Lesson Plan Template Candidate Name:___Ann Alvarez_________

Strategy : Cubing Strategy

UNIT NAME
Water

LESSON NAME Time Needed (Hours/Days)

Understanding Water 5.5 hours

Grade Subject Course

1st Science Science

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards- need numbers
and description of all standards listed

S1E2 Students will observe and record changes in water as it relates to weather.

a. Recognize changes in water when it freezes (ice) and when it melts (water).

b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid
(water).

c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.

d. Determine that water in an open container disappears into the air over time, but water in a closed
container does not. Observe the characteristics of water in its different states.

Fulton County TAG standards:

Advanced Communication Skills (ACS) Elements 2. The student produces written and/or oral work that is
complex, purposeful, and organized, includes relevant supporting examples and manipulation of language.

Higher Order Critical Thinking Skills (HO/CTS) Elements 2. The student responds to questions with
supporting information that reflects in-depth knowledge of a topic.

ESSENTIAL QUESTION(s)
Clearly stated, open-ended, thought-provoking, transferrable among disciplines, calls for higher order
thinking.
What are the characteristics of water in its different states?
How can I organize my work and provide examples as well as complex concepts?
How do I include supporting information and be reflective about my topic?
Does the weight of water change as its phase changes?
How does water appear (solid or liquid) in different forms of precipitation?
 How are ice, liquid water, and water vapor similar?
How are ice, liquid water, and water vapor different?
What happens to a bottle of water in the freezer?

TEACHER LESSON PREPARATION What would the teacher have to have ready, and what would the
students already need to know, to do this lesson?
Have KWL chart completed and posted. What the students already know, what they want to learn, and
what they actually learned at the conclusion of the lesson/unit.

Teacher would need to have the materials prepared, the charts, post its, the cubing questions and the
materials necessary to find the answers to their What I want to learns.

Will need access to ice, water, and hot plate to observe the characteristics of water in its different states.
Also, to recognize the similarities and differences between ice, liquid water, and water vapor.

Will need scales to determine that water has weight in its different states.

Depending on the current weather will need opportunities to experience/explore outdoors when different
types of precipitation occur to Identify forms of precipitation. (Video/picture examples of precipitation
events)

Create mini water cycles to observe the changes during a water cycle (Ziploc bags, food coloring).

Allow containers of water to sit in the room and outside to observe and determine that water in an open
container disappears into the air over time. In addition, this unit will allow students to consider the various
states of water as they appear in weather events such as rain, hail, or snow.

Students will use online resources and books to find the knowledge that addresses their questions or
activity. Students will then organize their information and present it to the class in an organized and
reflective manner.

ACTIVATING STRATEGY
Contains all of these in a well-scripted format: motivating introductory activity (hook or mini-lesson), linked to prior
knowledge, aligned with essential questions and allows for active participation by all learners

Ask students what they know precipitation and what the weather like throughout the year is. Each child
will have three post it notes. Ask students to illustrate the precipitation. Post student illustrations on a
large piece of paper. Conduct a class discussion about the illustrations. Have students decide what the
types of precipitation are. Once the class is engages in discussion about the types of precipitation create
headings(no more than 3 categories), on the butcher paper. Have the students should sort the illustrations
on their(no teacher guidance offered). Post the butcher paper in the room so that students can refer back
to it to make corrections, if needed during the other lessons.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy.
The procedures are well-scripted and very clear.
Appropriate for intended standards/content/skills
Describe It. What does water look like? What does water feel like? Write three to five sentences
describing water and create at least two illustration that show water.
Compare It. What is similar to water? What is different from water? How are ice, liquid water, and
water vapor similar? How are ice, liquid water, and water vapor different? Student will observe
water in its different forms and compare them.
Associate It. What could you create by using water? What can change water? Can you do anything
to change water?

Analyze It. Where does water come from and where can you find water?

Identify a problem we have with water and create a plan to solve the water problem you have
identified.

Apply It. How is water used? What can you do with water? How does water work?

Argue For or Against It. Is water good or bad? Why do you think its important to know about
water? Why is water important for life?

Students will work in groups of two or three to complete each portion of the cube. Each 30-40
minute sessions students will focus on one portion of the cube. They will utilize all of the resources
as well as their peers to complete a study of each idea. Each idea they will produce illustration,
models, journal entries(recorded or written) that address each idea of water. On day two the students
will begin to share their discoveries with each other. After the 6th day the students will have
completed each side of the cube.

They will then take their information and data to display their understanding and new knowledge of
the topic of water/weather. Students will choose to create posters, brochures, video productions,
journals, paper slides, or a student generated idea for the product. Students will use the checklist
below to help guide their work.

