This is a lesson for a grade 2
science class. The students have been learning about “Air and Water in the
Environment”. They have already conducted and observed experiments that has
exposed them to the appropriate science vocabulary for this unit. In this
lesson students will get introduced to the water cycle.
Curriculum Expectations:
Overall Expectations:
2. - investigate the
characteristics of air and water and the visible/invisible effects of and
changes to air and/or water in
the environment;
Specific Expectations:
2.4 - investigate the stages
of the water cycle, including evaporation (e.g., heat water in a kettle), condensation
(e.g., collect the water vapour from the kettle on an overturned mirror),
precipitation (e.g., allow the water vapour on the overturned mirror to
collect, cool, and drop), and collection (e.g., let the dripping water
accumulate in a container)
2.6 - use appropriate science and technology vocabulary,
including solid, liquid, vapour, evaporation, condensation, and precipitation,
in oral and written communication
Key Vocabulary:
-
Evaporation
-
Condensation
-
Precipitation
-
Collection
-
Cycle
Lesson Plan:
1.
Have students join you on the carpet.
2.
Write down the word “Cycle” on the
Smartboard.
3.
Think-Pair-Share: Review expectations
for group work/working with a partner first:
Have students discuss
what they think the word “cycle” means, think of examples of cycles.
4.
Discuss answers. Explain that a cycle is a
series of events that regularly repeat in the same order. “A cycle is something
that keeps repeating”.
5.
Write down “Water Cycle” on the Smartboard.
6.
Think-Pair-Share: Have
students discuss what they think a “water cycle” is.
7.
After sharing, watch the video:
The Water Cycle Song
8.
Go over the vocabulary of the water cycle.
Have students repeat the words after you.
9.
Activate
Prior Knowledge- Think-Pair-Share: When did we use these words before?
Any experiments? Examples/explain. Take up.
10.
Jigsaw
activity:
Put students into groups of 4. Provide each student with a handout (double
sided) with information about the water cycle. Assign each person from the original
“home” group to focus on one part of the cycle. Have them read or look over the
information themselves first for a couple of minutes and then have students meet
with their expert group (students with the same part of the cycle). In expert
groups, have students ask each other questions, share thoughts about the
reading. Have them research their topic even more in the books provided and/or
by using the iPads (watching videos, looking at pictures). Have students return
to their “home” group and take turns sharing the information they learned.
Jigsaw Instructions:
11. Whole-Group Instruction: Summarize
the learning, putting emphasis on the vocabulary. Watch the video again.
12. Follow-up activity: Student
independently complete the Water Cycle Worksheet, labelling each part of the
cycle with the correct vocabulary word: evaporation, condensation,
precipitation and collection. Once done labelling, student can colour in their
page. Take this time to talk check in with students one-on-one.
Extension/Accommodation:
-
Create a water cycle in a bag and hang on the
classroom window.
-
Create an anchor chart with the class.
-
Students will create a comic strip outlining the
life cycle of a water drop.
-
Provide students with a graphic organizer.
-
Create success criteria with the students.
-
Provide sentence starters, and possible
prompts for comic strip.
-
Show an exemplar of the assignment.
-
Create sequence cards for students to put in
the correct order.
Integrated Learning:
Listening
- Listen to instructions
- Listen to partners during Think-Pair-Share and Jigsaw
activity
- Listen to classmates’ opinions during class discussion
- Listen to song
Speaking
- Speak in small groups during Think-Pair-Share and
- Speak during class discussion
Reading
- Read handout about water cycle
- Read words during song (video)
- Read text in books and iPad
- Read vocabulary words to label the picture on follow
Writing
- Write down the vocabulary words when labeling during
follow up activity
The Classroom
This is a mainstream class that has ELL students, with
one at the beginner level. Beginner level accommodations include:
-
personal science picture dictionary, the
student will have a picture of the water cycle in their dictionary
-
word box on handout
-
text about water cycle in L1 and L2
-
Anchor charts
-
Word wall
-
During comic strip activity, I would scribe
and/or prompt the student.
-
I would provide the text in the student’s
first language as well.
- Oral and visual instructions
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