CEP Lesson Plan Format

Teacher(s): ​Mr. Wiley Date: ​4/10/19

School: Jackson Hole Middle School

Grade Level: ​6th Grade

Content Area:​ Earth Science (Unit: Water On Earth )

Topics Covered:​ The Water Cycle

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

● Develop a model to ​describe the cycling of water through Earth’s systems​ driven by energy from
the sun and the force of gravity.
● [MS-ESS2-1] Develop a model to describe the ​cycling of Earth’s materials ​and the ​flow of energy
that drives this process.
● Integrate quantitative or technical information​ expressed in words in a text with a version of
that information ​expressed visually​ (e.g., in a flowchart, ​diagram​, model, graph, or table).

Inquiry Questions:​ ​(Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

● Which of the stages of the water cycle are driven by the force of gravity?
● Which of the stages of the water cycle are driven by the sun’s energy?
● Which of the stages of the water cycle require water to give off heat?
● Is evaporated ocean water salty? Is rain salty? Why or Why not?
● How can the water cycle be disrupted?
● Where can freshwater be found in places where precipitation is very limited?
Concepts and skills students master:​ (​ ​Understandings, Big Ideas, Unit objectives)

● Organizing ​notes from videos, discussions, and photos into various graphic organizers
● Label, categorize, and summarize​ complex processes using graphic organizers
● Summarize and explain ​the model of the water cycle  

Evidence Outcomes:​ ​(Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

● Describe​ the cycling of water through Earth’s systems

● Identify​ when and how energy and forces drive the water cycle
● Label​ and diagram a model of the water cycle

Assessment of Evidence Outcomes:​ ​ ​(How will you assess the selected lesson objectives (general
explanation, you will go into more detail at the end of the lesson plan)
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● Students will complete an exit ticket that requires students to label a diagram of the water cycle,
labeling each stage (evaporation, condensation, precipitation, transpiration, etc.). The exit ticket
will also ask students to identify the driving energy and the driving force of the water cycle.

Planned Lesson Activities

Activity Name ● The Water Cycle

Approx. Time / ● 65 Minutes Total

Agenda ● Do Now (5 minutes)
● Mini-lesson, videos, think-pair-share, graphic organizers (25
minutes)
● Actively Learn Articles, Videos (25 minutes)
● Exit Ticket (10 minutes)

Anticipatory Set The “hook” to grab students’ attention. These are actions and statements
by the teacher to relate the experiences of the students to the objectives
of the lesson, To put students into a receptive frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the ideas, principles, or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is
to be introduced.
● Students will engage in a DO NOW activity that works to activate
their prior knowledge of water and the water cycle. Students will
begin by downloading the needed note sheet / graphic organizers
for the lesson and send to notability for their use. They will then be
promoted to complete a 3-2-1 bridge related to water in which
they record 3 words or phases that come to mind, 2 facts they
know to be true, followed by 1 question that comes to mind.
● A few various students will share their responses to each of the
“3-2-1”.

Teaching Model: Input: ​The teacher provides information needed for the students to gain
(Select most the knowledge through lecture, film, etc.
appropriate teaching ● Using mini-lesson lectures, readings, videos, and photos key
model.) information, processes, and vocabulary will be introduced to the
-direct instruction students.
-presentation model Modeling:​ Once the material has been presented, the teacher uses it to
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-concept teaching show students examples of what is expected as an end product of their
-cooperative learning work. The critical aspects are explained through labeling, categorizing,
-inquiry comparing, summarizing, etc.
● I will work through each graphic organizer classwide and lead high
level question promoting to work together and fill in the blanks.
Students will see correct responses displayed on the screen and
will have the opportunity to ensure they have the correct
responses as well. Students will be shown how to label, categorize,
and summarize complex processes using graphic organizers in
order to better visualize and understand the content.
● Checking for Understanding: ​Determination of whether students
have “got it” before moving on. It is essential that the students
practice doing it right so the teacher must know that the students
understood before proceeding to practice. If there is any doubt
that the class has not understood, the concept or skill should be
retaught before practice begins.
● Before moving on to each graphic organizer, continuous question
asking will be done in order to reinforce and check that the class’s
understand of essential concepts. Any misconceptions will
immediately be addressed and re-assessed to ensure that all
misunderstandings are corrected. For example, beforing moving
on to the water cycle graphic organizer, students will use their
notes from “Phases of Matter” and repetition to solidify the
phases changes, especially between liquid and gas states.
Questioning Strategies:​ Utilizing the Bloom’s Taxonomy of Educational
Objectives- Questions should progress from the lowest to the highest of
the six levels of the cognitive domain (knowledge, comprehension,
application, analysis, synthesis and evaluation)
● Knowledge:​ ​Define​ evaporation, condensation, transpiration,
precipitation, run-off,
● Comprehension:​ Associate various locations on Earth and where
water is located there (ex: jungle, dessert, polar caps, etc).
● Application:​ Determine various factors that can affect the water
cycle, disrupt it, or enhance it.
● Analysis: ​Identify ​each stage of the water cycle correctly based on
a model/diagram
○ Diagram and label a model of the water cycle (students will
complete in upcoming lessons while completing their “one
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pagers”.
● Synthesis:​ ​Compose​ a story about what it would be like to be a
water molecule traveling throughout the water cycle. Starting at
the ocean, where do you go, how do you get there?, what energy
or force enables each you travel through each stage of the water
cycle?
○ Organize both phases of matter and the water cycle into
two flow charts / graphic organizers.
● Evaluation:​ Determine which stages of the water cycle are driven
by the sun, and which phases of the cycle are driven by gravity.

