K5 Science Endorsement GPS Lesson Plan

Title Watershed Wonders

Teacher(s) Jodi Wilder
E-mail jodi.wilder@cobbk12.org
School Big Shanty Intermediate School
Lesson Title Water Cycle Review- Day 1
Grade Level 5th grade Concepts(s) Watersheds; erosion; deposition;
Targeted weathering; constructive/destructive forces
Performance Expectation

a. Construct an argument supported by scientific evidence to identify surface features (examples could
include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive
processes (examples could include deposition, weathering, erosion, and impact of organisms).

b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were
caused by constructive and/or destructive processes.

c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of
constructive and destructive processes.

(Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps),
engineering/construction methods and materials, and infrared/satellite imagery.)

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
-asking questions and defining Earth and Space Science -pattern
problems
-cause and effect
-developing and using models
-systems/system models
-obtaining, evaluation and
communicating information -energy and matter: flows, cycles
and conservation
Georgia Performance Standards – S4E3. Students will differentiate between the states of water
and how they relate to the water cycle and weather.

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by
constructive and/or destructive processes.
Safety Considerations –

No safety consideration for this lesson due to the direct instruction nature of the lesson
The Learning Plan:

ENGAGE: Watch a Power Point on water and the water cycle to engage discussion about these forces
around our school. Encourage discussion about what students have seen around the school and the city
they live in.

EXPLORE: Complete notes in science journal. Explain how the water cycle works in a drawing.

EXPLAIN: Students share water cycle knowledge with partners. Evaluate by checking journals for accurate
information

EXTEND: Scaffolded supports for research and writing; pre-assign topics; targeted systematic vocabulary
support; research books on water cycle and watersheds; computer stations for research on local watersheds

EVALUATE: Formative assessments-Science Journals with drawings of the water cycle and reflections on
how it is related to their world. Summative assessments-CER rubric to assess student performance task on
problems and solutions for erosion in our creek

Title of the Lesson: Water Cycle Review

Lesson Logistics/Materials:

Whole group lesson-PowerPoint on the water cycle; science journals; pencils

Partner sharing of notes with student next to them