Chelsea McWain- Blanford Nature Center School

6th Grade Biology

Ecosystems/ Hydrosphere

AQUINAS COLLEGE
SCHOOL OF EDUCATION
LESSON PLAN
Michigan Curriculum Framework Content Standards and Benchmarks:
S.RS.M15 Demonstrate scientific concepts through illustrations, performances, models, exhibits, and activites.
S.RS.M17 Describe the effect human and other organisms have on the balance of the natural world
E.ES.07.11 Demonstrate using a model or drawing, the relationship between warming by the sun and of the Earth
and the water cycle as it applies to the atmosphere
E.ES.07.81 Explain the water cycle and describe how evaporation, transpiration, condensation, cloud formation,
precipitation, infiltration, surface runoff, ground water, and absorption occur within the cycle.

Unit Outcome:
Earth Science Relationships- The Spheres, Biomes, Ecosystems, Human Alterations of
Ecosystems
Lesson Outcomes:
Determining amount of available water in the world
Tracing the path of water
Labeling the water cycle
Rationale/Purpose for Lesson:
The students will apply their experiences and previous knowledge to learn more about the water
cycle and path of water on and near the earth.
Assessment:
Tracing the path of water on a map from Flint to the ocean
Explaining common processes using descriptive words from group discussion
Resources/Materials Required:
Map for path tracing
Flint River Articles
M&Ms
Introduction and Procedure
We have been discussing the spheres in this ecosystem unit and today we are going to be looking
at the hydrosphere. We are going to begin by looking at where water on and near the earth is
found. *call on volunteers to answer*. When all categories have been found move on to
percentage activites
Procedure Beyond Intro:
Random group generator
Explain M&Ms before giving out the bags
Go through the percentage sheet to find out predictions
Gather students back together

Chelsea McWain- Blanford Nature Center School

6th Grade Biology
Ecosystems/ Hydrosphere

Talk about real answers on percentage sheet

Ask why it is important to be concerned about the condition of the freshwater
Look at Flint article
Discuss why it is important to know
Give students map and tell the students to trace the path of the water from the flint river
to the ocean
Look at laminated sheet to review processes
Water cycle explanations

Closure:
The students will have the opportunity to define the parts of the water cycle after discussing in
groups to share that they understand the cycle that we have been discussing. Then tell the
students that we will be looking at water in the atmosphere and the components of the
atmosphere next week.