LESSON PLANNING

LEARNING AREA: Science

YEAR LEVEL: Year 1/2 TIME: 1:50 – 2:40 pm

LESSON TOPIC: Water Cycle

AIM: (From ACARA, or Desired Student Outcome from SACSA)

[Year 1] By the end of Year 1, students describe objects and events that they encounter in
their everyday lives, and the effects of interacting with materials and objects. They describe
changes in their local environment and how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations of

everyday phenomena. They follow instructions to record and sort their observations and share
them with others.

[Year 2] By the end of Year 2, students describe changes to objects, materials and living
things. They identify that certain materials and resources have different uses and describe
examples of where science is used in people’s daily lives.

Students pose and respond to questions about their experiences and predict outcomes of
investigations. They use informal measurements to make and compare observations. They
record and represent observations and communicate ideas in a variety of ways.

LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)

At the end of this lesson, students will:

Understand: **

 The definition of the three stages in the water cycle, which are evaporation, condensation, precipitation. The
definitions for the three stages are:
 Evaporation – the process of turning water or other liquid into vapour or other gases.
 Condensation – the process of cooling the vapour or other gases and turning into liquid.
 Precipitation – the process of water collecting and falling from the sky to the ground.

** = ‘understand that’ section is created from the knowledge and understanding achievement standards
which state that:

 (Year 1) [Students will] describe changes in their local environment.

 (Year 2) [Students will] resources have different uses and describe examples of where science is used
in people’s daily lives.
Know: ^ Be able to: ^
 The definition of evaporation is a process of
 Differentiate between the different stages of
turning water or other liquid into vapour or other
the water cycle.
gases.
 Correctly draw and label the diagram of the
 The definition of condensation is a process of
experiments.
cooling the vapour or other gases and turning
into liquid.
 The definition of precipitation is a process of
water collecting and falling from the sky to the
ground.

^ = Both the ‘know’ and ‘be able to’ section is based on the Australian Curriculum content
descriptors. The content descriptor is:
 Earth’s resources are used in a variety of ways (ACSSU032)

REFERENCES & RESOURCES:

Resources:

 T.V  Warm water

 YouTube (Video: Water Cycle Song  Scissors
by Have Fun Teaching  Table
[https://www.youtube.com/watch?v  Students’ workbook
=TWb4KlM2vts])  Colour pencils and other
 Water bottle stationaries
 Ice cubes

STUDENT ASSESSMENT:

Students will be assessed formatively through their final diagram in the workbook. Students will
be assessed based on their understanding of the topic. They will also be assessed on their
readiness to answer different types of questions based on the topic. This information will be
used as a reference for future lessons as it can assist in the development of lessons that will
either extend or scaffold the students to understand the topic.

SELF ASSESSMENT:

I will be self-assessing through feedback from my mentor and self-reflection that will be written
at the end of each lesson. Some of the criteria I will be using to assessing myself on are:

 Clear and explicit instructions

 Students’ engagement
 Delivery of the lesson and information
 Management of the class
 TEACHING PROCEDURE:
TIME STEPS COMMENTS

1. INTRODUCTION (whole class) Teaching strategy –

Engaging students by
To start the lesson, students will be asked to sit on the floor. The teacher asking questions
and students will review the three forms of water. Discuss how water can about the water cycle
3 mins and stages of water.
turn from solid to liquid to gas when heated up and can be reversed when
cooled down.

2. EXPLICIT TEACHING (whole class)

Use of ICT as a
Students will be shown a YouTube video that explains the water cycle resource.
(please refer to the resources for the link). After the video, draw a diagram
5 mins
and discuss each of the stages of the water cycle very clearly.

3. GUIDED DISCOVERY (whole class)

Instructions and
Ask the students to come and stand around a table. Make sure to tell the demonstration of the
students not to hit or push the table as it has hot water on it and can be water cycle. Students
were not allowed to re-
dangerous. Cut the plastic bottle into two pieces and slowly and carefully
create this as it was
pour the hot water into the bottom portion of the bottle. If the stream is dangerous due to the hot
raising, then show it to the students and discuss that water vapour is water.
another name for steam. Ask some students to put ice cubes on the top
Teaching strategy –
10 mins portion of the bottle. Place the top portion of the bottle into the portion of the
Questioning and
bottle which has warm water. If the bottle gets fogged up, ask the students discussion to scaffold
to go to their seats and write a prediction on what is going to happen inside and extend the idea to
reach all students’ needs.
of the bottle in their workbooks. When the water drops start forming on the
top portion of the bottle show it to the students and discuss the process of
condensation and precipitation.

4. EXPLORATION/PRACTICE (group/individual) Teaching strategy –

Time was used to
Students will be required to draw a diagram of the procedure and label each
scaffold students who
20 mins
part of the cycle on that diagram. Students will have to label evaporation, were struggling with the
condensation, and precipitation on their diagram. This will be modelled on concept.

the board or pre-drawn on the board.

Note: This time will be used to work with students who have lower
readiness in this concept.
Teaching strategy –
5. CONCLUSION (whole class share/reflect) Time was given to ask
Students will be asked to come back and sit on the floor. The teacher will questions as it promotes
interesting ideas for
review each stage again with the students. The teacher will ask if the
5 mins future lessons. If
students have any questions they need to clarify. students don’t have a
Note: After the conclusion, students will move on to packing up their question, then I gave
them a question to think
bags and classroom to get ready for the end of the day.
about for future lessons.