Name: Melany Garcia, Elvis, Kometa, Annetta, Jackson, Erika Johnson Grade Level/Content: 4th-5th/ Rocks and Soil Date: July 23, 2010
4
5 E’s
Elaboration
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Display a picture of a cloud over a tropical beach and a picture of a cloud over a tall mountain. Explain that
when precipitation falls from a cloud, the temperature of the air will determine if it rains or snows.
Access Prior Knowledge
Remind students that a cycle is a series of events that is repeated over and over again. Ask students to give
other examples of cycles.
Time
DTA
2
5
E’s
3
DTA
Teacher-Monitored Activities: What will students do together to use
new concepts or skills? How will you assist students in this process?
Using the “Water Cycle” power point provided, have students take notes in their
journals. (See Attachment for power point)
• Discuss all vocabulary again. (Evaporate, condensate, precipitate).
Guided Practice
Introductory and/or Developmental Activities
4
5 All Models
Evaluation
CLOSING
Time
Chapter’s Essential Question –How does Earth’s water affect weather?
Materials: small jars with lids, marbles, water, “Closed Water Cycle
Worksheet” and PowerPoint entitled “Water Cycle
Warm-Up: How will you engage students in learning? How will you connect the lesson to their
prior knowledge?
Ask students the following questions: (See attachment for activity)
o
How does water of Earth change state? (energy heats and cools the
water)
o
Where does the energy come from? (the Sun)
o
What if the Sun is not directly shining on the water, such as in a room
with no windows or at night?
o
o Do we really need the sun for the water cycle to work?(If students are
unsure, explain that the students are about to
o
Conduct an inquiry that will answer this question.)
o
• Hand out the worksheet with procedures. Go over the procedures as
a whole class. Split the class into pre-assigned groups
o
And allow teams to assemble the 2 examples of closed water cycles (2
jars per group).
o
• While still inside, have students complete the first set of boxes
(Interval #1). Students should draw and label each jar, noting all
o
Of the observable features. (evaporation/condensation)
o
• Have an area pre-arranged to store “Inside” jars. Allow groups to
place their “Inside” jars first. Then take a trip outside to place
o
The second jar. Use an area that will not be disturbed for a day or so.
o
Return to class for Explanation.
Assessment
Time
DTA
Independent
Activities and/or
Meaningful-Use
Tasks
5 E’s
2
Objective: Students will recognize and describe condensation, evaporation and
precipitation in order to explain the Sun’s role in the water cycle.
 indicates part of every lesson
Exploration
3
Explanation
HEART OF THE LESSON
Time
Focusing
Student
Attention
Engagement
OPENING
Time
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
The process of changing liquid water to water vapor is called
evaporation.
The process of water vapor becoming liquid water when it cools is
called condensation.
They fall as precipitation, which is any form of water that falls to
Earth.
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and
solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Discovery Education Video/United Streaming: Water smart: The sun, Water Cycles, and Climate , followed by video quiz
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Have students create personal sketches of the water cycle. Labels on their sketches should include the vocabulary terms
evaporation, condensation, and precipitation and have students complete a 2nd observation of the closed water cycles on the worksheet before class ends.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Have students complete the Conclusion section of the worksheet.
Name:
Time
Grade Level/Content:
6 All Models
Closure
Date:
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? What
homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Exit Ticket/ BCR
Describe how water on Earth changes and affects the weather. Be sure to include whether or not the amount of water on Earth stays the same during these
changes. (VSC- Grade 5-2.E.1.a)
Prince George's County Public Schools