4 - Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.6- Compare and contrast a firsthand and secondhand account
of the same event or topic; describe the differences in focus and the information
provided.
Math Standards:

CCSS.Math.Content.4.MD.A.1 - Know relative sizes of measurement units within one
system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in terms of a smaller unit.
Record measurement equivalents in a two-column table. For example, know that 1 ft is 12
times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion
table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
Adaptations
 Describe students with special needs in the classroom (classified or not classified!)
Within the classroom are four special needs students, all in whom are unique in their
own way. Each student is classified with having a specific learning disability. Three of the
students have a reading disability; whereas, one student has a math disability. Two of the
students have difficulty with visual processing, and need assistance when it comes to
reading books and fine print. These students sit towards the front of the classroom, so that
they could have a better visual of the board. However, majority of the lectures take place in
front of the classroom, which benefits both of these students. One of the students has a
visual deficit, which impacts his learning during all subject areas. This student’s desk is
placed closer to the teacher for easier access to assistance. The last student has memory
and attention issues, which also affects her metacognitive process. There are many
instances where this student is talking to other students and not completing her work.
While working with this specific student, task analysis works best. All of these students are
pulled during reading and math, and are taken to a special education classroom. These
students are mainstreamed during science, social studies and electives.
 Explain how this unit will meet the needs of students with special needs.
This unit will meet the needs of students with special needs because we have used
different strategies in each lesson in order to differentiate for all needs in the classroom.
We have made connections to music, humor and emotions in each of our lessons, in order
to help engage and motivate each one of our students. For student’s with deficits in
metacognition processing, we have provided graphic organizers, and peer support. Since
these students have trouble with self-awareness and the ability to monitor a task, we have
given graphic organizers, diagrams and worksheets in order to help organize the
information. Students who struggle with memory issues, we have planned each lesson to
reinforce what they have learned the day before and also put the information that they are
learning into practice. This will help students think about the information in different ways
and also review, reinforce and rehearse all materials.
To help differentiate students with auditory processing concerns, we have paired
auditory stimuli with visual stimuli. Directions for all assignments will be written down
and handed to each student in the class. During the reading of a book or a poem words will
be projected onto the SmartBoard as well as having pictures to reinforce the words. We
will also present diagrams and videos in order for students to picture the water cycle. For
students with visual processing concerns, directions for all assignments will be read aloud
clearly. We will also have large font sizes of worksheets, and on the projector to make it
easier for these students.
Students with attention deficits will be provided with activities that provide tactile and
kinesthetic opportunities in brief intervals to support these students. We have many
different activities that are hands on to keep these students moving. For students with
social skills issues, we have incorporated group work into lessons. This encourages
learners to work with one another. We have specific roles for each group to help students
stay on task and be a part of the group. Groups have been pre-assigned to help incorporate
students with social skills with other students in the class that will help them out.
 What adaptations and/or activities have you planned to meet their specific needs?
(Specific applications for each lesson will be included in individual lesson plans)
Within out classroom there are students with auditory deficits, memory issues, visual
needs and attention needs. Throughout the unit are many adaptations that were planned to
meet the needs of each of student. The activities in the first lesson were created to meet the
needs of all students. Students with visual needs are visually presented with a diagram that
best explains the states of matter. A reference sheet is also provided for visual learners so
that can refer to the information later on; which will help them with metacognition
processing, by organizing the information for later use. Throughout the lessons, the
directions will be given verbally, that will ensure instruction for students with auditory
needs, while also pairing the lecture with visual demonstrations. The students with
attention needs will be able to come up to the demonstration and touch the materials, to
keep them engaged throughout the activity. Diagrams in the second lesson are adapted to
ensure metacognition processing. These students will be able to gather their thoughts and
ideas on the diagram, which will help them present a live performance in front of the class.
A video presentation was incorporated into the lesson to meet the needs of auditory and
visual learners. Watching the video will allow the students to see the information, while
also hearing the content being read aloud. Students with attention needs will be constantly
moving around during class presentations, especially during lesson two. These students
will be required to gather materials and perform real-life water cycle diagrams. Lesson
three incorporates a hands-on experiment that will ensure focus for students with
attention needs. Not only will the students be working in groups of their choice, but they
will also be given additional time to work on their observations for their experiment.
Lesson four is presented with an E-Book read aloud, which is adapted to meet the needs of
visual learners. Rather than just reading the book aloud, the students with visual needs will
be able to read along with the teacher. The final lesson calls for the students to create a
video commercial. This lesson is adapted so that students with attention needs are able to
move around and work cooperatively with others.
