Lesliekuhen Unitplan Educ 526pdf

Leslie
Kuhen
EDUC 526
WATER CYCLE
Grade Level: 5 Lesson: Evaporation

Standards:
3.b. Students know when liquid water evaporates, it turns into water vapor in the
air and can reappear as a liquid when cooled or as a solid if cooled below the
freezing point of water.
3.a. Students know most of Earth's water is present as salt water in the oceans,
which cover most of Earth's surface.
ISTE Standards:
1. Creativity and Innovation
b. Create original works as a means of personal or group expression
Goals and Student Learning Outcomes:

Goal 1: Students will understand how evaporation works in the water cycle.
Student Learning Outcome 1: Students through investigation will be able to see evaporation
occur on a smaller level and write up a small paragraph explaining what they saw happen.
Goal 2: Students will understand that at different temperatures water will evaporate at
different rates.
Student Learning Outcome 1: Students will be able to graph and demonstrate a correlation
between evaporation rate and temperature.
Learning Environment(s):
This lesson will be face to face
Resources:
MyMemoir App
NotesPlus App
Sketch App
AudioNote App
Pandora
Ipad
Diversity / Differentiation:
These groups of students all have special needs and will need specialized instruction on the
lesson. Some of the students will need the text read aloud so they are able to fill in the
notes. All the students will have access to the Ipad to help them with writing, drawing and
summarizing details of the lesson. Each Ipad will have apps that will allow for them to

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EDUC 526
draw, write, record, and label different materials.
Technology Inclusion:
Teacher: Promethean Board, Document Camera
Student: Ipad
Prior Knowledge: This is the first lesson of the unit and do not have any prior knowledge
towards the water cycle.
Lesson Placement in the Unit: This is lesson 1 of 5.

Day 1: 55 minutes
Lesson Introduction / Anticipatory Set:
Students will pick up their Ipads from the charging docks and login into their
accounts. The teacher will introduce the new unit to class explaining that they will be
learning about the water cycle and how it affects the world around us. The teacher
will ask the following questions
Have you ever seen a puddle of water?
Have you ever wonder where the water goes after it rains?
Where do you think this water goes?
This should allow the teacher to get a baseline of the information that the students
do or do not know. The teacher will be writing the students ideas down displaying
them on the promethean board using the document camera.
Experiment Set up: 10 min
The students are going to set up their evaporation experiments with a partner.
Materials:
2 paper towels
2 clear cups
2 dome lid
1 syringe
1 cup of water
1 balance scale
Step 1:
Students will gather all materials from the supply center of the classroom
Step2:
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EDUC 526
Students will then set up the balance scale with a cup on each side, one of the cups
will have the lid under it on the scale
Step3:
Students will place 1 paper towel in each cup and then using the syringe put 50ml of
water on each paper towel in the cups.
Step 4:
Place the last dome lid on one top of one of the cups. The scale should show an
even amount.
Step5:
Students will place the scale outside and draw using the sketch app what the scale
looks like before.
Direct instruction: 25 min

The teacher will tell the students to come back to their seats. They students
will get out their fill in the blank notes and their textbooks. As a class we
will popcorn read through the evaporation sections of the chapter. The
textbook will be displayed using the document camera.
The teacher will ask comprehension questions after small amounts of text was
read and allow the students to fill in their notes.
After the chapter is read the students will on their Noteslplus App write down
the definition of Evaporation and an example of how it works.
Guided Practice:
Students will now go outside to look at their balance scales. Enough time has
passed where they should be able to see results.
In their groups they will discuss what happened to the water in each cup and
why was the balance scale different before.
Students will be draw using the sketch app the balance scale after time had
passed.
Independent Practice: 10 minutes
Students will write a small reflection on the experiment and what they learned
from the chapter in MyMemoir app or Audioapp.
Experiment set up for the next day: 10 min

