Samuel Rogers

My lesson plan will be about the Water Cycle. The water cycle is a common lesson for most fourth grade class, my will be to teach my
students about the water cycle using Theater and Drama to give them a better understanding of this lesson. Depending on the class this will be
a week to two week learning about the water cycle and using some drama skills.
Detail: This water cycle lesson will be divided into four small lessons to help students understand well. There will also be a clear inside
understanding for each small lesson.
WATERCYCLE:
Waterdoesnotdisappearwithouruseofitinirrigation,manufacturing,orconsumption.Thewaterwehavenowisthe
Waterwehadatthebeginningoftime.Waterforms,dissipates,andformsagaininacyclecalledthehydrologicorwatercycle.Thewater
cycleisagiganticcirculationsystemoperatingintheatmosphereandontheearthslandsandoceans.Beingacycle,thereisnobeginningor
ending,butforillustration,letusbeginwiththewatersoftheocean,whichcoveraboutthreefourthsoftheearth.
Vocabulary:
precipitation,condense,evaporate,watercycle,atmosphere
Preparation:
PreviewtheBrainPOPandBrainPOPJr.WaterCyclemoviesanddeterminewhichoneisthebestfitforyourstudents.Thenmake
photocopiesofthebraineitherPOPExperimentortheBrainPOPJr.Activity.Youwillalsoneedtogatherthematerialsneededforthe
experiments.

Session # 1

Session # 2

Session # 3

I will first off be teaching

students Choral Reading
a song about the water
cycle. By David
Bydlowski
Student will learn the
important of the Actor
Tools. (voice,
imagination, focus,
teamwork and body)

Tableaux: Students stand

in a circle, or around the
performance area and a
theme is given. One by
one, they step into the
space and establish still
images in relation to one
another until the tableau
is complete.
At this point, Thought
tracking can be used to
find out more about each
part of the water
cycle. The scene can also
be brought to life through
improvisation, with the
teacher clapping her
hands to signal the
beginning and end of the
action.

Session # 4

There will be a TALK

Pantomime
SHOW about the
water cycle.
RoleontheWall
Rain, sun,
Reflection
evaporation, and
For example,
precipitation.
Rain and snow come down and
thy hit the ground soak in to the
earth or they hang around in
puddles or lakes they evaporate up
in to the clouds where it
Condensates boy it's cold up there
but there unaware as the grab
some dust and return to us the
precipitate on land and lakes its
the water cycle.

Lesson Plan Part: One

Name: Samuel Rogers

E-mail: rogersskills@yahoo.com
Lesson Title: THE WATER CYCLE
For students in grade: 3 - 6
Scope: 4
Number of Session: 4
Time length of Session 45 minute to an hour
Objective/Rationale:

Studentswilllearnandunderstandhowthewatercyclework.

Studentswilldiscussthewatercycleingroupandhavehandonlearningexperience.

Identifykeycomponentsofthewatercycle.

Studentswillstatewhywaterconservationisimportantinrelationtothewatercycle.

DemonstrateanunderstandingthatwaterconservationisanactofstewardshipfortheEarth.

DramaObjective: Students will understand the use of space, voice and space.
Explore the elements of role, focus, action, tension, time, and space through dramatic play.

Expected Results:
The students will know:
Students will know where does water go when it disappears or evaporates.
Students will know what role does the sun play in the evaporation process.
Students will know where does water come from when it rains.
The students will be able to:Students will be able to understand that water on earth moves in a continuous cycle.

Students will be able to name and explain the stages of the water cycle.
Students will be able to use Internet data to access information about the water cycle on the Olympic Peninsula of Washington State.
Student will appreciate: Students will know and understand the value of water.
Identifyeachpartofthewatercycle.
Createawatercyclereplicausinghandsonmaterials.

