DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE

Teacher Candidate Daven Trammell
Grade Level Fourth

Content Area Science

Step 1 DESIRED RESULTS

A. Contextual Factors

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4)
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not
available)
Advanced Learners: Bailey (Reading, Writing), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble
staying on task), Trinity (Falls asleep), Nevaeh (Likes to talk a lot without raising her
hand, will distract others, ADHD IEP not available), River (Gets bored easily and will
Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets
stressed easily, perfectionist)

Classroom environment:
The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date and
number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction.

B. Utah State Core or Common Core Curriculum Standard

4th Grade Utah Science Core

Standard 1
Students will understand that water changes state as it moves through the water cycle.

Objective 1
Describe the relationship between heat energy, evaporation and condensation of water on
Earth.
a. Identify the relative amount and kind of water found in various locations on Earth.
b. Identify the sun as the source of energy that evaporates water from the surface of the
Earth.
Objective 2
Describe the water cycle.

a.

Locate examples of evaporation and condensation in the water

cycle (e.g., water evaporates when heated and clouds or dew forms when
vapor is cooled).
b.
Describe the processes of evaporation, condensation, and
precipitation as they relate to the water cycle.
c.
Construct a model or diagram to show how water continuously
moves through the water cycle over time.
d.
Describe how the water cycle relates to the water supply in your
community.

C. Enduring Understanding/Big Idea

Understand that the sun is the source of energy that keeps water moving through a

continuous cycle.

D. Essential Questions/Guiding Questions

What is Condensation?
What is Evaporation?
What is Precipitation?
What is the energy source for the Water Cycle?
How does the water cycle relate to the water supply in my community?
What areas hold or accumulate water?

E. Concepts

Understand the sun is the source of energy of the water cycle.

Understand what condensation is.
Give examples of precipitation.
Understand the difference between condensation and precipitation.
Observe and predict using scientific experiments.

F. Skills

Draw and describe the water cycle.

Create a foldable of the water cycle.

Locate examples of bodies of water.
Create a poster of the water cycle.
Observing and recording while using scientific experiments.
Write a description of how water moves through the cycle.

Step 2 ASSESSMENT EVIDENCE

1. Pre-Assessments
Multiple choice and short answer assessment 35 points possible.

2. Formative Assessments/Evidence
Students are working in groups or discussing with their buddy. I am able to observe
them.
They are creating foldables.
Students are creating models.
They are using gestures to represent the stages in the water cycle.
Students are writing descriptions of how water travels through the cycle.

3. Summative Assessments/Evidence
The same multiple choice and short answer test used for the pre-test with 35 points

possible.

Step 3 Lesson Objectives with Instructional Strategies

Lesson 1: I will identify the relative amount and kind of water found in my community
and on Earth.
Objective 1a and Objective 2d

Using pennies as a manipulative to represent percentages of the kinds of water

found on earth.
Working in groups to estimate and discuss.
Using a globe and a PowerPoint with pictures.

Lesson 2: I will explain how water moves through the water cycle.
Objective 1b Objective 2a

Using prediction and an experiment to represent the water cycle.

Discussing with buddies.
Using pictures and videos as a visual aid.
Using hand gestures to represent the processes of the water cycle.

Lesson 3: I will draw and describe the different types of precipitation.

Objective 2b

Using hand gestures to describe the processes.

Using pictures and videos as visual aids for each type of precipitation.
Drawing the type of precipitation.
Creating a foldable.
Buddy talk all throughout the lesson.

Lesson 4: I will write about how water moves through the water cycle.

Objective 2a and 2b

Using a PowerPoint as a visual aid with pictures, definitions, and videos.

Using gestures to represent the processes.
Buddy talk throughout the lesson.
Writing descriptions of each process and sharing with buddy.

Lesson 5: I will be able to construct a model or diagram of the water cycle with written
descriptions.
Objective 2a and 2c

Using gestures to represent the processes.

Working as a group to create a model of the water cycle.
Presenting.

Lesson 6: I will identify and describe the processes of the water cycle.
Objective 1b Objective 2b

Using gestures to represent the processes.

Reviewing with a PowerPoint that includes pictures, definitions, and videos.
Buddy talk throughout the lesson.
Playing a jeopardy game as a group to review.
Creating a foldable which included drawing and the definitions of the processes.