Brittany Bilohlavek

Science Lesson Plan

The Water Cycle Elementary Science ____________________________________________________________________________ --- Context: This lesson was created for a 5th grade class of 23 students; 11 boys and 12 girls; 4 of the students are English language learners (ELLs) *** This lesson was created with activities for reviewing the water cycle features, and identifying biotic and abiotic elements of an environment. ____________________________________________________________________________ Big Idea: Mainly focusing on the specific parts of the water cycle, but also knowing what biotic and abiotic means and distinguishing between the different types of biotic and abiotic parts of an environment. Grade Level: 5th grade

Rationale: Students need to understand the main parts of the water cycle, and be able to label them on a map. They must know the definitions of biotic and abiotic and be able to distinguish between biotic and abiotic parts of an environment. Students need to know the difference between biotic and abiotic things because it relates to all property/matter. Elementary students understanding of the cycling of water in and out of the atmosphere serves as a prerequisite to learning about climatic patterns during middle school years. Therefore, it is important that students have a firm grasp of these concepts and clarify common misconceptions.

NC Essential Standard & Clarifying Objectives: Essential Standard: 5.P.2 Understand the interactions of matter and energy and the changes that occur. Clarifying Objective: 5.P.2.1 Explain how the suns energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation, and runoff). Essential Standard: 5.L.2 Understand the interdependence of plants and animals with their ecosystem. Clarifying Objective: 5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).

Next Generation Science Standard(s): MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Instructional Objective: Students will be able to accurately define: water cycle, quantitative, qualitative, biotic, abiotic, precipitation, accumulation, condensation, transpiration, evaporation, runoff, and groundwater, as well as be able to correctly label those features on a poster board. As an extension activity, students will individually need create their own water cycle models. They must earn a score of 13 out of a possible 16 points. (see provided rubric)

Prerequisite Knowledge and Skills: Students need to know that patterns in nature repeat due to temperature, that energy from the Sun directly and indirectly heats the surfaces on Earth, and that energy from the Sun warms water causing evaporation. They also need to know that water is the substance that can exist as a solid, liquid, and gas. Students also need to know the definition of biotic and abiotic.

Materials/Resources: - http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm (short, animation video clip about water cycle) - A Promethium Board (or Smart Board) to play/display the video clip - 1 laminated poster board with diagram of the water cycle & other images - 1 Star Vocabulary poster board with key terms to know - Detachable vocabulary terms to label poster board - 1 box of poster putty for sticking vocabulary words onto poster board - 23 copies of the Water Cycle Adventure play - 20 nametags labeled with the 20 characters from the Water Cycle Adventure play Starburst flashcards with key vocabulary terms on the front, and their definitions on back - 23 grading rubrics for students water cycle models/posters

Estimated Time: About two, 40 minute class periods for review activities, and 2 additional class periods for the extension assignment/activity.

Accommodation for Special Needs/Different Learning Styles: Students who are ELLs/ESLs will work with a partner or small group with other students who are native to that language, if this is not available, print out primary documents in both English, and the students first language. ELLs/ESLs may also have more time to complete their posters and do not have to present it to the whole class if they are not comfortable or are not where they need to be with their language development yet. They may also explain their illustrations of their posters to the teacher for more clarity. Students with a physical handicap will work with either the teacher or another student on their poster.

Safety Considerations: While working on their posters for their extension activity, teacher will make sure that tools such as scissors, are being used appropriately. When students names are called to come up to the front of the class to label/identify the parts of the water cycle, they will be asked to walk up, not run. ______________________________________________________________________________ Content and Strategies (Procedure)

Engage: Teacher will ask the students to pair and share what they remember about the water cycle, such as what the key components are, what their roles are, etc. and then to raise their hands to be called on to share with the whole class. Anticipated student responses Key components & their roles o Water Cycle: The continuous movement of water between Earths surface and the air. o Transpiration: The loss of water through a plants leaves, also known as plant sweat. o Precipitation: Any form of water particles that falls to the ground, including rain, snow, sleet, hail, etc. o Accumulation: Means together or to collect, such as rainfall collecting to form a puddle or pond. o Runoff: Precipitation that flows across the lands surface or falls into rivers and streams, such as water from rain running down a hill then into a stream. o Evaporation: The slow changing of a liquid into a gas. o Condensation: The changing of a gas into a liquid, such as sweat on a water bottle. o Sun: The sun shines and heats a body of water. Moisture from its surface evaporates. o Groundwater: Water held underground in the soil or in pores and crevices in rocks.