Lesson Plan Part: Two

CONTENT KNOWLEDGE STUDENTS NEED BEFORE THE RESIDENCY BEGINS
For this science component of the lesson students need to know the value of the water cycle.
Students should know what is the purpose of the Sun in the water cycle
Students should know why do it rain.
Students should have basic prior knowledge of the water cycle and vocabulary (evaporation, condensation, precipitation, water vapor).
Students should have some understanding of states of matter (solid. liquid, gas).
Students should also have prior knowledge and understanding of science note booking.

Session
Classroom Session # One

Lesson Plan Part: Three

Overview
Teacher Role During Session
Residency Artist Will:
Observe
Participate
I will first off be teaching
Assist
students Choral Reading

Teacher Role Before Next Session

Prepare materials
Repeat an activity
Provide related instruction

Session
Classroom Session # Two

a song about the water

cycle. By David
Bydlowski
Student will learn the
important of the Actors.

Overview
Tableaux: Students stand
in a circle, or around the
performance area and a
theme is given. One by
one, they step into the
space and establish still
images in relation to one
another until the tableau
is complete.

At this point, Thought

tracking can be used to
find out more about each
part of the water
cycle. The scene can also
be brought to life through
improvisation, with the
teacher clapping her
hands to signal the
beginning and end of the

Document activities
(photos, written notation)
Other (specify

Teacher Role During Session

Observe
Assist in making sure
students are participating
and working on water
cycle song using their
choral reading skills

Provide time for students

to complete activity
Lead a reflection

Teacher Role Before Next Session

Preview the past lesson
with students.
Play warm-up water cycle
game with the students to
keep their thinking skills
active.
Prepare materials
Repeat an activity
Provide related instruction
Provide time for students
to complete activity

action.

Session

Overview

Teacher Role During Session

Teacher Role Before Next Session

Classroom Session # Three

Residency Artist Will:

I will have students get
into different group of
four sharing their own
experience about the
Rain, Snow, Sun and
where do water goes and
come from?
There will be a TALK
SHOW about the water
cycle.
Rain, sun, evaporation,
and precipitation.

Observe
Participate
Assist
Document activities
photos, written notation

Prepare materials
Repeat an activity
Provide related instruction
Provide time for students to
complete activity
Lead A Reflection

Teacher Role During Session

Teacher Role Before Next Session

Session

Overview

Classroom Session # Four

Pantomime
RoleontheWall
Reflection
For example,
Rain and snow come down and
thy hit the ground soak in to the
earth or they hang around in
puddles or lakes they evaporate
up in to the clouds where it
Condensates boy it's cold up
there but there unaware as the
grab some dust and return to us
the precipitate on land and lakes
its the water cycle.

Observe
Participate
Assist
Document activities
photos, written notation

Inside Each Lesson # One

Prepare materials
Repeat an activity
Provide related instruction
Provide time for students to
complete activity
Lead A Reflection

Five minutes Introductions: Introduce yourself and have students introduce themselves to the class; during introduction have students make a
sound of some of the elements we will be learning. (Ex, sound of a rain, wind, thunderstorm and drop of water) No sound should be repeated.

Five minute: Introduce students to using voice as actors tools. (Ex, imagination, body, voice, focus, and teamwork). Direction: Students
will form a circle standing up and singing the water cycle song. I will then assign different part of the song to have students use their choral
reading skills using pitch and gestures to the song. ( divide the class in four groups and each group sing different part of the song with all the
actor tools.)
Five minutes: Creating sound and mood by using Voice. Direction: I will start by leading a activity that include the four major parts of the
water cycle. (Ex.. What sound or mood do you think of when you see the sun? What sound does it make when it Rain? Evaporation put you in
what mood? What role do the ground play in the water cycle? After come up with good imagination about the water cycle part, will then put it
into a Tableau. This will help students break the water cycle in parts and understand how it works.
Five minutes: Voice Challenge Color your Words: Imagination and expression will be our key in coloring our word. I will say a list of
words in my own voice and students have to repeat the same word using different expression or voice tone. I let students be creative in coming
up with different sound or expression to each word.
Five minutes: Imagination, Voice and Teamwork: Direction: Having students use their actor tools They will pick a partner and stand in front
of the class and sing the water cycle song in CHORAL READING.
Five minutes: Imagination, Teamwork, and Voice use performance: Working in-group and acting out every part of the song.
Five minute: Teamwork Challenge: Direction: Students will work in group 4 to create focus of the Water Cycle: Ex.. Rain and snow come
down and thy hit the ground soak in to the earth or they hang around in puddles or lakes they evaporate up in to the clouds where it
Condensates boy it's cold up there but there unaware as the grab some dust and return to us the precipitate on land and lakes its the water cycle.
Five minutes: Reflection: I will open a group discussion about what we had learn so far.
How did the choral reading work when working in-group?
What was your favorite part of this lesson?
What can we change/fix in our next lesson?

