CSUDH LESSON PLAN FORMAT TED 2016

Candidate: Ken Cabillan Subject: Science

Grade Level: 5 Date: 11-06-17
I. Standards
Content: 5-ESS2-2 Literacy: W.5.8
Describe and graph the amounts of salt water and Recall relevant information from experiences or
fresh water in various reservoirs to provide evidence gather relevant information from print and digital
about the distribution of water on Earth. resources.
II. Description of Content
In previous lessons, students discovered that the Earth is comprised of four distinct spheres, one of them
being the hydrosphere. The hydrosphere includes all the water on the planet. Nearly all of Earths available
water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes,
wetlands, and the atmosphere. Note: this lesson will not cover water found in the atmosphere.
III. Learning Outcome
Objective(s) for Content: Students will use Objective(s) for Literacy:
relevant information to accurately graph the Students will draw information from a
distribution of water on Earth. demonstration to discover how water on Earth is
distributed.
IV. Curriculum Connection
Previous lesson: Earths spheres - interactions
Next lesson: Human footprint the impact on the environment
V. Academic Language: Key Genre, Language Demands, Linguistic Features, Textual Resources, and
Vocabulary
Vocabulary: Hydrosphere, groundwater, glacier, distribution, resevoirs

VI. Materials
Materials for demonstrated: 1 liter of water (color preferred), 3 clear cups, 100 mL syringe, 4 cards (labeled
salt water, glacier 19mL, groundwater 9mL, River/lakes/swamps 2mL).
Other materials: small graph paper in quarters, science notebooks
VII. Instruction
a. Engagement (Motivational Activity, Recall of Prior Knowledge, Connection to Background Experience.
Include academic and literacy scaffolding and differentiation strategies for EL, special needs, struggling,
gifted, at risk, etc.)
Activating prior knowledge: remind students of the different spheres discussed in previous lessons. Have
students discuss what sources of water are part of the hydrosphere. Make a t-chart of salt and fresh.
Engagement Scaffolding and Differentiation Strategies for Academic and Literacy
Development
Scaffolding (bridging): Think-pair-share, brainstorming on the hydrosphere and the many sources of water
that are included.
Engagement Assessment Strategies (Formative and checks for understanding including
scaffolding strategies for individual learners)
Graphic organizer: teacher will obtain data on student knowledge on water sources on Earth.
b. Instructional Sequence (Teaching Methodology With Student Activities - includes academic and
literacy scaffolding and differentiation strategies for EL, special needs, struggling, gifted, at risk, etc.)
Step #1: Looking at the standard
- Have students open their notebooks to the next available page. Pass out standard labels and instruct
students to place the sticker in the next to the upper right margin of the paper. While students wait
for stickers, inform other students to write explore in the top left corner of the paper.
- Students read the standard as a class. Inform students that the class will break down the standard
into student friendly objectives.
1. Find the amounts of salt water and fresh water in various resevoirs
2. Graph the distribution of water on Earth
Step #2: The scientific process
- Walk students through the process by partially revealing each section of OQHTC. TC is for later! USE
PRE-WRITTEN SHEET.
CSUDH LESSON PLAN FORMAT TED 2016

- At step T, reveal that students will perform the demonstration to find data.
1. Organize groups
2. Organizer group members 1-4 using directional seating
3. Designate each member to retrieve supplies
- Inform students that the demonstration will take place in steps; students will need to wait on teacher
instructions to proceed.
- Refer to pre-written experiment sheet. Reveal portion of each step and assign a group member to
complete each step. Timing of each portion is recommended.
- After demonstration, ask questions. Think-pair-share:
1. What do you notice about where most of Earths water?
2. Looking at Earths fresh water, where is most of the water stored? Is this source readily
available for us?
3. Where do you think most of our fresh water comes from?
- Present test data in portions using pre-written data.
- Have students answer conclusion.
Instructional Scaffolding and Differentiating for Academic and Literacy Development
Scaffolding: use of manipulatives
Instructional Assessment Strategies (Formative and checks for understanding including
scaffolding strategies for individual learners
Formative: walk around to each group and question students on sources of water.
c. Application Activity
Step #1:
Application Activity scaffolding and differentiating strategies for Academic and Literacy
Development
Scaffolding: organizing data into a visual representation.
Application Assessment (summative)
Student notebooks: graphing of data and overall scientific process will be evaluated.
VIII. Differentiation

IX. Accommodations for Individual Learners

Strategic placement of particular students to promote academic discussion and procedural support.
X. Homework (if appropriate)
None.