Name: Angelita Dela Pena, Trevor Fockler, Kimberly VerMerris & Yolande Williams: Grade Level/Content: 5th/Science Date: July 23, 1010
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Time
5 E’s
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Time
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Elaboration
4
DTA
5 All Models
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Students will recognize and describe changes in the water cycle in order
to explain that the amount of water on Earth stays the same even though
it may change from one form to another.
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
Students will watch a video on the water cycle (Bill Nye: Water
Cycle)
Teacher will pass out Video Viewing Guide to help students take
notes and answer questions. (teacher will pause at different
intervals to allow students time to response)
Activate Prior Knowledge:
Students will create a KWL chart on what they know about the Water Cycle.
Time
2
5 E’s
Exploration
Focusing
Student
Attention
DTA
 indicates part of every lesson
3
DTA
Guided Practice
HEART OF THE LESSON
Explanation
5 E’s
2
Introductory and/or Developmental
Activities
3
Time
Independent Activities and/or MeaningfulUse Tasks
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?
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Condensation
Place a cold glass of water or a soda can in front of the class. As
water droplets begin to form on the outside of the cup, ask
students where the water came from (condensation – due
to the temperature difference of the cold liquid/can
with the room temperature and water vapor in the air.
Students should have the idea that the water vapor in the air
runs into the cooler surface of the can or glass and becomes
liquid water instead of vapor.
Precipitation: Teacher will demonstrate precipitation using a
mirror that was place in the freezer held over a hot plate with
boiling water. The steam on the coat mirror will show
precipitation. Ask students where the steam comes from
(evaporation-changing of liquid water to water vapor)
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?
Ask the following questions and have students answer on an index card:
• True or False: Earth, and everything in it, uses the same water over and over again. (True)
• True or False: Evaporation occurs when water vapor falls to the Earth’s surface. (False)
• True or False: Energy that powers the water cycle comes mostly from the sun. (True)
• What condenses to form clouds? Write your answer. (Water vapor)
• Name 3 forms of precipitation. Write your answer. (Rain, snow, sleet, hail, fog)
Students will conduct a “Water Cycle Bag” investigation:
1. Gather materials. Each group needs a gallon-sized resalable plastic bag, a small clear plastic cup, 50 ml graduated cylinder,
“pink water” and duct tape.
2. Fill a cup with 50 ml of pink water. Mark the level on the outside of the cup with a marker.
3. Label the bag for your group.
4. Place the cup in the bag. Be careful so that the water will not spill in the bag.
5. Seal the bag, leaving some air inside.
6. Use duct tape to attach the bag to a window (south facing would be best).
7. You will observe it tomorrow.
***Teachers should prepare an additional cup of pink water with the level marked. It should be left out in the open *near a heat source.”.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Name:
Grade Level/Content:
Date:
Time
Assessment
Evaluation
Allow students time to make observations of their Water Cycle model and to record observations in their science journal.
6 All Models
Closure
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Students will draw and label the parts of the water cycle. Students can use a piece of plain paper to do the Art in Science
Activity from page 211. Before students begin their art activity: (this activity may be done by students individually or in groups)
• ask pairs or groups of students to identify where they have seen examples of the water cycle in their daily lives
• have them create a rubric for the finished product (science accuracy, labeling, relevant details)
Students will be given time to share and explain their drawings.
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?
What is the main source of energy that causes the changes in the water on Earth?
DAILY LESSON PLANNER - RESOURCE PLANNER
Text Resources
How will various forms of text (e.g., print, video,
etc.) be used to help learners develop a deeper
understanding of the key concepts and skills? What
text resources can be utilized to assist learners in
enhancing literary experiences?
SF Student text page 211 (Art in Science
Activity)
Technology Resources
How can the use of technology enhance the learning
experience? What tools may be accessed to further
develop students’ skills in using technology as an
integrated part of their learning? How can information
literacy skills be integrated with instruction?
Video: Bill Nye: Water Cycle
Cooperative Groupings
What cooperative structures will facilitate
learning? How will students be involved in group
processing? How will students work with one
another during the unit?
Students will work in groups to complete
the investigation activity
Students will then complete a Video Viewing
Guide to help them with their understanding.
Writing Opportunities
How will students have an opportunity to further
extend their thinking through writing?
Students will explain in their journal what the
main source of energy that causes the changes
in the water on Earth.
Leveled Reader for grade levels readers
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Prince George's County Public Schools
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?
Name:
Water Cycle Investigation
Video Viewing Handout
Prince George's County Public Schools
Grade Level/Content:
Leveled readers will be used for both BGL,
OGL, and AGL group
Date:
Materials for investigation activity
Please note that this lesson will take 2 days