Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Name: Makayla Hurt

LESSON RATIONALE
It is important for students to identify where water is found on Earth because it is all around us
and in our everyday lives. By following along with the instruction and completing the activities,
students will understand where solid and liquid forms of water are found on Earth.

READINESS

Goal/Objective/Standard:
 Goal: Students will be able to identify where water is found on Earth.
 Objective: At the end of this lesson, students will be able to identify where water is found
on Earth and that it can be solid or liquid.
 Standard: 2.ESS.4 Obtain information to identify where water is found on Earth and that
it can be solid or liquid.

Management Plan:
 Time: 60 minutes total. (Anticipatory set is 10 minutes, mini lesson presentation is 30
minutes, check for understanding is 10 minutes, and closure/plan for assessment is 10
minutes)
 Space: Students will be moving around the room for the anticipatory set, sitting in the
front on the carpet for the mini lesson presentation, sitting at their table groups for check
for understanding, and at their table groups for the closure/plan for assessment.
 Materials: PowerPoint (https://docs.google.com/presentation/d/1A-
tJkgkBPqYdj3YGhKZgsiwdv-UeEl8ht7A0OBaKCrg/edit?usp=sharing), solid and
liquid cards, class worksheet, check for understanding worksheet/exit slip, markers, and
the assessment worksheet. (Everything is found on the PowerPoint)

Anticipatory Set:
 I will have students go to the left or right side of the classroom for which option they
prefer. There is 5 slides, including left side of the room for swimming in a lake and right
side of the room for swimming in a pool, left side of the room for building a snowman
and right side of the room for sledding, left side of the room for watching a waterfall and
right side of the room for cloud watching, left side of the room for eating a snow cone
and right side of the room for drinking a fresh glass of water, left side of the room for
swimming in the ocean and right side of the room for going fishing in a river. “Time to
stand up! I am going to ask you 5 questions of what you prefer, if you prefer the option
on the left you will go to the left side of the room and if you prefer the option on the right
then you will go to the right side of the room.”
 Once we are finished with all 5 slides, I will ask students what they saw in common and
receive feedback. I will then explain that each of these slides contained a form of water
that is found on the Earth. “What is one thing that you saw in common through the
 different options? Each of those options involved a form of water. Each of those forms of
water can be found on the Earth in different forms, like solids and liquids.”

Purpose Statement: “Today we will be learning about where water is found on Earth. It is
important to know where water is found because it is all around us in our everyday lives. Water
can also be found in different forms, like solids or liquids. We will learn about this because you
will be able to tell the difference in the forms of water around you.”

PLAN FOR INSTRUCTION

I. Adaptation to Individual Differences and Diverse Learners:

 There may be students with IEP’s who will be able to have their aid help them
follow along with the mini lesson.
 By putting the students into groups on the carpet, they will be able to collaborate
and work together to sort the cards from solid and liquid forms of water and
complete the worksheet.
 By taking the mini lesson presentation step by step the whole class will be able to
take their time and understand at their own pace.

II. Lesson Presentation (Input/Output):

 “It is now time to come up and take a seat at the front of the classroom on the
carpet. Bring your pencil!”
 “Does anyone know where water is found on Earth? Water can be found all
around us. The lake that you enjoy building sandcastles at, the ocean you went to
in Florida, the iceberg from the movie Happy Feet, or the stream or river you saw
on a hike. Sea ice, the sea, glaciers, ponds, waterfalls, snowcaps, and ice sheets
can also be found on Earth depending on the location.”
 “What different ways can water form? Water can be found as a solid, liquid, or
gas. A solid form of water would be like the glaciers in Alaska, a liquid form of
water would be like the pool you swam at in a hotel, and a gas form of water
would be the clouds.”
 “There are many different types of water. Fresh water is what can be found in a
river, lake, stream, or pond. This is the water where many different types of fish
live, and it doesn’t hurt to open your eyes underwater! Frozen water can be seen
as a glacier, ice sheets, ice caps, sea ice, and icebergs. All of these solid forms of
water are cold, so they can be found places where it is cold like Antarctica. Salt
water can be found in the ocean, the sea, a lagoon, or a marsh. If you have ever
been to the ocean and accidently swallowed some salt water, you probably
noticed that it tasted different and salty!”
 “(I will clump students who are sitting by each other into groups) Work together
to sort these cards into one pile of solid forms of water and one pile of liquid
forms of water. When you are done, put your finger on your nose so I know that
your group is done. Once we all finish, we will take turns reading off the piles that
we have created!”
  “Which type of water is most abundant on Earth and where is the majority of that
water located? Salt water is found mainly in the ocean because the ocean covers
most of the Earth.”
 “We are now going to complete a worksheet over what we have learned together.
Work with those sitting around you to answer the questions on the worksheet. I
will be walking around to each group to help out with questions that you have.”

III. Check for Understanding:

 “Head back to your seat and talk with your table group about your favorite thing
you learned today. Vote as a table on which was your table’s favorite and raise
your hand so you can share it with the class.”
 “(Pass out check for understanding worksheet/exit slip) Write down 3 different
things that you have learned today on the exit slip. Take your time and feel free to
draw pictures with the markers at your table to add on what you have learned
today. When you are all finished, come grab a piece of tape from my desk and
tape it to the board.”
 Another way that I will check for understanding is during the mini lesson. During
both activities in the mini lesson, I will be walking around and asking students
questions to make sure that they understand.
 If students do not understand the lesson, I will expand on what was taught by
making it a center the next day for class.
 If a select number of students do not understand the lesson, I will meet up with
them at a different time and ask them what they were confused on so I can help
them understand.
 If the students understand, I will know that it is time to assess the students and
move on to the next lesson.

IV. Review Learning Outcomes/Closure:

 “Once all of your exit slips are taped onto the board, I will read some out to the
class.”
 “These exit slips are great, and I love how each of them are unique. You guys did
a great job today listening and completing your mission to finish the worksheet
together!”
 “Tomorrow when you come into class, I will have a challenge for you over what
we have learned today. Tonight, I encourage you to look for one solid form of
water and one liquid form of water at home. Once you have done so, take time to
think about where you could find this form of water on Earth.”

PLAN FOR ASSESSMENT

 The students will be assessed the next day after the lesson is presented. Students will
share about their findings at home. This will give students a review, so they have more
ideas of solid and liquid forms of water.
  The assessment is a worksheet that is front and back. One side has students list 3
examples of a solid form of water and the other side has students list 4 examples of a
liquid form of water.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How did the students respond to working in groups during both activities in the mini
lesson?
8. Were the skills the students learned during the mini lesson seen in the closure?
9. Where the students able to effectively identify where water is found on Earth?
10. Were the students able to effectively understand that water can be solid and liquid?