Inquiry based lesson-Water Cycle by xiaopangnv


									                                                Lesson Plan Format

Teacher Candidate: Bobbi Jo Williams                  Grade Level: 4th        Date of lesson_______________

Content Standards: State the unit goal and identify one or two primary local, state or national curricular
standards to which your lesson aligns. What key knowledge and skills will students be able to demonstrate as a
result of your instruction?

DODEA Science Standard:

4Sa: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and
mathematical thinking necessary to conduct a simple scientific investigation.
4Sd1: The student will be able to summarize the processes of the water cycle (including evaporation, condensation,
precipitation, and runoff).

Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and
the content of this lesson. How did the students’ previous performance in this content area or skill impact your
planning for this lesson?

-Students are familiar with the scientific processes of making predictions and observing and recording processes in
-Students are familiar with cycles (Life cycle and Rock cycle).

Student Learning Objective(s):                 Identify specific and measurable learning objectives for this lesson.
1.   Explain how the water cycle recycles the earth's water supply.
2.   Make use of the knowledge of landforms learned in social studies.
3.   Form a hypothesis on how/why the water cycle works.
4.   Use language arts skills of writing and drawing to explain how the cycle works.

Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)?             Attach a
copy of any assessment materials you will use, along with assessment criteria.
-Students will record observations in their science journals.
-Students will share their hypotheses and journals with the class.
-Students will be assessed on how well they collaborate with group members.
-Students will construct a diagram to show how water moves through a cycle along with a written paragraph on the
cycle of water.

Materials/Resources:              List the materials you will use in each learning activity including any technological
  -small margarine bowl
  -large, clear plastic container or an old aquarium
  -plastic wrap
 - plastic trees, animals, boat, etc. are optional
 - tape or large elastic band
  -bag of ice (optional)
 - heat lamp (optional)
-science journals
-construction paper and markers or crayons

Teaching Model/Strategy
Accurately names model/strategy; Explains WHY this model/strategy is chosen for these learners; Explains how
model/strategy lends itself to learning this content, these skills and/or dispositions.

-Inquiry-based learning strategy will be used to let the students create and explore the water cycle and its processes.
Teachers will provide resources needed for students to conduct scientific experiment and research.

Learning Activities:

         Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulates to
         learners: what they will be doing and learning in this lesson, how they will demonstrate learning and why
         this is important)

         - What is a cycle? What are the key components of a cycle? What happens when one element of the cycle is
         -Take students on a walk to find evidence of puddles or small water containers (fountains, bird
         baths, etc.)
         -Ask the question: Where did the water come from? What happens to all the water? How do the oceans,
         rivers, sky and rain all connect?
         -Next have students remove a cold bottle of water from the refrigerator and set at their desk. Have them
         observe the condensation that forms on the bottle.
         -Ask the questions: How did the water droplets appear on the bottle? Where did they come from?
         -Finally boil a small container of water on a hot plate until completely evaporated.
         -Ask the questions: Where did the water go? Is it gone forever or will we see it again?

         Lesson Development: Describe how you will develop the lesson, what you will do to model or
         guide practice, what learning activities students will be engaged in order to gain the key knowledge and
         skills identified in the student learning objective(s). Identify the instructional grouping (whole class, small
         groups, pairs, individuals) you will use in each phase of instruction.