The lessons in the unit are comprised together so that each student is able to recall
specific information. Within the lessons the students are asked to review information,
which will help students with memory issues. As the teachers, we will consistently
reinforce our students so that they are encouraged to complete all tasks. Throughout the
unit, all of the worksheets will be adapted to meet the needs of visual learners, by making
the text and font larger. All of the lessons in the unit use a variety of grouping methods,
which are purposeful when adapting to students with disabilities. The groups in the lessons
are flexible so that the students are working with other students. There are times when the
students are able to pick their own groups or partners; however, there are lessons that
incorporates apparently random grouping where the students think they are randomly
grouped, but it is planned.
Assessment (Long and Short term)
 Determine how you will assess student attainment of unit objectives.
Assessment will be made in various different ways. Assessment will be made by
looking at students overall work and participation on group activities. In the first lesson,
students will be assessed by making a tri-fold comparing and contrasting the three states of
matter. Students will be required to follow a rubric in order to make sure that all of the
information is in the brochure. Long term assessment will be assessed by a quiz that will
be given at the end of the week. Students will be expected to know the three processes of
the water cycle and be able to label a diagram with 100% accuracy. This is because the unit
is based on the water cycle so it is essential that all students are able to label and
understand each process before moving onto the next lesson. During the experiment
students are expected to participate fully and perform their assigned jobs. Students will be
making observations on their observation worksheets given to them. Assessment will be
made by their overall observations and participation their groups.
Assessments for the brochure will be made by the information in the
brochure. Students will be researching information about the three process of the water
cycle and the important facts about each. Short term assessments will be based off of
student’s participation and the content in each of the brochures. There will be a rubric that
students are expected to follow, that students will be receiving beforehand. At the end of
the week, students will be given a short quiz to assess their knowledge about three
processes of the water cycle.
The video commercial will be assessed based off of the information that is provided
in their commercials based on why the water cycle is important. Short term assessments
will also be made by the participation in their groups and their ending results by
presenting it to the class. Students will be creating an interview for homework that will be
also assessed based off of a rubric given to the students for support. Students will be assed
long term by taking a test at the end of two weeks based on the importance of the water
cycle and how it affects our daily lives.
Both formative and summative assessments will be organized in a binder with each
students name on it. This will allow us to present specific detail on a child when referring
to a parent, social worker, or future teacher. These assessments are created purposely to
meet both short-term and long-term goals for each student.
 Describe adaptations of assessment for students with special needs.
Each assessment is based off of each student’s particular needs. These assessments
are created so that instruction can be modified to meet their specific needs. Within each
lesson are short and long term goals. The purpose of having both short term and long term
goals, is to ensure that each student is gradually progressing throughout the school year.
Short-term goals are purposeful because they allow us to decide whether or not to continue
with the next lesson, or re-teach specific areas. The short-term assessments include
worksheets, brochures, diagrams, classroom participation and working with peers. Our
short-term assessments are used to gather feedback, which can guide our students
throughout the unit.
However, long term assessments are comprised of quizzes and exams. These
assessments are more summative, as they measure the proficiency of students
understanding throughout the unit. These long-term assessments will help our students
prepare for the NJ-ASK and other state wide tests.
Using a wide variety of assessments allows us to examine which way our student
learns best, whether its by doing an experiment and writing about it or filling out a
diagram. Each assessment is based off of each student’s specific needs. Students with visual
needs will have assessments with bigger font, as well as pairing the content with pictures.
Students with auditory needs will be able to work with partners, while also hearing the
instruction presented both visually and auditory. This is similar to students with attention
needs, who will be able to work with hands on demonstrations and experiments, while
working with peers.
Majority of the activities used in this lesson are used as assessments. This is because
it allows our students endure a wide variety of resources, not only worksheets. These
assessments are specific to each student’s abilities, and each student is graded individually
based on their work. The purpose of assessments is not to label each student with a letter
grade; rather, it allows us to guide out instruction to meet the needs of each student.
Lesson Plan 1: Water Cycle
Grade: 4
Time: 45 minutes
Standard:
5.2.4.A.2 - Plan and carry out an investigation to distinguish among solids, liquids, and
gasses.
5.2.2.A.2- Identify common objects as solids, liquids, or gases.
5.2.P.B.1- Explore changes in liquids and solids when substances are combined, heated, or
cooled (e.g., mix sand or clay with various amounts of water; mix different colors of
tempera paints; freeze and melt water and other liquids).
Objective: Students will construct a tri-fold pamphlet that identifies the three states of
matter, with 80% accuracy.