Materials:
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EDUC 526
4
4
1
1
1
1
clear cups
labels
marker
thermometer
syringe
container of water
Step 1:
Gather all the materials from the materials area of the classroom
Step 2:
Put the labels on the clear cups labeling them A B C D
Step 3:
Determine 4 areas for the cups to be placed. 1 cup has to be in a fridge and 1 has
to be outside. Then students will under the labeling they will put the location.
Step 4:
Students using the syringe put a 100 mL in each cup. Students will place their cups
where they need to be.
Step 5:
Record the temperatures in the Notesplus App
Step six:
Under the table of temperatures make a prediction of what will happen to the water
in the cups.
Review / Closure:
Teacher will then ask the class what they learned from the experiments and discuss
any questions they students may have.
Homework:
Talk with someone at home about evaporation how he or she has seen it in everyday
life. Write down the persons name and a summary of what was discussed.
Day 2 55 min
Lesson Introduction / Anticipatory Set: 10 minutes
Students will pick up their Ipads from the charging docks and login into their

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EDUC 526
accounts. The teacher will go over terminology about evaporation and review the key
details from the day before. Students will answer questions aloud with the teacher.
The teacher will show a short video about evaporation
https://www.youtube.com/watch?v=XPV4K3yL4tM
Guided Practice: 30 min

Students will get in their groups and take the temperatures of their cups of
water. They will use their Noteplus App to record the second temperature of
the cups. They will be recoding the temperatures using the thermometers.
The student will then measure the amount of water left in the cups and
record the amount left in the cup.
The students will find the difference between the amounts started with 100
mL, with the amount left. This will determine if temperature has an effect on
the rate of evaporation.
Students will graph the cups and temperature and then the cups and water
evaporated. This is all done using the Notesplus app.
They will compare the results and write a summary about the correlation of
temperature and evaporation in MyMemoir app or Audioapp.
Independent Practice
They will write a small paragraph stating if their predictions were correct and
explain what happened to the water in the cups in MyMemoir app or Audioapp.
Review / Closure:
Students will discuss aloud the finding they found from the experiment and connect it to the
experiment that was done they day before. The teacher will once again review the key details
about evaporation. Students will use the sketch app to draw the first step of the water cycle.
Homework:
If I had 1 shirt that was cotton, 1 shirt wool, and 1 shirt silk and put the same of amount of water
on each shirt. I checked the shirts in 24 hours and they were all dry, could I say that all shirts
evaporated at the same right? Why? Or Why not? If not what would be the best way to determine
evaporation rate of the shirts.
Leslie Kuhen
EDUC 526
Evaluation/Assessment:
Day 1:
1. At the end of the experiment the students are writing a summary in MyMemoir app or
Audioapp in of what they learned from the day. If they are able to restate the main idea
from the reading will determine if the students understand the concept of evaporation.
2. The students will write their predictions of what might happen to the water. The students
should be able to use information from the reading and the first experiments. Using the
terminology will help me understand if they truly understand the concept of evaporation.
Day 2:
1. Students will write a reflection in MyMemoir app or Audioapp of all that they
learned about temperature and evaporation. Students should use the right
terminology in their reflection and explain in depth of how the temperature affects
evaporation.
References:
Audionote (2014). Luminant Software, Inc (Version 4.3.4) [Mobile application software]. Retrieved
from http://itunes.apple.com/
AudioNote is an app that allows you to speak into and it writes down everything. After speaking into it,
it suggests different things to allow you to correct your speaking and turn it into a writing document. It
can be imported into different apps.
"MindMup - Free Online Mind Mapping." MindMup: Zero-Friction Free Mind Mapping Software
Online. N.p., n.d. Web. 07 Mar. 2015.
MindMup is an app that allows you to create your own concept maps. The concept maps are premade or
you can create your own. This allows you to create a concept map that will help you the most, instead of
using one that is already made and may not help you learn the information that is presented.
NotesPlus (2014). (Version 5.1) [Mobile application software]. Retrieved from http://itunes.apple.com/
NotesPlus App is an app that allows you to takes notes virtually. This app has many functions like
importing PDF files and audio. On the app itself you are able to text easily, take audio notes, speech to
text, and annotate different documents. This app allows you to take notes easily and efficiently. The app
eliminates the need for paper notebooks and can be easily uploaded on a computer.
Sketch app. (2014). Miinu (Version 5.2) [Mobile application software]. Retrieved from
http://itunes.apple.com/
Sketch is an app that allows you to draw anything that you want. It gives you the ability to sketch out
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EDUC 526
things and upload it into different applications. The app uses different colors and pen size to make it
your own.
Weather on Earth. FOSS. Nashua, NH: Delta Education, 2012. Print.
Foss is the science textbook that is used in the school district. It is correlated it to the Common Core
State Standards and sets up each lesson to be about a 2 weeks per chapter.
WATER CYCLE CONT.
I.
Grade Level: 5
Lesson: Condensation
Standards:
3.c. Students know water vapor in the air moves from one place
To another and can form fog or clouds, which are tiny droplets of water or ice,
and can fall to Earth as rain, hail, sleet, or snow.