Inside Each Lesson # Two

Five minutes: Warm up game: Connecting words Story: Telling a story using one word at a time. For example, Evaporation.
Five minutes: Focus Challenge- Direction: I will have students use the idea of we WEB. (Web the word Sun and Rain)
Five minute: Teamwork and Imagination Challenge: Direction: I will put students in four groups, five students in each group. I will have
students pick one part of the water cycle and create words around their original word. After students will present their word using TURN
TAKING.
Five minutes: Share Work: Direction: Start by asking students who want to share? Go around the classroom asking students to share their
work with other group or present it to the class.
Five minutes: Voice Challenge: Direction: Students will work on creating REPEAT and Reverse. Each group will pick of the water cycle
song and work on repeat and reverse in their group. I will give students time to decide and practice saying their line.
Five minutes: Performance of use of actor tools: voice, teamwork, imagination and focus.
Five minutes: Performance of use of actor tools: voice, teamwork, imagination and focus.
Direction: Students will say their line using repeat and reverse in the water cycle song.
Five minutes: During the discussion of the water cycle ask the students questions about the various components of the cycle: what they
anticipate will happen at each phase and how and why it happens. Answers to the questions that pertain to each of the lab activities can also
be discussed and graded.

Inside Each Lesson # Three

Five minute: Students will make up their own version of the water cycle. Direction: Their cycles will need to be correctly labeled and
contain information on the importance of each part of the water cycle.
Five minutes: Background Knowledge: Direction: The basic water cycle consists of water rising to the atmosphere through evaporation and
returning to the land and oceans through precipitation and condensation. Evaporation is when the water from the ground and oceans is cycled
into the sky and forms clouds. Precipitation is when the clouds get full and the water is cycled back down to earth. Condensation is due to the
air cooling and resulting in fog and early morning moisture on the grass called dew.
Five minutes: Realistic and Rationale: Direction:
Water is a vital resource and the water cycle shows how water is recycled through our environment. All of Earth's inhabitants including plants,
humans, and animals require some kind of use of water. The water cycle is important to students because it shows one of the major cycles and
is a great base to introduce many geological and biological concepts. Knowledge of the water cycle will help students had had had better
understand how the environment works.
Five minutes: Imagination Challenge: Direction: Spectrum of difference,
Students demonstrate their agreement or disagreement with an opinion or decision by placing themselves along an imaginary line in relation
to both extremes. For example, how do the water we have in our pound dry up and turn into rain. It do not believe in the water cycle. How do
we know the water cycle is real? Students will work in-group working with each other why they agree or disagree.
Five minutes: Focus and Teamwork Challenge Role-on-the-wall: Direction: To start you will supplied students with chart paper and asked
to describe the attributes of water cycle (imagined or from sources) they will play in the drama. These may be posted on the wall for later
reference, to help them play water cycle game consistently. Students can pick any part of the water cycle for role on the wall.
Five minutes: Body and Imagination Challenge: Tapping in: Direction: The teacher taps the shoulder of each member of the family
portrait and this person is allowed to unfreeze and introduce him or herself to the whole group. The teacher can unfreeze people inside a still
image one at a time to provide individual perspectives or information.
Five minutes: Reflection List questions and describe procedure: Mood: How do we want the people who are listening to us say this poem
to feel when We say it for them. Theme: What do you think is the most important thing the poet is trying to say in this
Poem? Can you say it in just one sentence? Place: Where are the places in the poem where we should read more quickly? More Slowly?
Volume: Where are the places where we need to make our voices soft or very soft? Loud or very loud? Pitch: Are there any places where we
need high voices? Low voices? Colour: Are there places in the poem where we want only one voice saying the line? Two voices? A few
voices? The whole class?
Five minutes: Preview of next lesson: Preview of the next lesson. Define any words that students might not understand the meaning.

