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Nathan Sherrill

ELED 3221-002
10/02/17

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Water Cycles

Elementary Science
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Big Idea: Properties and Changes

Grade Level: 5th Grade

Rationale: This lesson is important to students because students will gain an understanding of
how the environment is constantly in a cycle and moving to repurpose water each and every day.
Students will be able to identify the sun as the main energy source, and the different states that
things can go into it (liquid, solid, and gas). Also, students will conduct scientific investigations
and construct a scientific instrument to use while developing explanations and predictions using
evidence.

NC Essential Standard(s):

5.P.2.1 Explain how the suns energy impacts the processes of the water cycle (including
evaporation, transpiration, condensation, precipitation and runoff).

Next Generation Science Standard(s):

5-PS1-2 Matter and Its Interactions


Measure and graph quantities to provide evidence that regardless of the type of change that
occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Instructional Objective:The student will observe and explain the stages of the water cycle
(evaporation ,condensation, precipitation) and illustrate that when liquid water evaporates; it
turns into a gas (vapor) in the air and condenses as a liquid when cooled, or as a
solid if cooled below the freezing point of water.
Prerequisite knowledge and skills: Students should be able to identify the sun as an energy
source. The suns light warms the land and water. Also, the basic patterns and weather
conditions.

Materials/Resources:Each Group:
Cycle in a Bag worksheet
Quart size zip-lock baggie with writing label
7 oz. clear plastic cup
Black permanent marker
Measuring cup
Water
Blue food coloring
Masking or duct tape
Clipboard or other hard writing surface

Source of your lesson: Where did you get this idea from?
http://myfwc.com/media/150529/CycleInABag.pdf

Estimated Time:3 day activity. Day 1 for engage and explore and setting up Water Cycle in a
Bag activity. Day 2 and 3 will be explain, elaborate, evaluation and assessment on observations
and analyzing data from the activity.

Accommodation for Special Needs/different learning styles:

Safety considerations: Teacher needs to pay attention that the materials given to students are
not being misused.
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Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: Ask the students questions for a pre assessment to find out where they are at:
Review: The water cycle is a never-ending cycle that includes evaporation, condensation,
and precipitation. The sun is the energy that keeps the cycle moving. The heat
energy from the sun changes water into vapor. This invisible vapor then condenses and
forms billions of droplets that make up clouds. The moisture from the clouds returns to
the earth as rain, snow, or other forms of precipitation. Temperature plays an integral
role in this never-ending process by affecting the rate of evaporation and the type of
precipitation (e.g., rain, snow, ice).

Definitions: Evaporation is the process in which matter changes from a liquid state to a gaseous
state (vapor)
Condensation is the process in which matter changes from a gaseous state (vapor) to
a liquid state. Condensation occurs as air with water vapor in it cools; clouds are
evidence of condensation.
Precipitation forms when water droplets in clouds become too heavy to stay in the
atmosphere. The water droplets fall in some form, such as snow, ice, or rain, to the
earths surface.
Transpiration-
Water vapor-
abiotic factor- nonliving things in ecosystem
Biotic factor- living things in ecosystem
Runoff
Collection-

https://play.kahoot.it/#/k/da57247a-de5f-448d-a63f-cb8181a24b7a

In order for students to understand how the water cycle works, it is important for them to
review what they have already learned about water itself, and the different states it can
assume (solid, liquid, or gas) in our ever-changing environment. This can be done by
showing the class three itemsa half-filled glass of water, a dish with an ice cube, and
a dish with a wet paper towel in the Engage activity in this lab.
https://edpuzzle.com/media/57f39a871c573a7d3e39d96d

Explore:
Students will complete a Discovery Eduaction Skill Builder Water Cycle website:
https://nc.discoveryeducation.com/player/view/assetGuid/087777C8-4FF0-45D2-878F-E7CD90
F7EE19, Water Cycle Game Show:
https://nc.discoveryeducation.com/player/view/assetGuid/263D0953-6D7A-43B9-951E-1D0463
E99B9E

