Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
Page 1
5/13/15
MST Lesson Plan: The Lovely Life of Precipitation and Collection Water Cycle
Lesson # 1: “Precipitation and Condensation”
Bloom’s Taxonomy: Knowledge, Comprehension, and Application
Gardner’s Multiple Intelligence(s): Bodily Kinesthetic, Logical, Visual, and Natural Intelligence
Children’s Literature: The magic of water by G. Warren Schloat Jr.
NYC Science Scope & Sequence
Inquiry Skills:
Communicating, Gathering and organizing data, interpreting data, and observing.
Process Skills: Develop an appreciation of and respect for all learning environments
(classroom, laboratory, field, etc.). Generate appropriate questions (teacher- and studentbased) in response to observations, events, and other experiences. Communicate
procedures and conclusions through oral and written presentations.
Order and sequence objects and/or events, Observe, analyze, and report observations of
objects and events.
NCTM Math Skills
Process Standards: Formulate questions that can be addressed with data and collect,
organize, and display relevant data to answer them.
Weight the water
Content Standards: Use representations to model and interpret physical, social, and
mathematical phenomena.
Multiplicative thinking and Equivalence
Measure the water
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
Page 2
5/13/15
ISTE NETs Standards for Literate Students
Standards:
 Apply existing knowledge to generate new ideas, products, or processes, identify
trends and forecast possibilities, understand and use technology systems, advocate
and practice safe, legal, and responsible use of information and technology, exhibit
a positive attitude toward using technology that supports collaboration, learning,
and productivity
 Creativity and innovation
 Communication and collaboration
 Research and information fluency
Behavioral Objectives:
1. To understand how water is recycled by natural processes on earth with precipitation and collection
and how they impact the water cycle.
2. To be able to create and decorate the bar graph based on the topic provided to record data about
precipitation.
Motivational Constructivist Question and/or Activities for the lesson entitled
“Motivation/Constructivist Questions”:
1) What is precipitation and collection?
2) What examples consist of precipitation and collection?
3) How does precipitation begin?
Time Duration: One period (45 minutes)
Procedures:
1. Today, I brought my favorite book called, “The Magic of Water by G. Warren Schloat Jr. We are
going to read the first chapter of the book called, “Everything Alive Needs Water.” Can anyone tell
me when water falls on the leaves, what is this process called? Then, I accept these answers with
students’ that give me from their prior knowledge. First, we talk about why is water cycle important to
living things, the benefits and importance of the water cycle, and what did we learn about precipitation
and collection? We know that water is important for living things. Water falling down at the ground is
called precipitation. Water that falls down to the ground –such as lakes, water, and oceans is called
collection. While I will read this book, I will ask questions about the book to make sure you are
grasping the information about precipitation and collection so pay attention to the pictures of the book.
After we finish the reading, we will also draw a diagram of the water cycle to show how precipitation
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
Page 3
5/13/15
and collection works. We will have an activity/experiment to visualize precipitation and collection.
We will do a small activity by drawing a bar graph chart to do ten day weather of comparing each day
of precipitation in Brooklyn, New York 11230.
Questions:
I). Closed-Ended Questions:
1. What are the different stages of the water cycle?
i. We learned the water cycle consists of four stages: evaporation, condensation, precipitation,
and collection.
2. Why is it called the water cycle?
i.
Water cycle reoccurs over and over again.
3. What happens when a mass of warm water vapor is cooled?
i. The water vapor in the air condenses onto tiny suspended particles in the air and forms a
cloud.
II). Open-Ended Questions:
a. What is the important thing you learned about the precipitation and collection and how
they impact the water cycle significantly?
b. Why is precipitation and collection an important part of the water cycle? Why does
precipitation and collection happen?
c. Why do you think we need dirt in the water cycle to bring about precipitation? What
does rain do for us?
Materials:
1. Smart board with a connected computer with internet (to use programs like paint and internet
to demonstrate to class and help them visualize the water cycle.)
2. Internet connected computers for each student
3. Water
4. Water bottle with holes to do precipitation
5. Box to demonstrate collection after water flows from the water bottle holes
6. Markers
7. Coloring paper
8. Pencils
9. Chart paper
Assessment: Includes both an example of a Student Performance Based Product and the
corresponding Rubric set to the following NCATE format.
1. Students will be able to record and create a table to record data on ten days of precipitation of
May 2015 on weather.com at Brooklyn, New York 11230.