Materials:
 Ice
 Water
 Heat Plate
 Kettle
 Beaker
 Plate
 25 Sheets of Construction Paper
 SmartBoard
o http://www.sciencekids.co.nz/gamesactivities/gases.html
o http://www.chem.purdue.edu/gchelp/atoms/states.html
o http://www.physics.umd.edu/lecdem/services/avmats/slides/I4.%20CHAN
GES%20OF%20STATE/I4%20States%20of%20Matter%20and%20Changes
%20of%20State.jpg
Lesson Sequence:
1. Lesson Introduction (Motivation):
a. “Good morning friends, today I will be introducing a new unit to you. In this
unit we will be learning about the water cycle. Before we begin, I’d like you to
turn an talk to a partner about what you know about the water cycle and
what you would like to learn about the water cycle.”
i. Give students one minute
b. “Okay, I heard some great responses. Can I have a few volunteers to share
their ideas.”
i. Record on the board under “K & W”
2. State Objective and Purpose:
o “Before we learn about the water cycle, we need to learn about the three
states of matter. So today we are going to be focusing on what the three
states of matter are. Can anyone name the three states of matter?”
3. Development:
a. “States of matter, are the different forms in which matter takes on. Today we
are going to learn about three of the main states of matter; however, there
are five in total, but we will only focus on these three.
i. Open interactive website on SmartBoard
b. “Gas is one state of matter where molecules are loosely spread within a
container. Looking at the SmartBoard we notice that the gas molecules are
floating around freely within the space. Whereas, this is different for liquids
and solids.
c. “Liquid is another state of matter, in which molecules take up majority of a
container. Lets take a look at the SmartBoard and see what the liquid
molecules look like. “
d. “Lastly, we have solids, which are compacted molecules in a tight space.
These molecules are packed closely together with no space. Take a look
under the gas molecule on the SmartBoard. How are gas molecules different
from solid molecules? Great, solid molecules are packed together; whereas,
gas molecules roam freely.
i. Open interactive diagram on SmartBoard
e. “Here I have a diagram of the three states of matter, and on the bottom is an
everyday object. I would like a few volunteers to come up and place the
object under the correct state of matter.
f. “Now that we know about the three states of matter, I am going to
demonstrate how each of these stages change. Matter changes when it is
exposed to different conditions.”
i. Bring out ice, liquid, and kettle
g. “Here we have a glass of water, what stage is this? Great, liquid because the
molecules are packed close together, but there is still space in between the
molecules. How would someone change a liquid to a solid? Great, by freezing
the object.
i. “Here is a challenge, what is the freezing point of a liquid?
1. Awesome, 32 degrees Fahrenheit.
h. “Now we have an ice cube, which state of matter does this best represent?
i. “Great! A solid. Why do you think this is a solid? Great, because the
molecules are packed closely together. How would you change a solid
into a liquid? Great, by melting it.”
i. “While you were at lunch, I boiled a cup of water in this kettle. What state do
you think the matter will represent? Great, a gas because the molecules are
spreading freely within the container.”
i. Show the students the steam that comes out of the kettle.
j.
“When a gas turns into a solid, it is called sublimation. However, when a gas
turns into a liquid it is called condensation. When do you see condensation?
Great, in a hot shower.
k. “Whereas, when a liquid turns into a gas, it is called evaporation. So when
liquid is heated, it evaporates into the air causing the water vapor to rise.
i. Hand out reference sheet of states of matter changes.
ii. Have students return to seats.
l. “At your seats, I am going to pass out a sheet of construction paper. With this
sheet you will fold it into three sections like a hamburger (Demonstrate). On
each panel you will write down each of the states of matter. Under each state
you will define the state, explain how the molecules are arranged, draw a
picture of the molecules and a picture of the state. Don’t worry about
drawing the picture right now, because if you don’t finish you can take it
home for homework. While you are working, you may come up to the front of
the classroom and look at the states of matter. You may only touch the liquid
and solid forms!“
i. Give students 15 minutes to complete
m. “Before we leave for gym, I would like everyone to take out a sheet of paper
and write down the three states of matter, and three interesting facts that
you learned today. I will give you two minutes, and as you leave the class
please hand it to me.”
4. Assessment
o Short term:
 Students will be assessed on their ability to create accurate tri-fold
pamphlets. These pamphlets will be assessed using a grading rubric. I
will determine student understanding by assessing the students exit
cards, in which they will give me at the end of the period. Students
will also be assessed on their participation throughout the class
period.
o Long term:
 At the end of the week, the students will be given a quiz with three
scenarios. The scenarios will consist of each state of matter, and the
students will have to explain how they would form each state of
matter, and how the molecules are arranged.
5. HW Application
o The students will bring home their Three States if Matter fold and draw a
picture that correlates with each state.
