Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 5th Subject Science Lesson Title: Water Cycle Introduction
Area:

Preparation to Teach
Unit Theme Water Cycle & Distribution
(Where within the unit
is your lesson?)
Content Standard(s): 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.

CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics
and texts, building on others' ideas and expressing their own clearly.

ELD Standards: 1. Exchanging information/ideas

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information, building on responses, and providing useful feedback.
Learning Goal(s) or The student will be able to identify and define the components of the water cycle, in particular, the processes of evaporation, transpiration,
Objective(s): condensation, precipitation and collection.

Materials, Resources, Google Slides

or Tools: Viewsonic
Computers
Technology Teacher: Viewsonic
Integration: Student: Computers

Three Focus Students
Focus Student 1: English Learner
Focus Student 2: IEP, 504, GATE,
or other identified need
Focus Student 3: A student who
has had life experience(s) either
inside or outside of school, that
may result in a need for additional
social- emotional and/or academic
support
Adaptations/ Accommodations
Adrian- Group work will help him as well as wait time or think time between questions and
during discussions.
Alex (GATE)- Giving early finishers tasks to work on ahead of the group or other snippets of
information to add will keep them engaged.
Lilian- She does not speak up when in need of assistance or when she is not following along.
She will often act as if she gets it and never asks for help. I will intentionally monitor her
independent work as walk around the room and direct as needed.

Instructional Plan
 Activating Background Knowledge

Instructional Strategies  Students watch the introductory YouTube video https://www.youtube.com/watch?v=n7OkKEbOc6E

 Think-Pair-Share the parts of the water cycle mentioned in order, with the addition of transpiration during whole group
discussion
Informal Assessment Participation in discussion

Student Grouping Pairs, Whole Group

Time Estimate 10 minutes

Instructional Input

Instructional Strategies  Students read the article with a partner

o They alternate reading paragraphs
 Then they work together to fill in the water cycle graphic organizer in their Google Slides
 Whole class discussion of the order of the water cycle and small definition of each part of the cycle
The first read is a quick Completion of the graphic organizer

Student Grouping Pairs, Whole Group

Time Estimate 20 minutes

Closure
Instructional Strategies  Students work on Vocabulary Organizer individually adding definitions and pictures
 They use the resources provided in the Google Slides to gather the information needed for their table of terms
 Whole class discussion of terms and definitions
Formal Assessment Completion of Vocabulary Organizer with accurate definitions

Student Grouping Individual, Whole Group

Time Estimate 15 minutes