Unit Plan Topic: Hydrosphere

Teacher: Kristina Wicks

Date: Fall 2016
HYDROSPHERE LESSONS
Summary

Objective

Assessment
s

Standards

NGSS and
Scott
Foresman:
*Student
know what
hydrospher
e is and
what it
includes.
*Students
know where
fresh water
and salt
water can
be found on
Earth.
*Students
know what
fresh water,
salt water,
salinity, and
hydrospher
e mean.
NGSS and
Scott
Foresman:
*Student
knows how
salt water
and fresh
water differ.
*Students
know what
fresh water,
salt water,
salinity, and

Lesson 1:
Fresh water
and Salt
water
basics/Preassessment
(2 Days)

This lesson
asks basic
questions
about
fresh
water and
salt water
to assess
what
students
already
know and
what they
want to
learn.

*Define
hydrospher
e, salinity,
fresh water,
and salt
water.
*Predict
percentage
s of fresh
water and
salt water
on Earth.

*Formative
students
choose
answers for
Kahoot.it
with
multiple
choice
cards.

Lesson 2:
Similarities
and
Differences
between
Fresh water
and Salt
water (1
day)

This lesson
has
students
create a
Venn
Diagram
as a class
about the
similarities
and
differences
of Fresh
water and

*Compare
fresh water
and salt
water.
*Draw Venn
Diagram.
*Review
facts about
salt water
and fresh
water.

*Formative
Venn
Diagram on
note sheet.
*Review
facts about
fresh water
and salt
water using
Plickers
app.

Interdiscipli
nary
Connection
s
Math
Geography

Technolo
gy

Geography

Plickers
App

Kahoot.it
Online
Quiz

Salt water.
Lesson 3:
Densities of
Salt water
and Fresh
water (2
Days)

Lesson 4:
Graphing
Water
Percentages
(1 Day)

Lesson 5:
Water Cycle
(1 Day)

This lesson
is a lab,
where
students
explore
the
density
and
buoyancy
of salt
water and
fresh
water.

*Contrast
densities of
fresh water
and salt
water.
*Define and
apply the
words
density and
buoyancy.
*Discuss
and write
down what
the density
of fresh
water and
salt water is
like.
This lesson *Sketch
challenges rectangle
students
percentage
to graph
graphs and
the
circle
percentag percentage
es of
graphs for
water
water
found in
information.
various
*Apply
places
number
around the data to a
world.
graph.
*Create
graphs as a
class, with a
partner,
and
individually.

*Students
compare
densities of
fresh water
and salt
water with
group.
Teacher
talks to
each group.

This lesson
focuses on
drawing
and

*Students
will use
multiple
choice

*Draw
diagram
that
explains the

*Students
sketch and
create
graphs to
represent
data about
water.

hydrospher
e mean.
NGSS and
Scott
Foresman:
*Students
will know
how salt
water and
fresh water
differ.
*Students
will be able
to apply eh
words
density,
buoyancy,
and salinity.
NGSS and
Scott
Foresman:
*Describe
and graph
the
percentage
s of water.
*Students
will know
how fresh
water and
salt water
differ.
*Students
will know
where salt
water and
fresh water
can be
found on
Earth.
NGSS and
Scott
Foresman:
*Draw

N/A

N/A

Math

N/A

Students
learn these
words in
vocabulary

N/A

Lesson 6:
Water Cycle
Differentiati
on (1 Day)

explaining
the water
cycle.

water cycle.
*Know the
steps of the
water cycle.
*Know
definitions
and
applications
of the
words,
evaporation
,
condensatio
n,
precipitatio
n, run off,
collection.

cards to
review the
steps of the
water cycle.

This lesson
challenges
students
to create a
water
cycle
diagram
from
scratch.
They
decide
which
level of
the water
cycle will
be the
appropriat
e
challenge
for them.

*Know the
steps of the
water cycle.
*Know the
definitions
and
applications
of the
words:
aquifer,
water table,
perspiration
,
transpiratio
n,
sublimation,
respiration,
dew, frost,
evaporation
,
condensatio
n,
perspiration
, collection,
and run off.
*Create own

*Complete
water cycle
diagram,
choosing
the level of
difficulty
that is best
for each
student.

diagram
class too
that
explains the
water cycle.
*Know the
steps of the
water cycle.
*Know the
definitions
and
applications
of the
words,
evaporation
,
condensatio
n,
precipitatio
n, run off,
collection.
NGSS and
Art
Scott
Foresman:
*Know the
steps of the
water cycle.
*Know the
definitions
and
applications
of the
words:
aquifer,
water table,
perspiration
,
transpiratio
n,
sublimation,
respiration,
dew, frost,
evaporation
,
condensatio
n,
perspiration

N/A

water cycle
diagram.