Next, the teacher will ask the students to pair and share what they remember about the differences between biotic and abiotic things, and provide examples; and also briefly discuss what qualitative and quantitative means. - Anticipated student responses o Biotic: A living part of an environment such as humans, plants, and animals. o Abiotic: A nonliving part of an environment such as rocks, clouds, and water. o Qualitative: Describing quality of how good something is. o Quantitative: Describing quantity or how many. After discussions, they teacher will explain that the students will watch a short video clip on the water cycle. (Link: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm)

Explore: Explain to the students that they are going to do a review activity on the parts of a lifecycle. Using the starburst flashcards with key vocabulary, (provided) read one definition of a word. Then either call on a student to guess the vocabulary word. If they are correct move on to another; if incorrect, call on another student to guess. Continue this process until all 12 of the vocabulary words associated with the water cycle are guessed correctly. During this activity, the teacher will display the vocabulary word options at the front of the room as a reference of the possible choices, if necessary; This display is called the Star Vocabulary poster, which is provided. The teacher will document either mentally or on paper, what individual students know or dont know thus far.

Next, the teacher will display they water cycle poster. (provided). The teacher will have the students gather at the front of the classroom in order to clearly see the poster. Then, the teacher will explain that if their name if called, they must choose a word from the word bank to pick up and put on the poster, as a correct label of one of the images provided on it. (poster putty will be put on each laminated word prior to activity in order to save time).

As previously done in this lesson, the teacher will document either mentally or on paper, what individual students know or dont know thus far. Once this activity is finished, or every student was able to labeled at least 1 thing on the poster using the provided vocabulary words, the teacher will have the students return back to their designated classroom seats.

Explanation: After the students are settled back in their desks, the teacher will allow a few minutes for a class discussion. During this time, teacher will: clarify any confusion that the students may have, ask and answer questions, reflections on previous activities, assignments, and activities, etc. in order to make connections, recap information/things learned and taught thus far from this unit.

Elaborate: As an extension activity, (for the next two class periods), students will individually recreate the water cycle. They will present it to their classmates when it is complete. They need to include the following somewhere in your project: Title, water cycle illustration/demonstration with description, 5 facts, tell why it is important to earth, and 3 sentences on what they have learned. When they make their water cycles, they will need to be creative, not just draw it. (scoring rubric provided)

Evaluate: Formal Assessment: Teacher will ask students questions during the review activities to gain idea of individual level of understanding. Summative Assessment: Students must earn a score of at least 13 out of a possible 16 points for their individual water cycle models, using the provided scoring rubric.
Excellent (4) All parts of the water cycle are included with descriptions and facts. The project is clear and well written, easy to understand. Good (3) Missing one part of the water cycle and description Fair (2) Only has 2 parts of the water cycle labeled with descriptions of the parts. Missing facts. The project is somewhat clear, with little organization. It has many errors and is hard to read. Student showed some creativity in making the water cycle. It has some color. Student showed little knowledge on the water cycle, and/or was unclear while speaking. Poor (1) Only 1 part of the water cycle labeled. Missing all facts and descriptions. The project is unclear and is hard to read, and sloppy.

Content

Organization

The project is somewhat clear and written with little errors.

Creativity

Presentation

Student was very creative in remaking the water cycle. Used something other than posters. Student mastered the knowledge on the water cycle, and spoke clearly.

Student was creative with their make of the water cycle.

Student showed little creativity in making the water cycle. It shows no color and is plain. Students show no knowledge on the water cycle, made little to no sense while speaking.

Student showed knowledge on the water cycle and spoke clearly.

