DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE

Teacher Candidate: Janice Cannata
Grade Level: 4th Content Area: Science

The Water Cycle

Step 1 DESIRED RESULTS

A. Contextual Factors
Total Students: 18
Girls: 9
Boys: 9
Struggling Learners: Boy #1 Boy #2
Struggling Learners in Special Education: Boy #3
Advanced Learners: Girl #4 Boy#5, Boy#6, Boy#7, Girl#8 Girl#9
ELL: 0
Behavior Challenge Students: 0
Vision Need Student: Boy#10
Classroom Environment: This class is not my practicum classroom. The fourth grade team
rotates for science. I am teaching another fourth grade class at my elementary school. The
students are respectful and well behaved. According to the teacher, they are all great readers,
but some struggle in math. This fourth grade teacher has one special education student. (Boy
#3). The vision challenged student is (Boy #10). Accommodations are made for (Boy #10) by
copying most worksheets and papers at 129% to help with his vision challenges. Six students are
not necessarily advanced students, but highly motivated and work very hard therefore, they do
very well. The science unit is being taught in my mentor teachers classroom. The desks are
arranged in groups of five facing the front that has a smart board, ELMO, and whiteboard. The
mentor teachers desk is in the far right hand corner allowing for a clear view of all students.
Classroom behavior is managed with a computer app named DoJo. The students are very
motivated to receive points from the DoJo program in part because weekly prizes are given out.
The classroom is managed efficiently and effectively.

B. Utah State Core or Common Core Curriculum Standard

Science/Standard 1: Students will understand that water changes state as it moves

through the water cycle.
Objective 1. Describe the relationship between heat energy, evaporation, and
condensation of water on Earth.
a. Identify the relative amount and kind of water found in various locations of
Earth (e.g. oceans have the most water, glaciers and snowfields contain most
freshwater).
b. Identify the sun as the source of energy that evaporates water from the surface

of the earth.
c. Compare the processes of evaporation and condensation of water.
d. Investigate and record temperature data to show the effects of heat energy on
changing the states of water.
C. Enduring Understanding/Big Idea

Matter on Earth cycles from one form to another. They cycling of matter on Earth
requires energy. The cycling of water is an example of this process. The sun is the
source of the energy for the water cycle. Water changes state as it cycles between
the atmosphere, land, and bodies of water on Earth.
I will understand that water changes state as it moves through the water cycle.
Water Cycle Vocabulary: clouds, condensation, dew, evaporation, precipitation,
temperature, water cycle, vapor, transpiration, run off, collection
D. Essential Questions/Guiding Questions

Where is most of earths water located?

What is the relationship between heat energy from the sun and
evaporation and condensation of water?
What are the steps as water moves through the water cycle?
How does changing the heat energy applied to water change its state?
How is the water cycle related to the water supply in your community?

E. Concepts

Can describe the relationship between heat energy, evaporation and

condensation of water on Earth.
Identify the relative amount and kind of water found in various
locations on Earth. (e.g., oceans have the most water, glaciers and
snowfields contain most fresh water).
Identify the sun as the source of energy that evaporates water from the
surface of the Earth.
Compare the processes of evaporation and condensation of water.
Investigate and record temperature data to show the effects of heat
energy on changing states of water.
Locate examples of evaporation and condensation in the water cycle
(e.g., water evaporates when heated and clouds or dew forms when
vapor is cooled).
Describe the processes of evaporation, condensation, and precipitation
as they relate to the water cycle.

Identify locations that hold water as it passes through the water cycle
(e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground
water).
Construct a model or diagram to show how water continuously moves
through the water cycle over time.
Describe how the water cycle relates to the water supply in your
community.

F. Skills

Understand the following vocabulary words and their definitions.

clouds, condensation, dew, evaporation, precipitation, temperature,
water cycle, vapor
Understand the distribution of water on Earth.
Model the distribution of water on Earth using common materials.
Understand and describe the processes of evaporation, condensation,
and precipitation.
Effectively conduct science experiments that involve evaporation,
condensation, and heat energy then collect data in a Science Journal.
Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments

Pre-test 12 multiple choice constructed response.

Questioning

2. Formative Assessments/Evidence

Observations during discussions.

Science Journal activities The Water Planet, What do you know about the
Water Cycle, Water Cycle Facts, Science Experiment Data Collection.

3. Summative Assessments/Evidence

Post-test: Includes questions from pre-test.

