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Teacher Name Porter Birchum

Grade Level 4th/5th grade


Subject Water Cycle
Date 2/5/2020

Part One: Lesson Focus – “The What”


Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective:  Students will know about the mechanisms of water
What do I want my students to movement: evaporation, condensation, precipitation, and
know and be able to do? melting.
Students will be able to ……  Students will know that water droplets move in a random
path.
 Students will be able to explain some of the different
mechanisms of water movement as relevant to parts of a
water droplets path.
 Students will also be able to explain that the heat from the
sun is the main source of energy in the water cycle.
Standard: Utah SEEd standards
What is the CCSS that 2.1: CHANGES IN THE EARTH’S SURFACE
corresponds with this objective? 2.3 Properties of matter
5.1: CHARACTERISTICS AND INTERACTIONS OF EARTH’S SYSTEMS
5.2: PROPERTIES AND CHANGES OF MATTER
5.3 Cycling of matter in ecosystems
Language Objective: Students will use language to describe the mechanism of water
What will my students do to movement (evaporation, condensation, precipitation, and
learn and/or demonstrate their melting) and connect that language to observed scientific
mastery of the lesson by phenomena.
reading, speaking, writing, or Students will explain how water droplets move throughout the
listening? water cycle with drawings and evidence from the water cycle
game.
Assessment: Final discussion is a summative assessment, formative
What assessments will I utilize assessment happens with the drawings and intermediate
to determine that my students discussions.
have learned and met the
objective?

Materials and Resources: Examples of evaporation, condensation, melting, and freezing:


What materials and resources Ice, hot water, mason jar with lid, hair spray, small quick dry
will I utilize to facilitate student towel.
learning? Dice—one for each student
Globe toss: One inflatable globe and a marker to write on the
board (or paper)
Foss water cycle game: Individual activity sheet (to record dice
rolls), Poster of water cycle locations, Tape, Pencils

Part Two: Lesson Implementation – “The How”


Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Teacher Expectations: Student Expectations
Components with Instructional
Estimated Strategies/Activities/ Questions
Timeframe
Engage Lesson Anchoring phenomena activity: Students will observe and draw
Introduction: The teacher will have several pictures of the phenomena.
_15___ minutes example phenomena to They might include zoom in
How will I clearly demonstrate evaporation, boxes of what is happening at
communicate the condensation, melting, and the microscopic level. They
objective and freezing, for instance, melting ice, students will also brainstorm
purpose for a wet quick dry towel, an ice-cold further examples of these
learning? How glass, make a cloud in a jar (using phenomena from their
will I provide hot water, ice, and hair spray). everyday life and a list of
background Also, the teacher will elicit further questions about the
knowledge? How examples from the students from phenomena.
will I “hook” the their everyday lives.
students?
Engage Check for After observing and drawing, the A few students might describe
Understanding: teacher will ask students to their drawing to the class, or
How will I know describe/explain their drawings. everyone might describe it to a
that all students If possible, the teacher will build peer.
know the on students’ questions and ideas
objective and to direct them towards questions
purpose of the about the movement of water
lesson? particles.
Explore Instructional The teacher will explain and Students are listening to the
Strategy #1: demonstrate the Globe Toss. Each teacher explain the game. Then
Teacher Modeling time the globe is tossed from one they are predicting what will
–“ I Do” student to another they will notice happen.
where their right index finger lands
__2__ minutes
(water or land). One person will
What will I say record a tally on the board of every
and do as I time it lands on water or land.
demonstrate the Before beginning the game, ask
demonstrated the students to predict: Do you think a
concept? finger will fall on water or land more
often? Why? [A: some students might
say ‘land’ because they see more land
in everyday lives]
Explore Check for (if needed) The teacher will ask one
Understanding student to repeat back the game
#1: instructions.
How will I know
that the students
have a clear
understanding of
the concept?
Explore Instructional N/A N/A
Strategy #1:
Guided Practice –
“We Do”
__2__ minutes
How will I engage
my students
instructionally
with the concept?
Explore Instructional The teacher will watch and facilitate. The group of students will
Strategy #1; Double check that everyone enact the globe toss game.
Independent participates and that the tallys are
Practice being written down.
__10__ minutes
How will I provide
my students with
the opportunity to
engage in
independent
practice? What
will the students
who have finished
early do?
Elaborate Check for The teacher will ask: Where did the
Understanding #1 index finger fall more often, water or
How will I know land? Why? [A: There is more water
that the students on the earth than land?] F
have a clear
understanding of
the concept?
Elaborate Check for .
Understanding
How will I know
that the students
have a clear
understanding of
the concept?
Explore Instructional The teacher will explain and Students are listening to the
Strategy #2: demonstrate the water cycle game. teacher explain the game.
Each student represents one droplet
Teacher Modeling of water. They will receive a dice,
–“ I Do” activity sheet, and pencil. On the
__2__ minutes classroom walls are taped papers
What will I say representing different locations
where water resides in the earth (e.g.
and do as I
Lakes, Ground, Glaciers, Atmosphere).
demonstrate the [These posters on the walls can be
demonstrated the modified. For instance, the text can be
concept? replaced with photos (to reduce the
reading burden).] Students can begin
at any location. They roll a dice and
the taped paper on the wall tells them
where to go next. They will record
that information on their activity
sheet and repeat about 10 times.
Explore Check for (if needed) The teacher will ask
Understanding one student to repeat back the
#2: game instructions.
How will I know
that the students
have a clear
understanding of
the concept?
Explore Instructional (if needed) The entire class will
Strategy #2: stand up, go to one location in the
Guided Practice – room, roll the dice, and then
“We Do” proceed together.
__2__ minutes
How will I engage
my students
instructionally
with the concept?
Explore Instructional The teacher will walk around Students working alone (or in
Strategy #2; answering questions as needed, pairs), will enact the game. [As
Independent encouraging students to record an extension, students could
Practice their path. brainstorm and enact
__10__ minutes gestures/sounds/movements
How will I provide for when the water droplets
my students with are evaporation, condensation,
the opportunity to melting, or freezing.]
engage in
independent
practice? What
will the students
who have finished
early do?
Elaborate Check for The teacher will ask: Did you all Students will draw out their
Understanding #2 have similar or different water water droplets path, then pair
droplet paths? (A. different) Why? up and discuss how their water
How will I know How do we think water actually droplet paths were
that the students travels throughout the Earth? (A. similar/different.
have a clear many paths). If we started with a
understanding of droplet in, for example
the concept? [Atmosphere], where would it go
next? (A. it depends).
Can we predict a water droplet’s
path? (A. not exactly—some paths
are more likely)
Elaborate Check for Continue: After tallies are written Each student (or pair) will tally
Understanding #2 on the board, the teacher will lead the number of times they were
How will I know a discussion about the following: in each location in the room.
that the students Where did the water droplets Then the teacher will collect all
have a clear spent the most/least amount of information and write the class
understanding of time? Why? (different amounts of tallies on the board.
the concept? mass) What does this tell us about Then the class will discuss the
the distribution of water on the meaning of the information.
earth? (most in oceans, etc).
How does water move? (random)
Evaluate Lesson Closure Final discussion question options: Students could discuss in small
__5___minutes  If we took a water droplet groups or as a whole class.
How will I review from the snow at the top of a
and clarify the canyon, where might it go?
concepts taught? (lots of possibilities) How
might it get there?
(evaporation, condensation,
melting, or freezing, it
depends)
 After you drink water and then
pee, where does it go?
 How does water get into your
kitchen tap?
 Why is some water “clean”
and some “dirty”? / Why
should you not drink water
from a street puddle?
 What is unique about the
water in the great Salt Lake?
How did it get there?

Part 3: Test Questions

 Does the Earth have more water or land on its surface?


 What are three places that a water droplet can end up?
 Where is a water droplet most likely to be? Why?
 What are the three main stages of the water cycle?
Photos Abridged from:

https://www.pinterest.com/pin/284641638923546518/?lp=true

https://kpsglobal.com/blog/why-condensation-occurs/

https://sites.google.com/site/thewatercyclebid/evaporation

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