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Title: Water travels in a cycle, Yes it does! (Think Aloud Version)Tradebook/Text: Magical School Bus Water Cycle Video Clip (1:41) Rationale: The students have learned how clouds form in the Earth’s atmosphere. This lesson will connect the water cycle with their previous cloud information. They will learn the four main stages of the water cycle. This will explain the beginning stages of the cycle so lessons can build on. They will learn about precipitation, condensation, evaporation and accumulation. Audience: The students are first grade individuals, who are full of energy. There are no special need students involved and there is not a twenty percent diversity breakdown of the class. There are 19 students total.Prior Knowledge/Connections: The students have previously learned about clouds and how they are formed when air is cooled and water vapor in the air condenses on the solid surfaces of dust particles. In the Earth’s atmosphere, the water vapor condenses to form clouds, which releases forms of precipitation. They will be able to make the connection between the previous cloud experiment and the water cycle. Length of Lesson: 40 minutesMaterials Needed: Four stages of picturesVideo clip linkWater Cycle Page (21 copies)Cut out words of four fill in the blankWhiteboard/MarkersCrayonsVocabulary Words to hang on whiteboardJournal for two sentences Lesson Objective: Students will individually demonstrate the four stages of the water cycle by labeling the stages on a worksheet with 90% accuracy. Grade Level Content Expectation (GLCE): E.FE.E.1 Water- Water is a natural resource and is found under the ground, on the surface of the Earth, and in the sky. It exists in three states (liquid=accumulation/precipitation, solid=ice/snow, gas=evaporation) and can go back and forth from one form to another.Assessment: Pre-assessment: Class predictions on the water cycle written on the whiteboardFormative: Guided practice through song and teamwork on the whiteboard.Summative: Individual Water Cycle WorksheetWhat is Happening in the LessonWhat is Being Said in the LessonClassroom Management:Students will sit on the rug for the reading of the book. Give out yellow tickets to those paying attention before the lesson. I expect students to listen and raise their hands. Be full of energy, direct, and confident with my transitions. Raise my hand when I want the students to listen and pay attention. 10-0 with positive vs. negative comments and remarks. -“I love how Robbie is sitting. I like seeing students who are paying attention.”-praise while handing out yellow tickets-Whisper until they noticeOrientation activate prior knowledgehookstate objective1. Refer back to learning about clouds, by asking these questions:*Where do you think rain comes from? *How does the water get in the clouds?(Have them use an elbow partner to discuss questions.)2. Magic School Bus Video Clip3. Today we are going to learn how water travels. Its trip never stops! #1. Introduction (2 minutes)*Pre-assessment“Have any of you heard of the water cycle?” (some raise hands) What is a cycle? A cycle has no beginning or end. It is constantly rotating through different stages. Well, you are going to learn more about it today. But before we learn about it, let’s make some predictions. What do we think the water cycle includes?” -Water-Clouds-Earth/Ground-Sky-Plants “We have made some awesome predictions. You are all becoming good scientists and making predictions!” Ms. Frizzle and her class are going to show us a little more about the water cycle. #2. Video Clip (2 minutes)Wet All Over-Magic School Bus “While we watch this movie, I want you to pay close attention to watch happens to the students in Ms. Frizzle’s class.”“As you watch the movie, see if you can find any clues about how the water moves into the clouds!”#3. Discuss Water Cycle and key words (6-10 minutes).571503247390001082675428625000981075209867500Make another column next to our predictions so we can compare information from what we thought we knew to what we know now. 013208000“What are some things we noticed while watching Ms. Frizzle’s class go through the water cycle?”“Yes, clouds play an important role in the water cycle.”“Rain collected in the rain gauge and that is called accumulation. Rain can collect in ponds, lakes, streams, rivers, or puddles!” *Show picture and put on the whiteboard“Now the students went into the air. Is there a word we heard to call that process? It is called evaporation. The sun heats up the water and it turns into water vapor.”*Show picture and put on whiteboard. “I have a motion that we are going to do when we say evaporation. Watch me. Now you do it! (bring fingers up to the sky while moving)”“Hm, now I need a good detective to explain to me what happens after they evaporated to the sky.”“Why yes, Kaylee! They became a cloud because the air got cooler and they changed back into water. This is called condensation. The water particles condense together!”(Condense move so close together. Demonstrate with 4 students if necessary.)*Show picture and put on whiteboard. “We have another motion. Watch me. It’s your turn. (link hands together above head)”“What happened when the cloud got too heavy?” (use term saturation)“Gravity pulled it down to the earth as…RAIN! This is called precipitation.”*Show picture and put on whiteboard.“I have one more hand motion for you scientists. Sprinkle your hands down just like it’s raining or snowing. Yes, I love it!”“EVERYONE STAND UP. We are going to make a water cycle with our hands. But with a song!” #4 Song (5 minutes).*Practice each line with hands motions. Repeat 3-4 times Water Cycle Hoe Down song:Water travels in a cycle, yes it does!Water travels in a cycle, yes it does!It goes up as evaporation, then forms clouds as condensationThen falls down as precipitation Yes it does!“I want five students to come up to the front and help me show the class.”#5 Guided/Formative Assessment (5 minutes)*I will be observing the students if they understand how the cycle moves constantly through each cycle. If they do not understand, I will explain each step in the cycle format by connecting all the pieces together. *After we connected arrows, I will ask students to explain to me why we chose that order. *The student who helped at the front of the class will explain for his/her classmates why he chose to place the arrow there. “Awesome job! We are now going to revisit our pictures and words and see if we can make the cycle in a circle because it has no end or beginning! It never stops! *Mix up four pictures and four word cards on the whiteboard. Pick eight new volunteers to help place the cycle in the correct order in front of the class. We will connect and draw arrows to the next stage and so on.