Questioning

Step 3 Lesson Objectives with Instructional Strategies

Lesson 1. I will understand that the water cycle changes state as it moves through the
water cycle.
Unit Pre-test
Introduction to the three states of water: gas, liquid, and solid.
Clear glass with ice and water demonstration/ showing water in liquid, solid,
and water droplets that are the result of the condensation process.
Vocabulary will be introduced through a Power Point presentation including
pictures that represent each vocabulary word.
The Water Cycle-Video
Teach the Water Cycle Song
Discovery Channel-The Water Cycle-Video

Lesson 2. I will understand where is water is found on the Earth

Review Pre-Test
Worksheet on where water is found on the Earth.
Globe Investigation
Science Journal Story Water-More Precious than Gold
Power Point presentation on where water is found on the Earth.
Students estimate percentages of water found in oceans, glaciers, and
freshwater.
Distribute their estimates through the penny activity
Earth water distribution activity with 2-liter bottle.
Lesson 3. I will understand the relationship between heat energy and evaporation of
water on Earth. Why Does a Puddle Shrink? (Evaporation)
Power Point presentation introducing the sun as the heat energy source for the
water cycle on Earth.
Investigation-Evaporation activity that compares evaporation rates. (cotton
swabs, and paper towels).
Why does a Puddle Shrink-Video
Why does a Puddle Shrink investigation-clipboards, pipettes, laminated paper
with puddle A, puddle B, puddle C.
Lesson 4. I will compare the processes of evaporation and condensation of water on
Earth. Condensation Chambers
Evaporation understanding review
Vocabulary words review

 Power Point presentation introducing condensation

Condensation Chamber investigation with data gathering in Science Journal
Lesson 5 I will investigate and record temperature data to show the effects of heat
energy on changing states of water. How do you Dew?
Review on the processes of condensation Power Point presentation
Temperature change measurement of empty glass jar, water in jar,
ice and water in jar.
Identification of the condensation process through water droplet
formation.
Using a blow-dryer as the heat energy source identify the evaporation
of the water droplets.
Record, draw and label all data in Science Journal.
Lesson 6 I will describe the relationship between heat energy, evaporation and
condensation of water on Earth. Heat Energy and Water.

Power Point Presentation on heat and temperature

Investigation of heat energy and water
Temperature readings of ice at different stages of melting
Melt ice without touching it.
Record data
Understand that our bodies contain heat energy

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE
***PLANNING TEMPLATE***
Teacher Candidate ________________________________________________________
Grade Level ____________ Content Area ______________________________________

Step 1 DESIRED RESULTS

A. Contextual Factors
Describe the demographics of the classroom (race/ethnicity, gender, IEP, ELL, GATE,
etc.).
Describe the academic data results of the students thus far (grades, attendance,
discipline factors, etc.)
Describe physical environment of teaching space.

B. Utah State Core or Common Core Curriculum Standard

Provide the core standard as written by USOE (Include pertinent standard and objectives for
this unit)

C. The Enduring Understanding/Big Idea is:

Aligned with the core standard.

Is written in student-friendly language (can the students understand it?).
The key generalization or enduring understanding students will take with them.
Identifies the larger concepts you want students to wrestle with and understand at a deep
level across time and cultures.
Is brief (One sentence is best).
Is conceptual

D. Essential Questions/Guiding Questions are:

Are used to guide assessments and instruction.

Invite students into the learning process.
Are open-ended, yet focus inquiry into a specific topic.
Non-judgmental, but answering them requires high-level cognitive work.
Succinct a few words that demand a lot.
Contain emotive force and intellectual bite (e.g., Whose America is it? When are laws
fair?)

E.

Concepts
Based upon the Utah State Core or Common Core standard, what do students need to know?

F.

Skills

Based upon the Utah State Core or Common Core standard, what will students be able to do?

Step 2 ASSESSMENT EVIDENCE

A. Pre-Assessments
Aligns with enduring understanding/big idea and key concepts and skills.
Aligns closely with standard (criterion-reference).
If applicable, includes the scoring guide/rubric.

B. Formative Assessments/Evidence
Aligns with all key concepts and skills.
Aligns closely with standard (criterion-reference).
Includes scoring guides/rubrics.
C. Summative Assessments/Evidence

Aligns with enduring understanding/big idea and comprehensive concepts and skills.
Aligns closely with standard (criterion-reference).
If applicable, includes scoring guide/rubric.

Step 3 INSTRUCTIONAL STRATEGIES/LEARNING ACTIVITIES

Identifies each lesson objective that completely aligns with the standard, then lists the
instructional strategies and learning activities that will provide students with the
information and activities that will allow them to proficiently understand the enduring
understanding/big idea and are aligned with the standards-based assessments.
Makes certain that strategies are developmentally appropriate for the age and grade-level.
Utilizes research-based strategies that produce high-yield results.
Utilizes expository and persuasive writing.
Focuses on strategies and learning activities that have the students actively do the content.

Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2nd ed. Alexandria, VA: ASCD.; Ainsworth, L.
(2003). Unwrapping the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press.