6. Adaptations:
o Presenting a diagram of each state for visual learners.
o Students with visual needs will be able to see the online interactive diagram,
viewing the demonstration, and also be able to refer to the reference sheet
for the pamphlet.
o Students with auditory needs will be able to hear the each description of
matter, while also being presented with a visual.
o Allowing the students to come to the board to match objects with states of
matter, this will benefit students with attention and kinesthetic needs.
o For students who need additional information, a reference sheet will be
provided to help with the pamphlet.
Lesson Plan 2: Water Cycle
Grade: 4
Time: 45 minutes
Standard:
5.4.4.G.1 - Explain how clouds form.
5.4.4.G.2 - Observe daily cloud patterns, types of precipitation, and temperature, and
categorize the clouds by the conditions that form precipitation.
5.4.4.G.3 - Trace a path a drop of water might follow through the water cycle.
5.4.4.G.4 - Model how the properties of water can change as water moves through the
water cycle.
5.2.4.B.1 - Predict and explain what happens when a common substance, such as
shortening or candle wax, is heated to melting and then cooled to a solid.
Objective: Students will perform the three processes of the water cycle, by presenting a
diagram, with 100% accuracy.
Materials:
 Water Cycle Diagram worksheet
 Interactive Water Cycle Diagram
o http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
o Evaporation magnet
o Condensation magnet
o Precipitation magnet
 Scholastic Water Cycle Video
o http://teacher.scholastic.com/activities/studyjams/water_cycle/
 Performance Diagram Materials:
o 15 arrows
o 5 clouds
o 5 vapors
o 5 raindrops
 Water Cycle Song Lyrics
Lesson Sequence:
7. Lesson Introduction (Motivation):
a. “Boys and girls, can anyone recall the three states of matter that we learned
about from the last class, and an example to go with each? Great, I’m glad you
all remembered!
8. State Objective and Purpose:
o “Well today boys and girls we are going to learn about the water cycle and
how the states of matter are incorporated into its cycle.”
9. Development:
a. “Friends, does anyone know what the water cycle is? Great. Well the water
cycle is a path that water takes from the Earth to the clouds and back again.
They call it a water cycle because the water continues to move around
through three different processes. The three main processes of the water
cycle are evaporation, condensation, and precipitation.”
b. “When water gets warmed by the sun, the water changes from an liquid into
a gas called water vapor through the process of evaporation. A great way to
remember evaporation is by looking at the word vapor inside of the word
evaporation. “
i. Have a student come up to the board and evaporation on the
interactive diagram using the magnetic strips.
c. “After the water vapors rise into the air, they cool down and form droplets of
water which turn into clouds called condensation.”
i. Have a student come up to the board and label condensation on the
interactive diagram using the magnetic strips.
d. “When the clouds get full of water they become dense to the point where it
can no longer hold the water and it begins to rain. Rain is a form of
precipitation. What other forms of precipitation aside from rain? Great!
Snow, sleet and hail are also forms of precipitation.”
i. As a class have the students point out where precipitation is on the
interactive diagram and the teacher will label it.
e. “Now that we know about the three main processes of the water cycle, we
are going to watch a short video on how the processes form the water cycle. ”
i. Play the video (3 minutes long)
f. “Did you enjoy the video? Great, I did to! In what ways is the water cycle
similar to the three states of matter? Awesome. When liquid turns into gas it
is a process called evaporation; whereas, when a gas turns into a liquid it is
called condensation. So what is it called when a liquid turns into a solid?
Great, freezing. And how about when a solid turns into a liquid? Great,
freezing.”
g. “Now we are going to take a few minutes to label a diagram that I have
created for you. If you are finished early you may color the diagram.”
i. Hand out Water Cycle Diagram
h. “When you are finished labeling the diagram, leave your sheet on my desk
and I will return it to you at the end of the day. When I return them back to
you please keep these sheets, so we can use them for a study guide for our
test.”
i. “Now that we are professional water cycle scientists, we can demonstrate
how the water cycle works. I am going to place each of you into a group of
five, and as a group you are going to perform a demonstration of the water
cycle using the props that I will give you.”
i. Groups will be flexible and will be apparently random, meaning that
the students will think that the groups are random, but there is a
given purpose. Students will be given a card labeled with a number,
either 1,2,3,4, or 5.
j. Each group will be given three arrows to represent the cycle, one cloud, one
raindrop, and three vapors. It is your job as a group to place the props in
order and be able to explain each. Each member of the group must be doing
something in the performance whether its holding the props or explaining
the diagram. I will give each group 15 minutes to gather information. When
you are finished you will each perform the cycle as a group in front of the
class.”
i. Form students into five groups of five.
ii. Hand out props and materials.
iii. Timer for 20 minutes.
k. “As each groups presents I want each of you to pay close attention. At the end
of each performance, I want a few volunteers to give a positive comment to
the performing group.”
i. Students Perform Water Cycle
l. “I am so proud of all of you. Each of you did a great job on your performances.