ISTE Standards:

Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete a project
Creativity and Innovation

II. Goals and Student Learning Outcomes:

Goal 1:
Students will be able to understand how condensation fits in the water cycle.
Student Learning Outcome 1:
Students through investigation will evaluate how condensation is formed and how that is
related to the purpose it serves in the water cycle.
Goal 2:
Students will be able to describe the different forms of condensation.
Students will be able to illustrate the different forms of condensation and how we see
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EDUC 526
it in everyday life.
III.
This lesson will be face to face
IV.
Resources:
Student: Ipad
V.
These groups of students all have special needs and will need specialized
instruction on the lesson. Some of the students will need the text read aloud so
they are able to fill in the notes. All the students will have access to the Ipad to
help them with writing, drawing and summarizing details of the lesson. Each Ipad
will have apps that will allow for them to draw, write, record, and label different
materials.
VI.
Technology Inclusion:
MyMemoir App
NotesPlus App
Sketch App
AudioNote App
Pandora
Ipad
Prior Knowledge: The students have learned about evaporation and understand that water
leaves the Earth.

Day 1: 55 Min
Lesson Introduction / Anticipatory Set: 5 min
The teacher will review the terms of the previous lesson. Students should be able
to answer all the questions before the teacher will move on to talking about
condensation. The teacher will introduce to the students about Condensation

They students will get out their fill in the blank notes and their textbooks.
As a class we will popcorn read through the evaporation sections of the
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EDUC 526
chapter. The textbook will be displayed using the document camera.
The teacher will ask comprehension questions after small amounts of text
was read and allow the students to fill in their notes.
After the chapter is read the students will on their Notesplus App write
down the definition Condensation and an example of how it works.
Student Interaction with lesson content / Guided Practice: 10 min

Students will get into their groups and discuss what they learned for the chapter.
They will use MindMup App to create a concept map that will help them teach
someone that does not know what condensation is. Teaching others is the best way
to retain the information.
Independent Practice: 5 min

Students will write the definitions of the terms in their Notesplus App They will
reflect on where they see condensation in their daily lives.
Review / Closure: 10 min

The teacher will review the key terms of the chapter. Ask if there were any
questions about condensation from the students. Students should feel confident
about the key terms. Students will have time to share some of their concepts
map.
Homework
Write a summary of evaporation and condensation. They should tell us how they
are related to one another in the water cycle. 3-5 sentences.
Day 2 55 min
The teacher will review all the terms from evaporation and condensation. The
students should be able to answer all the questions if not the teacher will review
the terms again. The students will watch a short video on condensation.
https://www.youtube.com/watch?v=wDYOtu6npNU

Leslie Kuhen
EDUC 526
The teacher will give instructions on the experiment that will be done.
Materials:
2 cups
Blue dye
Red dye
Ice cubes 4
2 cups of water (1 cup for each cup)