         -After discussing what a cycle is and giving students critical questions to think about,( ie: Will it rain if there
         is no atmosphere? What if there wasn’t gravity? ) divide the class into small groups of 4-5 students. Explain
         to them that they will be making their own replica of the water cycle to observe exactly what happens to
         rain water and water from lakes and rivers.
         1. Arrange the soil in the container to make mountains, plateaus, hills, etc., and a lake basin. Place the
         margarine bowl in the lake basin. Fill the bowl with water. The plastic toys may be added to appeal to the
         children's imaginations. Cover the container tightly with plastic wrap and secure it by means of tape or the
          2. Discuss what is expected to happen in the container and have each student write down their groups
          hypothesis in their science journals. Explain that they will be recording their observations in their science
          journals daily and commenting why their hypothesis seems to be right or wrong.
         3. Depending on the amount of sun, the project may take 1-3 days. (In order to speed the process, a bag of
         ice may be placed on one end of the covered container, while a heat lamp is focused on the other—or the
         question can be posed to the students on how the process can be speeded up).
         4. Watch for condensation on the plastic "sky" of the container. When enough moisture collects, it will fall
               onto the landforms as precipitation.
               5. Compare the hypothesis to actual results by discussion.
               6. Students are then to draw the water cycle using arrows to show the flow using key terms.
               7. Ask the students to write a paragraph explaining their picture. A word bank might be used if needed.
               Possible words for the bank are: condense (cools), vapor, clouds, evaporate, precipitation (rain/snow),
               soil, oceans, lakes. Try to elicit these words from the students.
               8. Students will also choose a local place they are familiar with that might be the recipient of precipitation
               gathering (ie: local dam or river) and research online data on its changing levels and how the water cycle
               affected those results. This evidence will be recorded in their journals.

               Closure: Briefly describe how you will close the lesson and help students understand the purpose of the
               lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and
               mastery of objectives)

               -Have the students showcase their water cycle drawings and explain to the class how their group connected
               their findings with the opening activity.
               -Once everyone has had a chance to share, close with the following:

               -The water cycle explains the sun heating the earth's surface water so that it evaporates. This vapor gathers
               in clouds which rise to the cold air. When those clouds become too heavy to float, they release their
               moisture as precipitation. The precipitation collects in lakes or oceans after siphoning through soil or
               running down rivers. It then evaporates and repeats the cycle once again.

               -Ask if there are any questions or problems that the groups encountered in their research and observations
               and address them.

       Individuals Needing Differentiated Instruction: Describe 1 to 3 students with identified
       instructional needs. (These students may be special or general education students and need not be the same students
       for each lesson. Students may represent a range of ability and/or achievement levels.)

Student            1.   What is the student’s identified instructional           Describe strategy for differentiating instruction in
Name                    need?                                                    this lesson to meet this need.
                   2.   What evidence do you have that this is an
                        instructional need?
                        1. ADHD                                                  Student will be working in groups to help
                        2. IEP                                                   keep him on task.

                        1. Below level writing                                   Student will be allowed to communicate
Joe                     2. Evaluated/Observed                                    evidence of content gained through
                                                                                 diagram of water cycle and verbal

                        1. Gifted                                                Student will be allowed to research
                                                                                 specific interests of the water cycle to
                                                                                 develop further.
Reflection on Practice:

Student Achievement:
Specifically analyzes student learning for each SLO. What differences do you notice in the performance of individual
students? Note needs or opportunities for reteaching or enrichment for specific learner s.

Teacher Efficacy: (Evaluation and Assessment of one’s own teaching):           Examines/explains impact of personal
teaching practice by responding to following:
1) What worked well and why?
2) What did not work well and why?
3) What actions will be taken now which are: a) immediate and b) long range?
4) Briefly describes ONE reasonable alternative approach that could be used to achieve these same SLOs?
                        Water Cycle Diagram and Paragraph Rubric

                      Exemplary             Accomplished         Beginning
  CATEGORY                3                      2                    1         Points Earned
                                                            The student creates
                 The student correctly The student creates the water cycle
                 creates the water     the water cycle      diagram with more
Creation of      cycle diagram to      diagram with one     than one error in
diagram          include the different error in the drawing the drawing of the
                 stages of the water   of the different     different stages of
                 cycle.                stages of the water the water cycle.

                 The student labels all The student labels       The student labels
Labeling of      three stages of the    two stages of the        none of the stages
diagram          water cycle correctly. water cycle              of the water cycle
                                        correctly.               or does not label
                                                                 them correctly.

                 The student’s written   The student’s           The student’s
Written          description of the      written description     written description
description of   water cycle includes    of the water cycle      of the water cycle
water cycle      all three stages and    includes at least two   does not include
                 they are correctly      stages of the water     any of the three
                 described.              cycle and/or does       stages of the water
                                         describe them           cycle and does not
                                         correctly.              describe the stages.

       07-09 = Exemplary
       04-06 = Accomplished
       01-03 = Beginning

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