Grade+6+5e+Lesson+Plan

Topic: Water Cycle ___Grade Level:__ Grade 6 __Duration: 3 Blocks__

__Curriculum Resources:__ Textbook, Smartboard, GIZMO with exploration guide answers (teacher copy), Wet Jeans FA, Science notebooks, Essential Labs (EL), Huffington Post article

__State Standards:__ SC.6.E.7.2: Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.

__Learning Goals:__

__Key Vocabulary:__ Condensation, evaporation, melting, freezing, cryosphere, hydrosphere, geosphere, atmosphere, precipitation.


 * **Lesson Phase** || **Notes and Discussion**
 * (Details of what the teacher and students will do.)** || **Materials Needed** || **Essential Questions**
 * (Probes/Questions to ask students at every phase in the lesson)** || **Evaluate**
 * (Student outcomes to “Look For”, products, or performances at every phase of the lesson)** ||
 * **Engage** || Sketch Using 5 vocabulary Words.

FA: Individual then group discussion || Interactive science notebook and pencil/Smartboard

"Wet Jeans" FA || How does water move? || Students answer essential question through a drawing.

FA - Wet Jeans (do not discuss answer) || hands-on experiences to explore the concept further. || Essential Lab: Melting Ice || SmartBoard EL materials List || How does water move? || Lab Conclusion Questions: Relate discussion back to essential question ||
 * **Explore**
 * **Explain**

Provide the scientific explanation and terms for what they are studying…via lecture, demonstration, reading, or multimedia (video, computer-based). || FA: answer wet jeans class explanation.

GIZMO: Coastal Winds and Clouds as a teacher directed activity.

Pearson 5.2 in groups || Smart board and Exploration Guide with answers.

Txt pgs. 160-63 || How does water move? || 5 GIZMO questions Answered as a class. Assess your understanding as a group

CER: Answer essential questions individually || opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. ..discussing their ideas with others, students can construct a deeper understanding of the concepts. || Common Core CIS reading "New and Improved Water Cycle" || Printed article "New and Improved Water Cycle"
 * **Elaborate/Extend**

Power point and blank CIS student worksheet.

|| How does water move? || CIS Higher order Questions

Summative assessment: FCAT Explorer questions for SC.6.E.7.2

||

Engage These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students’ prior understanding of the concepts addressed in the unit. Explore Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint. Explain Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know. Elaborate/Extend Students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts