Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
I will be teaching this to fifth grade students. They are high functioning students that are on level academically. Any students that need
assistance will have the teacher to monitor their progress and help with questions.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
Students will be the assistance with the lesson. They will be able to find and locate pictures by themselves, or in their groups outside of school.

What is the long range goal(s) that is tied to this lesson?

The goal is for the students to understand how the water cycle works, and identify the main parts to see how they all work together.

What is the specific learning objective(s) for this lesson?

The students will identify and describe the parts of the water cycle using a variety different types of technology.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
The students will need to understand the basic concept of water. Water is a liquid that takes the shape of the container it is in. We use water for
many different things on the Earth, and the students will see how the cycle plays a role in our society.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will be completed over several days. Each part will take approximately 1 day to discuss and review.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
Students will start off in the classroom discussing the phases of the water cycle and finish in the computer lab where they will create their
projects and presentations.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
Under the PA Academic Standards, students are required to identify the parts of the water cycle and understand how it plays a part in our every
day life.

How does this lesson relate to the PA Academic Standards?

Under standard 3.3.5 A 4 Earth Science, students must identify the components of the water cycle in fifth grade.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
The water cycle is never ending. Students will see that when the rain comes down, it does something. Then it goes into the air somehow and
goes somewhere else. Each stage will be discussed.

How will you determine if students have met the lesson objective? (Think assessment)
Students will have each component labeled and identified with the correct picture and definition.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson will be discussed in whole group settings, then into smaller groups to gather information and data. The students will then have a
chance to work either in small groups, or independently on their projects.