THE LESSON PLAN

Unit 3.5 Water

Course 22102, Course Name Science 4, Group Science.
Secondary Year 2 semester 2 , Academic year 2017, Time 2 × 50 Minutes
Student Teacher’s : Mr. Fuad Sulistio
Supervisor’s/Mentor’s : Dr. Sumalee Tientongdee
Cooperating Teacher’s : Ms. Patimaporn Kaewkong

Learning standards
Standard 6.1 understands the processes that occur on the surface of the Earth and within the
Earth. The relationship between the processes that affect climate change, terrain and
morphology. The process of investigating knowledge and mental science. Communicate what
you learn and apply it.
Standard 8.1 uses scientific and psychological processes in the quest for knowledge, solving
problems, knowing that most natural phenomena occur in a certain way. Can be explained and
verified. Under the information and tools available at that time, it was understood that science,
technology, society and the environment are interrelated.

Indicators.
Standard / Indicator 6.1 M. 2/7 Exploration and description of natural water resources.
Utilization and conservation of local water resources.
Standard / Indicator, 6.1 M. 2/8 m Trial, mimics and describes the occurrence of water on the
ground. Groundwater
Standard / Indicator, 8.1 M. 2/1. Set questions that determine key issues or variables in the
survey. Or study the topic of interest is comprehensive and reliable.
Standard / Indicator, 8.1 M. 2/7. Create questions that lead to a survey. In related matters, apply
knowledge to new situations or explain concepts, processes, and results of projects or work
pieces to others.
Standard / Indicator, 8.1 M. 2/8. Record and explain the findings of the survey. Further
investigation from various sources provides reliable information. And accept the knowledge
changes discovered when data is available. The new testament is increased or disputed.
Measure / Measure 8.1 M. 2/9 Show, write, report, and / or explain the concept, process, and
results of a project or piece of work to others.

The purpose of learning

The student can understand the importance of water, source of water and the water cycle

Learning Objectives :
1. Students will be able to mention what is mean the water and how much surface area of water
on the earth
2. Students will be able to explain how important water for daily life
3. Students will be able to mention where the water source can be found
4. Students will be able to explain how the process of water cycle on the earth
5. Students will be able to conduct I do experiment with making water cycle models using the
materials they have prepared before
6. Students will be able to present presentation about the water cycle with the water cycle
model they have created

Essence of learning
Knowledge.
1. The meaning of water
2. Surface area of water on the earth
3. The importance of water for daily life
4. Sources of Water
5. Water Cycle

Desired properties
1. Discipline
2. Learning
3. Commitment to work

Key Performance
1. The ability to think.
2. The ability to solve problems

Learning activities.
Activities into learning
Engage Activity
Say or ask students to think about:
1. What do you know about water?
2. Why is water essential to life?
3. Where are the sources of water?
4. How to process steps water cycle?
After that, Introduce a lesson of water topics using presentations
Explore
Procedures for this activity:
1. Students answer questions in the presentation
2. Students make models of water cycle in groups using the future board, color clay, glue,
foams, and ping pong ball.
3. Future board is used as the body of the model, Ping Pong Ball is used as the sun, Color clay
is used as mountains, ocean, fresh water, plants, and others, Foam is used as clouds, snow
and rain.
4. Each group prepares the material to be presented in front of the class along with the model
of the water cycle
Explain
Each group will present a water cycle model that has been created for 10 minutes, then
responded by another group for 5 minutes. Each group should write down the results of their
presentation and responses from other groups. Here the student must be active to explain the
water cycle according to the water cycle model created
Elaborate
After each group present the results of its water cycle model. Say or ask students to think about:
Utilization and conservation of local water resources in Thailand and The relation of
groundwater to the water cycle. Students will write their opinion on paper and will be discussed
together in class.
Evaluate
The teacher gives homework to the students in Exercise 3.5 about Water Page 74 Number 1-4
and Exercise 3.5 about Water Part B : Objective Questions Page 76 Number 27-32, This
homework will be collected on Thursday February 8th 2018 at 08.30 in M. 2/5.

Student Development Activities

1. Students study the knowledge of importance of water for humans. Importance of water for
humans such as Water Protects Your Tissues, Spinal Cord, and Joints, Water Helps Your
Body Remove Waste, Water Aids in Digestion, Water Prevents You From Becoming
Dehydrated
2. Students study the knowledge of sources of water. Sources of water are Surface water,
Rivers or lake, Springs, Rock catchment areas and rockholes, Excavated dams, Rainwater
tank, Bores and wells, Artesian bores.
3. The teacher explains further that water cycle, The water cycle, also known as
the hydrological cycle or the hydrologic cycle, describes the continuous movement
of water on, above and below the surface of the Earth. The mass of water on Earth remains
fairly constant over time but the partitioning of the water into the major reservoirs of
 ice, fresh water, saline water and atmospheric water is variable depending on a wide range
of climatic variables. The water moves from one reservoir to another, such as from river
to ocean, or from the ocean to the atmosphere, by the physical processes
of evaporation, condensation, precipitation, infiltration, surface runoff, and subsurface flow.
In doing so, the water goes through different forms: liquid, solid (ice) and vapor.

Activities
1. Students and teachers discuss and draw conclusions from their learning
2. The teacher shows a learning video on the topic being taught
3. The teacher asked students to create a model of the water cycle in a group

Learning media.
1. Power Point about water 4. Color Clay
2. Videos about water 5. Glue
3. Future board 6. Foams

Learning resources
1. Textbook Discovering Science 2 PADA Education Co., Ltd.
2. The Internet (Wikipedia, www.bbc.co.uk, www.health.gov.au, www.albertawater.com)
Measurement and evaluation

Goals Evidence Measurement Tool Evaluation Criteria

The essence. - The practice. Review Question 3.7 The accuracy of the
Water P. 93 Number 18, exercises must pass
19, 20 90%
Indicators. - The practice. Opinions of students Opinions should be
- Standard / Indicator 6.1 about utilization and according to reality
M. 2/7 Exploration and conservation of local
description of natural water resources in
water resources. Thailand and The
Utilization and relation of ground
conservation of local water to the water
water resources. cycle
- Standard / Indicator,
6.1 M. 2/8 m Trial,
mimics and describes
the occurrence of water
on the ground.
Groundwater
Desired properties - The practice. Exercise 3.5 about On-time delivery has
1. Discipline Water Page 74 the full score, send
2. Learning Number 1-4 slower less score max
3. Commitment to Exercise 3.5 in 80.
work Water Part B :
Objective Questions
Page 76 Number 27-
32