Lesson Plan

The modules are suggestions; follow the EXACT directions for the assignment to ensure that you
have addressed all the required Touchstones in each module.

Stage 1 Desired Results

Content Standard(s): (Module 2)
MS-ESS2-4 Develop a model to describe the cycling of water through the Earths systems the is driven from the sun
and the force of gravity (Next Generation Science, 2017)
Unpacked Standard(s): (Module 2) Essential Questions: (Module 2)
1) Student(s) will be able to develop a model of the 1) Why is it necessary for the cycle to take place daily?
hydrologic cycle 2) What would the world be like if it did not replenish
2) describe the cycling of water water on Earth through the hydrologic cycle?
3) Describe energy from the sun and how it works with
the Earth and gravity through the hydrologic cycle.
4) Describe the force of gravity and it works with the
hydrologic cycle of water through the Earth and energy
from the Sun.
5) Emphasize on how water changes as it moves through
the stages of the hydrologic cycle.
Students will set their own personal goals by. (Module 3)
Using the rubric that was used for pre-assessment on knowledge of the Hydrologic cycle

Progress on students' personalized goals will be monitored by (Module 5)

Providing feedback can encourage student(s) to set their own goals. Student(s) can use a journal to list ways they can
improve and the teacher can monitor their goals. If the student(s) have sharp clear goals they can clearly define and
measure, they will take pride in what they do and what they have accomplished (Sasson, 2014). The student(s) goal for
the Hydrologic cycle should be one that will include a daily process of working on their model and monitored by me
throughout the week. Monitoring their progress allows me to give them feedback on how well they are doing and
where they need to improve.

Rules and Procedures (Module 5)

It is important to be give student(s) a clear understanding of what is expected of them for the class rules and for the
assignment (Goodwin, Hubbell, 2013). Classroom rules and procedures is perhaps the most obvious aspect of effective
classroom management (Marzano, Gaddy, Foseid, Marzano, 2017). The student(s) will be given the assignment with all
requirement along with rules and procedures for succeeding in the lesson for the Hydrologic cycle. A rubric is also
provided to the student(s) which will entail expectations by the end of the week.
Rules and Procedures:
1) Follow directions
 2) Use your own thoughts when making the model, poster board drawing, or drawing on paper.
3) Have all materials ready before starting.
4) Make sure all the requirements from the rubric are followed.

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results. (Module 3)
The pre-assessment that was performed on student(s) was done using five questions that related to the standards of 6th
grade science. A graph was created to show the results of what the student(s) know about the cycle of water and how it
performs through the Earth.

The analysis of student(s) showed that the student had very little knowledge of the Hydrologic cycle of water. They
have not had any lessons on the cycle, however; student did have some knowledge of gravity and water changes.

Performance Task(s) or Assignment Description(s): (Module 3)

Student will be able to describe and design their own model of the water cycle through a drawing or using materials for
a model of the Hydrologic cycle. They will know how gravity and the sun plays a part in the cycle of water as well as
water changes through the cycling of water

Rubric: (Module 3)
Rubric/Hydrologic Cycle
Questions Knowledgeable Some Knowledge Little or no
Knowledge
1) What do you Has had, or knows Some knowledge, or Has not had, or does
know about what the Hydrologic has heard of the not know about the
the cycle is and how it hydrologic cycle
Hydrologic cycle
Hydrologic operates
cycle?
2) Can you Can describe the Can describe the Has not had or does
describe the Hydrologic cycle in Hydrologic cycle in not know anything
cycling of detail 1-2 steps about the cycling of
water/
water
3) Describe Can describe in detail Can describe part of Has little or no
energy from the energy from the the sun and gravity knowledge of the sun
 the sun and sun, gravity and how working through the and gravity and how
how it works it works with the hydrologic cycle it works through the
with the earth cycle of water cycling of water
and gravity
through the
hydrologic
cycle
4) Emphasize Can explain in detail Can describe part Little or no
how the water how water changes as details of water knowledge of the
changes as it it moves through the changes through the water cycle change
moves cycle. Explains the cycle when it moves
through the different types of through the
stages of the water changes such Hydrologic cycle
Hydrologic as snow, sleet, rain
cycle
5) Describe the Describes in detail Describes part of the Little or no
force of the force of gravity cycling of water with knowledge of gravity
gravity and and its part in the the force of gravity and how it works in
how it works cycling of water and (or) the cycle of the Hydrologic cycle
with the through the Earth and water through the of water through the
Hydrologic energy from the sun Earth and energy Earth and energy
cycle of water from the sun from the sun
through the
Earth and
energy from
the sun

Module 6
1) Opportunities for students to process every 15 minutes by setting aside time during the teaching for
discussion or asking questions. Student(s) may have questions in mind but do not want to interrupt the
teaching and later forget what they wanted to say. Using a lesson plan that is minute-by-minute will not
cram learning but will provide opportunities to process learning by connecting with their peers and the
teacher (Goodwin, Hubbell, 2013).

