Secondary Lesson Plan Template

Topic:
The Water Cycle

Length of
class:
50 minutes
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?

Grade Level:
6th Grade

To help the students understand the processes of the water

cycle, and the conservation of water (and matter).

LEARNING OBJECTIVES (What will students know or be expected to do

in this lesson? Use verbs from Blooms Taxonomy):

The students will be able to accurately articulate the

processes in the water cycle
The students will be able to accurately articulate the driving
forces behind the processes in the water cycle
The students will be able to create a model accurately
displaying the processes of the water cycle

STANDARDS (What national or state standards will you address?):

Essential Concept and/or Skill: Understand and apply knowledge of the water cycle,
including consideration of events that impact groundwater quality.

RESOURCES/MATERIALS NEEDED (What materials and resources will I

need in this lesson?):

Large Glass bowl

Small cup
Boiling water
A few Ice cubes
Cellophane
Cart
Coloring utensils (Pencils, crayons, markers)
Paper

PLAN for LEARNING (How will you organize student learning in this
lesson?

LESSON SEQUENCE & PACING

1. Have the demo set up on a cart in the
back of the room, with a small
weighted empty cup in the center of a
large glass bowl. Have boiling (or
extremely hot water, cellophane, and
ice cubes at the ready)
2. Wheel the cart into the center of the
room, and ask the students to gather
around the cart. Pour in the hot water
around the cup, quickly cover it with
the cellophane and place an ice cube
on top.
3. While the demo is starting to take its
course, ask the students to pay
attention to what is happening
throughout; the water level, the
cellophane, etc.
4. (What should happen in the demo: The
hot water will evaporate and collect on
the cellophane, the ice cube will cool
this evaporated air condensing it into
drips that will fall into the cup The
whole demo should take 20-25 mins)
5. Following this demo, ask the students
to talk to their partners about what
happened to the water.
6. Bring the class together and ask the
same question, spurring a discussion
about the movement of water
throughout the system.
-At this point in their education
students are likely to use terms like
Precipitation, evaporation, and
condensation. When they use those
terms I will ask them what that means,
and to describe why that happens
7. Ask the students To what extent is the
way that water moves through this
demo similar to the way water moves
throughout our environment?
8. Walk around the classroom to make
sure theyre on task and ask
scaffolding questions such as, how do
various parts of the demo represent

ACTIVATE/ENGAGE
Demonstration, ask
questions, think-pair-share
activity, cooperative
learning activity, and inquirybased task
ACQUIRE/EXPLORE/APPLY

Demonstration/Interac
tive Presentation
Questioning
Discussion
Nonlinguistic
Representation
Cooperative Learning

ASSESS/CLOSURE/BRIDGE
Products from
Performance assessment:
The students will create a
model that shows the
movement of water through
the atmosphere.
Written Communication
I will ask the students to be
able to explain a graphic of
the water cycle for future
exams
Personal Communication
Questioning, discussion

things that happen in our

environments?
9. The students will be asked to discuss
the quantity of water both before and
after the demo.
10.
What about in our atmosphere,
to what extent does water maintain in
the system? Talk with your groups
11.
Finally the students will be asked
to make a pictorial representation of
the water cycle.
-This may take longer than class
time, so they will be asked to have it
completed by the next day of class

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product
based on student readiness, interest, or learning style? Will you gather
information about your students prior knowledge? Will you work to build
on your students prior knowledge? Will you scaffold student instruction?
Will you flexibly group students based on readiness, interest, or learning
style? Will you give students choice in this lesson?
WHAT DID YOU DIFFERENTIATE?
___ CONTENT (WHAT STUDENTS LEARN)
_X_ PROCESS (HOW STUDENTS LEARN)
_X_ PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
___ LEARNING ENVIRONMENT
BASED ON
_X_ READINESS
_X_ INTEREST
_X_ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
DIFFERNTIATED INSTRUCITONAL STRATEGIES
_X_ FLEXIBLE GROUPS
ASSIGNMENTS
_X_ COOPERATIVE LEARNING GROUPS
BOARDS
___ LEARNING CENTERS

___ TIERED
_X_ MENUS/CHOICE
_X_ INDEPENDENT

PROJECTS
___ RAFTS
QUESTIONING
___ GRAPHIC ORGANIZERS
___ SCAFFOLDED READING/WRITING

_X_ LEVELS OF