KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Holly LaCapra, Breanna Watkins, Katie Jax

Date: November 13th/16th, 2015
Cooperating Teacher:
Group Size:

25

Subject or Topic:

Coop. Initials
Allotted Time 60 minutes
Precipitation

Grade Level 1st grade

Section

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

1. Students will then be instructed to choose a type of precipitation learned,

and draw a visual to be displayed in classroom.
2. Students will share their drawings with the class including what
precipitation is and which type they chose.
3. Teacher will say, Now that we have learned what precipitation is and the
different types, tomorrow we will be looking at the different seasons, which
we caught a glance of today!
D. Accommodations/Differentiation
1. Students who have difficulty writing may receive help from a scribe to fill
out the inquiry chart and the PowerPoint notes on the types of precipitation.
2. For students who have motor difficulties roles can be given for each group
member to carry out the inquiry.
E. Assessment/Evaluation Plan
Formative
1. The students will be evaluated through observation during the inquiry
process. Students will be evaluated by the use of correct data collection
techniques. Students will also be evaluated based on their final charts
presented. The information must be presented accurately and data
collection should be easy to decipher.
Summative
1. The unit test at the end of the unit.
Performance
1. The students will show their understanding of precipitation by accurately completing an
inquiry and filling out chart that pertains to the lesson.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on student
performance written after lesson is taught, includes remediation for students who fail to
meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective answers to
question recorded after lesson is taught)
How was your time management of the lesson?
How can the lesson be improved?
How did you keep the students engaged in the lesson?

Chart Rubric

Target

Acceptable

Unacceptable

Accuracy of
information

Organization

Students include all

accurate information
of the materials they
used and the
procedure. The
conclusion matched
correctly to the
concept of
precipitation.
Students present
information neatly
and clearly on the
charts, including
their data collection.

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.

Student needs more

accurate information
on the materials
they used and the
procedure. The
conclusion did not
accurately show the
concept of
precipitation.
Students work was
difficult to read and
poorly organized.

VI. Resources (in APA format)

Our Kindergarten Journey: Student Scientists: Making Rain. (n.d.). Retrieved
November 9, 2015.