Lesson 7: 3
Weather
Tools (1
Day)

Lesson 8:
How
humans
affect the
water cycle
(2 Days)

This lesson
teaches
students
how
scientists
measure
and
predict the
weather
using
three tools
a
barometer
, rain
gauge,
and snow
gauge.
Students
create a
barometer
, rain
gauge,
and snow
gauge.
Also, they
will predict
and record
data from
the
barometer
, rain
gauge,
and snow
gauge.
This lesson
includes a
discussion,
flow chart
worksheet,
and a

*Define and
apply the
words
barometer,
rain gauge,
and snow
gauge.
*Build
weather
tools, like a
barometer,
rain gauge,
and snow
gauge.
*Predict
results of
barometer,
rain gauge,
and snow
gauge.
*Write down
actual
results of
barometer,
rain gauge,
and snow
gauge.

*Students
will fill out
exit card,
reviewing
what they
have
learned
about the
hydrospher
e so far.
*Students
take notes
on three
weather
tools that
students
will check
for
completion.

*Discuss
what the
water cycle
affects and
what affects
the water

*Students
fill out flow
chart about
how
humans
change the

, collection,
and run off.
*Create
own water
cycle
diagram.
NGSS and
Scott
Foresman:
*Students
will know
and apply
the words
barometer,
rain gauge,
and snow
gauge.
*Students
will make
connections
between
the real
world and
the
hydrospher
e.

NGSS and
Scott
Foresman:
*Students
will learn
how the

N/A

N/A

Art (if
students
use picture
to explain
during
their

N/A

presentati
on about
how
humans
affect the
water
cycle.

cycle.
*Present
how
humans
affect the
water cycle.
*Connect
hydrospher
e to other
spheres

water cycle
*Students
present
about how
one human
change
affects the
water cycle.

hydrospher presentatio
e interacts
ns)
with other
spheres.
*Students
will learn
how
humans
impact the
water cycle.
*Students
will develop
a model
using
examples to
describe
ways the
geosphere,
biosphere,
hydrospher
e, and/or
atmosphere
interact.

Questions Unit Addresses:

- What is the hydrosphere?
- What is fresh water?
- What is salt water?
- What are the similarities between fresh water and salt water?
- What are the differences between fresh water and salt water?
- Where is fresh water found? Where is most of the fresh water on Earth
found?
- Where is salt water found? Where is most of the salt water found on
Earth?
- How much fresh water is on Earth compared to the amount of salt
water?
- What is salinity? Does fresh water have high or low salinity? Does salt
water have high or low salinity? Why?
- What is density? Is fresh water or salt water denser? Why? How can
you prove your answer?
- What is buoyancy? Is fresh water or salt water more buoyant? How can
you prove your answer?
- Why do we use graphs to show data? How do we use percentage
graphs to show data? How do we make percentage graphs accurate?
- What is the water cycle? Why is it important? How can you prove it is
happening?

What is condensation? What is an example of condensation? How

would you label condensation on a diagram?
What is evaporation? What is an example of evaporation? How would
you label evaporation on a diagram?
What is precipitation? What is an example of precipitation? How would
you label precipitation on a diagram?
What is collection? What is an example of collection? How would you
label collection on a diagram?
What is run off? What is an example of run off? How would you label
run off on a diagram?
What is a barometer? What does high and low pressure tell you about
the weather? How does a barometer work?
What is a rain gauge? How does a rain gauge work?
What is a snow gauge? How does a snow gauge work?
How do humans affect the water cycle? What are some of the
consequences? Are the consequences good, bad, or neutral? Why do
you think that?
How does the water cycle affect humans?

Hydrosphere Developmental Connections:

- 5th-6th grade students learn best when they are active. Therefore, I
incorporate technology, hands on labs, and group work into this
hydrosphere unit.
- 5th-6th grade students can develop plans to meet a goal, which is why I
ask them to complete a water cycle diagram, giving them a week to
plan and achieve that goal.
- 5th-6th graders are developing their language skills by talking through
problems as they solve them. Therefore, I have them work in small
groups to articulate their thinking. Then I visit each group to have the
students explain their thinking directly to me.
- 5th-6th graders are learning to talk about open-ended topics. I cultivate
this by facilitating a class discussion on how humans affect the water
cycle.
Christian Values/Beliefs that Affect the Unit:
- The content in this unit is affected by the science standards and more
so by the students receiving the information. The content in this unit is
presented to help students understand Gods Earth better. Earth is the
only planet that has liquid water. So, learning about the hydrosphere is
significant in students understanding of God.
- Students learn and remember information better when they experience
and model it. Therefore, I incorporated labs that enhance students
prior knowledge and challenge them to think more deeply about God
and how He does what He does.
- I often ask students to work in groups to cultivate a learning
community. God calls us to work together in community.

