Edu 220 Lesson Plan 1

Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: EDU 220 Name: Jennifer Lopez Romero
Grade Level: Kindergarten
Topic: The cycle of water
2. Expectation(s)
Expectation(s):
 As the teacher I expect children to participle in the activity. Also, I expect that they have had any
experience with water. I expect that children have seen rain and/or snow.
Learning Skills (Where applicable):
 Critical thinker.
 Counting
3. Content
What do I want the learners to know and/or be able to do?
 Students will be able to summarize the cycle of water.
Today learners will:
 Students will create their own little circle of water.

 Students will demonstrate their understanding of the cycle of water.
4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
 I will use a rubric and a worksheet.
25 points  15 Points  5points  0 points 

Understanding of Student can describe Student can Student can Student did not
the terms: each term of the describe a few describe a few describe any of the
cycle of water. terms of the terms with help and
cycle of water. support.
terms
Participation Students participate Student Student participate Student did not

in all the activities participate in one in discussion participate in any of
and discussion in the few activities or activity, but did
class. and not participate in
the activities.
discussions. both.
Accuracy Student label each Student label Student label one Student did not label
part of the diagram three parts of or two parts of the the diagram.
with the correct the diagram diagram with the
term. with the correct term.
Lesson Plan Template
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correct term.
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
 Students will need to know who to count from 0 to 10.

 Students will need to know some uses of the water.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of
all learners? (Must include where applicable accommodations and/or modifications for learners
identified as exceptional.)
 I will make sure that all students understand the material, if they have an additional question or
they don’t understand all the lesson I will happy to discuss with them and answer all of the
questions that they have. If they need additional time to finished the activity, I will provide an
extension until they have finished, they work. I will have additional discussion question for
students that finished early they work.
B. Learning Environment
 For this activity students will be both inside and outside of the classroom.
C. Resources/Materials
 Worksheet
 Water
 Glass
 Shaving cream
 Food coloring
 Ice
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior
knowledge, activities, procedures, compelling problem)
 Start by asking students what are ways to use the water? discuss the students answers.
 To introduce the topic, I will play the song and video of the water cycle. ()
 I will pause the video every time that the song talks about key terms like evaporation,
condensation, precipitation collection. Write the term in the board ask students if any one can said
what the song said about the term. If they don’t know replay the part in which the song describes
the term and support the students with the answer if they need it.
 After playing the song, play it one more time without pausing it.
2
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
 After watching the video ask students what they learn from the video about the water. Show a
picture of the water cycle that it is label with the appropriate name for each stage.
 Go back to the definitions that has been wrote down on the board. Explain each definition
Evaporation, Condensation, Precipitation and collection. After explaining the terms ask for
questions and answer them.
 Get a pinwheel spinner and show it to the kid and explain students that the water goes in a cycle
just like the pinwheel goes always around and around.
 Ask students if they know any examples of evaporation. Make a list on the board give additional
examples like the water in your body when you take a bath and evaporate off as you dry. The
sweating, the water that you leave in a glass after a few days, the water when is bowling. Repeat
the same question for condensation, precipitation and collection and give any example that you can
think.
 Ask if anyone have a question and answer it.
 Show different pictures of the cycle of water
 Give the instructions for the activity.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
 Students will get glass that they will fill half of the glass with water. On top of the water they will
add shaving cream about one inch. Students will get blue food coloring. They will get a worksheet
that will ask them to guess how many drops of food coloring it will take to me the cloud rain.
After they answer the question, they can start to drop the food coloring on their cloud. after they
count who many drop of food coloring it takes the cloud to rain. They will write the number in the
next question on the worksheet. After they answer the question students can decide between keep
dropping food coloring in the cloud or move to the next stage. After students are done with the
raining, they will get two or three blocks of ice. They will go outside of the classroom and fine a
place where they can get the sun light and place the ice on the floor. Students will be observing
how the ice melt and evaporate.
 After they finished with the experience, they will get back in to the classroom and finished the
worksheet in which they will label with the term the appropriate image of the cycle water.
CONCLUSION: How will I conclude the lesson?
 Ask for volunteer to describe in their own words what the water cycle is.
 Ask students to think of ways they will tell their parents about the cycle of water and discuss about
three minutes with a friend. Ask for volunteer to share they thoughts with the class.
 Ask students if they have any question and answer them.
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7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
 I need to become more effective in supporting students that need special accommodations or students
with special need. Also, make a connection in my transitions from one topic or discussion to the
other.
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What are the key steps in the water cycle?

What are some examples of evaporation?

Lesson Plan

Learning Skills (Where applicable):

 Students will create their own little circle of water.

4. Assessment (collect data) / Evaluation (interpret data)

25 points  15 Points  5points  0 points 

Participation Students participate Student Student participate Student did not

 Students will need to know who to count from 0 to 10.

CONCLUSION: How will I conclude the lesson?

Lesson Plan Template

Lesson Plan Template

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