Explanation/Elaborate::After the third day of observations, ask students to share their


observations anddiscuss how accurate their predictions were. Conduct a whole-class discussion
addressing the following questions:
During what phase of the water cycle is water invisible? (evaporation)
Why is the water invisible during this phase? (because it is a gas)
What causes water to evaporate in the water cycle? ( heat from the sun)
What causes water to condense in the water cycle? (cooler temperatures)
What stage of the water cycle do the water droplets inside the baggie represent?
(condensation)
Is the total amount of water in the baggie the same after 3 days? (yes, unless the
bag was not tightly sealed)
When the water droplets collect at the bottom of the baggie, what stage of the
water cycle does this represent? (precipitation)
If the baggie remained tightly sealed, how much water would be in the baggie
after one month? (the same amount of water you started with 2 ounces
If the baggie were left on the wall with the seal opened, what would happen to
water in the bag? (it would eventually all evaporate into the surrounding
atmosphere)
How would your miniature water cycle be affected if the bag was placed in a cool,
shady area instead of a hot, sunny area? (the rate of evaporation would be much
lower)
How much water was left in the cup after three days? (answers will vary)
Worksheet is in the link posted in Resources above

Evaluate: Students will finish their observations and given credit for what they observed by
completing the 3 questions on their observations. Additionally, students will be asked to
complete this worksheet consisting of 5 questions. 1 point will be given for each correct
statement, 4 out 5 points earned will show mastery.
http://www.worksheetplace.com/mf_pdf/4-Stage-Water-Cycle.pdf
Closure: T: End with an exit ticket: Do you think this activity would have went differently if we
did it during the winter time? Yes or no? And explain.

Reflection:

Part 1: Working directly with my CT, she chose a lesson for me to teach that was in her planning
for their science unit. At first I was pleased I was working directly with the teacher, because I felt
like both the class would stay on track with planning and my lesson would either a warm up or re
engagement on something they have already learned and not something off topic. Also, for
myself I thought I would benefit from following along with a lesson that this group of teachers
have been using for 3 years now. Because of timing, part of my lesson was already taught the
day before my arrival because the class was ahead of schedule that week. Speaking before class I
found this out about 30 min before teaching so I was out of my element when starting the lesson.
The engage part of my lesson went very well, the student were active in answering the questions
on the Kahoot quiz. Students were very quick to ask questions after each questions and we had
clarifying on questions that most students missed to make sure they had a complete
understanding. The explore stage of my lesson was taught the day before, so I decided to skip
this part of the lesson which cut my lesson a little short and moved directly into elaborate section
which was a lab that consisted of students making observations over a 3 day period.
If I were to go back and reteach this lesson, I would communicate better with the CT and
have a backup plan if something did not work. This comes into the planning phase of the lesson,
because I was teaching a lesson provided for me, I did not get a chance to add my own touches to
something I felt like I could have made my own. Something I would want to do differently
during reteaching would be to open up the class after the lab and have an open discussion with
students about their observations. I would love to hear about what they enjoyed and did not
enjoy. I want to hear their inferences on the topic, I feel like student feedback is key component
in teaching.

Part 2: My main goal was for students to learn the process and vocabulary of the water cycle. By
completing a lab, taking observations, and watching the cycle happen visually, I thought students
would attain the knowledge of the standard. Because, I taught part 1 of a 3 part lesson I did not
get a chance to assess the students. Only about one third of the class achieved mastery of the
water cycle unit, this number is low in my opinion but without being fully involved in my own
classroom and seeing the daily progress I am not sure what could be done differently to help the
students progress. The students only observed science, which may have been the problem. In
class we do labs or experiments where students have the opportunity to actively participate in
what is going on. This is definitely something I could change about future lessons, my lesson
was focused more on guided notes, vocabulary terms, and observations of myself of the CT
completing a lab. In hindsight, this could of been very boring for the students. My main focus
going forward would be to get the information across to the students in a way that can be
engaging and fulfilling with information.