Professional Documents
Culture Documents
25
Subject or Topic:
Coop. Initials
Allotted Time 60 minutes
Precipitation
STANDARD:
C C 1.5.1 B Confirm understanding of a text read aloud or information presented orally
or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
S.K-2.D.2.1.1: Identify weather variables (i.e., temperature, wind speed, wind direction,
6and precipitation).
I. Performance Objectives (Learning Outcomes):
The students will explain the process of precipitation by producing a rain cloud in an
inquiry and measuring their data through an accurate chart.
The students will differentiate between the various types of precipitation by discussing
and viewing a PowerPoint.
II.
Instructional Materials
White boards
Expo markers
A tray for each group
jars
Circular pieces of rubber placemats cut out
Rubber bands
Cotton balls
Eye dropper
A cup of water with blue dye
Experiment chart worksheet
Science notebooks
Printed PowerPoint sheets
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of additional
content)
A. Prerequisite skills
1. Basic knowledge of the water cycle
2. Understanding of the term: Weather
3. The definition of clouds
4. Basic note taking skills
B. Key Vocabulary
1. Precipitation- the liquid formed in clouds and then falls from the sky.
2. Rain- Above freezing precipitation that falls from clouds in the form of
liquid.
3. Snow- Below freezing solid composed of many ice crystals that fall from
clouds.
4. Sleet- Frozen rain droplets that fall from clouds as a solid.
5. Hail- pellets of frozen rain that fall in showers from cumulonimbus clouds,
and can also occur during warmer weather.
C. Big Idea
1. Precipitation affects humans and their daily lives.
2. Precipitation occurs through the process of condensation and the over
absorption of water vapor.
3. There are different types of precipitation, depending on the weather and
temperature.
D. Content
1. Precipitation is the movement from water vapor to liquid water as it falls
from the clouds.
IV. Implementation
A. Introduction
1. Teacher will direct students to think pair shares about the three main
processes of the water cycle that they had discussed the previous day.
2. Students will then write down one of the three main processes of the water
cycle onto a small white board and raise them in the air when prompted by the
teacher.
3. Teacher will observe the students responses and collect the students who
have written down precipitation on their white boards. Teacher will point out
that these students have written precipitation on their boards. Educator will
then state that, Everyone had beautiful responses on their whiteboard, but
today we will be focusing in on precipitation.
B. Development
1. Teacher will discuss the definition and process of precipitation. Teacher will
say, Precipitation occurs when the condensation inside of a cloud become too
heavy for the clouds to hold, then precipitation will fall from the clouds.
2. Teacher will then state, Today, I really want you to think about how much
water vapor it takes to build up inside a cloud for it to begin to precipitate.
3. Educator will then explain to the students we will discover this answer
through our own experiment.
4. Students will use materials on the table to figure out just how much water it
takes for precipitation to fall in our models.
a. Students will place their cotton ball at the top of the jar. They will use
their eye dropper to measure out the amount of water being placed on the
cloud.
b. Students will use a full eye dropper as their unit of measurement. Each
time a student squeezes out water from a full dropper, it will be measured
as ONE drop of water.
4. As students are experimenting, students will fill out a teacher made chart
provided for them.
a. The chart has students recording their data, which includes: How many
drops, what did you use, what did you see, and what did you do.
5. After students complete their inquiries, they will conclude what the
definition of precipitation is, as well as how many drops of water it took to
make the cloud precipitate.
a. The students will be called on by the educator and asked to explain how
many drops it took to make the cloud precipitate, as well as explain what
the model represents.
b. The students should respond by saying, the model represents a rain
cloud.
6. Teacher will explain that the filling up of the clouds with the water from the
eye dropper, represented condensation build up in the clouds which produced
rain, which is one form of precipitation.
a. teacher will ask students, Does anyone know other kinds of
precipitation? and discuss the answer with their partners.
b. students will raise their hands and orally respond to teacher.
7. The teacher will ask the students to make a list of the different types of
precipitation. The teacher will call on the students and write their
responses on the board.
a. The students should orally respond with rain, sleet, hail, and snow.
b. The students will then place this list into their science notebooks.
8. Teacher will present a PowerPoint on different types of precipitation, which
include rain, sleet, hail, snow.
9. The teacher will have each slide show and have students guess what type of
precipitation it is.
10. The students will write each type on their printed PowerPoint sheets
provided.
11. Teacher will then talk about each precipitation in detail. This includes
what type, what they look like, and when they occur.
C. Closure
Chart Rubric
Target
Acceptable
Unacceptable
Accuracy of
information
Organization
Most information is
accurate on the
materials they used
and the procedure.
Most of the
conclusion matched
correctly to the
concept of
precipitation.
Students presented
information
somewhat neatly
and clearly on the
charts, including
their data collection.