Inside Each Lesson # Four

Five minutes: Recap of previous lesson: Voice Challenge Color your Words: Imagination and expression will be our key in coloring our
word. I will say a list of words in my own voice and students have to repeat the same word using different expression or voice tone. I let
students be creative in coming up with different sound or expression to each word.
Five minutes: Talent Show Performance: Students will performance the water cycle in front of the class.
Five minutes: Focus and Teamwork Challenge Role-on-the-wall: Direction: To start you will supplied students with chart paper and asked
to describe the attributes of water cycle (imagined or from sources) they will play in the drama. These may be posted on the wall for later
reference, to help them play water cycle game consistently. Students can pick any part of the water cycle for role on the wall.
Five minutes: Students will brainstorm on Tableau and Soundscape
Five minutes: PERFORMANCE: Students will performance all their work through ( Role on the Wall, Tableau, Pantomime, and Talk
Show)
Five minutes: Background Knowledge: Direction: The basic water cycle consists of water rising to the atmosphere through evaporation and
returning to the land and oceans through precipitation and condensation. Evaporation is when the water from the ground and oceans is cycled
into the sky and forms clouds. Precipitation is when the clouds get full and the water is cycled back down to earth. Condensation is due to the
air cooling and resulting in fog and early morning moisture on the grass called dew.
Five minutes: Share Work: Direction: Start by asking students who want to share? Go around the classroom asking students to share their
work with other group or present it to the class.
Five minutes: presentation, Reflection, Assessment.

Assessment in drama
Since my context is drama and Theater, it will be good to assessment students learning in drama.
Reading
1. Are students expressing an interest in reading books that may have themes or authors in
common with books introduced or used as pre-texts for drama work?
2.Are reluctant readers more willing to read in role than they are when they are engaged
in daily reading routines?
3.Do books used in drama come up more frequently in favorite book lists, book talks,
or other places where children reflect on their choices in literature?
4.Do students express more interest in reading poetry or plays?
Writing
1.Do students include more dialogue and action in their written work?
2.How does the writing-in-role work compare with out-of-role written work completed by
the same student in terms of length and complexity?
3.Do students suggest that they would like to write plays or poetry in response to process
or interpretive work with these genres?
4.Are students willing and motivated to keep drama journals or records of their work with
Drama?
Speaking
1.Do you notice new vocabulary (that was introduced in drama) being integrated into
students conversation inside and outside the classroom?
2.Is students oral reading becoming more expressive outside the context of drama activity?
3.Are students moving more easily among formal and informal registers of oral language
(e.g., sentence structure and complexity, use of vocabulary)?
Listening
1.Are students listening more attentively to directions and instructions since participating
in drama activities?
2.Are students able to retain and sequence ideas that they have heard more easily since

working with process drama?

This list of questions is both informal and limited in scope, but it may provide you with one
approach to assessing the impact of drama work in your English language arts classroom.

KEY NOTE
Evaporation: The process where water changes from a liquid to a gas. When
water vapor (or droplets) come together in the sky, they form clouds.
Condensation: The process by which water changes from a gas to a solid or liquid.
Precipitation: The process by which the condensed water in the clouds returns
to the earth. Depending on the temperature, precipitation can be rain, snow, ice or hail.
Transpiration: The process by which living plants release water vapor into the
Atmosphere.