Step 1:
Students will gather all materials from the materials table.
Step 2:
Set up material on table.
Step 3:
Fill each cup with 1 cup of water. Put three drops of red in one cup and three
drops of blue dye in the other.
Step 4:
Place four ice cups in the red cup of water.
Step 5:
Predict what will happen between the red and blue cup. Students will discuss and
write their prediction down using MyMemior app.
Step 6:
Using the Sketch app they will draw each cup and label the parts. Each picture
should indicate color of water, ice cubes, and any other difference they see.
Step 6:
Upload picture and reflection to MyMemior app.
Step 7:
Clean up the materials.
During the experiment the teacher will walk around asking questions to guide them
to understanding that when a cold surface is touched by warm air condensation
occurs.
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EDUC 526
Students will determine if their groups prediction was right/wrong. Students will
describe why it was right/wrong using knowledge of that they have learned. This
will be done by using MyMemior or Audioapp.

The teacher will discuss what they found in the experiment. The teacher will ask
the students why they think this happened. Students should be able to respond
using terms from the chapter.
Homework
Students will write down 2 things they see where condensation occurs. The write
how and when they saw this occur.
VII. Evaluation/Assessment:
Day 1: At the end of the experiment the students are writing a summary in MyMemoir app or
Audioapp in of what they learned from the day. If they are able to restate the main idea from the
reading will determine if the students understand the concept of Condensation.
Day 2:
Students will define condensation in their own words and give one example of condensation. This will
determine if they understand condensation and how it is related to evaporation.

References:
AudioNote is an app that allows you to speak into and it writes down everything. After speaking into
it, it suggests different things to allow you to correct your speaking and turn it into a writing
document. It can be imported into different apps.
MindMup is an app that allows you to create your own concept maps. The concept maps are premade
or you can create your own. This allows you to create a concept map that will help you the most,
instead of using one that is already made and may not help you learn the information that is presented.
MyMemior (2010). (Version 3.5.8) Mobile application software. Retrieved from
Leslie Kuhen
EDUC 526
MyMemior app is an app that is a virtual journal. This app allows you to write reflections and
thoughts about anything using different templates or backgrounds. This app is user friendly and are
able to export and upload documents.
NotesPlus (2014). (Version 5.1) [Mobile application software]. Retrieved from
text, and annotate different documents. This app allows you to take notes easily and efficiently. The
app eliminates the need for paper notebooks and can be easily uploaded on a computer.
your own.
Foss is the science textbook that is used in the school district. It is correlated it to the
Common Core State Standards and sets up each lesson to be about a 2 weeks per chapter.

WATER CYCLE
VIII.
Topic/Grade Level: 5 Lesson: 3
Standards:
ISTE Standards:

Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete a project
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EDUC 526
Creativity and Innovation
IX. Goals and Student Learning Outcomes:

Goal 1:
Students will be able to define precipitation and through experiments explain how
it precipitation works.
Students will be able to discuss with accuracy the process of precipitation and its
different types.
Students will be able analyze an experiment to determine how precipitation occurs.
X.
Face to Face
XI.
Resources:
Student: Ipad
XII.
These groups of students all have special needs and will need specialized
instruction on the lesson. Some of the students will need the text read aloud so they
are able to fill in the notes. All the students will have access to the Ipad to help
them with writing, drawing and summarizing details of the lesson. Each Ipad will
have apps that will allow for them to draw, write, record, and label different
materials.
XIII. Technology Inclusion:
MyMemoir App
NotesPlus App
AudioNote App
Pandora
Ipad
XIV. Prior Knowledge: Students have learned about the other two steps of the water cycle and
will use this knowledge to help with the understand of the water cycle.