#6 Individual Practice (5-10 minutes) (Only one of the pages with blank answers)I can write two sentences with correct capitalization and punctuation.-Journal Pages for sentences. *Sentences will show me if the student can explain specific stages the process of the water cycle through writing. I am specifically looking for the students to construct two sentences about two of the stages such as:The sun warms up the sun and it turns into water vapor. The water falls as precipitation. “Now scientists, I am going to tell directions just once, so pay very close attention. You are going to cut out the words and glue the words in the right spot. Once you’re done, you may color while others finish. So I need you to get three things. Ready? Go!”1. Glue stick2. Crayons3. ScissorsPass out water cycle papers while they are getting the items together. Walk around the room, observing students. Guiding student by asking questions as to why they chose that place for the word. *Abbey, what does the word condensation mean? What image best shows this action?*Jackson, how does the water reach the clouds? Who heats up the water?*Laila, when the water falls down to the ground, where does it go? “Once you are totally finished. Please come see me. I want those of you who are done to write two sentences about the water cycle that you learned today. Remember your I can statement, so focus on capitals and ending punctuation.”Time Chart:Total Given Time Frame: 40 minutesActual: 34 minutes (for wiggle room)Introduction: 2 minutesVideo Clip:2 minutesWater Cycle Concept:6-10 minutesSong:5 minutesGuided Practice: 5 minutesIndividual Practice: 5-10 minutesTechnology: Students will love watching the Magic School Bus video clip. It is engaging yet includes important elements of the water cycle. It is quick so students don’t have to sit and watch a long movie. It enhances the lesson by providing a visual for the students to watch the water cycle take place. Accommodations: I have cut out the four vocabulary words so the cutting doesn’t take as long and the students can focus on the water cycle stages. There are no students who are labeled in the classroom, but each student does have different learning styles. Therefore, the video clip is to engage the more visual and auditory learners. I will choose the more active students to help with the song and the guided practice on the whiteboard to accommodate their kinesthetic learning styles (ex: McCoy, Robbie, Finn, Kaden, Abbey P.). Once we do the group work, I will continue to refer back to the image on the whiteboard. If I notice many students are struggling I will gather the class and explain the cycle as a continuous circle again. Izzy and Laila will answer questions and I will challenge them to let others be scientists too. Summative Assessment: To formally assess the students I will collect their cut and paste worksheet to see if the students can correctly match the important terms to right stages of the water cycle. Real World Version:IntroductionMake a column of predictions“Have any of you heard of the water cycle?” (some raise hands) Well, you are going to learn more about it today. But before we learn about it, let’s make some predictions. What do we think the water cycle includes?” -Water-Clouds-Earth/Ground-Sky-Plants “We have made some awesome predictions. You are all becoming good scientists and making predictions!” Ms. Frizzle and her class are going to show us a little more about the water cycle.Video Clip“While we watch this movie, I want you to pay close attention to watch happens to the students in Ms. Frizzle’s class.”Water Cycle Instruction*Make a column next to our predictions“What are some things we noticed while watching Ms. Frizzle’s class go through the water cycle?”“Yes, clouds play an important role in the water cycle.”“Rain collected in the rain gauge and that is called accumulation. Rain can collect in ponds, lakes, streams, rivers, or puddles!” *Show picture and put on the whiteboard“Now the students went into the air. Is there a word we heard to call that process? It is called evaporation. The run eats up the water and it turns into water vapor.”*Show picture and put on whiteboard. “I have a motion that we are going to do when we say evaporation. Watch me. Now you do it! (bring fingers up to the sky while moving)”“Hm, now I need a good detective to explain to me what happens after they evaporated to the sky.”“Why yes, Kaylee! They became a cloud because the air got cooler and they changed back into water. This is called condensation. The water particles condense together!”*Show picture and put on whiteboard. “We have another motion. Watch me. It’s your turn. (link hands together above head)”“What happened when the cloud got too heavy?”“Gravity pulled it down to the earth as…RAIN! This is called precipitation.”*Show picture and put on whiteboard.“I have one more hand motion for you scientists. Sprinkle your hands down just like it’s raining. Yes, I love it!”“EVERYONE STAND UP. We are going to make a water cycle with our hands. But with a song!” Song*sing 3-4 times*Show words under Doc camWater Cycle Hoe Down song:Water travels in a cycle, yes it does!Water travels in a cycle, yes it does!It goes up as evaporation, then forms clouds as condensationThen falls down as precipitation Yes it does!“I want five students to come up to the front and help me show the class.”Guided Practice“Awesome job! We are now going to revisit our pictures and words and see if we can make the cycle in a circle because it has no end or beginning! It never stops! *Mix up four pictures and four word cards on the whiteboard. *Pick eight new volunteers to help place the cycle in the correct order in front of the class. We will connect and draw arrows to the next stage and so on.Individual Practice“Now scientists, I am going to tell directions just once, so pay very close attention. You are going to cut out the words and glue the words in the right spot. Once you’re done, you may color while others finish. So I need you to get three things. Ready? Go!”1. Glue stick2. Crayons3. ScissorsPass out water cycle papers while they are getting the items together. Walk around the room, observing students. Guiding student by asking questions as to why they chose that place for the word. “Once you are totally finished. Please come see me. I want those of you who are done to write two sentences about the water cycle that you learned today. Remember your I can statement, so focus on capitals and ending punctuation.” ................
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