Teaching Strategy: (This may not come immediately following each lesson)
(Independent Once students have mastered the content or skill, it is time to provide for
Practice) reinforcement practice. It is provided on a repeating schedule so that the
learning is not forgotten. It may be homework or individual work in class.
It can be utilized as an element in a subsequent project. It should provide
for relevant situation…not only the context in which it was originally
. learned.
● At the beginning of the following class, students will complete a
short whiteboard review in which they will work in pairs be
“quizzed” on the phases and stages of the water cycle through
diagramming and labeling.
● Students will also complete “One Pagers” on the water cycle that
will be graded out of 15 points on their ability to demonstrate their
understanding of water on earth, the water cycle, freshwater,
saltwater, etc. Once completed, students will do a gallery walk to
view and celebrate each other's work while enforcing the key
priority standards. Part of the one pager will require students to
diagram from scratch a model of the water cycle

Closure Those actions or statements by a teacher that are designed to bring a

lesson presentation to an appropriate conclusion. Used to help students
bring things together in their own minds, to make sense out of what has
just been taught. “Any Questions? No. OK, let’s move on” is not closure.
Closure is used:
To cue students to the fact that they have arrived at an important
point in the lesson or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
CEP Lesson Plan Format

● Upon completing the graphic organizers, actions and statements

will be made by myself that reinforce the concept that water cycle
is a ​cycle​. I will cue students to the fact that they have know
learned how water can transition from each stage/phases onto the
next. I will also point them to the fact that water they drink/makes
up their body, was almost certainly apart of each stage in the cycle
at some point in history. All water on earth is spread throughout
the cycle, but is constantly changing its phase and stage and
moving around the cycle.
● I will also close by helping students organize their learning by
summarizing the notes they have just taken on the phases of
matter and both the water cycle graphic organizers.

Materials ● Googles Slides

● Student Note/Capture Sheets
● Ipads and headphones (optional) for students
● Whiteboard outside in hallway that say “Bring Headphones!”

Modifications To modify: If the activity is too advanced for a child, how will you modify it
so that they can be successful?
● To modify this assignment for those who find the content
particularly challenging, a few resources will be available. A note
complete note sheet/graphic organizer will be posted to canvas
that I will tell select students to use and follow along with. I will
make this sheet known and available to everyone after the
mini-lesson to reference for studying or if they missed any notes.
● During the Actively Learn activities, students will have the choice
to choose between two Water Cycle articles, complete with
embedded multiple choice and short answer questions. Students
can choose between and more advanced level of difficulty (grades
6-10) or a more intermediate level of difficulty (grades 5-7).
Additionally, students will have the option to watch an Actively
Learn video on the water cycle, that is also embedded with
multiple choice and short answer questions.
● If students complete the video or article, they will complete the
other with any time remaining.

Extensions To extend: If the activity is too easy for a child, how will you extend it to
develop their emerging skills?
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● If students are excelling and seemingly know and feel comfortable

the majority of the content being learned, they will be tasked to
design various experiments that could be used to demonstrate the
phases of the water cycle (transpiration, condensation,
evaporation).

Assessment How will you record the child’s challenges and successes with this activity?
(Even if this is written within your lesson plan, specifically state it here.
How will you know the students have met the objective? Attach a copy if
applicable.)
● To record the successes and challenges of students ability to
diagram a model of the water cycle and identify the driving force
and energy source, students will complete a Google Form exit
ticket. One question will require students to match terms to a
blank diagram of the water cycle and the other will have them
identify the driving force and energy. Each response is
automatically recorded and collect in an excel document that I will
analyze and use to determine specific students that are challenged
by the content and needs extra help during before school, lunch,
or Flex hours. This data will also help me understand what key
points need to be reviewed classwide before upcoming
quizzes/tests.