Colton Bardy

Dr. Albert
EDUC 547
21 June 2018
Lesson Design
Philosophy

Children are our Future-

Every child has the potential of being a unique and talented member of society. My goal is to develop their intellect and wonder for
knowledge. The way to do this is not through a teacher centered approach just lecturing my students daily on the required subjects.
Instead I believe a constructivist approach that allows for student participation and cooperative learning is the best approach to allow
students create their own knowledge. Through progressive teaching I hope to assist students in discovering knowledge through
questioning and interaction among the class. Along this journey of self discovery it is important to allow themselves to think critically
for themselves and create new ideas.

Create Leaders for Tomorrow-

My position as an educator allows me to shape and teach with a collaborative curriculum that engages the interests of my students. I
will incorporate discussions, simulations, and projects that is relevant to the students lives, allowing for better understanding. By
developing curriculum that excites and motivates students to learn. Including lessons that allow for collaboration and problem solving
pushing students to critically think about the material and create their own knowledge. As an educator I am motivated by the
continuous learning and passion for new knowledge. Creating an engaging multicultural environment that encourages lifelong learners
prepared for success in today's society.

Theoretical Framework

This lesson is a fifth grade lesson plan in science covering the earth's systems. This will cover many different standards required of
common core standards including 5ESS2-1, CCSS.ELA-LITERACY.W.5.1,W.5.7 and RI.5.7. In addition to covering the earth
systems this lesson will push students to read informational text to draw information from multiple sources, research projects and
building knowledge through experimenting. They will use the knowledge and information drawn from readings to be able to write an
opinion based off this evidence.

The emphasis will be on progressive science as stated by Teaching to Change the World (2013), "A progressive curriculum is likely to
be organized into sustained investigations that cut across specific science disciplines. Students observe, experiment, and interpret what
they find. Student work cooperatively, make sense of new concepts through the lens of prior experiences, and offer predictions based
on articulated reasons (Oakes, Lipton, Anders & Stillman, 2013, p. 180)" Through progressive science students are able to create their
own knowledge based on inquiry.

Inquiry based learning is key for many subjects and especially science. Students use an investigative approach to solve a problem or
answer an unknown by searching for solutions, observing, and forming new ideas. This is in contrast to traditional methods that saw
science as, "objective, empirically based, value-neutral explanations of 'the way things are.' (pg. 179) A teacher should not just lecture
and attempt to transfer the knowledge through explanation and demonstration alone. Through my philosophy of collaborative
education I will strive to do more than just transmit information for them to soak up. Instead the curriculum will provide engaging
discussions, projects, and exercises that allow for more critical thinking about a subject. Through this approach we can gain a deeper
knowledge than traditional memorization of facts and figures.

Unit Narrative

During this 3 day lesson students will learn about the Earth’s systems focusing on the Hydrosphere including the process of the water
cycle. Based on the Next Gen Science Standard 5ESS2-1 that calls for developing a model using an example to describe ways the
geosphere, biosphere, hydrosphere, and/or atmosphere interact. This includes knowledge of the individual parts in the cycle, the
process and order that water moves, the sun’s role in the process and how it affects/drives the cycle. The lesson will begin introducing
the water cycle to the students enabling them to recognize the stages of the cycle and the ability to visually diagram this process. In
addition to the handout allowing them to diagram this model they will view a video explaining how the process occurs in nature. From
here the students will complete two experiments in which they will investigate the process of condensation occurring naturally.
Students will split into groups of 3-4 for these experiments. The goal is for interaction within the groups to predict, collect data and
then analyze this data to come to conclusions. Emphasis is on incorporating scientific vocabulary such as, “hypothesis/prediction,
experiment, record, analyze, and evidence” and the use of the scientific method. The first experiment students test and record the
temperature of two glasses of water (one with ice cubes and one without). They will record the temperature of both glasses and
observe if any condensation forms (the cold glass with ice should) then record the results. The second experiment involves glasses of
warm water with a plastic plate covering the top. Then ice cubes are placed on top of the plate which will form droplets of water on
the inner top region of the jar. Again the students should be hypothesizing, testing, recording results, and then making conclusions
based on evidence. By the end of the lesson the students should be able to explain the stages and understand how each stage occurs.

