Subject: Nature
1. Topic-
Water Cycle - What?
 
2. Content-
Art: skills; Visual Arts: Create/Communicate
English: Analyze/Interpret; Constructing Meaning; Group Discussions; Speaking; Teamwork
Science: Air; Condensation, Conservation; Cycles; Evaporation; Heat; Observation; Precipitation; Water; Weather
 
3. Goals: Aims/Outcomes-
1.Learners will develop an understanding of the water cycle.
2. They will then use this knowledge to create a tactile model of the water cycle and then relate these ideas to the importance of water conservation.
 
4. Objectives-
1. Take part in the group discussion about the Magic School Bus book.
2. Recognize each step of the water cycle
3.
 
5. Materials and Aids-
Blue, Yellow and Brown construction paper
Sand and grass clippings (optional)
Cotton balls (Stretch out the cotton ball to form "clouds"�)
Crayons/colored pencils/markers
White glue
Scissors
Masking tape
The Magic School Bus Wet All Over : A Book About The Water Cycle by: Pat Relf
 
6. Procedures/Methods-

A. Introduction-

1. Read the Magic School Bus book.
2. Emphasizing major points in the book that mention the steps of the water cycle.
3. Using the first handout, students can have a discussion of the steps they heard throughout the story.
 

B. Development-

1. Handout worksheet two, which is a handout on the water cycle that students can color in.
2. Going through each step, the teacher will then have the students write underneath each step a description on what happens in each.
3.
 

C. Practice-

1. Teacher will explain how each student will get to cut out and create their own water cycle.
2. giving them handout three
3. Students cut out cloud and rain drops
4. Students can fill them in using white glue and stretched cotton balls.
5. Cut out blue construction paper to look like water.
6. Cut out brown construction paper to look like land (If available can add sand and grass)
7. Cut out yellow construction paper to look like the sun.
8. Add all pieces in plus handout four with description arrows.
9. When all pieces have been added, set aside to dry.
 

D. Independent Practice-

Filling in the cycle worksheet.
 

E. Accommodations (Differentiated Instruction)-

Use a terrarium to set up in class to use after the lesson is over that student can view throughout the rest of the chapter.
 

F. Checking for understanding-

1. Observe each student during the group discussion
2. Observe during the creation of their water cycles.
 

This Lesson Plan is available at (www.teacherjet.com)