Emily Jackson March 21, 2014 IMB- 5th grade edTPA Indirect Instruction Lesson Plan Template

The Water Cycle Process _____________________________________________________________________________

Central Focus/Big Idea: The big idea is to understand the water cycle and its processes

Subject of this lesson: The Water Cycle

Grade Level: 5th grade

NC Essential Standard(s): 5.E.1 Understand weather patterns and phenomena, making connections to the weather in a particular place and time. 5.E.1.1 Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.

Next Generation Science Standard(s): 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]

21st Century Skills: Creativity and Innovation: This lesson/activity requires students to use their own creative abilities to write, draw, decorate and design a water cycle wheel. Productivity and Accountability: Students will need to be productive in getting the wheel finished before class is over and will be held accountable for how much of the water cycle wheel they have completed.

Academic Language Demand

Analyze Argue Categorize Compare/contrast Describe Explain Interpret Predict Question Retell Summarize 1. Describe: Students and teacher will work together to describe the different processes of the water cycle. 2. Explain: Student and teacher will take roles in explaining the different parts of the water cycle, when they happen, how they happen, and why they happen. 3. Summarize: Students will use their water cycle wheel as a summary of what they learn in the lesson.

Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson? Precipitation, Condensation, Evaporation, Transpiration

Instructional Objective: Students should become familiar with the four parts of the water cycle mentioned above. Student should know the difference between the four parts. Once they gain knowledge on these four parts the students should create a water cycle wheel to demonstrate the four processes, a picture description, and definition of each term.

Prior Knowledge (student): The students should understand that the water cycle is made up of different processes.

Content Knowledge (teacher): The teacher needs to be aware of the four processes she is teaching and be so familiar with each process that she knows what happens in each of these stages: precipitation, condensation, evaporation, transpiration, and in what order they occur in the water cycle.

Accommodations for special needs: All students will be monitored when working on water cycle wheels- students with special needs may receive assistance or refer to their Science notebook for extra assistance on their water cycle terms. Teacher will off alternative directions to accommodate students with special needs. Materials and Technology requirements: 24 pre-cut water cycle wheels 24 gold button brads Colored pencils/crayons Pencils

SMART board for review Science notebooks Water cycle worksheet

Total Estimated Time: 30-45 minutes

Source of lesson: Textbook: Science: A Closer Look MacMillan McGraw-Hill, http://www.teacherspayteachers.com/Product/Water-cycle-fold-and-learn-622206

Safety considerations: Direct students to remain in their seats

Content and Strategies (Procedure)

Engage: Teacher will begin the lesson by stating the objective: By the end of the lesson today you should be able to effectively describe these four parts of the water cycle: Evaporation, Transpiration, Condensation, and Precipitation. As a whole class the lesson will begin with the teacher recalling prior knowledge about the water cycle classroom teacher has previously covered and material they saw on their science pre-test. Teacher will start out by asking questions such as: What parts of the water cycle have we been learning about? What does the water cycle do for our environment? What do you know about the water cycle? What two parts of the water cycle are closely related and why? Do you think the water cycle process can relate to something besides weather? Who can name the four main processes of the water cycle? The class will read over their notes from the previous Science lesson together to discover how much they already know about the 4 parts of the water cycle.

Explore: The teacher will have precut water cycle wheels already labeled for the students to save time since Science instruction time is short. Each student will get one water cycle wheel. Students will be

asked to recall prior knowledge from the mini review held and from previous days work with the water cycle to fill in their water cycle definitions for each section: evaporation, transpiration, condensation, precipitation. Teacher will need to make sure water cycle wheels are labeled so that evaporation and transpiration are beside one another since they are related in the water cycle process. The teacher will say Can everyone please take their water cycle wheels, already put together and labeled for you, and write the appropriate definitions in each section. Once you have completed all of your definitions/explanations for each process raise your hand and Mrs. Beam or I will come around and check to see if you are correct. If you have all of your terms correct you will be able to draw a picture that corresponds with your key term and definition. As students are working teacher may want to ask Explain the transpiration process to me. If we take plants out of the process which term would go away? What is happening when it rains outside? Did any of the terms confuse you or mislead you to think there would be a different definition for it?

Explanation: Students will be given the opportunity to share their findings with the class. If called on, students may come up to the board and write their definition for the term of their choosing. This will give students a chance to have a discussion about whether they think their peers are correct or why not and to also see what they know. Each student should have a complete definition and supporting evidence. Students may be allowed to share their corresponding picture for the term they volunteer to define for the class.

Elaborate: Once students have completed their water cycle wheel they will be directed to complete a fill-in-the-blank worksheet using the four key processes of the water cycle.

Evaluate: Students will be given a formative assessment throughout the lesson. The teacher will ask questions as the lesson goes on to test the students knowledge of the four processes. They will also be assessed or evaluated based on their water cycle wheel they create and their supporting definitions and images they draw to correspond with their writing. The end goal of their water cycle wheel is that they will be able to determine what the four major processes are, what occurs in each of these processes, in what order they occur, and what a visual image of this process looks like and also to deepen their understanding of the water cycle in general and gain more knowledge than they knew when taking their Science pre-test. The summative assessment will come from the fill-in-the blank worksheet students will complete. There will be 6 questions to evaluate students understanding. 5 out of 5 questions correct = 100%. 4 out of 5 questions = 75%- satisfactory. 3 out of 6 questions = 50%- below satisfactory. More missed than 3 = unsatisfactory.

Name:___________ The Water Cycle

Date:_________

(To be completed after creating the water cycle wheel)

WORD BANK: -Transpiration Condensation Evaporation Precipitation

1.) _______________ occurs when heat from the sun causes water on Earths surface to turn into water vapor.

2.) When water vapor rises into the atmosphere, it cools off and turns into tiny water droplets called ________________.

3.) Some examples of ______________________ are rain, hail, sleet, or snow.

4.) Plants lose their water which is absorbed into the atmosphere in the process called _______________ much like ______________________________.

5.) The water cycle process occurs is this order: _______________________________ _______________________________ _______________________________ _______________________________