Context of the school and students:

- I could discuss how the hydrosphere helps us learn more about God
with my students. This is unique because I was student teaching at a
Christian school. This would not be possible for me to make this blunt
connection in a public school.
- I could use technology to enhance my lessons, like videos, pictures,
and review games. This was possible because my classroom had ten
kindles which could be shared among the students. This would not
have been possible in a classroom without this available technology.
- Since my students were 5th and 6th graders, I could do more
complicated labs with them. Often during the unit, I would give
instructions for about five minutes, put students into groups, and then
have them complete the lab or assignment independently. I would still
walk around to keep students on task, but they could work almost
independently once I gave them verbal and written instructions.
Student Learning Reflection:
My hydrosphere pretest assessed whether students knew basic facts,
examples, and ideas about the hydrosphere. I did not ask them to explain or
describe, but rather to simply state or name. This assessment worked
effectively for the kids that did not know these basics. However, it did not
help me understand how well the students who received a 70-100% on the
pretest could explain the basics. So, I decided after the first few lessons that
I wanted to focus on students being able to explain these hydrosphere
concepts in their own words in a variety of ways. I believe this goal was
achieved by most the students. There were only two students who did not
pass the unit test.
At the end of this unit, I had a pretty good idea who understood these
concepts and who was not there yet. I would not have known what students
understood the concepts if I had not changed my assessment strategy. The
day before the unit test I told my students that they could prove to
themselves that they knew the material if they could write it down or explain
it to someone else verbally without using their notes.
My assessments and note sheets were directly tied to my unit test
expectations. I encouraged students to explain their thinking, especially
when it came to the experiments, diagram, and presentation. These three
larger assessments were proportionally larger on the test as well. More than
half of the test had to do with these three assessments. If students actively
engaged and asked questions during these three main activities, then they
were well prepared for these parts of the test.
How the Pre-Test Affected my Unit:
One student received a 100% on the pretest. This affirmed my
suspicion that this student will need a challenge in my hydrosphere unit.
Therefore, I need to differentiate my lessons, challenging this student to

learn more detail about the hydrosphere. I plan to include multiple formative
and summative assessments that will challenge this student to deepen his
understanding about what he already knows. I will create assessments that
give him the opportunity to learn, grow, and be challenged.
There were a few students who received in between a 40-70%. These
students will be able to support other students that are learning some of this
information for the first time. They will be good group leaders for small group
activities and labs.
Many the students in the class did not know most the information on
the pretest. This confirmed that I will need to take time going over the basics
in detail for those students. Also, these students will need more support
rather than a challenge. I will spend the most time on the information that
the students did not perform well on from the pretest. This information
includes where most fresh water is found, how the water cycle works, how
the water cycle can be affected, and what a few weather tools are. I will
spend more than one day on these topics to ensure that they will be wellprepared for the test.
Lessons and Activities Reflection:
The activities in my hydrosphere unit were organized, engaging, and
meaningful. I was always conscious of the order in which I presented material
and the ways in which I chose to present it. The more organized the lesson,
the more organized the content is for students to process. The students
seemed to be particularly engaged during the kahoot.it KWL, the density
experiment, the water cycle picture, and the How Humans Affect the Water
Cycle Presentation. Students seemed to find the How Humans Affect the
Water Cycle Presentation to be meaningful. This lesson connects the Water
Cycle, which is a somewhat abstract concept, to real-life, by encouraging
students to consider how humans affect it in good, bad, or neutral ways.
The experiment, diagram, and presentation worked extremely well in
the unit. The students remembered the information that had to do with the
experiment, diagram, and presentations better than most of the other
information.
There are multiples ways in which the unit could have been stronger.
For one, I needed more time to do the unit justice. I ran out of time at the
end of the unit and did very little review with the students before the test.
There were many deep discussions that took place during the unit. With
more time, I could have facilitated more of these discussions, encouraging
students to think deeper about what they learned about the hydrosphere.
Also, then students would have had more time to prepare for their
presentations. In addition, if I taught this unit again, I think I may choose to
start it a bit differently. Next time I would make the introductory more openended, asking students what they already know about the hydrosphere and
what questions they had about this. It would be good to discuss previous
experiences the students have had with water. Lastly, I would include more