2) C that Six essential allow students to assess everything in the lesson: curiosity, connection, coherence,
concentration, coaching, and context, (Goodwin, Hubbell, 2013).

a) Curiosity: The Hydrologic cycle is a lesson that will strike the curiosity of student(s) because of the
interest of how the Earth works. This lesson includes discussion as well as video, definitions, and the
opportunity to express themselves in their knowledge by drawings or making a model.
 b) Connection: Student(s) have the opportunity in this lesson to tell what they know or how they believe
the Hydrologic cycle works to replenish the Earths water and why it is needed. This lesson helps the
student(s) connect what they know and what they learn which will teach and give them knowledge of
how it works.
c) Coherence: The video for the student(s) to watch helps with understanding and making sense of the
cycle. Student(s) can gain more knowledge and understanding when using visual aids such as videos.
Visual aids help save time, capture attention and increase understanding and retention (Ashikuzzaman,
2015).
d) Concentration: Student(s) will be given time to reflect on what they have learned about the lesson
periodically so they are not overwhelmed with learning. The lesson will not be given in one day but
throughout the week so the student(s) will have time to reflect and absorb what they have learned.
e) Coaching: Guided practice will be used in this lesson by explaining the cycle and giving feedback to the
student(s) on their knowledge and understanding. This will allow for opportunity to explain errors,
concerns, or questions from students.
f) Context: Discussing the Hydrologic cycle as a whole group or with peers will help the student(s) to
develop the long-term memory for how the cycle works. Helping students use their knowledge will be to
have them write in his or her own words how the cycle works and discuss it as a whole group or with a
partner or group.
3) Amount of time devoted to each activity in the lesson will be approximately 45 minutes using the
increments of 15 minutes to stop and reflect during each days lesson.

Self or Peer Assessments (Module 5) Formative Assessments, Summative Assessments, etc.

Students need to become proficient in self-assessment (Module 3)
so that they can use online tutorial or other resources to
aid in their learning (Goodwin, Hubbell, 2013). Rules are
provided for student(s) in assessing peers so they will
know how to assess and give a fair feedback. One way to
help student(s) understand peer or self-assessment is to
give them a practice session (NCLRC, 2017). For the
Hydrologic cycle the student(s) will give assessment on
their model and will also provide feedback to one of their
peers. The class will discuss the assessments and decide
group if the assessment was accurate.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)
a) Engage student(s) every 10 minutes:
Definitions: runoff, precipitation, evaporation, condensation, groundwater.
Discuss water cycle and how it works.
Short video: You Tube, The Water Cycle (Kids Edu, 2014).
Activity from the video.

b) Three choices for student(s) to choose from:

Model of the water cycle.
 Poster with drawing of the water cycle in detail.
Drawing of the water cycle pasted to construction paper and a 2-3-page essay of how the cycle works.
c) The lesson explicitly aligns the skill(s) being taught with real-world relevancy:
Have student(s) make a list of what we need water for and what would happen without water.
Discussion on how the Hydrologic cycle is important and what would happen in our world if we did not
have the Hydrologic cycle of water.
d) Opportunity to interact with student(s) about his or her progress on their personal goals that will engage and
coach them:
Student(s) will talk about where they are on their project and what their goals are. Having students
interact and talk about their goals. The classroom is enriched when who have relevant information and
(or) experiences and can share them (Tinzmann, Jones, Fennimore, Baker, Fine Pierce, 1990).

Stage 4 Feedback Strategies, including Timeliness (Module 5)

Strategies that will be used for feedback should be ones that are non-controlling so that the student(s) will have a
growth mindset (Goodwin, Hubbell, 2013). Timing is important so feedback should be given when students are still
mindful about the topic or assignment (Brookhart, 2017). For the Hydrologic cycle, feedback will be given daily for the
week it is taught. Discussion of the topic, terms and definitions are discussed as well as the model of the hydrologic cycle
(or student choice of drawing poster board) to determine where they are and if they are on a timely schedule to finish
by the end of the week. Feedback will be given so they will know what they need to work toward if they are not on task.
This feedback should be given with encouragement to work toward their goal which will help them to have a growth
mindset of finishing.
 References

Ashikuzzaman, (2015) LIS BD NETWORK Importance of audio and visual aids in teaching

and learning Retrieved from http://www.lisbdnet.com/importance-of-audio-visual-aids-in/

Brookhart, S. (2017) ASCD How to give effective feedback to your students Retrieved from

http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-

purposes.aspx

Goodwin, B., Hubbell, E., (2013) The 12 touchstones of good teaching; A checklist for

staying focused every day, ASCD Alexandria, Va. MREL Mid-Continent Research for

Education and Learning

Marzano, R., Gaddy, B., Foseid, M., Marzano J. (2017) ASCD Handbook for classroom management

that works Retrieved from http://www.ascd.org/publications/books/105012/chapters/Section-

1@-Rules-and-Procedures.aspx

NCLRC (2017) The essentials of language teaching peer and self- assessment Retrieved from

http://www.nclrc.org/essentials/assessing/peereval.htm

Next Generation Science (2017) MS-ESS2-4 Standard retrieved from: http://www.next

Genscience.org/dci-arrangement/ms-ess2-4-earth-systems

Sasson, D. (2014) Teaching Community Effective goal setting for students retrieved from

http://teaching.monster.com/benefits/articles/9440-effective-goal-setting-for-students

Tinzmann, M.B., Jones, B. F., Fennimore, T. F., Baker, J., Fine, C., Pierce, J. (1990) North

Central Regional Educational Laboratory What is the collaborative classroom Retrieved

from http://methodenpool.uni-koeln.de/koopunterricht/TheCollaborativeClassroom.htm