Leslie Kuhen
EDUC 526
Day 1: 60 min
The teacher will review the previous lessons and key terms. The teacher will start
talking about the last step of the water cycle. The teacher will go over each step
and how they are connected. Teacher will play a short clip on the different types
of precipitation. https://www.youtube.com/watch?v=9knozomoMUU
Direct Instruction: 25 min
They students will get out their fill in the blank notes and their
textbooks. As a class we will popcorn read through the evaporation
sections of the chapter. The textbook will be displayed using the
document camera.
The teacher will ask comprehension questions after small amounts of
text was read and allow the students to fill in their notes.
After the chapter is read the students will on their Notesplus App
write down the definition Precipitation and an example of how it works.
Students will get in their groups. Each group will draw a picture using MySketch
app. Each group will be responsible for telling the class their type and how it is
formed. They will use the text and knowledge of the water cycle to help them.
The teacher will be walking around asking and answering questions. Then each
group will share their findings using the Promethean board.
Students will write down each precipitation using the Notesplus App. They will be
responsible for writing down each type and how they are formed.
The teacher will review what was discussed during the class. The teacher will
review each type of precipitation and key terms from the chapter.
Homework
Students will write a time that they experienced precipitation. The writing should
be 3-5 sentences and should include a setting, time, and the people that were
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EDUC 526
there.
Day 2: 55 min.
The teacher will go over the key terms from the chapter and will ask if there is
any clarification that is needed. The teacher will ask the question what do you
think caused the clouds to let go of the water in them? The class will discuss
possibilities.
The teacher is going to set up an experiement so show the class how rain occurs
at a smaller scale.
ExperimentStep 1: Place a pan of water onto the burner.
Step 2: Place two metal trash cans on each side of the burner.
Step 3: Next place the cookie sheet on the two trash cans so that it forms a
"ceiling" over the pan of water.
Step 4: Place the ice cubes on top of the cookie sheet.
Step 5: Heat the water and watch as the steam accumulates and hits the cool
surface (cookie sheet).
Step 6: Record your observations in the Noteplus App.

In groups the students will discuss and evaluate the experiment. The students
should come up with; as more condensation happened the bigger the water droplets
got and would fall back down as precipitation. This will be recorded in the
Notesplus app.
In the MyMemior App students will reflect on all that they have learned about the
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EDUC 526
water cycle. The students are to include each step, how it occurs, and how it
relates to the previous step.
The teacher will go over the experiment and discuss as a class what they decided
the experiment displayed. The teacher will ask if there are any questions or if
they feel they need more clarification on anything?
Homework
Go over notes and come to class with any questions.
Evaluation/Assessment:
Day 1: The reflections that were done at the end of the lesson about precipitation. The
teacher has access to the students apps and will decide from reflection if the
students understand the material being presented.
Day 2: Students reflected on experiment and when the teacher reviews what is
learned. The teacher will decide if they understand the material that was presented
through the answer or reflections.

References:
AudioNote is an app that allows you to speak into and it writes down everything. After speaking into
it, it suggests different things to allow you to correct your speaking and turn it into a writing
document. It can be imported into different apps.
Lesson Plan - Rainmaker. (2015, January 1). Retrieved March 28, 2015, from
http://thewaterproject.org/resources/lesson-plans/rainmaker-experiment
This website is about providing clean water to different countries. It provides lesson about water to
teach children about the importance of water. It is a website that promotes clean water and water
conservation. They encourage people to get involved in their Water Project.
Leslie Kuhen
EDUC 526
MindMup is an app that allows you to create your own concept maps. The concept maps are premade
or you can create your own. This allows you to create a concept map that will help you the most,
instead of using one that is already made and may not help you learn the information that is presented.
MyMemior (2010). (Version 3.5.8) Mobile application software. Retrieved from
MyMemior app is an app that is a virtual journal. This app allows you to write reflections and
thoughts about anything using different templates or backgrounds. This app is user friendly and are
able to export and upload documents.
NotesPlus (2014). (Version 5.1) [Mobile application software]. Retrieved from
text, and annotate different documents. This app allows you to take notes easily and efficiently. The
app eliminates the need for paper notebooks and can be easily uploaded on a computer.
your own.
Foss is the science textbook that is used in the school district. It is correlated it to the Common Core
State Standards and sets up each lesson to be about a 2 weeks per chapter.