Before we move to our next subject, we are going to sing a water vapor song
as a class. The beat of the song is She’ll Be Coming Around The Mountain.”
i. Hand out lyrics.
m. “I think we should volunteer to tryout for American Idol as a class. For
homework I want all of you to create a song or poem, like I did using the
water cycle. You may choose to focus on one process, all process, or the
movement of the water cycle. If you choose to do a song, make sure you
include a beat in which your song will go with and a title; that goes for poems
to.
10. Assessment
o Short Term:
 Students will be assessed on their participation during the
introduction of the lesson. I will determine success if the students are
able to work cooperatively together with their groups and form
accurate diagrams. The diagram and lyrics worksheet will also be
assessed.
o Long Term:
 At the end of the week the students will be given a five question quiz
that will test their understanding of how the water cycle works.
Within the quiz will also be a diagram of the water cycle, in which they
will label.
11. HW Application
o The students will create a song or poem about the water cycle. They may
choose to focus on one of the process, all of the processes, or the movement
of the water cycle. Requirements for each follows:
 Poem – Title, the poem itself, and a picture (internet or hand-drawn)

Song – Title, beat, and lyrics
12. Adaptations:
o Presenting a video and an interactive diagram allows students with visual
needs to better understand the material.
o Students with auditory needs will be able to hear the video and listen to the
lyrics of the song to better remember the processes of the water cycle.
o Allowing the students to move around in groups and perform allows
students with kinesthetic needs to better understand.
o Students with attention needs will also benefit from moving around during
the performance. Students with attention needs will be instructed to hold the
props during the performances, so that a visual will keep them focused.
o For students who need additional information, a word bank will be provided
on the diagram worksheet.
o Groups will be apparently random, so that students with lower needs can
work with students with higher skills.
Lesson Plan 3: Water Cycle
Grade: 4
Time: 45 minutes
Standard:
5.4.4.G.3 - Trace a path a drop of water might follow through the water cycle.
5.4.4.G.4 - Model how the properties of water can change as water moves through the
water cycle.
CCSS.ELA-Literacy.RI.4.4 - Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.Math.Content.4.MD.A.1 - Know relative sizes of measurement units within one
system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system
of measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as
long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet
and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
Objective: Students will perform an experiment and compare it to the process of the water
cycle, with 90% accuracy.
Materials:
 Song/Poem Homework
 Randy The Raindrop Poem
 Observation Worksheet
o Conversion Sheet
 Experiment (Materials per group):
o 2 cups of Water
o 1 sheet of Wax paper
o 1 Heat plate
o 1 Coffee cup
o 1 Large metal bowl
o 1 Giant rubber band
o Timer for 15 minutes
 White board with Marker
Lesson Sequence:
13. Lesson Introduction (Motivation):
a. “Boys and girls, before we begin I want everyone to turn and share with a
neighbor your song or poem that you created for homework”
i. Take a few minutes and allow students to share with a partner. Call on
a few volunteers to share to the class.
ii. When students are finished, collect the poem/song so that it can be
hung up on the wall.
b. “Wow, I loved listening to all of your songs and poems! I bet we can use those
lyrics to recall the water cycle as we put them to use today!”
14. State Objective and Purpose:
o “Well today friends we are going to create our own water cycle by
performing an experiment to better understand how the water cycle works
in real life!”
15. Development:
a. “Friends, can anyone recall the three main processes of the water cycle?
Great, evaporation, condensation and precipitation. Well today we are going
to see how all three of these processes make up the water cycle in a real life
experiment. “
b. “Before we begin I want to go over a few safety rules with you. Each of you
will be placed in a group of five (a total of five groups or five). At each table
there will be a heat plate and this plate gets very hot! Only I will be turning it
on and off, and placing the items on the hot plate. Does anyone have any
questions? Okay great!”
i. Groups will be flexible and random. Groups will be according to the
clothing that they are wearing that day.
c. “You will be doing the following steps during your experiment:
i. First you will gather all of your materials.
ii. When you are finished gathering your materials, call me over and I
will turn on your hot plate and place the metal bowl on top of it.
iii. Then you will fill up your measuring cup with 2 cups of water.
iv. Once I place the metal bowl on the heat plate, you will place the coffee
cup in the center of the bowl.