Closure: To begin wrapping up the class, the teacher will finish the lesson with a final discussion on the water cycle and the discussed factors in an environment (biotic, abiotic, etc.). Have students explain in their own words why it is so important for someone to understand the water cycle. The teacher will also ask what students what they think they can do at home and/or in school in order to help or better the environment. (examples, dont litter, go green, dont waste food and water, etc.) For a quick, fun, mini activity to finish the class period, the teacher will have the students read the play, Water Cycle Adventure. (provided). The teacher will hand out the already labeled name tags to each student. (3 students will need to take turns with a partner, reading their assigned character since there are only 20 roles/character in this play but 23 students total in this class). Next, the teacher will hand each student a copy of the play to read. Finally, the students will read/act out the play according to their roles. They should have fun with this and get creative in their voices, body language, etc. ______________________________________________________________________________

 A picture of the water cycle vocabulary words to label/stick on to the poster

 A picture of the water cycle poster blank/before students took turns labeling it

 A picture of the poster with the vocabulary words labeled by the students (example of completed student work)

 A picture of vocabulary words used as a reference for students while reviewing the vocabulary definitions

 A picture of the vocabulary terms to review with the students

 A picture of the vocabulary terms definitions to review with the students

 A picture of 2 of the 20 nametags for students to wear for the Water Cycle Adventure play

WATER CYCLE ADVENTURE

The Sun: Our story starts in the ocean. We are watching two drops of water. Ocean Water Drop 1: Its getting hot here in the ocean - I dont think I can swim anymore. Im feeling light & airy! I think the Suns doing it to me. The Sun: I cant help it Im hot & full of energy. Thats what I do, & I do it so well, dont I? Ocean Water Drop 2: Yes, you do, but I think Im getting dizzy & there isnt even a whirlpool here. Im feeling so strange! I think Ill just float for a while - no more swimming for me. Ocean Water Drop 1: Uh oh! Youre not floating in the water anymore, youre floating in the air - youre not a drop of water either - youre water vapor now. Water Vapor 1: Whats water vapor? Water Vapor 2: Its water, but its a gas. Youve evaporated & turned into a gas - & so have I. Lets fly up high! Water Vapor 1: I feel like joining the others & forming a crowd. Water Vapor 2: I think you mean a cloud, not a crowd. Okay, lets condense. Water Vapor 1: What does that mean? Water Vapor 2: Condensing means that well change back into a liquid; water. Then well be part of a cloud. Cloud: Okay, now were a beautiful, fluffy cloud. Lets fly over the land & watch the goats. Take a look at those beautiful mountains! But now Im feeling heavy & cold. I think Im going to snow! Snowflake 1: Whats got six arms & theres nothing exactly like it in the whole world? Snowflake 2: Me Im so special. You too, of course. Were both snowflakes. Hey, where are you going now? Snowflake 1: I cant stop failing - youre falling too! But where are we going? Snowflake 2: Down! Snowflake 1: Thanks, I knew that. Looks like were taking a trip to the mountains. I hope you know how to ski. Snowflake 2: Well, it looks like were stuck on a glacier - I wonder why theyre called rivers of ice. Glacier Ice 1: Im getting crushed here. Now Im ice - this is NOT my favorite part of the water cycle. Glacier Ice 2: Were only moving at about one foot a year. This is going to be sooo boring - its a long way to the bottom. Glacier Ice 1: Youd better get used to it! Were stuck on this glacier for a while. The Sun: A long, long, long time later, two very bored drops of water emerge from the bottom of the glacier. I havent been much help to them lately. Stream Water 1: Wow, Ive finally melted! Stream Water 2: Me too Im free at last. What a change, we were practically standing still, & now were shooting the rapids. Stream Water 1: Watch out for that rock! And that waterfall! Stream Water 2: Ouch! Ive had enough of this. Can we go home now?

