‘Name: Natalie Youngs Class: ELED 3221 Date: 10/21/2014 edTPA Indirect Instruction Lesson Plan Template Water Cycle Mini Greenhouse Central Focus/Big Idea: Water Cycle Subject of this lesson: Whatisthe-subjectofyaurlessan? How des waier mort Mroug\ te Waser cqete 7 Grade Level: Sth grade - NC Essential Standard(s): 5.P.2.1 Explain how the sun’s energy impacts the process if the water cycle (including evaporation, transpiration, condensation, precipitation and runoff) continues. 5.P.3.1 Explain the effects of the transfer of heat(either by direct contact or at a distance) that occurs between objects of different temperatures. (conduction, convection, or radiation) 5.P.3.2 Explain how the heating and cooling affect some materials and how this relates to their purpose and practical applications. Next Generation Science Standard(s): 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 21° Century Skill Leadership and Responsibility - Students will learn how humans can negatively impact the water cycle and why itis important to be environmentally conscious. ‘Communication - Students will share their observations of the mini greenhouses with their classmates in order to have a better understanding of the stages of the water cycle. Academic Language Demand ‘© Language Function: Students need to be able to describe each stage of the water cycle and how it connects to the other stages. Students also need to interpret what the water in their greenhouses is doing so that they can identify the stages of the water cycle going on inside.‘Analyze ‘Argue Categorize [ Compare/eontrast | Describe | Explain Interpret Predict Question Retell Summarize | © Scientific Vocabulary: water, soil, evaporation, condensation, precipitation, runoff, transpiration, plants, energy, sun, collection, ground water, radiation, convection, conduction, Hydrological Cycle * Spanish Vocabulary: agua, suelo, evaporacién, condensacién, preciptacién, transpiracién, planta, energia, sol, coleccién, las aguas subterrénea, radiacién, conveecién, conduecién, Cyle Hidrolégico Instructional Objective: Students will be able to accurately label and describe the stages of the water cycle. They will demonstrate this with their drawings and descriptions of the water cycle stages and the observations they make of their mini green houses. They will also answer a short assessment quiz. Prior Knowledge (student): Students should already be aware of various sources of water such as rivers, lakes, rain, and snow. They should also be vaguely aware of a seed’s life cycle and what we use them for. Content Knowledge (teacher): Understand the water cycle, phases, and contributing factors that allow the water cycle to continue. Accommodations for special needs (individual and/or small group): ESL students will work with a buddy to help them understand the instructions. I will also have the vocabulary words written in both English and Spanish and placed on sentence strips to post on the wall. Materials and Technology requirements: © Potting soil © 2clear plastic cups per student (902) © Measuring Cups black permanent markers packing tape © scissors radish seeds © spray bottle © Water Cycle book ‘© White Paper ‘© Coloring pencils Total Estimated Time: | hour for the first lesson. 4 days of recording observations of the green house. 30 minutes on last day to discuss observations and conclusions. Source of lesson:Ag in the Classroom NC Farm Bureau http:/www.ncagintheclassroom.comyPortals/1/pdf/curricula/g5_lesson12.pdf Bill Nye The Science Guy & the Water Cycle https://www. youtube.com/watch?v=UVwnWsfCcel Water Cycle Worksheet http://starmaterials.com/ VideoGuide/BN/BNE/WaterCycle/index.htm Safety considerations: | will cut the tape for the students before they get it. I will also remind students not throw the cups, soil, or seeds around the classroom.