Boise State University Professional Year Lesson Plan Template

Name: Katie Aube Date/Time: Monday, February 26th at 10:45am-11:45am

Subject: Science
Unit: Earth Science
Lesson: Water, The Incredible Journey
What would you like feedback on? I would like to have feedback on my ability to manage students while they travel to various stations.
(Self-awareness/reflection--4a)

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources (1a, b, c, d, f, 3d)
Learning Goals: ESS2-MS-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the
ICS Standards and or Content Area Standards sun and the force of gravity.
Students are learning to describe the cycling of water through Earth’s systems.
Students are learning to connect what they have learned about weather, climate, and water, and connect it to their
Learning Targets: Content daily life.
What do you want your students to know and do in content
areas? (1a,b, c) Students are learning to develop a model to describe the cycling of water through Earth’s systems.

ELA Learning Targets
What language processes (reading, writing, speaking,
listening) will this lesson demand of your students? What
vocabulary will they need to know?
(1a, b, c)
English Language Learning Targets:
What language do the students need to learn in
order to meet the learning target?
Focus Question
Question for students to answer by end lesson. (1a)
Pre-Assessment
How will you know what prior knowledge your students have
in relation to these learning targets?
(1 a, b, f)
On-going assessment
What might you do during the lesson to monitor student
understanding? (3b)
Post Assessment
How will you know that your students have achieved the
learning targets? (1f, 3d)
S.L.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Specific vocabulary: water cycle, water molecule,
Sentence structures: ______ relates to _____ by ______, This connects to my life because
___________________, I arrived at ____________ and I got here through ______________., I am in
_____________ state of water at the moment.
Discourse features: Students are using meaningful dialogue to express their thoughts and ideas.
Students use their evidence when they share an idea with the teacher, whole class, or in small groups.
Students exchange knowledge and ideas to help understand one another and the concepts being taught.
Where will you travel as a water molecule?
I will know that students are prepared for this lesson by checking student’s science journals and seeing their notes
on the water cycle. We also had discussions about the water cycle the day before. Students were given a “place” in
the water cycle and had to explain where they would go next/what state of water they were in and moving to
next. For example, “You are a water molecule in the ocean. Where do you go next?” Students would answer, “I
am going to evaporate, so I would be changing from a liquid to a gas.”
During the lesson, I would walk around to students at various stations and ask, “How did you get here? What
process? What state of water are you in? Explain.”
I will know if students have grasped the lesson based on how they answered the questions in the packet, and how
they perform this on their final assessment in two days.
Materials Needed (1d) Paper, Pencil, Blocks at each station, tape, colored pencils

Instruction and Learning Activity

Preparing Students for Learning and Knowing Its Purposes (1a,1b, 1c; 2b; 3a)
Include students in knowing what they will be doing and why Today we are going to be traveling through the water cycle as a water droplet. We are doing this so you can
it is important (e.g. statements/questions/other)
understand the process it takes for a single water droplet to travel through the cycle. We can see where our water
goes, and how it gets recycled. This will help us to appreciate how much water we use.

Develop background, foster connections, facilitate motivation So now you know where water travels, and in this game you get to experience it for yourself. You will see
for learning activity
connections to what we discussed yesterday. Some of you may get trapped in some areas of the water cycle, so we
will have discussions later to compare our travels.

Lesson Sequence and Delivery (1a,1b,1d,1e, 3a-e) Differentiation of

Process/Product/Content
Lesson Components to
Time
Consider
Teacher Students

The teacher will pass out the student papers and
discuss the activity for the day. The teacher will also
assign each student to a station. They will be divided
up between soil, plant, river, clouds, ocean, lake,
animal, groundwater, or glacier.
Students will listen as the teacher explains what they are
doing that day. They will take out a pencil and listen for
their group assignment.

Then, the teacher will have students move to their Students will move to their beginning location and begin
Appropriate Lesson Content station (in groups of 3) and let them begin. by rolling the die. They will then mark on their paper
(1a,b) where they are going next (based on the die) and write
down how they get their (through the water cycle).
Lesson Sequence
(1e,d) The teacher will walk around and assist students with Students may discuss their journey with the teacher, ask Student C: Teacher will
questions and press them by asking, “how did you get questions, etc. check in frequently with
Engaging Strategies and here? Where do you believe you could go next? How this student to make sure
Interaction would you get there?” she stays on track with the
(3a,b,c, e) lesson. Teacher will check
for understanding by
Practice and Application After students have completed 23 rounds, teacher will Students will return to their desk when they are done having student explain
(1e, 3 c, d,e) bring everyone back together at their desks. traveling through 23 rounds. where they are, where they
are going, and how they
Teacher will then explain how to graph the data on a Students will graph their data in a bar graph, showing how get there.
bar graph on the back of their paper. often they visited the 9 locations in the water cycle.
Student B: I will give this
Teacher will then guide a discussion so that students Students will share their data with peers, showing the student a phrase box or
can compare their experience to those in their class. places that they went the most and least indicated on their sentence frames to help
Teacher will also lead students into thinking about
 why students got stuck in the oceans, lakes, and graph. Students can share why they think they got stuck in her explain how she
clouds the most. oceans, lakes, and clouds the most. traveled.

Student A: This student

will create a concept map
of their way of travel as the
water droplet.

Closure/Refocusing Students on Learning Targets

(What will you ask or say to students?)
Where did you travel to most often? Where did you go least often? Why? How does that relate to real water droplets in our water cycle?

Post lesson reflection (4a)

Focus on student engagement and learning outcomes: Focus on your instructional practices