This unit also covers CCSS.ELA-LITERACY.W.5.1,W.5.7 and RI.5.7 as it makes students read informational text to draw
information from multiple sources, conduct research projects building knowledge through experimenting and writing an opinion based
on evidence.

Lesson Plan & UDL Design

Multiple Means of Multiple Means of Action and Multiple Means of

Representation Expression Engagement

Starter: Water Cycle has three ● Pictures of the process ● Class Discussion ● Labeling the diagram
main stages ● Video explaining and ● Table group ● After observing video
showing physical discussions with try to observe
changes through the teacher checking in for evaporation and
cycle clarity condensation in nature
● Diagram of the cycle

Main: Water moves in a cycle ● Record data in science ● Present the data in a ● Conduct experiment
through evaporation, journal/lab presentation testing
condensation, and ● Analyze data and ● Turn in the lab journal temperature(energy)
precipitation. observe trends/patterns for instructor review effect on condensation
and observations ● Discuss as table groups ● Record data in lab
Assessment: Test and then as a class what we journal
demonstrate through an observed ● Present group data
experiment how condensation
occurs.

Plenary: Understand the cause ● Write hypothesis of ● Lab journals are turned ● Measure control and
and effect relationship what may occur into teacher variable group
● Form conclusions ● Present to lab group ● Record hypothesis and
Assessment: Compare data based off of evidence ● Describe and explain to conclusion
from the experiment to form recorded from parents/siblings at ● Connect what was
conclusions about experiment home learned to the water
condensation. Understand how cycle lesson
it fits into the water cycle

Preliminary Information

Title of Lesson: The Water Cycle Date: 6/26/18

Grade: 5th Subject: Earth Science

# of students: 20-30

Class structure: Class Demographics: Languages include English, Spanish, and

Whole class Mandarin speaking students
Small Groups

Lesson Development
Big Idea(s) or Concept Taught

Students will understand and describe each stage and process of the Water Cycle and how the energy from the sun affects the cycle
speed of the different components.

Student Learning Goal(s)/Objective(s)

Students will learn what the parts of a water cycle consist of, and how the energy from the sun affects different parts of the water
cycle. They will also be able to diagram this process for better understanding of occurrence in natural environment.

State Standards

5ESS2-1 - developing a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere
interact.

CCSS.ELA-LITERACY.W.5.1 - ​Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.5.7 - ​Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic.

RI.5.7 - ​Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.

How does the lesson prior inform this lesson?

Students should be familiar with the following concepts to apply in this lesson;
● Science-​the systematic study of the structure and behavior of the physical and natural world through observation and
experiment
● Experiment-​scientific procedure undertaken to make a discovery, test a hypothesis, or demonstrate a known fact
 ● Scientific Method-​systematic observation, measurement, and experiment, and the formulation, testing, and modification of
hypotheses

Resources and Materials

Instructor should provide a diagram(one per student), ice, plastic plates, jars, water, and thermometers. Paper
towels is always a bonus when dealing with children and water.

Launch/Starter​:

How to get the lesson started?

Introduce:
Today we will begin by examining one of the earth’s systems called the Hydrosphere.

Ask:
What is the Hydrosphere?

Play​:
Video documenting how the process works in its stages

https://www.youtube.com/watch?v=al-do-HGuIk

Turn and Talk:

2:25 - Turn and talk: Where can water be found on Earth?
4:59 - Turn and talk: What happens to precipitation once it falls to Earth?
6:00 - Turn and talk: How do clouds form?
Turn to a partner and answer:
Why you think this might be an important thing to learn about?

Can you think of a time where you have witnessed condensation?

Why does it happen and when does it happen?

Split class into groups(table groups is easiest):

Using their knowledge so far see if they can recall the process and stages. They ideally can label
the 3 main stages and understand how ocean and lake water evaporates and condenses to form
clouds. These clouds precipitate causing rain or snow to fall. In turn snow melt, groundwater
and runoff travel back to the ocean to repeat this process.