Stream Water 1: We dont have a home. At least were out of the mountains. The waters getting deeper. Whats going on here? River Water 1: You can slow down now were in a river. And were getting warmer. River Water 2: I like this. Not too fast & not too slow. River Water 1: Lets go down this side stream - it looks clear & clean. Reservoir Water 1: Okay. Were in a reservoir now - well be flowing through huge pipes soon - Ive been here before. Reservoir Water 2: Here they are. Its dark & spooky in these pipes. How do we get out of here? Reservoir Water 1: Just go with the flow. Tap Water 1: Theres a light at the end of the tap - were in a sink. Ewe! - that kid is brushing her teeth! Tap Water 2: I hope she doesnt drink us - its really weird when that happens. Tap Water 2: Whew, that was a close call. Looks like were whirl pooling down the drain. Hold your nose! Water in Drain Pipe: More dark pipes - but these pipes are really smelly. We must be in the sewer under the city. Boy, do I need to take a bath. Sewage Processing Plant: I heard that. Im a sewage processing plant. Youve come to the right place. Im so amazing that I can even give bath water a bath! Now youre all filtered & clean - just take that pipe to the sea. Ocean Water Drop 1: Were finally back in the ocean. Ive done this trip a million times, & every time its different. Ocean Water Drop 2: I was well water in Washington once. Ocean Water Drop 1: I was in a typhoon in Thailand twice. Ocean Water Drop 2: I was rain in Rwanda. Ocean Water Drop 1: I was snow in Siberia. Ocean Water Drop 2: Weve all been snow in Siberia. But I was in a puddle in Pakistan. Ocean Water Drop 1: Well a long, long time ago, I was sleet that feel on the snout of a T-Rex. Ocean Water Drop 2: Showoff. I rained on a plain in Spain, & seeped through the soil. And I went into a cave, & was groundwater for 500 years. Ocean Water Drop 1: Boooorrrrrring. Sun: Hi there! Its me again. Did you miss me? I know you did. Ocean Water Drop 1: I feel so hot & dizzy! Ocean Water Drop 2: Oh no, its starting all over again! Ocean Water Drop 1: I wonder where well go this time?

A copy of the Water Cycle Adventure play

Brittany Bilohlavek

Science Lesson Summary

I really enjoyed preparing for and presenting this particular lesson. Science is a great subject area for allowing students to be hands on. To begin, I had the students briefly discuss what they remember learning from their teacher about the water cycle. Next I showed a short video clip of the water cycle in order to engage the class. Then, I had a short review activity using the key vocabulary words that they were required to know by their teacher. After, I used the interactive poster board that I created for students to practice labeling water cycle parts, and other vocabulary terms. At the end of class the students used a play that I typed up for the them to read aloud/act out as a closure activity.

Overall, the students really enjoyed this lesson in particular that I taught. I think it was a great change of pace for them to be able to get up and move around, versus sitting in their desks and working on worksheets. The students were well-behaved and showed enthusiasm. I was able to practice classroom management skills as I transitioned from activity to activity, and kept the students on task. Although, I do need to improve on speaking a bit more slowly, because a couple of times, the students would ask me to repeat a sentence, instruction/direction, etc.

(The extension activity that I put in my lesson plan, was not actually done with the students. This is because I only was given one, forty-minute class period to do my lesson.)

Brittany Bilohlavek

Reflection of my Science Lesson

What did the students find out in the experience? Were there any surprises? - This lesson plan was more of a review lesson that I created. Though there was no additional terms or such to be taught, I was able to help catch most of the students up with what they had to learn, so they were all on the same page. They truly enjoyed the hands on activities and were kept engaged throughout.

How did the students in each group work together? Were there any problems? - Most of the work they had to do for the activities were done individually, or with the whole class. The only problems encountered in this lesson were either talking out of turn, or shouting out answers. These particular students were given a warning and reminded of the rules.

Was the activity open-ended enough, or did each group do more or less the same thing? - The activities were a little more structured that intended, seeing that I was asked by my cooperating teacher to do a review lesson for this particular subject area. Although, the students were allowed to be more creative while labeling certain items on the water cycle poster, such as biotic and abiotic things.

How did the students extend the investigation? - In order for students to do more than just the two review activities, I gave them a play to read/act out. As stated in my lesson reflection, the actual extension activity that I put in my lesson plan, was unfortunately not presented to the students. This is because I only was given one, forty-minute class period to do my lesson.

