Group Lesson Plan

The Water Cycle

Grade(s)

Fifth Grade

Subject(s)

Science Water Cycle

Length of Lesson

Three Days

Lesson
Overview/Rational In this lesson, students will create an iMovie of a group experiment
e
on the Water Cycle. Students will build upon their previous
investigations of waterand its different formsby learning about
the water cycle and its continuous flow around us. Students begin by
reviewing what they already know about water and how it can freeze
into ice or turn into a gas depending on how low or high
temperatures become. They then learn about the water cycle and its
key processes that affect our lands, oceans, and atmosphere. The
ongoing need for fresh-water conservation is also highlighted.
Curriculum
Framework/Stand
ard
Learning
Objectives

Students will understand the continuous cycle that water undergoes

as it changes form.
Students will be able to develop and iMovie based on their work as
a group.

Technology Uses

Each group will have a team member responsible for recording the
teams experiment using a digital camcorder.

Materials

Water
Two dishes
An ice cube
A clear glass
Poster paper
Crayons/markers
Large glass, metal, or plastic bowls
Dry ceramic mugs (like coffee mugs)
Long pieces of string or large rubber bands
A pitcher or bucket
A sheet of clear plastic wrap
Camcorder for recording experiment

Procedure

Divide the class into seven groups with each one representing one of
the key processes in the water cycleprecipitation, infiltration,
ground water, water table, evaporation, transpiration, and water
vapor. Hand out poster paper and crayons or markers, and have each
group draw a picture showing how their process works within the
water cycle. Instruct them to use their notes and previous websites as
resources. When they have finished, have the teams arrange their
posters on the wall in the correct order, starting with precipitation.
Ask each team to explain how their process works. After their
presentations, encourage a class discussion, supported by their water
cycle models or real-world examples.
Each team will have members responsible for different parts of the
project. There will be one student in charge of organizing the
materials for the group, another student in charge of recording the
data they collect/observe as they are running their experiment, two
students doing the actual experiment and one student recording.
After students have completed their actual experiment, they are to
put together their iMovie. In doing so, one team member will be
responsible for putting the footage recorded from the experiment
together, another student responsible for the sound effects, another
student will be responsible for creating a storyboard, and the
remaining two members of the group will be responsible for editing
and bringing they entire movie together.

Assessment

Students will be assessed based on their presentations and how well

they presented explanations in their iMovie. Students have a rubric
that they must follow which includes discussion questions that must
be answered during their presentation of their iMovie. The following
are examples of the questions that I will be looking for while
assessing:

Describe what is happening in your miniature water cycle.

What effect is the sun having on your water cycle? The
shade?
What caused the water to evaporate in the mug or "ocean"?
Where did the water go?
How can you explain what is taking place on the plastic
wrap?
How can you explain the dripping that is taking place?
Explain the processes involved in the water cycle that took

Limited
Progress
0 pts

Progressing
2 pts

place inside your models.

Organization of
iMovie/Participation

Content (Understanding the

concept of The Water Cycle by
answering all discussion
questions required)

Use of Technology (Creation of

iMovie)

Participation in Cooperative
Groups/Teamwork

Students show no
Students show
evidence of clear
minimal evidence of
organization
and
organization and
*Rubric Attached*
understanding of
understanding of the
the content.
content, however,
have difficulty
presenting it using
technology.

0 pts

2 pts

Students lack
understanding of
the content and are
unable to complete
the experiment and
therefore have a
trouble taking
footage in order to
develop their
iMovie.

Students maintain
understanding of the
content, however, are
having technical
difficulties putting
the pieces together
and editing their
iMovie.

0 pts

2 pts

Students still
struggle with the
use of technology
and are unable to
put together their
recording of the
iMovie.

Students are able to

navigate and
effectively use the
technology tools
provided in order to
put together their
iMovie.

0 pts

2 pts

Students are not

participating with
their team members
in small groups/Not
completing the
work

Students are trying to

participate but are
having trouble
getting along with
other members of the
group

Mastering
4 pts
Students show
evidence of clear
organization and
comprehension of
the concept at
hand. Students
also are able to
self-direct
themselves in
their group and
are responsible for
their roles in their
team.
4 pts
Students
thoroughly
complete their
experiment and
effectively answer
all the discussion
questions in their
iMovie. Also, the
development of
their iMovie is
concise and
creative.
4 pts
Students are able
to navigate
through the
technology tools
provided,
effectively use the
technology, and
put the pieces
needed together in
order to develop
their iMovie.
4 pts
Students are able
to lead, help
struggling team
members, and
actively
participate in
group work

Score