THE WATER CYCLE

XV.
Grade Level: 5th Grade Lesson: Project 1 and Review
XVI.
Standards:

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EDUC 526
XVII.
Goals and Student Learning Outcomes:
Goal 1:
Students will create their own diorama of the water cycle.
Students will design a water cycle using their knowledge about the steps of
the water cycle.
XVIII. Learning Environment(s):
Face to face
XIX. Resources:
Teacher: Promethean Board and computer
XX. Diversity / Differentiation:
lesson. Some of the students will need the text read aloud so they are able to fill in the notes. All
the students will have access to the Ipad to help them with writing, drawing and summarizing
details of the lesson. Each Ipad will have apps that will allow for them to draw, write, record,
and label different materials.
XXI. Technology Inclusion:
Internet
Youtube.com
Kahoot.com
XXII. Prior Knowledge: They have learned all the steps of the water cycle in depth and should
be able to describe each step.
XXIII. Procedures:
1. Lesson Introduction / Anticipatory Set: 5 min
The teacher will go over the main ideas of the unit and ask students questions
about the unit. The teacher will ask if they have any questions that will help them
understand the water cycle.
2. Direct Instruction: 10 min
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EDUC 526
The students will be using a Kahoot. This website allows the teacher to ask
questions and have the students answer them. Then the teacher can see if the
majority of the class gets the answer right. The teacher will then decide if they
can move on to the project. The teacher will describe the project that is to be
complete. The project is to create their diorama of the water cycle using an old
shoebox.
3. Independent Practice: 40 min
The students will get their shoeboxes and art materials to create this diagram.
The students need to label each step and to make sure they are all included in the
diorama. Each label should include a short definition.
4. Review / Closure: 5 min
The teacher will review the steps and definitions of each step to allow the
students to check their work. The teacher will ask if this project helped them
with further understanding of the unit.
Day 2: 55 min
The teacher will review the terms and main ideas. The teacher will explain the
video that they will watch and the hand out that will be completed with the video.
https://www.youtube.com/watch?v=Offi-nET3T8
Complete the questions from the video throughout the video and after the video.
The teacher and students will discuss the video. The teacher will ask questions
that will further review the main ideas of the unit. This video is made so that
they keep getting the key terms and ideas over and over again.
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EDUC 526
XXIV. Evaluation/Assessment:
Day 1: The teacher will evaluate the Dioramas based on is it labeled correctly and
have the correct definitions.
Day 2: Completion of the video notes and the discussion at the end of class.
XXV. References:
Kahoot! (n.d.). Retrieved March 28, 2015, from https://create.kahoot.it/#.
This website is for teachers to create questions and have the students answer them. The teacher gets
feedback on how many students get the answer right, right after the questions are all answered. Furtther
the teacher can see each student individually and the answers they gave.
Teacher created handout.
Hand out:
Bill Nye & The Water Cycle

Name: Answer Key

Date:
Pd:

Directions: Answer the questions and complete statements from viewing the video.

1. How long has water been getting things wet? 3 billion years

2. Water can be a solid like ice. It can be a liquid like you drink. It can also be a gas or vapor.

3. Water is always moving through something called the water cycle or the hydrological cycle.

4. What happens when water vapor is cooled? It changes back to water.

5. Circle one: The molecules of boiling water/room temperature water are moving faster.

6. How does water at room temperature become a gas? Some water molecules have are
moving fast enough (have enough energy) to change state.

7. What is the nature of the water cycle? Water is recycled.

8. Predict: What would happen to a glass of water placed in a closet for a few days? The glass
will become empty.
Why do you think this would happen?
The water has evaporated out of the glass.
9. What is the process of water vapor becoming a liquid?

10. Water molecules need a place to stick in order for condensation to happen.

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11. The energy for our own water cycle on earth comes from the power of the sun.