v. Next you will add the 2 cups of water into the metal bowl, not the
coffee cup.
vi. After you will cover the entire metal bowl using wax paper, and
securing it with a giant rubber band.
vii. When you are finished you will set your timers to fifteen minutes.
d. “Before you begin your experiment, each of you will be filling out an
observation sheet. You will first write down your hypothesis and the
materials needed to perform this experiment. While listing your materials, I
would like you to convert the liquids into two other forms of liquid
measurement units. For example, if I am using 8 cups of water I can also
convert that to 4 pints or 2 quarts. “
e. “When all of you are done putting together the experiment, you will come
meet me at the rug. Lets begin!”
i. Allow students to put together their experiment and list the
hypothesis and materials.
f. “As we wait for our experiment to be complete, I want everyone to turn and
talk to a partner about what they think will happen, also known as your
hypothesis.”
i. Allow students time to share and then have a few students volunteer
their responses.
ii. Record responses on the board for future reference.
g. “I like the predictions that I heard so far. While we wait, I want to read you a
story about Randy the Raindrop. Lets take a minute and think to ourselves
about how Randy the Raindrop relates to the water cycle? Would anyone like
to volunteer their response? Great, lets find out!”
h. Hand out a copy to each student and read Randy the Raindrop.
i. “Did everyone enjoy the poem? Great, I did too! So, can someone tell me how
Randy relates to the water cycle? Awesome, Randy represents the process of
water as it journeys from earth to the clouds and back again, just like the
water cycle. Does Randy necessarily need to be a raindrop, or can he be
something else? Yes, you’re correct. Randy can be snow, sleet or hail because
there are four forms of precipitation. He could be Steve the Snowflake or
Hailey the Hail. When we go back to our seats to make observations, I want
you to keep in mind the process in which water travels in the water cycle.”
j. “When I call you by groups, I want you to go back to your seats and write
down on your sheet your observations and why you believe it happened. I
also want you to record whether or not your hypothesis was correct and how
you converted your 2 cups into a different measuring unit. On the back of the
observation sheet I want you to draw a diagram of the experiment and label
what each material represented. Remember do not touch the hot plate, I will
come over and turn it off. “
i. Allow students a few minutes to record their observations.
k. “When you finished writing down your results, I want you to find a partner,
that you haven’t shared with yet, and compare your results. Mention whether
or not your hypothesis was correct or not and why you made that
hypothesis.“
i. Allow students a few minutes to share.
l. “Can someone from each table share what they observed and why they
believe that happened? Great, I love how keen your observations are.
m. “I am so proud of all of you. You did a great job today. Before we line up for
gym, can someone explain why the water rose to the top of the wax paper
and why the water ended up in the cup? Great! The heat plate represented
the sun, which allowed the water to evaporate and form condensation, which
was the steam on the wax paper. When the steam couldn’t hold the water
anymore, it precipitated into the coffee cup! Wow, great job today class,
remember to leave your sheets on my desk.”
16. Assessment
o Short Term:

Students will be assessed on the accuracy of their observation
worksheets. I will also assess students ability to work cooperatively
with their teams, as well as their participation throughout the lesson.
o Long Term:
 At the end of the week, the students will be given a packet to complete
for the following week. This packet will contain worksheets and
diagrams for the students to label. The packet will cover the states of
matter, the water cycle and its processes.
17. HW Application
o The students will be given a C.O.W. (Challenge of the Week), in which they
will debate whether humans and plants both benefit from the water cycle
and its processes.
 See attached “Plants, Humans and the Water Cycle”
18. Adaptations:
o A copy of the poem will be provided to each student to ensure that students
with visual needs are better able to understand the material.
o Students with auditory needs will be able to hear the poem read aloud.
o Allowing the students to move around during the experiment and share
responses will allows students with kinesthetic needs to better understand.
o Students with attention needs will also benefit from moving around during
the experiment. Students with attention needs will be instructed gather the
materials so that a visual will keep them focused and on task.
o For students who need additional information, a conversion sheet will be
provided on the observation worksheet.
o Students with learning disabilities will be aloud to look at the experiment
longer for better observations. The student’s work does not have to be in full
sentences, and can be bulleted. If the student does not finish the work, we
will go over it together during a spare period. They will also be allowed to
take the sheet home to finish, if needed.
o Students with learning needs will also be allowed to choose the group that
they want to be placed in, so that they feel comfortable. The more
comfortable they feel in a group, the more willing they will be to share
responses.
Lesson Plan 4: Water Cycle
Grade: 4
Time: 45 minutes
Standards:
5.4.4.G.4 – Model how the properties of water can change as water moves through the
water cycle
5.4.4.G.2 - Observe daily cloud patterns, types of precipitation, and temperature, and
categorize the clouds by the conditions that form precipitation.