2. Students will draw and label the bar graph of precipitation and label both axis correctly and
have a title for their bar graphs. They will decorate the bar graph with details and attraction.
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Page 4
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
5/13/15
3. Students will understand the water cycle by they will create a diagram of the whole water cycle
independently.
4. Please supply an example of a student’s performance based product (target rating of “3”).
RUBRIC FORMAT
Behavioral
Target
“3”
Bar Graph
of
precipitation
is
correctly entitled ,
Satisfactory
“2”
Bar Graph
of
precipitation
is
correctly entitled,
Ob
i.e.: Spreadsheet ject
&
ive
Congruent
#1:
Bar
Graph
axes are labeled, all
For precipitation
axes are labeled,
data is entered and
computations are
100% correct
according to
and there is one
minor error in
entering
data
and/or
spreadsheet.
computations
according to
spreadsheet.
Behavioral
Objective #2:
To explain how the
concepts of
precipitation and
collection impacts the
water cycle.
Students are able to
define the concepts of
precipitation and
collection correctly.
Students can
contribute to new
information about the
phases of the water
cycle.
Dr. Sharon Anne O’Connor-Petruso
Students can only
define/explain some
aspects of
precipitation and
collection. Student
contributes to
classroom
discussion
halfheartedly.
Unsatisfactory Student Rating
“1”
Bar Graph of
precipitation is
not
correctly
entitled,
and/or
axes
are
not labeled, and
there is more
than
one
minor
error
in
entering
data
and/or
computations
according
to
spreadsheet.
Student doesn’t
explain phases of
precipitation and
collection. Student
doesn’t contribute
to the discussion
at all or very little
participates to the
classroom
discussion.
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Page 5
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
5/13/15
References:
1. Each lesson plan has their own reference section.
2. Please utilize APA Format: current edition.
3. It is recommended that you print out a paper copy of the index page of your URL references in
case the site changes or are no longer available.
Student Performance Based Product (Target rating) for Behavioral Objective #1
Ten Day Forecast Weather Chart in Brooklyn,
New York 11230 May 2015
DAY (May)
Thu 14
Fri 15
Sat 16
Sun 17
Mon
18
Tue 19
Wed
20
Thu 21
Fri 22
Sat 23
Weather
Condition
Sunny
Partly Sunny
Mostly Cloudy
Partly Sunny
Precipitation
0%
20%
40%
40%
High
54°
57°
80°
76°
Low
69°
75°
62°
61°
Mostly Cloudy
Partly Sunny
40%
50%
73°
76°
59°
51°
Cloudy
Partly Sunny
Partly Sunny
Rain Showers
50%
0%
30%
60%
66°
68°
73°
61°
45°
48°
53°
50°
10 Day Weather Forecast in Brooklyn, New York 11230 (May 2015)
Count of
Row Labels
DAY
Cloudy
1
Mostly
Cloudy
2
Partly Sunny
5
Rain
Showers
1
Sunny
1
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
Grand Total
Page 6
5/13/15
10
Precipitation (in decimal)
10 Day Weather Forecast in Brooklyn, New York 11230 (May 2015)
Bar Graph
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Thu 14 Fri 15 Sat 16 Sun 17 Mon Tue 19 Wed Thu 21 Fri 22 Sat 23
18
20
10 Days in May 2015
Modification for ELL students to visualize on the 10 day weather forecast in Brooklyn, New York
11230 with the amount of precipitation (in decimal) in each day in May 2015 in form of the bar
graph.
Analysis: On May 14, the precipitation in Brooklyn, New York was 0. May 15 had precipitation
of .2; May 16 has precipitation of 0.4; May 17 had precipitation of 0.4; May 18 had precipitation
of 0.4; May 19 had precipitation of 0.5; May 20 had precipitation of 0.5. May 21 had precipitation
of 0. May 22 had precipitation of 0.3 and May 23 had precipitation of 0.6.
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
Activity worksheet:
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Page 7
5/13/15
Rizwana Din, Bushra Chaudhry, and Tehreem Riaz
Cbse 3203-MST inquiry unit (Lesson on precipitation and collection)
References:
Brooklyn, NY (11230) Weather. (n.d.). Retrieved May 13, 2015, from
http://www.weather.com/weather/today/l/11230:4:US
Dr. Sharon Anne O’Connor-Petruso
MST Lesson Plan NYC ver. (O’Connor-Petruso, 2010)
Page 8
5/13/15