12. Give three examples of precipitation in the rain cycle: Rain, Snow, Sleet, or Hail

13. What is collection in the rain cycle? Liquid water is collected from the sky becomes liquid
water on land or ocean, etc

14. No living thing would be able to live without the water cycle

15. At the end of the show, Bill Nye says, If youll excuse me, Ive got some soil percolation
range to compute

Bill Nye & The Water Cycle
Name:
Student Worksheet
Date:
Pd:

Directions: Answer the questions and complete statements from viewing the video.

1. How long has water been getting things wet?
_____________________________________________________________

2. Water can be a _____________ like ice. It can be a _______________ like you drink. It can also be a
_________ or vapor.

3. Water is always _______________ through something called the water cycle or the
_____________logical cycle.

4. What happens when water vapor is cooled?

5. Circle one: The molecules of boiling water/room temperature water are moving faster.

6. How does water at room temperature become a gas?

7. What is the nature of the water cycle? Water is ___________________.

8. Predict: What would happen to a glass of water placed in a closet for a few days?

Why do you think this would happen?

9. What is the process of water vapor becoming a liquid?

10. Water molecules need a place to _____________ in order for condensation to happen.

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EDUC 526
11. The energy for our own water cycle on earth comes from the power of the _________.

12. Give three examples of precipitation in the rain cycle:

13. What is collection in the rain cycle?

14. No living thing would be able to ___________ without the water cycle

15. At the end of the show, Bill Nye says, If youll excuse me, Ive got some ___________ percolation
range to compute
Kahoot! (n.d.). Retrieved March 28, 2015, from https://create.kahoot.it/#
THE WATER CYCLE

XXVI.
XXVII.
Grade Level: 5th Grade Lesson: Project 2

Standards:
ISTE Standards:
Creativity and innovation

a. Apply existing knowledge to generate new ideas, products, or processes
Research and information fluency

a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
XXVIII. Goals and Student Learning Outcomes:

Goal 1:
Students will make their own video about the water cycle.
Student Learning Outcome:

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EDUC 526
Students will be able to design their own educational/story about the water
cycle.
XXIX. Learning Environment(s):

Face to face
XXX. Resources:
iPad
Promethean Board
Internet
XXXI. Diversity / Differentiation:
lesson. Some of the students will need the text read aloud so they are able to fill in the notes. All
the students will have access to the Ipad to help them with writing, drawing and summarizing
details of the lesson. Each Ipad will have apps that will allow for them to draw, write, record,
and label different materials
XXXII. Technology Inclusion:
iMovie
Garage Band
XXXIII. Prior Knowledge: Students have learned about the water cycle, create a diagram, and
review all the steps of the water cycle.
Lesson Placement in the Unit: This is lesson 5 of 5 .
Day 1: 55 minutes
Ask the students what they learned thus far in the lesson. Start making a word
bank to guide the students when making their video. The teacher will go over the
terms of the chapter.
The teacher will go over how to film, edit, add music, and create a video using
iMovie. The teacher will go step by step on how to do these things. The students
will be following along on their iPads to ask questions.
Leslie Kuhen
EDUC 526
Students will have a chance to get into their groups and play around with editing.
This will give them the opportunity to try and ask questions.
The teacher will talk about starting the video taping process the next day.
Day 2-6
Teacher will explain that they will be working on their project for the next five
days. The students should actively be participating in the project. They will be
graded on final video and participation.
Students will be working on filming, getting pictures, creating music, and editing
pictures. Students will be working the entire class period and should ask for
questions when they have them.
Put all the iPads away.
Day 7 and 8: 55 min

Presentation
Students will go one by one to show their video to the entire class. The class will
be evaluating how they did using a grading rubric.
XXXIV. Evaluation/Assessment:
The students will be evaluated on the video that they created. The will be
evaluated based on a rubric.

Teacher Name: Leslie
Kuhen

Student
Name: __________
__________________

Leslie Kuhen
EDUC 526
____________

CATEGORY
Teamwork
Storyboard
Concept
Content

3
Students meet and
discuss regularly. All
students contribute
to the discussion and
all are listened to
respectfully. All team
members contribute
a fair share of the
work.