CCSS.ELA-Literacy.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in
the text.
CCSS.ELA-Literacy.RI.4.6- Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information provided.
Objective: Students will create a brochure that identifies the three processes of the water
cycle, with 80% accuracy.
Materials:
 The Water Cycle by Bobbie Kalman
 E-book of The Water Cycle to project on board
 Lined paper (from students notebook)
 Smart board (set up on the computer but on standby so it is ready for later use)
 Construction Paper
 Markers
 Water Cycle Diagram worksheet (from lesson 2)
 Paper with instructions for the Brochure assignment
Lesson Sequence:
19. Lesson Introduction (Motivation):
a. “Boys and girls, can anyone recall the three processes of the water cycle and
what happens to water in that process? Great, I’m glad you all remembered!”
20. State Objective and Purpose:
o “Well today boys and girls we are going to learn more about each process of
the water cycle and we are going to learn about transpiration.”
21. Development:
a. “Friends, the water cycle are a very important part of our ecosystem. It
allows water to travel from the Earth to the clouds and back again. We have
been talking a lot about evaporation, condensation and precipitation the past
couple of days and today we are going to learn a little bit more about each
process.”
b. “Friends, please take out your science notebooks and open to a new page.
Write The Water Cycle on the top as well as the date; now draw two lines in
the center of the paper to create three equal sections. Label each section,
Evaporation, condensation and precipitation.”
c. “Boys and girls, I am going to read you a story by Bobbie Kalman called The
Water Cycle (hold up book). While I read, I want you to pay close attention to
each process of the water cycle and take notes on your table you just made.
Some of the information you may already know, but you will learn a lot of
new information so write everything you think important down.”
i. Project the book on the board to have students follow along with.
ii. Read the book aloud; hold the book where all students can see. Stop
often to ask students what information they are writing down so
students can stay focused throughout the book.
d. “Wow, I learned so many new things about the water cycle, looking at your
chart what did you learn about the processes of the water cycle? (write down
everything that students say about what they have learned)
e. “While I was reading, I noticed that they introduced a new process called
Transpiration. Does anyone remember what transpiration is?”
i. Call on students to say what they recall about transpiration.
f. “That’s right! Transpiration deals with plants. It is water is carried from the
roots of a plant to the underside of the leaves. This water will then change
into water vapor and is released into the atmosphere. It is just like
evaporation but it is with water from plants instead.”
g. “Boys and Girls, we are now going to create a brochure using all of the
information we have learned about the water cycle so far. Everybody will get
a piece of construction paper and you will fold it into three sections.”
i. Demonstrate how to fold the paper step by step for students.
ii. Hand out instructions for assignment so students can follow along and
take notes as you explain
h. “In this brochure, you must include a title, your name and color pictures to
support your words. You must have a labeled diagram of the water cycle, the
four processes of the water cycle (including transpiration) and a definition
for each, five interesting facts about the water cycle and three quiz questions
you would want the reader to ask. Attach the answers on a spate sheet of
paper. You may use any class notes you have so far and use the water cycle
diagram worksheet from two days ago to help you with your drawings.”
i. Have students go back to their desk and distribute all supplies. Allow
them to work independently for fifteen minutes
i. “Wow! All of your brochures are turning out great. It is almost time to go to
lunch, so I need everyone to clean up. Please put all supplies back where you
got them from. If you are not done with your brochure it is ok. You will be
finishing your brochure for homework tonight, so please put the directions
and any notes you need in your homework folder. When you are done, have
a seat on the rug”
j. (when all supplies are away and students are on the rug begin closure)
k. “Friends, what are some new facts that you learned about the water cycle
today? Great!! You guys are becoming experts about the water cycle. Don’t
forget to finish your brochures for homework tonight, so we can share them
tomorrow!”
22. Assessment
o Students will be able to accurately draw and label, a diagram of the water
cycle, identify the four process with accurate definitions and know important
facts about each process.
23. HW Application
o The students will finish their brochure which they started in class, follow the
following directions:
 Includes a title, your name and a picture
 A labeled diagram of the water cycle (internet photo or drawn)
 Four processes of the water cycle and what each are
 Five interesting facts about the water cycle
 Three quiz questions you would want your reader to ask. Attach the
answers on a separate sheet of paper.
24. Adaptations:
o Projecting the book The Water Cycle, on the projector so it is big for all
students but especially students with visual needs, to follow the words and
look at the picture
o For students with auditory needs, read the book loud and clear so students
can follow along with the words.
o Having students to fill in a table so students can stay focused on what is
important in the book
o Students are allowed to use any class notes to help create the brochure.
o Having students create the brochure, drawing diagrams will help students
with kinesthetic needs to better understand.
