Lesson Plan Template

Name: Maddie Orr Grade Level: 6th

Planning
Essential Question Water is one of the most abundant resources on earth, how did it get here and how does it affect our Earth?
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards SCI.ESS2.C.m Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density
Identify relevant grade level standards variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion,
and Learning Outcomes from the State
changing landscape features.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to recreate a water cycle chart using words, pictures, and tools.
What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping: This will be an individual assignment.
Describe how and why students will be
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social Co-Teaching Strategy: NA
purposes, etc.)
Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
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September 1, 2020
 you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation For those students that have difficulty with reading and retaining the information I will allow them to watch
Respond to your students’ needs and this informative video instead.
adjust the content, process, product,
and/or environment to reach individual Video
learners based on their readiness,
interests, and learning preferences For the students that do not like drawing or sketching I will allow them to search for photos on the internet
(Tomlinson, 2014). Discuss planned
instead of drawing them out.
supports here.
Assessment
Formative Assessment I will have my students completing the “sketching my way through text” during reading strategy. will be a great way
How will you monitor student learning or my students to fully comprehend how and why it’s a cycle. I will be evaluating with just completion of the
throughout the lesson? Be specific
about how your chosen assessments sketching because I want my students to make sense of this on their own. The purpose of this comprehension is
connect with the objectives above. comprehension for sense making I want my students to be able to understand the water cycle in their own way.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment The students are reading this text to gain an understanding of the water cycle
How will students demonstrate mastery
of the standard? Note: This assessment The summative assessment of this entire lesson will be my students making a video narrating their sketch / pictures
does not have to occur during/after this
they find if they used the differentiation.
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
I will be looking to see if my students showed why the water cycle is cyclical. I will also check to see whether they
evaluate learning? Please attach a copy completed the project since I am creating this assignment to have my students make their own sense of the water
of your checklist, rubric, observation cycle.
criteria, or other measure.

September 1, 2020
 Procedures (Teacher[s] will…, Students will…)
Describe the presentation of the overall I will introduce this lesson with the warm up question: where does water come from? When answers are
lesson. shared amongst the classroom, I will share that there is a specific way that the water we have is put on the
Introduction and Connection to Earth. With that in mind, I will share that we will be reading a text to learn more about this specific way water
Previous Learning is put on Earth.
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression) Right before I let the students let loose and read the text, I will explain to them that while they are reading this
In this portion of the lesson, you will be text they will be asked to sketch pictures with no words of anything important in the text. I will assure them
letting go and letting students engage in that there are no wrong answers as long as they can defend why they drew the picture and how it relates to
productive struggle; engaging in gradual the text. I will tell them that these drawings are their notes so as long as they understand what they drew then
release, inquiry, or other learning it’s correct.
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension When students start to finish the text and finish their sketches, I will inform them that they will be using their
This is where you have students talk sketches for a project which will be voice over video explaining the water cycle. They will be using the rest of

September 1, 2020
 about their thinking and share strategies the class period preparing scripts for this project and starting their voice overs. (The next day in class will be
with the whole class. It’s important to used for showing them technology for creating the voice overs and allowing them to complete it)
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, My text will be a textbook or the differentiation will be a video.
Equipment and Technology
Attach a copy of ALL materials the The Water Cycle
teacher and students will use during the
Video
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.

September 1, 2020