Assessment Strategies
Assessment is: aligned to the essential question(s), includes either informal or formal assessment of student
learning, self and peer assessment is included, and any assessment tools or questions used are included
-Teacher Observations
-Conferencing with class or individual student ask questions to check for understanding
-Starting on day two students will think-pair-share, teacher will circulate and listen to conversations.
Teacher will redirect students if they are displaying incorrect understanding
- Starting on day two an exit ticket will be given
- Students will assess each other based on a rubric (contributions, collaboration, new information nrought to
the group)
-Students will also reflect upon themselves and their effort throughout the research and production period.

Use of the differentiated final projects for final understanding for each student. (see below, differentiation)
Differentiation
Lesson is clearly differentiated for gifted learners by use of three or more of the following: activity appears to lead students to the
same goal, activity is a respectful task, activity requires the students to stretch as much as possible, and the activity responds to the
student interests, readiness or learning profile, activity is based on pre assessment data. Remember, you can differentiate product,
process or content based on the students readiness, interest or learning style.

1. Students can create a poster that displays and explains their new knowledge and understanding of the
importance and impact water has in all states.

2. Students can choose to demonstrate their understanding through their science journals including
collected data and illustrations.

3. Students can write a non-fiction teaching book about water, the uses of water, the forms water can
take, and how changes in the states can occur.

4. Students can create a 3D model or a digital presentation that includes diagrams and explanations of
water.

5. Students may use their new knowledge to create an interactive flip-book containing the information
gathered in during their cubing activity

Materials/Links/Text References/Resources All references are cited and working links provided, all
handouts are included, list of all resources needed to implement lesson included.
Literacy Room: The Lorax, All the Water in the World, The World of Matter, Catch a Raindrop! From
Snowflakes to Icebergs. , Science Textbook

Digital resources: Ocean Filter Invention Video, The Magic School Bus: Wet All Over,
https://www.youtube.com/watch?v=Fd6m-SE9akA - Raindrop - The builder - Kids educational
cartoon about water, The weather song - https://www.youtube.com/watch?v=-dxbC4-nlEc , What is
Weather? with Tim and Moby, Weather Video - https://www.havefunteaching.com/videos/science-
videos/weather-video/, National Geographic Weather -
http://video.nationalgeographic.com/video/climate-weather-sci

People and Places: parents or community members that work in news/weather forecasts, The
Weather Channel

Websites: Georgiastandards.org
Water Science for Schools US Geological Survey http://ga.water.usgs.gov/edu/mwater.html
Educational Resources from EPA http://www.epa.gov/kids/water.htm
USDA Water Conservation (background info for teachers)
http://www.nrcs.usda.gov/feature/backyard/watercon.html
Drinking Water Information for Kids http://www.nesc.wvu.edu/ndwc/ndwc_Kids_DWinfo.htm
Project WET (Water Education for Teachers) www.projectwet.org
Resources as a QR code for quick student access:
http://www.kidzone.ws/water/

The water cycle

http://wateruseitwisely.com/kids/

How to use water safely

http://drought.unl.edu/DroughtforKids.aspx
What Is Drought?
Find out here! We'll explore weather, climate, and the water cycle to understand drought better.
http://www.sciencekids.co.nz/sciencefacts/water.html

Water Facts
Enjoy our fun water facts for kids. Learn how important water is to life on Earth as well its many amazing uses
and properties. Read about ice, steam, snow, drinking water, oceans, water pollution, seawater, rivers the
water cycle and much more with our huge range of interesting facts about water.

http://www.kidsgoglobal.net/the-issues/water
Global Water Crisis

https://water.usgs.gov/edu/watercycle-kids-beg.html

The Water Cycle for Schools: Beginner ages

The water cycle describes how Earth's water is not only always changing forms,
between liquid (rain), solid (ice), and gas (vapor), but also moving on, above,
and in the Earth. This process is always happening everywhere.

http://www.discoverwater.org/

Discover Water
The Role of Water in Our Lives
What questions do you need to answer in order to create an organized explanation?

How will you present your findings?

Do you need more resources?

Checklist

Standard/expectation Comments
We observed and explained changes in
water in our presentation
We explained what has an impact on water
We explained the water cycle and its
impact on life
We created a complex, detailed and
organized product with new and
interesting information
We came up with questions, found the
answers, and gave evidence that supports
our answers.
Rubric to score self and group mates
All of the time Most of the time Sometimes Not at all
Worked hard to
help my group
complete the project
Worked
cooperatively,
shared ideas and
listened to ideas