EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

Evidence that Documents the Elements

Standard

MDE grade level or CCSS

E.ES.01.21 Compare daily changes in the weather related to temperature (cold, hot, warm,
cool); cloud cover (cloudy, partly cloudy, foggy); precipitation (rain,)

Objectives/Targets and I can statements

I can describe the processes involved in the water cycle.

I can follow a drop of water through the water cycle.
I am going to teach the water cycle and students will be able to create a model of the water cycle
on paper labeling each key point.

Lesson Management: Focus and Organization

I will use the 5,4,3,2,1, Paws: Clip Chart:

Students will use non-verbal cues, thumbs up, thumbs down to show me that they agree or
disagree. Students will raise their hands to talk and turn and talks to be established when
needed. I will use encouragement when I see students acting in a positive respectable manner.

Introduction: Creating Excitement and Focus for the

Lesson Target

I will place a drop of water on my sleeve. I will say Raise your hand if you think you know what
will happen to the drop of water on my sleeve by the end of my lesson. If you agree thumbs up if
you disagree thumbs down I will call on students who have their thumbs down.

What am I going to teach?

What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?

What positive strategies, techniques and tools will you use?

What ideas for on task, active and focused student behavior?

What will you do to generate interest?

How will you access prior knowledge?
What will you practice/review?

Review:
In order for students to understand how the water cycle works, it is important for them to review
what they have already learned about water itself, and the different states it can assume (solid,
liquid, or gas) in our ever-changing environment.
Ask questions such as: what are the three forms of water? What is an example of each?
Students need say a solid, a liquid, and a gas. Liquid: Guide the class in establishing that water
is a liquid that both falls from the sky in the form of rain and can be found in abundance in
oceans, lakes, streams, and underground. Solid: Help the class to see that ice is water that has
been frozen into a solid because it has been exposed to very low temperatures. Make sure they
understand that when ice is allowed to warm up, it returns to liquid water. Gas: (Examples could
include wet clothes, watered plants, glasses of water, and puddles.) What if I put this wet paper
towel outside during the winter? What might happen to it? Why? At this point, students should
understand that when water is exposed to warm temperatures, it disappears or evaporates,
becoming a gas, while under colder conditions it can freeze into ice, becoming a solid.

Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Accommodations: differentiating to meet student needs
Remediation/intervention
Extension/enrichment
Learning styles
Methods, Materials and Integrated Technology
Materials and Integrated Technology list

Students will be taught the information of the water cycle, also known as the hydrologic cycle, is
the process by which water moves from place to place above, on, and below the Earth's surface.
This is the process by which water goes through evaporation, condensation, and precipitation
and back again.
Students will be shown a diagram. Teacher will go step by stet through each process stopping
for CFU at each portion.
1. When does evaporation happen? All the time but if occurs more when it is hot.
2. When do you see evaporation happen? In the summer time when I lay my beach towel out
to dry.
3. What do you see happen to the outside of a cold class of water on a hot day? The water
forms or condenses on the outside and then starts to drip down the cup. (like a cloud)
4. What causes the vapor to condense? Tiny dust particles. As the drops get bigger then it
starts to rain.
5. What forms of precipitation can we see? Snow, rain, sleet
6. What temperature does it need to be to meet the requirements for each type of participation?
It depends on the temperature. Less then 32 degrees it is snow.
Accommodations: Students will be allows to turn and talk to reinforce the idea being taught. If
something needs to be explained more I will use extra examples. I will be using visual props.
Students will be writing down information to look back on to help trigger memory.
M,M and IT: I will be using the doc camera when I am writing down the I can statement. I will
also be giving students a piece of paper to take notes on and their I can statement.

Modeling: I Do

SHOW/TELL (Visual/Verbal Input)

HOW/WHAT (Questioning and redirecting)

Students will need to know the steps in the water cycle. Students need to know water is
evaporated into the air because the water is heated and it evaporates into the air to from water
vapor, the vapor attaches onto little dust particles in the air and condenses into water droplets.
This creates clouds. Depending on the size of the drops, these particles may or may not be
visible. Even on a clear, cloudless day, water vapor is always present in the atmosphere, but it
does vary in amounts. We know it is present on a very humid day; it often feels like we need to
swim through the air! Fog is condensation near the ground. Fog forms when moist warmer air
comes in contact with cooler air near the surface. Just like when the bathroom mirror gets all
foggy during a shower because of condensation, fog also forms because of this warm air
contacting a cooler air mass. The fog forms drops in the air rather than on the surface of your

Checking for Understanding

Samples of questions to be asked

Ways in which students will respond and be engaged
Formative assessment strategies to be implemented and
movement

Guided Practice: We Do

What do the teacher and student do together?

How will a gradual release of responsibility accomplished?

mirror. Precipitation, the next phase of the water cycle, is water that falls from the atmosphere in
the form of rain, sleet, snow, hail, or freezing rain. Clouds are required for precipitation because
the raindrops are the drops of the clouds that have condensed enough water to begin falling.
The cloud particles do not have enough mass to fall, but as condensation continues to add water
to those particles, gravity eventually pulls them towards the Earth as precipitation.
1. When does evaporation happen? All the time but if occurs more when it is hot.
2. When do you see evaporation happen? In the summer time when I lay my beach towel out
to dry.
3. What do you see happen to the outside of a cold class of water on a hot day? The water
forms or condenses on the outside and then starts to drip down the cup. (like a cloud)
4. What causes the vapor to condense? Tiny dust particles. As the drops get bigger then it
starts to rain.
5. What forms of precipitation can we see? Snow, rain, sleet
6. What temperature does it need to be to meet the requirements for each type of participation?
It depends on the temperature. Less then 32 degrees it is snow.
I will also ask for thumbs up (I got it), thumbs down (I dont get it), and sideways thumbs if they
are unsure.
I will use Agree and Dissagree non-verbal motions
Students will give examples of each step in the water cycle. During this interactive part students
will either turn and talk with a partner or raise their hand and the whole group will discuss it.

Collaborative (You Do Together) and/or Independent

Practice (You Do)

At the end students will create a model of their own water cycle using the key words on the
screen.

Closure

We will review the I can statement before students construct a model of the water cycle.
Teacher will cold call students and ask them what the parts of the water cycle. Then students will
be able to construct a model and use the words on the board.
This will connect to the wind currents students are learning is social studies.

Assessment

Students will be able to demonstrate their understanding of the lesson during their creation of
the water cycle model on the back of their paper. My students will show full comprehension by

What practices will be demonstrated/modeled?

How will the I can statement(s) be reviewed?

How will students be involved?
What connections to future learning will occur?

What evidence supports that the objective(s) were met?

What do my students know, understand and are able to do?

What formative assessments will be used to inform
instruction?

placing the words Evaporation, Condensation, Precipitation, and Infiltration in their model using
the correct arrows.

Reflection

How do you know that the objective(s)/target(s) was met? What

is your evidence?
Using your assessment data how will you change the lesson or
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?

(Revised/Edited by Elementary Team, 2014)