Formative Assessment
Predict how students will do on summative assessment/lab
Walk around during the discussion/group to assess the level of knowledge the students have so
far or if they are struggling with certain aspects.

See how students are handling the diagram and if they are able to complete and understand this
process.

Demonstrate as a class the process and diagram:

Teacher goes through the diagram and the labeling of each stage to ensure students did it
correctly. Now is the best time to address any misconceptions or explain anything in further
detail if students do not grasp the content.
Main Activity

Split into lab groups:

Each lab group (3-4) students will receive two jars, with and without ice for their experiment.
Ensure they have a lab handout or a digital recording of the data.

Read the instructions together as a class before allowing groups to start on their experiment.
Cover the importance of accurate measurements of temperature and recording data.

Hypothesize
Students should predict what they think will occur

Have the students pour water into two different glasses. One will already have ice in it. They
will mix the ice water then wait and observe. Record the temperatures of both glasses and make
observations of what occurs after a few minutes.

Record Data
Record Observations
Analyze Results to form conclusions
Use their understanding of science and critically think to analyze results to find their own
answer.

​Second Experiment:

The second experiment will cover evaporation and condensation. Again we will have two
glasses of water one with room temperature water. The other has warm/hot water(safety first)
and covered with another glass on top. Place an ice cube on the top of the glass with warm
water.

Hypothesize
Students will observe if any condensation occurs. How quickly did this happen?

Observe and Record Observations

The results of this should demonstrate the process of how evaporation is affected by the energy
of the sun. This energy manifests itself as heat(warm water) that becomes water vapor through
evaporation. Upon reaching colder air the water undergoes condensation before ultimately
leading back to precipitation.

Analyze the Results

Lab groups should discuss together what their findings mean. Forming conclusions on their own
through the scientific method.

Class Discussion
Discuss as a group to allow groups to share their findings. Ask probing questions urging them to
use sentence frames to answer what they can conclude from the experiment.
Plenary AKA Closure/Discussion

Class Discussion?Sharing Finidngs

What did you observe occur in the experiment? Did this match your hypothesis? From our knowledge of the
water cycle and observations what can we conclude?

Ensure students are using vocabulary from the lesson. Sentence framing can help answer the questions:
I observed _______, My observation is that ________
After analyzing the data and observations I can conclude that ____________
Based on my observations I can conclude that _____________________

Investigation #1 & #2:

Let students form explanations for what occurred in this lab?
Is it based off of evidence gathered?

What relationship does the energy of the sun have on evaporation?

Why is this called the water cycle?

Can we think of any other cycles that occur naturally?

Students ideally will be able to comprehend and state how the cycle is a continuous process in the earth's
systems. Drawing comparisons to the nitrogen or oxygen cycle to compare/contrast different cycles.
CATEGORY 4 3 2 1

Scientific Report illustrates an accurate and Report illustrates an accurate Report illustrates a limited Report illustrates
Concepts thorough understanding of scientific understanding of most scientific understanding of scientific inaccurate
concepts underlying the lab. concepts underlying the lab. concepts underlying the understanding of
lab. scientific concepts
underlying the lab.

Experimental Hypothesized relationship between the Hypothesized relationship Hypothesized relationship No hypothesis has
Hypothesis variables and the predicted results is between the variables and the between the variables and been stated.
clear and reasonable based on what predicted results is reasonable the predicted results has
has been studied. based on general knowledge and been stated, but appears to
observations. be based on flawed logic.

Analysis The relationship between the variables The relationship between the The relationship between The relationship
is discussed and trends/patterns variables is discussed and the variables is discussed between the variables
logically analyzed. Predictions are trends/patterns logically analyzed. but no patterns, trends or is not discussed.
made about what might happen if part predictions are made
of the lab were changed or how the based on the data.
experimental design could be changed.

Conclusion Conclusion includes whether the Conclusion includes whether the Conclusion includes what No conclusion was
findings supported the hypothesis, findings supported the hypothesis was learned from the included in the report
possible sources of error, and what was and what was learned from the experiment. OR shows little effort
learned from the experiment. experiment. and reflection.