Lesson Plan Template Candidate Name: Pierre Ruth

Strategy (circle one): six thinking hats

Unit Name
Water resources & pollution

Lesson Name Time Needed (Hours/Days)

The Incredible Journey 1-2 days (90 minutes-120
minutes)

Grade Subject Course

11th Science Environmental Science
GA Standards of Excellence & TAG Standards
SEV1. Students will investigate the flow of energy and cycling of matter within an
ecosystem and relate these phenomena to human society.

a. Interpret biogeochemical cycles including hydrologic, nitrogen, phosphorus, oxygen,

and carbon cycles. Recognize that energy is not recycled in ecosystems.

TAG STANDARDS:

Advanced communication skills standard 9

Creative thinking and problem solving skills 6 & 7

High Order critical thinking skills 2 &15

Essential Question(s)
Where will the water you drink this morning be tomorrow?
Explain that water movement depends on energy from the sun, electromagnetic energy, and gravity.

Describe the movement of water within the water cycle.

Identify the states of water as it moves through the water cycle.

Teacher Lesson Preparation (materials needed)

9 large pieces of paper
Copies of Water cycle Table
Marking Pens
9 boxes, about 6 inches (15cm) on a side
Copies of Cube Pattern

Activating Strategy (for example: Hook/Mini-Lesson/Warm-Up/Connection to Prior Learning)

Running through the 6 with my flows

Where will the water you drink this morning be tomorrow?

 Students will identify the different places water can go as it moves through and around Earth. Students will use
their phones to answer the question on a poll site.

The incredible Journey Activity.

Students will be going to become water molecules moving through the water cycle.

*With a roll of a cube, students simulate the movement of water within the water cycle.

-Station rotation (9): Clouds, Plants, Animals, Rivers, Oceans, Lakes, Ground Water, Soil, and Glaciers.

-Students will use a globe to give an estimate of the amount of water on the planet.

-How much water is accessible to us and complete a water use inventory

Instructional Sequence and Activities including use of technology

Phones to answer opening questions on poll site.

Assessment Strategies

1. Identify the states water is in while moving through the water cycle.
2. Write a story describing the movement of water.

Differentiation
Scaffolds/ Interventions/Extensions/Enrichment
STRATEGIES:

1.Scaffolding Strategy

(Direct instruction & Inquiry)

2.Graffiti strategy: (in groups to discuss movement of water molecule in form of liquid, solid, or gas)
3.Six thinking hats: Water Use inventory
Green hat: What could you do to reduce your direct use of water?

White hat: What facts do you know about water scarcity?

Red hat: How do I feel about droughts in the state of Georgia?

Yellow hat: Why is it beneficial to calculate my own water consumption?

Blue hat: How will I influence my peers to be mindful of their water consumption?

Black hat: Will I make a difference in my home, my school, my community and/or the global water cause?

EXTENSIONS:
 -Create a photo or video documentary of the local watershed that represents each aspect of the water
cycle to print in the local or school newspaper or to post online to a blog or video site.
-Students compare the movement of water during different seasons and at different locations around the
globe.
-Students investigate how water becomes polluted and is cleaned as it moves through the water cycle.
- Visit the local water authority to find out more about water in the community.

Materials/Links/Text References/Resources
-Project WET The incredible journey
- Air, Water and Weather: Stop faking it! Finally understand science so you can teach it. Robertson William 2005
-Teaching strategies Toolbox
https://sites.google.com/site/strategytoolbox/home
http://files.dnr.state.mn.us/education_safety/education/project_wet/sample_activity.pdf
https://www.surveymonkey.com