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Water Cycle Blended Learning Lesson Plan

The lesson plan introduces students to the water cycle through a blended learning approach. Students will be grouped according to ability and rotate through stations focused on filling out a KWL chart with teacher guidance, collaboratively creating a poster labeling the water cycle stages, and playing an online game about the natural water cycle. The lesson aims to thoroughly explain each stage of the water cycle through multiple modalities to meet state standards and prepare students for future lessons on weather predictions.

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168 views3 pages

Water Cycle Blended Learning Lesson Plan

The lesson plan introduces students to the water cycle through a blended learning approach. Students will be grouped according to ability and rotate through stations focused on filling out a KWL chart with teacher guidance, collaboratively creating a poster labeling the water cycle stages, and playing an online game about the natural water cycle. The lesson aims to thoroughly explain each stage of the water cycle through multiple modalities to meet state standards and prepare students for future lessons on weather predictions.

Uploaded by

api-609741862
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Blended Learning Lesson Plan

Lesson Title: Water: A Never-Ending Cycle!

Objectives:

Students will be able to identify stages in the water cycle and note what happens in
each stage.
Students will be able to create a visual, recognizing the significance of each stage
of the water cycle.
State Standards: 4.E.2A.2 Develop and use models to explain how water changes as
it moves between the atmosphere and Earth’s surface during each phase of the
water cycle (including evaporation, condensation, precipitation, and runoff).

Context: I will teach this lesson because it is a huge part of the standards chapter on Earth
science, the weather and climate. The water cycle is a main factor of this subject and needs
to be thoroughly examined. Students will have just learned about the Earth’s atmosphere
and water vapor, so they will have some new vocabulary knowledge heading into this
lesson. Knowledge of the water cycle from this lesson will be very beneficial because the
next chapter in the state standards is about weather predictions, which they need to know
about precipitation and climate in order to make good hypotheses. I will focus a good bit
of the class time on each stage of the water cycle so that the students can get a good
understanding, and therefore be well prepared for the next chapter.
Data: In this lesson, students will be grouped based upon skill level. Students who are
faster at picking up information will be grouped together, while students who usually need
extra help will be grouped together. This style of grouping will be based on data from
previous science lessons and knowledge assessments. Grouping the students like this will
give me access to the students who need extra help altogether, and therefore I can take
more time and more in-depth instruction during that groups time with the teacher.
Materials: -pencil, KWL charts ready to fill out, computer with Water Cycle Song ready to play,
poster paper for each group, markers and crayons, computers with the Natural Water Cycle
game link provided on class website, small sheets of paper at computer station
Links- https://www.educationsoutheastwater.com.au/resources/natural-water-cycle-game
https://www.youtube.com/watch?v=TWb4KlM2vts
Detailed paragraphs from here on down.
Procedures:
Introduction (10 minutes): In the introduction to the lesson, I will start the conversation
off by asking students what they know about the water cycle. This will lead to a mini discussion
assessing previous knowledge. I will then ask the students if they know what the words,
evaporation, condensation, precipitation, mean. We will discuss their hypotheses and I will
provide insight to what each word means. I will then explain to the students that we will be
doing a lesson in stations today. I will provide a list of each group on the board and ask the
students to get out a pencil and to put everything else away. I will thoroughly explain what is
expected of them at each station. Once they know where each group is supposed to be, the
students will head to their first assigned station.

Teacher Directed (20 minutes): In this station, students will, with the help and direction
of the teacher, fill out a KWL chart about the water cycle. I will start off by asking them what
they know. I will write down anything the students already know about the water cycle. Next, I
will ask them what they want to know. This can be any questions about water or the water cycle
that they may be curious about. We will then have a lesson, delving into each stage and what
happens within those stages. At the end of that group’s time with me, we will fill in their last
column of the chart with things that they learned. There will be separate charts for each group.

Collaborative (20 minutes): In this station, students will listen to the song, Water Cycle
Song, while collaboratively creating a poster labeling each stage of the water cycle in order.
Students will utilize the song to help if they may have questions about the order. Working
together, the students will discover the cycle’s specific order and creatively decorate their poster.
Students will also label each stage of the water cycle and one important factor of each individual
stage.

Independent Digital (20 minutes): In this station, students will play the game, The
Natural Water Cycle, on a computer. The link to this game will be on our class website, which
they will be familiar with. Each student will complete the game at their own pace. After
students finish each stage of the game, they will write down at least 2 notes about the game on
small sheets of paper provided at the station. This can be something they learned or something
they are curious about after playing. The students will turn these papers into the basket before
moving to their next station.
Closure (10 minutes): To wrap up the lesson, I will present each KWL chart in the front
of the room. We will briefly discuss what each group said that they learned. We will also
display each of the posters that the students created. I will ask the students if they have any
questions, and then I will pass out an exit slip. This exit slip will be a few simple questions,
regarding what are the names of each stage of the water cycle, and what does the water do in
each stage. This will be turned into the teacher to conclude the lesson.

Rationale:

The Natural Water Cycle game- https://www.educationsoutheastwater.com.au/resources/natural-


water-cycle-game
I will use this educational game in my lesson because it provides a fun and interactive way to
learn the stages of the water cycle and what happens to the water in each individual stage. This
game supports student learning by providing a fun and creative way to view the stages, while
keeping students engaged. It goes along with the standards very well, providing information for
each individual stage of the cycle. When evaluating this multimedia against the LORI criteria, it
fits very well with the requirements. Although, this multimedia does not really support learning
for all learners because it is not disability friendly.

Water Cycle Song https://www.youtube.com/watch?v=TWb4KlM2vts


I will use this educational game in my lesson because it gives an in-depth explanation of the
stages of the water cycle in a fun way that students will enjoy. The song is catchy, and therefore
the students will remember it in their head. This multimedia goes well with the LORI standards,
and also contributes to the state standards. The state standards require that students learn each of
the individual stages, which this song provides. This is an easy way to educate all learners, due
to the fact that it has audio, video, and visual components.

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