Lesson Plan Template 2016-2017 (with NEPF)

Introduction: Have you ever wondered how rain falls

from the sky? Or did you know that the sun has a big
part on taking water from places like the ocean to even
little ponds? Well in this lesson you will learn all about
the water cycle and how it works.
Daily Reviews: Reviews on the parts of the water cycle
we learned previously.

Daily Objective: To learn the definitions of the parts of

the water cycle. Also to learn the different effects of
the water cycle in detail.
Concept and Skill Development and Application:
Students will develop the skill to research information
needed in the lesson. They will also learn the concept
of why they should learn the water cycle.

Guided/Independent/Group Practice: For guided practice,

students will learn the basics of the water cycle via
PowerPoint and video. Independent practice, the students
will define words from the water cycle. Group practice, the
students will get into groups and make a model aquifer
together.
Homework Assignments: Worksheets with effects of the
different parts of the water cycle the students need to
explain in detail. A paragraph of how the water cycle effects
their individual life.
Closure: Students will take a quiz to end the lesson. This will
determine how much they learned it the lesson.
Long-Term Memory Review: Students will have a couple
questions every morning to answer before class starts.
These questions will review everything we have learned in
the class so far. Like definitions of the water cycle although
we are on a different topic.

Instructional Standards
Standard 1: Learning Purpose and Connections
What strategies will help students make connections to
previous learning?
How will students know the purpose and relevance of
the lesson?
How will students build their current knowledge?

Notes/Actions

I will create a PowerPoint to introduce the lesson to my

students. In this lesson I will refer to their elementary
school time where they probably learned a bit about the
water cycle but not in depth.
Also in my PowerPoint I will include a slide that asks Why
is the learning the water cycle important in our lives?
and I will have the students answer that question by
raise of hands.
To build their current knowledge I will show a video off of
Khan Academy about the water cycle and how it works.
Standard 2: Learning Tasks and Cognitive Demands For depth of knowledge I will have the students go in
depth about the water cycle by defining the words
What Depth of Knowledge levels will students
evaporation, condensation, precipitation, infiltration,
experience in the learning tasks?
runoff, transpiration, collection, percolation, aquifer, etc
How will students be supported to experience deeper
They will make use of tablets we will have in class.
For deeper learning section, I will ask the students what
learning?
each definition means and have them answer by raise
How will students be challenged to advance their
of hands. Then I will ask my students what they think
thinking and skills?
the definition means to them.
For my students to be challenged to advance their
thinking and skills, I will bring out Quizlet on their
tablets or computers we will have and have them use
the game section of the program to practice the
definitions.
I will bring out worksheets that have the water cycle
Standard 3: Engagement
blanked out and have them on computers to use an
How will students develop their skills in argumentation,
educational game I found online so they can fill out the
explanation, and critique, using logic/evidence to
worksheet. This will develop their skills in the
support or refute a claim or position?
explanation for the steps and effects of the water cycle.
I will have the students go into groups to start off a
How will students use multiple representations of
project. They will be making a model aquifer and
concepts in their thinking? (i.e., graphic organizers,
bringing it to school. I will have them research how they
visuals, drawings, concept maps, videos, simulations,
will do this in class by looking on computers for
data formats)
examples and instructions.
This will give my students opportunities to use their
What opportunities will students have to use their
personal experiences with each other.
personal experiences and knowledge to connect to the
It will also help them collaborate with each other.

new concepts and skills?

How will students collaborate with each other?

Lesson Plan Template 2016-2017 (with NEPF)

Standard 4: Student Understanding of and
Responsibility for Learning
How will students know the learning goals, the
performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their
learning strategies based on their progress?

Standard 5: Assessment Integrated Into

Instruction
How were student pre-assessments or work samples
used to plan this lesson?
What evidence of student learning will be generated
during the lesson? (i.e., writing one-on-one
conferencing, discussion with peers, instructional tasks)
How will students receive formative feedback?
How are instructional adjustments based on
students results from their formative assessments?

For students to have learning goals, we will have quizzes

that will go over the water cycle on depth on the data
projector. They will receive points on these quizzes and
that will determine their performance.
Students will share their progress by presenting their
model to the class and telling the class how it works.
Based on their progress, which I will keep track on Excel,
students will be supported on revising their learning
strategies by keeping journals on Penzu where they will
show me where they had trouble so I can help them
with any trouble they had in learning the water cycle.
Extra credit will be given if necessary.
Using Survey Monkey, I will have students take a preassessment before I start the lesson to ensure the
lesson plan is right for the class.
Discussion every morning with the whole class will
generate evidence of student learning. We will go over
the things we learned during this unit and any questions
students have will be answered by other students who
have not had much trouble grasping the lesson.
Keeping track of their progress on Excel, I will speak to the
students individually about what they need to work on
and also any missing assignments.
Adjustments will be determined based on how well the
students did on their end of the lesson quiz. If my
students are not retaining the information, then I will
adjust the lesson plan.