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This lesson provided by:
Author:Wendy Paul
System: Clarke County
School: Joe M Gillmore Elementary School
Lesson Plan ID: 6574
Title: Why Does It Rain?
The focus of this lesson is to demonstrate how rain occurs. Through trade books, Internet exploration and a teacher-led experiment, students become familiar with the water cycle.
Content Standard(s):
SC(1) 1. Select appropriate tools and technological resources needed to gather, analyze, and interpret data.
SC(1) 8. Recognize daily changes in weather, including clouds, precipitation, and temperature.
SC(2) 1. Identify states of matter as solids, liquids, and gases.
SC(2) 9. Describe evaporation, condensation, and precipitation in the water cycle.
TC2(K-2) 1. Identify basic parts of various technology systems.
TC2(K-2) 2. Identify applications and operations of various technology systems.
TC2(K-2) 3. Demonstrate correct posture and finger placement while using a technology system.
TC2(K-2) 4. Identify safe use of technology systems and applications.
TC2(K-2) 7. Use digital tools to access and retrieve information.
Local/National Standards:  
Primary Learning Objective(s): Students will illustrate the water cycle. Students will make observations during a science experiment.
Additional Learning Objective(s):  
Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:
Hot plate, pot, glass bowl filled with ice, pie tin

What Makes It Rain? : The Story of a Raindrop (Learn About Nature)

by Keith Brandt,
The Magic School Bus: Wet All Over: A Book About the Water Cycle by Joanna Cole

Technology Resources Needed:
Computer with Internet access, printer
Preview all websites and bookmark the sites on classroom computers if applicable. Practice experiment. Teach students at the computer how to click on an object and move it using the mouse.
1.)Ask students where they think rain comes from. List student responses on a classroom chart to be reviewed later in the lesson.
Tell students that in this lesson they will learn how rain is made.
(Take a moment to put the pot of water on to boil so that it is ready for the next activity.) Read What Makes It Rain? : The Story of a Raindrop (Learn About Nature) by Keith Brandt.

2.)The class should gather in an area so that all students can view the hot pot and bowl of ice.
Show students the pot of boiling water and the bowl of ice. Ask them to describe what they see. (Responses should include comparisons between hot and cold, liquid and solid.)
Tell students that you are going to hold the bowl of ice over the boiling water. Ask students the following questions (record responses to refer to at the end of the experiment):
"What do you think is going to happen to the bowl of ice?"
"To the steam?"
"To the bottom of the bowl?"
Hold the bowl of ice over the steam from the boiling water. Place a pie tin under the pot so that the water that drops from the bottom of the bowl will collect in the tin. Ask students to describe what they see.

3.)Explain to students that the small misty drops which have formed, or condensed, on the side of the bowl of ice represent a cloud.
The winds in a cloud blow the small drops so that they collide with one another.
During these collisions, some drops will combine with others making larger drops.
When the drops become so large the winds cannot keep them in the sky, the drops fall as rain or precipitation.
This is similar to the large drops falling from the bottom of the bowl.

4.)Review student responses to the original question, "What causes rain?" Also review the responses to the questions prior to the experiment. Discuss with students what they have learned from the experiment.

5.)Visit the following website as a group and read about the water cycle. Print the reproducible worksheets at the end of the page for students to read and color.
(The Water Cycle)
This site describes the water cycle.

6.)Visit the website below to review the water cycle.
After viewing and discussing the water cycle diagram have students go to the website, Imagination at Work, for an online sketch or have students draw the water cycle on paper.
(The Water Cycle at Work)
This site demonstrates the water cycle.

7.)Conclude by reading The Magic School Bus: Wet All Over: A Book About the Water Cycle by Joanna Cole. Have students complete the template of the water cycle to demonstrate what they have learned.

Attachments:**Some files will display in a new window. Others will prompt you to download. Rubric for Water Cycle Illustrations.doc
water cycle.ppt
Assessment Strategies:
Teacher observation of student responses during science experiment will be used to assess process skills. The attached rubric will assess students' illustrations of the water cycle. Check the water cycle template to see if students put the phases of the water cycle in the correct order.
Visit the following site with students whose illustrations indicate that they do not understand the water cycle: The website has a quiz that can be taken to determine student understanding after remediation.
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
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