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Lesson Plan

School
N/A



Year Group
Year 7

Date
N/A
Topic
Water is a resource that cycles through the environment






Learning Intention: To understand how water cycles
through the environment. (Water Cycle Contd.)

Key Questions:

Where does the rain come from?
What happens to water when it evaporates
Success Criteria:
We can complete the worksheet after gaining an
understanding of the water cycle.
VELS: Strands, Domain, Foci and Standards

Science
Water is an important resource that cycles
through the environment (ACSSU222).



Location / Setting

Science lab(Double Period)




Organisation / Student Groups

Students grouped into groups of 4-5depending on
the numbers on the given day for setting up the
equipment for water cycle experiment.
Classroom management strategy

Align personal expectations of the students
with their understanding of the basic codes of
the classroom.
Outline the lesson structure at the beginning
of the class so students understand what
they are required to do and remain focused
Engage students by asking them to
participate in classroom task.

Key Vocabulary

Evaporation
Condensation
Transpiration
Water Cycle
Precipitation




Materials, Resources and Equipment

Inquiry Journals
Equipment for experiment
A large clear glass bowl,
a small bowl,
cling film
a weight (or a pebble)

References/Sources
Monaghan A, 2013, The Water Cycle, Tes
Australia, viewed 4October
2014<http://www.tesaustralia.com/teaching-
resource/The-Water-Cycle-6112534/>
Pearson Year 7 Science
Tes Australia Secondary Team, 2013, Water
World - Lesson 3 -Where Does Water Come
From, Tes Australia, viewed 6 October,
2014< http://www.tesaustralia.com/teaching-
resource/Water-World-Lesson-3-Where-
Does-Water-Come-From-6168247/>
http://shoalwater.nsw.gov.au/Education/water
cycle_experiment.htm




INTRODUCTION 20 minutes
Connecting, Engaging and Modelling Inquiry
MAIN BODY- 70 minutes
Guiding Inquiry and Practice
CONCLUSION- 10 minutes
Sharing, Explaining and Reviewing Inquiry



Engage:
Explain the learning intention written on the
board.

Start with the Short recap (Formative
Assessment) at the start of the lesson of the
concept studied in Lesson 3 in Unit Outline. (Slide
13 on Water Cycle PowerPoint) PRIOR
KNOWLEDGE

Watch video on Slide 12 on PowerPoint showing
a water molecule in the water cycle.

Students write the story of water molecule in their
own words in Inquiry Journal. MOTIVATION















Explain & Elaborate:
Going through the PowerPoint slides 14 -20
on water cycle and students take notes as
well. Water Cycle PowerPoint - 30 min
Formative Assessment: After going through
each slide asking random students to reiterate what I
explained INTELLECTUAL ENGAGEMENT WITH
KNOWLEDGE

Elaborate:
Handing out worksheets to students and they
complete them in given time and stick it in
their notebooks for later reference. (Students
are allowed to use their notes or discuss with
partners) Worksheet -10 min
Formative Assessment: Students complete
the worksheet.

Explore:
After this, tell students that they will be
conducting a practical to see water cycle in
action. Explain the instructions to them
showing the equipment and students write a
hypothesis in their practical book THINKING
SCIENTIFICALLY

Elaborate:
Divide students in groups of 4 and they set up
the equipment for water cycle experiment and
leave it in sunlight to observe for the next day.
Water Cycle Experiment - 30 min
Formative Assessment: Conversation with the
students while they set up equipment related
to the concept taught.


Evaluate:
After this, I randomly select students and they
write new learnt words on the word wall.
OPPORTUNITIES

Evaluate:
Students write a reflection at the end in their
journal.