How did the students connect this experience to their daily lives? - The students were able to connect this lesson to their daily lives in a couple of ways. First off, the video clip I showed in the beginning shows two children, about the same age as the 5th grade students. They were discussing a real life problem, which was rain interfering with their football game, and then went into details on why it was raining and what really goes on. Students can relate to this because they can see how the water cycle occurs every day, all around them, regardless if they are even aware of it or can see it happening. In addition, they were able to label and identify biotic and abiotic things on the poster I created, as well as other things in their classroom, which was not even planned but consequently happened.

How did I accommodate students with learning and physical differences? - Since this was mainly a review lesson, versus a lesson to teach new material, there werent many areas needed to accommodate different students. I did though, allow more time for a ESLs to label the poster board, and answer questions. In addition, I provided many visuals to represent the vocabulary words. I had the students come to the front of the room for the labeling activity too so that they wouldnt have trouble hearing or seeing. For the play to read aloud, I partnered the ESLs up with other students so that they could receive the help reading, pronouncing, following along, etc., if needed. If I were able to use the extension activity with my students, as stated in my lesson plan, the following are accommodations that would have been made: o Students who are ELLs/ESLs will work with a partner or small group with other students who are native to that language, if this is not available, print out primary documents in both English, and the students first language. o ELLs/ESLs may also have more time to complete their posters and do not have to present it to the whole class if they are not comfortable or are not where they need to be with their language development yet. They may also explain their illustrations of their posters to the teacher for more clarity. o Students with a physical handicap will work with either the teacher or another student on their poster.

Did I use technology effectively? - There was not much technology used in this particular lesson, unfortunately, but they were able to watch the video clip that I retrieved from the online Scholastic Study Jams website. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm. This was projected onto the Promethium Boards screen to be viewed by the students.

Overall, what do I think the students got out of the experience? - I feel that the students obtained a lot from this lesson/experience. Since it was a review lesson that I did, the students who did not understand certain concepts, vocabulary words, parts, etc. were able to catch up with the students who did understand them. They asked lots of great questions that I was able to answer for them. For example, one of the students asked me how to remember the difference between biotic and abiotic. I told her that bio means living and that the a part before abiotic means non; just as there are fiction and nonfiction.

What do I remember most about this science activity? - There was a lot I enjoyed about this activity but the one thing I will not forget, which was also the most surprising thing about the lesson, was how engaged and excited the students were to do these activities. They asked lots of questions, laughed and smiled a great deal, clapped or cheered if one of their peers answered a question correctly, and much more. There was a great sense of community in this class and it truly made teaching and working with them very enjoyable. I kept the water cycle poster but allowed them to keep the Star Vocabulary one in the room for use or referring to. The students were excited when I told them they could keep it in their classroom and kept thanking me all day; they were just too sweet.

Would I do it again? How would I plan differently the next time? - I would absolutely use this lesson as a great review for students. Seeing how enthused the students were during my time in clinicals is a great sign of approval of it. It wasnt only fun for them, but great for clarifying many things. As stated in the explanation part of my lesson, this activity allowed me to do the following: o clarify any confusion that the students may have o ask and answer questions o reflect on previous activities, assignments, and activities, etc. in order to make connections o recap information/things learned and taught thus far from this unit.

For the future, I would make sure to have enough time to have the students to the extension activity, stated in the elaborate portion of my written lesson plan. This would allow the students to have more exploration in the lesson, be more hands on, and use more critical-level thinking skills. It would also allow for students to demonstrate their level of understanding or knowledge on the topic. This would give me as a teacher, a summative assessment for their work, which would help me know where the students are at, academically.

What did you learn about yourself as a learner and as a teacher during this lesson? - As with any lesson, I am always surprised how much the students teach me things. I learned that classroom management is the key to a good classroom community, smooth transitions, behavioral management, keeping on task, and much more. From this science lesson, I have learned to allow time for questions and discussions, because sometimes the students are too shy or nervous to ask things. I have learned to slow down and speak louder and more clear so that my students can understand me at all times. I have also learned to manage my time effectively, and use the whole space to work with, versus just standing in one spot or at the front of the room. Lastly, I have learned that just as I learn or understand things differently, so do the students. Therefore need to use different types of teaching and learning strategies to accommodate as many different learners and levels as possible.