Lesson Plan 5: Water Cycle
Grade: 4
Time: 45 minutes
Standard:
5.4.4.G.3 - Trace a path a drop of water might follow through the water cycle.
5.4.4.G.4 - Model how the properties of water can change as water moves through the
water cycle.
CCSS.ELA-Literacy.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific
information in the text.
Objective: Students will create a commercial explaining the benefits of the water cycle,
with 100% accuracy.
Materials:
 Chart paper
 iPad’s
 Instructions for assignment
Lesson Sequence:
25. Lesson Introduction (Motivation):
a. “Friends, Take out your brochures from yesterday. With your table, share
with each other your brochures and your five interesting facts about the
Water Cycle
i. Walk around the room listening to facts, making comments to each
table
ii. Allow about five minutes for this
b. “Wow, I heard a lot of interesting facts, does anyone want to share their
facts? “
i. Call on at least three students
c. “Everybody did an awesome job creating their brochure. Now the captain
from each table, collect all of the brochures and place them in the bin on my
desk”
26. State Objective and Purpose:
o “Well today friends we are going to learn about who and what can benefit
from the water cycle and why it is important.”
27. Development:
a. “Boys and Girls, over the last week we have talked so much about the water
cycle and the different processes that the water cycle consists of. I want you
to think about everything we have done so far, and think about how we can
benefit from the water cycle”
i. Have students think about it for a minute or two
b. “Now turn and talk to a partner about how we can benefit from the water
cycle. After you talk, I will be calling on three people to discuss what they
think”
i. Let students talk for a minute, while the teacher gets out chart paper
labeling ‘how we benefit from the water cycle” on top
c. “So who can tell me, different ways that people can benefit from the water
cycle”
i. Call on three people with their hands raised
ii. Write down everything that is being said on chart paper
d. “Learners, we have thought of some great ideas of how we as people can
benefit from the water cycle. Today, I am going to split everyone up into
groups of three, and you are going to do some research of the benefits of the
water cycle. After you are done gathering research, you will make a video
commercial in your groups in order to explain the importance of the water
cycle.”
e. “Each group will receive an iPad in order to research the benefits, as well as
to record your commercial. You will be recording your commercial on the
iPad and it must be under two minutes long.”
i. As the teacher is explaining this, walk around the room handing out
the instructions for this assignment.
f. “Friends, take a look at the requirements for this assignment. In your video
commercial, you must include at least three ways that we can benefit from
the water cycle. You must link the benefit back to one of the four processes
of the water cycle. For example, you can use evaporation and how
evaporation regulates the earth’s temperature so we can live on it”
i. Ask if anyone has questions or comments
g. “There are going to be eight groups of three for this assignment. We will be
counting off by eight to form our groups”
i. Have students count off and separate into the groups spaced out
around the classroom
h. “Now that everyone is in your group, one group member may come up and
get an iPad. Remember I am here to help you so please come to me if you
need any materials or have any questions. You will have the rest of this
period to work on this”
i. Allow students to work in their groups for the remaining of the
period. Circle often to ask what each group is getting for their benefits
and redirect or give clues to groups in which are struggling.
ii. Give ten and five minute warnings to remind students to start to finish
up
i.
j.
“Boys and girls, you all found great benefits that the water cycle has. Can
anyone name one benefit that they found out? What process of the water
cycle does this connect to? Great!!”
“Tomorrow, I will give you ten minutes to finish up your commercials, and
they we will watch all of the great commercials you made during snack time”
28. Assessment
o Students will be able identify three benefits of the water cycle.
29. HW Application
 The students will be interviewing at least two people about the water
cycle. They may choose a friend, relative or any other person that
they know
 Students may choose the questions that they ask the interviewee
however they must include how the water cycle works and how it
affects them personally. (Remind students that some people may not
know and that is ok but right down what they do say. You can inform
the person you are interviewing of the correct answers).
 Students may either video record the interview or type up a script in
which they must type the questions and the answers.
30. Adaptations:
o Think Pair Share, in the beginning to help students Think about how the
water cycle may benefit them.
o For kinesthetic learners, getting to perform and act the benefits of the water
cycle.
o Acting out and being hand on will allow students with attention deficits to
stay on task and be excited. Allow these students to make and hold the
props.
o For students who are visual learners, writing answers on the chart paper
allows students to visualize and read answers from other students
o By forming groups by random assignments, will allow students to work with
new people and also allow a range of different levels to work together.