Lesson Plan

Date: October 29, 2014

Strengths of the Class:
o 2A
24 students
1 TA
2 ELLs
2 Students IEPs
ADHD
Unique Needs of the Class:
o Students have a hard time working during work time
o A few students veer off task during lecture
o Some students wont do the starter

Grade and Period: 9th 2A/2B 3A/3B

Subject: Earth Systems

Curriculum Standards: Characterize the water cycle in terms of its reservoirs, water movement among reservoirs
and how water has been recycled throughout time.

Lesson Topic: Model the natural purification of water as it moves through the water cycle and compare natural
purification to processes used in local sewage treatment plants.
o This lesson should take two days if extra time is needed make an adjustment tomorrow

Homework (if any) from previous day:

o Unit homework is due at the end of the unit.

Content Objectives for the Lesson:

o Understand how water is purified naturally
o What is required to purify water?
Understand what it takes to purify water for human consumption
o How to model purification
o Illustrate how water enters an underground water system and how it is purified.
o Conserving ground water.
o What are wells, springs, and geysers
Learning Objectives for Students:
o Know how water is purified both naturally and by man
o Understand how a sewage plant works
Language Objectives for Students:
o Students will understand and be able to use the vocabulary below correctly.
o Students will see both visual, written, and spoken version of vocabulary.
o Vocabulary for this unit
Reservoir
Water Cycle
Evaporation
Condensation
Precipitation
Surface runoff
Ground Infiltration
Transpiration
Natural purification
Aquifer
Porosity
Permeability
Water table
Artesian Formation

Starter: Students will write a 3 pros and 3 cons of using treated sewage water as drinking water

Class Procedures:
o Class will begin with starter
o Have a short lecture based on the ideas of treated sewage water.
o Watch a video on water treatment (The water treatment process)

Then they will move in to their work for the unit

Students who havent passed off will do so.
Students who need to do the labs will do so.
Access to the computers will be available
If no computers are available students have other assignments they can do.

Plans for Assessment:

o During the short lecture students will be assessed (informal). This will be done by using an online quiz
from Kahoots.
o Students will have to pass off on the basics to move on (formal)
This is done by a review sheet. This sheet has various questions.
o Unit test (formal)
o Students will need to write 3 things they learned about water treatment
One question that they would ask about water treatment (informal)
Homework:
o Students have to complete the unit by date.
o They have a list of assignments to choose from.
o They must pass off with me to get a grade
Plans for Enrichment For example, those who complete lessons early
o I have a few journals about water
One on water treatment
One on population and over use of water
One on water pollution
o Students can read the articles and then reflect on them
o Most students will have plenty to do and enough variety to get the grade they want.
Plans for Remediation For example, those in need of additional support
o Will hand out a list of written vocabulary words with definitions.
They will have pictures of the idea I am trying to describe.
Visual for complex ideas.
Pair with a student who has higher language skills or speaks both languages.
One-on-one if time permits to help them gain key concepts
Plans for English Language Learners
o Place with a strong language student (preferably one who speaks their language)
o Allow students to use English to their language dictionary
o Visuals
o Try to access their previous knowledge
o Allow extra time to complete assignments
Reflection:
o I feel that this lesson could use a little more information. This lesson is be taught over two days but I felt
rushed to finish some the information need to explain the different processes. I decided to include
pollution information about water in my next lecture rendition of this lesson plan. For my ELL kids I
have decided that I need to give them more images for the hard vocabulary and fewer for the easier
vocabulary. I feel that I could maybe add a little quiz at the end of the video the asking them what they
learned was pointless. As I began to teach this lesson I realized I didnt add enough to the vocabulary,
will add more next time. Overall I feel that students understood it and enjoyed the idea of water. The
starter needed a little more setup.