Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Paige Elsasser, Steph Boersma, Lyndsay Pruss

Grade Level: 6th

Reflection from prior lesson:

We recently talked about the states of matter, solid liquid and gas, now lets apply that to how
water moves and changes in the world we live in.

Lesson Goal(s) / Standards:

MS-ESS2-4 Develop a model to describe the cycling of water through Earths systems driven by
energy from the sun and the force of gravity. (SEP: 2; DCI: ESS2.C; CCC: Energy/Matter)

CCSS.ELA-Literacy.RI.4.7Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.10By the end of year, read and comprehend informational texts,

including history/social studies, science, and technical texts, in the grades 4-5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.

Lesson Objectives:

Students will show their understanding of the water cycle by creating a story of a water
molecule.
Students will be able to use at least five vocabulary terms about the water cycle in their story,
and each term used will be correct with context.

Materials Needed:

Graphic narrative
Rubric or some type of guidelines
Diagram of the water cycle for further understanding
Smart board

Contextual Factors/ Learner Characteristics:

A. The Lesson

1. Introduction (10min)
Read the story of Jeremy the water molecule
 Talk about how he moved through stages of matter which they learned about in
earlier lessons, but that theres more that can happen to water molecules.
Ask students more about Jeremys traveling, does anyone know what he went through
is called?
Tell students the objective for today will be to have a deeper understanding of the
water cycle.

2. Content Delivery (35min)

Once the introduction has been finished project the story of Jeremy on the smartboard, as
well as have students able to see a diagram of the water cycle. Tell students that Jeremy
experienced many things in his lifetime, and ask them to point out what part of his life was a
change in state of matter. Once they decipher what part of his life was changing stages of
matter ask if they can recognize when Jeremy was completing processes from the water
cycle. If they struggle to volunteer their ideas have them discuss with a partner what they
think Jeremy went through in the water cycle. After students clearly see the progression of
Jeremys life in the water cycle go over each stage of the water cycle in detail since Jeremy
did not complete every stage. Tell students they will now become a traveling water molecule
and will create their own story about their experience traveling through the water cycle. Give
them time to do some brainstorming and go around helping students having writers block.
Remind them that water molecules can end up anywhere in the world so they should let their
creativity show.

3. Closure (include time allotment)

After students have enough time to brainstorm and work on prewriting, you could ask if any of
them have an idea they would share with the class. This activity would take a couple of class
meetings so tell them to keep thinking of ways they can grow their story because they will create
a draft next time they come to class.

B. Assessments Used

Informal Assessment is used when asking students questions, having students share their ideas
could show you if there is more instruction that needs to happen for the water cycle.

C. Differentiated Instruction

Having a story that explains the science concept helps students that have trouble focusing stay
engaged. If there are students that need extra assistance writing, they could always record their
story with their voice instead of writing it all down.