Bronxwood Preparatory Academy Lesson Plan Guide

Teacher: Sebastian Price Date: 12/01/2020

Subject: Earth Science Topic: Factors Affecting Infiltration

Aim: (What you intend to teach; question format, preferably using How or Why?)

How do soil characteristics affect groundwater movement ?

Do-Now (3-5 mins.) (Can be previously Motivation: (a brief statement or a question to spark
covered key vocabulary or facts or new interest on new or previous topic)
information)

DO NOW See-Think-Wonder Dramatic picture of flooding to engage interest

and further questions
Dramatic picture of Flash
Flooding

Instructional Objectives: (what students are expected to be able to do, know and/or understand by
the end of lesson) with specific action verbs… (Minimum two…)

SWBAT…

● 1. Identify the various factors which support infiltration over runoff

● 2. Explain the way porosity and permeability are determined

● 3. Demonstrate their understanding by answering a series of regents

questions

P-12 NYS Science Standards: (Standards are to be written out) (What are the skills being targeted?)

Major Understandings:

Performance Indicator 1.2g

1. Water is returned from the atmosphere to Earth’s surface by precipitation.

Water returns to the atmosphere by evaporation or transpiration from plants.

2. A portion of the precipitation becomes runoff over the land or infiltrates into the
ground to become stored in the soil or groundwater below the water table.

3. Soil capillarity influences these processes. • The amount of precipitation that

seeps into the ground or runs off is influenced by climate, slope of the land,
soil, rock type, vegetation, land use, and degree of saturation.

4. Porosity, permeability, and water retention affect runoff and infiltration.

Resources and Materials: (technology, visual aids, books, etc.)

Computer, Pear Deck, Google Slides

Development /Mini Lesson (Teacher led) KEY QUESTIONS TO CHECK FOR UNDERSTANDING

Presentation of Pear Deck Google ● Slide 1: How do soil characteristics affect

slide lesson. (Slide deck available). groundwater movement ?

Teacher will explain: ● Slide 2: Contrast Runoff and Infiltration

● Identify the various factors ● Slide 3 Factors affecting infiltration 1. Slope

which support infiltration over
runoff. ● Slide 4 : Degree of saturation 2. Water in
ground
● Explain the way porosity and
● Slide 5: Porosity 5. Water Capacity
permeability are determined
● Slide 6: Permeability Time of water
● Demonstrate understanding
absorption
by answering a series of
regents questions ● Slide 7:Capillarity Define

● Slide 8-9-10 Temperature Check- Multiple

choice Questions

● Slide 11 Temperature Check

● Slide 12-13-14-15 Porosity Factors

● Slides 16 Permeability Factors

● Slides 17-18 Capillarity Demonstration

● Slides 20-21-22 Regents Questions

● Slide 23 Summary and assist with

questions
Differentiation: (Resources, tools, methodology to meet the needs of all students e.g., students will
be grouped according to skill, interest level) Check all that applies.

****INCLUDE your ELL & SWD data for your students.

Average Math and Reading Level: 1.8 out of 4

SWD: 25%

ELL: 10%
Strategies: Varied teaching modes, Leveled Questioning , use of contemporary
technology

Key Academic/Domain Vocabulary to be covered: (ex. Content/Regents level)

Porosity, Permeability, Capillarity, Runoff , Infiltration, Groundwater

Activity, task (YOU DO…) (to be completed by students independently, in partners, or in group
activity) with time allocations. Check applicable engagement strategies

Students will work independently to complete a series of assessment questions on

the topic using Pear Deck. They will be given feedback and assistance by myself with
each question.

Engagement Strategies: Pear Deck response to questions engagement

Homework:

Summarise lesson to gain understand and familiarity for next lesson

Summary and Final Assessment: (EXIT SLIP)

Draw or write two things that you have learnt today.

Teacher Reflections:

What aspects of your lesson would you do differently to increase any of the
areas: rigor, engagement, discussion, alignment of activities to the aim,
objectives, etc? Increase the level of higher order thinking so that the students go
beyond memorization to challenge and direct students into applying higher levels of
thinking.