2
Students meet and
discuss regularly.
Most students
contribute to the
discussion and are
listened to
respectfully. All team
members contribute
a fair share of the
work.
Storyboard is
Storyboard is
complete with
relatively complete
sketches for each
with sketches for
scene, detailed notes most scenes, and
on titles, transitions, notes on titles,
special effects, sound, transitions,etc.
etc. Storyboard
Storyboard reflects
reflects outstanding effective planning
planning and
and organization for
organization for the the visuals in the
visuals in the video. video.
Team has a clear
Team has a fairly
picture of what they clear picture of what
are trying to achieve. they are trying to
Each member can
achieve. Each
describe what they member can describe
are trying to do and what they are trying
generally how his/her to do overall but has
work will contribute trouble describing
to the final product. how his/her work will
contribute to the final
product.
Team has
Team has
incorporated all three incorporated only
concepts in the video. two or one concepts
(Evaporation,
in the video.
condensation, and
(Evaporation,
precipitation)
condensation, and
precipitation)

1

Meetings are not held
AND/OR some team
members do not
contribute a fair
share of the work.
Storyboard is not
done or is so
incomplete that it
could not be used
even as a general
guide. Storyboard
reflects very little
planning of the
visuals.
Team has spent little

effort on
brainstorming and
refining a concept.
Team members are
unclear on the goals
and how their
contriubtions will
help them reach the
goal.
Team has

incorporated none of
the concepts in the
video. (Evaporation,
condensation, and
precipitation)
Leslie Kuhen
EDUC 526
Creativity
Team uses original

ideas to convey their
understanding of the
water cycle.

Date Created: Mar
29, 2015 03:14 pm
(CDT)
Team used basic

Team uses no original
ideas to convey their ideas just states the
understanding of the facts.
water cycle.
Student Grading Rubric and Group Grading Rubric

Student Grading Rubric ________/20

Included: _______/5 Circle the ones that were missing

Evaporation Condensation Precipitation

Attention grabbing _______/3

Appropriate Music _______/2

Used Pictures _______/3

Used Video Clips________/5

Voice Over _______/3

Group Grading Rubric _______/15 Name of group member_____________________________

Helped with planning_________/5

Helped with video___________/5

Leslie Kuhen
EDUC 526
Participation____________/5

XXXV.
iMovie
Garage Band

References:

Lesliekuhen Unitplan Educ 526pdf

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Leslie

Grade Level: 5 Lesson: Evaporation

Goals and Student Learning Outcomes:

Lesson Placement in the Unit: This is lesson 1 of 5.

Direct instruction: 25 min

Independent Practice: 10 minutes

Experiment set up for the next day: 10 min

Guided Practice: 30 min

WATER CYCLE CONT.

Creativity and Innovation

II. Goals and Student Learning Outcomes:

Lesson Placement in the Unit: This is lesson 2 of 5.

Direct instruction: 25 min

Student Interaction with lesson content / Guided Practice: 10 min

Independent Practice: 5 min

Review / Closure: 10 min

Direct instruction: 10 min

Student Interaction with lesson content / Guided Practice: 25 min

Independent Practice: 5 min

Review / Closure: 10 min

Topic/Grade Level: 5 Lesson: 3

IX. Goals and Student Learning Outcomes:

Student Interaction with lesson content / Guided Practice: 10 min

THE WATER CYCLE

Grade Level: 5th Grade Lesson: Project 1 and Review

Goals and Student Learning Outcomes:

Bill Nye & The Water Cycle

Name: Answer Key

THE WATER CYCLE

Grade Level: 5th Grade Lesson: Project 2

Creativity and innovation

Research and information fluency

XXVIII. Goals and Student Learning Outcomes:

XXIX. Learning Environment(s):

Review / Closure: 5 min

Day 7 and 8: 55 min

Team has spent little

Team uses original

Team used basic

Student Grading Rubric and Group Grading Rubric

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