Lesson plan

Estefany Gallardo
Grade level this plan is for: Materials you’ll use: The water cycle at work by Rebecca Jean
Grade 6 Olien, pencils/markers, color paper, glue.

Central Learning Focus and Planned Learning Outcomes

Central focus: Students will be able to develop a model to

describe the cycling of water through the
Earth’s system driven by energy from the sun
and the force of gravity. ( MS-ESS2-4)

Learning standard(s) for the Content focus:
ESS2.C: The Roles of Water in Earth's
Surface Processes Water continually cycles
among land, ocean, and atmosphere via
transpiration, evaporation, condensation, and
crystallization, and precipitation, as well as
downhill, flows on land.

Objective for the above learning standard: Students will answer the question “What
factors interact and influence weather and
climate?” beginning with the cycling of water
in Earth’s systems. Models will be created and
emphasis will be on the ways water changes
its state as it moves through the multiple
pathways of the hydrologic cycle. Students
will model the continuous movement of water
from land, ocean, and atmosphere via
transpiration, evaporation, condensation and
crystallization, and precipitation. Students
will focus on the global movement of water
and its changes in form that are driven by
sunlight as it heats the Earth’s surface water.

Academic Language Demands

Language used (vocabulary, Syntax, Vocabulary:

Discourse) Evaporation: the process of turning from a
liquid into vapor.
Precipitation: This is water that falls to the
earth. Most precipitation falls as rain but
includes snow, sleet, drizzle, and hail.
Transportation: This is the movement of solid,
liquid and gaseous water throughout the
atmosphere. Without this movement, all the
water evaporated over the ocean would not
precipitate over land.
Condensation
Sublimation: This is the process where ice
and snow changes into a gas without moving
through the liquid phase.
Transpiration: this is the evaporation of liquid
water from plants and trees into the Earth’s
atmosphere.
Deposition: This is the reverse of sublimation,
water vapor changes into ice without going
through the liquid phase.
Runoff
Infiltration: This is the movement of water
into the ground from the surface.
Percolation: is the movement of water past the
soil going deep into the oceans.
Surface flow: this is the river, lake, and stream
transport of water to the oceans.
Plant uptake: this is water taken from the
groundwater flow and soil moisture.

Meeting the Language Demands We will discuss the meaning of each word and
the stages of the water cycle.

Assessment

Assessment type: Assessment task Description Planned modifications to

Informal Assessment task

Read and collect data on the 1. Gain the attention of - Make sure supplies
water cycle and create a all your students by are safe to use.
model to explain what peeking at their - Watch for any
happens during the cycle. curiosity by asking if students that may
 they know what need help and have
happens with the them pair with
water on Earth. someone to help them
2. Have them ask figure it out together.
questions that can be - If students are having
answered throughout trouble, guide them to
the lesson. get the answer.
3. Have them read the
book The Water Cycle
At Work by Rebecca
Jean Olien
4. Using the supplies put
out and have the
students create their
own water cycle.
5. Have them collect
information and have
then answered the
initial questions.
6. Go over the whole
cycle as a class to see
their progress and
understanding of the
topic.

Instructional Strategies and Learning Tasks

Launch/ motivation/ Anticipatory set
Instructional core sequence
One the students enter the classroom have
them sit and show them items used during the
rain, like an umbrella, water boots, rain coat.
And have them question why they are needed
then ask them how the water cycle works on
the earth.

Structure practice and application Have the students ask questions about what
they don't know and have them be constant
throughout the lesson, read the book The
Water Cycle At Work by Rebecca Jean Olien
and have them start answering their own
questions and curiosities. Once done with the
book have the kids use the supplies prepared
for them to create a cycle of their own. Have
 the kids work together but watch out for any
incidents and or guide them if they are stuck.
By the end go over the whole cycle again with
the class to make sure that they have all the
parts and know what each one does.

Closure Have the students clean up anything used and

put it away, also have the kids take their
cycles and have them talk with a parent or
family member about what they learned and
have them discuss their findings with the
family in the next class.

How does your lesson plan include language
arts, math, or social studies content?
English language arts:
Compare and contrast the information gained
from experiments, simulations, videos, or
simulations, videos, or multimedia sources
with the gained from reading a text on the
same topic. (MS-ESS2-5) RST.6-8.9
Mathematics:
Reason and abstractly and quantitatively.
(MS-ESS2-5), (MS-ESS3-5) MP.2

Resources:
https://www.nj.gov/education/modelcurriculum/sci/6u7.pdf
https://www.filtersfast.com/blog/index.php/2012/03/the-water-cycle-from-evaporation-to-precipi
tation/