assessments that I graded or checked more often. There were quite a few
assignments that I simply checked for completeness. However, that does not
necessarily tell me whether the student understands the concept. This would
have helped me know whether I needed to spend more time on a lesson or
concept before moving on. The closing review questions would have helped
do this. However, the science periods were always so short that I never had
time for them.
How my Instruction was Shaped by these Assessments:
How students performed on the pre-assessment affected what small
groups I put them in throughout the unit. For instance, when students
participated in the How humans affect the water cycle presentation, I put
them in groups based on the level of challenge they needed. I put the kids
that needed a challenge in the groups that discussed dams and irrigation; I
put the kids that needed the basics about this topic in the groups that
discussed global warming and paved roads group.
The Water Cycle Diagrams helped me understand which parts of the
water cycle were stumble spots for students. This assessment was
particularly helpful because the students were encouraged to use their own
words to explain what was happening at each stage. Then I knew exactly
what students were thinking about each step of the water cycle. In addition,
it also helped the students know what they should go back over and study. I
gave them this assignment so they would practice exactly what they were
going to be asked to do on the test. Most students performed well on this
part of the test. This diagram was of the entire unit test.
I assigned a flow chart that students filled out in groups about how
humans affect the water cycle. Since I focused on them being able to explain
what the change was, what step of the water cycle the change affected, and
how the change affected the water cycle, I asked these same questions on
the unit test. On the pretest my questions did not ask them to explain. This
lesson could have taken four full days; however, I did not have that luxury of
time.
Changes I Would Make to the Unit:
I should have given students more homework over what we discussed
in class. Then I could have seen how students were doing with the new
information earlier rather than later. In addition, I have found every-day
quizzes to be a helpful way to teach and learn science. This would only be
possible in a self-sustained classroom or if I had a longer science period.
These tests get students used to studying for science a little bit every day.
Also, they let both the student and teacher know what concepts need to still
be mastered. I may try this idea next time I teach this science unit or another
science unit. These ideas would have provided more evidence to both
students and parents about student learning.
Worldview:

This unit encouraged students to think more deeply about water. Water
is a substance that students are quite familiar with and so they often think
they know all there is to know about it. However, this unit always left them
asking questions. This unit encouraged them to ask questions about God, like
why did he create so little fresh water, what properties are important to the
different types of water that God made, what is the water cycle and how
does God use it, how do humanswho are made in the image of Godaffect
the water cycle.
I learned that I too thought I knew more about the hydrosphere than I
truly did. For instance, I had no idea that most of the Earths fresh water is
unusable because it is inside glaciers and icecaps. I realized that water is
much more complicated than it seems. Liquid water is only present on one
planet, Earth; God did not create any other planets that have liquid water. I
should have shared this fact with my students. I think it would have
deepened their appreciation of the hydrosphere, like it did mine. I have
learned to appreciate the hydrosphere much more by teaching this unit to
these curious and eager 5th and 6th graders. I learned that by teaching about
the hydrosphere, I became more passionate about it and interested in it,
even if I was not initially.
Work Cited:
Kahoot! (n.d.). Retrieved Fall, 2016, from https://kahoot.it/#/
Jenkins, N. (Producer). (2015, August 26). The Great Aqua Adventure: Crash
Course Kids [Video
File]. In Youtube. Retrieved November 17-18, 2016, from
https://www.youtube.com/watch?v=z5G4NCwWUxY
How to Make a Barometer. (n.d.). Retreived November 28, 2016, from
http://www.sercc.com/education_files/barometer.pdf
Perlman, U.H. (n.d.). Water Basics. Retrieved November 28, 2016, from
http://water.usgs.gov/edu/mwater.html
Perlman. U.H. (n.d). The Worlds Water. Retrieved November 28, 2016 from
http://water.usgs.gov/edu/earthwherewater.html
Humans and the water cycle. (2009, June 9). Retrieved November 28, 2016
from
http://sciencelearn.org.nz/Contexts/H2O-On-the-Go/Science-Ideas-andConcepts/Humans-and-the-water-cycle
Scholastic.com| Online Activities: Weather Watch. (n.d.). Retrieved November
28, 2016 from
http://teacher.scholastic.com/activities/wwatch/gather_data/
Water Facts | The Water Information Program. (n.d). Retrieved November 28,
2016, from
http://www.waterinfo.org/resources/water-facts