Monmouth University

School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Dana Vollmuth
Context:

Grade Level/Subject: 8th Grade/Science

Disability Categories represented: Autism, Hearing Disabilities, physical
disabilities, cognitive disabilities and visual disabilities
Type of classroom (continuum of placements): Inclusion 8th Grade Classroom
Describe UDL integration (into anticipatory, procedure, guided practice, and
assessment)
Collaborative methods used to enhance the lesson (e.g., families, community
resources, school resources)

Unit Title: The Water Cycle

Lesson Title: The Water Cycle (introduction: Day 1)
Tentative Date: Monday
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

a. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
b. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
c. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
d. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies

e. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
f. 5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts are
refined
g. 5.1.8.C.2- Revise predictions or explanations on the basis of discovering new
evidence, learning new information, or using models
h. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
i. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
j. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
k. 5.2.8.B.2-Compare and contrast the physical properties of reactants with products
after a chemical reaction, such as those that occur during photosynthesis and
cellular respiration
l. 5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for
creating a variety of landforms
m. 5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in global
wind circulation, ocean circulate and the water cycle
n. 5.4.8.G.2- Investigate a local or global environment issue by defining the problem,
researching possible causative factors, understanding the underlying science and
evaluating the benefits and risks of alternative solutions.

II. Learner Outcomes (goals) & Assessments (include informal and formal):
a. Essential Questions: How and why is the water cycle crucial to life on Earth?

b. Enduring Understandings: The students will understand and apply concepts

that relate to the water cycle and demonstrate knowledge on how the cycle
helps life on Earth. The will understand that water in different forms move
from one place to another

III.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

The Water Cycle Game (15 mins): This is a guided and independent lesson, the
students will work together to create an organized and coherent understanding to
move throughout the room and understanding content.

Anticipatory Set: Tell me what you know about the water cycle. Write it down
on a piece of paper and fold the paper in half.

Independent: Students will note picture cards of the ocean, plants, animals,
rivers, lakes, clouds and soil around the room. At each picture, there are dice
with 6 sides and a different card they need to travel to (for example, if they are
at the animal station, they roll and get ocean, they go to the station with the
ocean on it)

Students will move around the classroom noting which places they have been
to and noticing trends of where most of the class ends up.

Students will roll a dice at each area of the room and then follow where they
roll. They will continue to roll and follow their instructions.

Guided Instruction: After the 15 Mins is up, the students will come together
and discuss with their partner and groups the activity we did and how it
pertains to the water cycle. They will discuss the importance of each section

and what it gives to the cycle. They will write down their observations on the
other half of the paper form the anticipatory set.

We will discuss the vocabulary pertaining to the water cycle and different
meaning and context in which they will find these words. They will log these
words in their science journal.

Exit Ticket (20 mins): The students who are done early will go on to
http://educatewithscience.weebly.com at home and complete the Bill Nye Video on
the water cycle. They will then follow along as the video plays to answer questions on
the water cycle. They will bring their review worksheets on the video with them for
next class.

IV. Accommodations for diverse learners and students with special needs (include
suggested adaptive and assistive tech/software/web-supported learning with
specific skill areas):
For the students with visual difficulty, there will be chrome books at each station to
allow them to hear the dice generator outcome and say the name of the next station.

V. Modifications for students with disabilities (none may be needed so just note
that in this section with your rationale):
My UDL in this activity for students with hearing impairments, I will have bright,
colorful signs to display around the room. They will also be carrying a flow chart and
seating chart of where I place the signs around the room for them to carry as they
complete the project.

VI.Materials:

Water cycle dice

Signs of ocean, animals, plants, soil, rivers, lakes in colorful paper

Chrome books

Science Journals

Unit Title: The Water Cycle

Lesson Title: Evaporation
Tentative Date: Tuesday (Day 2)
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central

scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

I. Learner Outcomes (goals) & Assessments (include informal and formal):

Essential Questions: Students will be able to discuss the cause and effect of evaporation
and apply the concept to the water cycle and explain how it helps the process. Predict what
might happen to a wet paper towel by the end of the class.
Enduring Understandings:
Evaporation occurs when molecules in a liquid gain enough energy that they overcome a
reaction from other molecules and break away from the original formation of water
molecule to become a gas.
Adding energy increases the rate of evaporation.

II. Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Include strategies to enhance language development and where you are teaching
communication skills.

Anticipatory Set (5 mins): Students will bring in their worksheet on Bill Nye
the Science Guy video on the water Cycle and discuss their answers with a

partner. Ask questions like what did you learn specifically about the process of
evaporation Then the students will summarize it on the back of the worksheet.
Lesson Adapted from middleschoolchemistry.com
Guided/Cooperative Activity: (35 Mins)
Show students two pieces of brown paper towel. Dampen one with water so that the
color appears darker than the dry piece of paper towel. Select a student to feel the
difference between the two paper towels now, and again at the end of the class
period. Place both paper towels up in a prominent location.
Ask students:
At the end of class, do you think the paper towel will still be wet or will it be
dry?
Students should agree that the wet paper towel will likely become dryer and say
that the water will evaporate. Explain to students that when water evaporates,
it changes from a liquid to a gas. Point out that the word evaporate has the
word vapor in itwater changes to water vapor but it is still water.
What are some other examples of evaporation?
Students may think of common examples of evaporation such as clothes in a
dryer,
wet hair drying on its own, or a puddle drying up in the sun.
When water evaporates, where do the water molecules go?
Make it clear that, although you cant see the water anymore, it has dried up or
evaporated, it still exists. Water molecules separate and are in the air as a gas
called water vapor.
Tell students that they are going to find out what happens to water molecules
as they evaporate by exploring how to make water evaporate faster.

III.

Early finishers may go on the weebly webpage to learn about the process of
evaporation and create questions to their classmates to answer by the end of
class.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students with hearing disabilities will have a worksheet with all the directions on it in step
order as outlined in their IEP.

Students with physical disabilities will have large gallon size plastic bags compared to the
regular Ziploc sandwich bags as defined by their IEP.

IV. Modifications for students with disabilities (none may be needed so just note
that in this section with your rationale):
Students will get one bag with hot water and one bag with temperature water. They will
point to the paper towel that goes away faster.
V. Materials:
Chrome books
Science Journals
Bill Nye Worksheet

Unit Title: The Water Cycle

Lesson Title: Evaporation: Part 2: Day 3
Tentative Date: Wednesday
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations

III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: Does increasing temperature and energy effect the
rate of evaporation?
b. Enduring Understandings: The students will learn through experimenting
that the rate of evaporation increases when temperature increases.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).
Anticipatory Set (5 mins): Set up the control and variables of the experiment.
Provide students with worksheet to write down their answers.
Guided and Cooperative Practice (40 Mins):
Help students design an experiment to find out whether adding energy increases the rate of
evaporation.
Tell students that they will test the evaporation of just 1 drop of water on a brown
paper towel so that they can see results quickly.
Ask students:
What could you do to make a small amount of water evaporate faster from
a paper towel?
Students will know that they should somehow heat the water on the paper
towel.
Will you need to put a drop of water on just one paper towel or on two?
As you listen to students, help them realize that they will need to wet two paper
towel samples but that only one will be heated. Unheated paper towel is the
control. If they wet two paper towels and heat one of them, they will be able to
see whether adding energy effects the rate of evaporation.
Have students conduct an experiment to see if adding energy increases the rate of
evaporation.

Procedure
1. Add room-temperature water to a zip-closing plastic bag until it is about 14- filled. Get
as much air out as possible, and seal the bag securely.
2. Add hot tap water to a different zip-closing plastic bag until it is about 14- filled. Get
as much air out as possible, and seal the bag securely. The bag will serve as an
energy source. The bag with the room-temperature water will serve as the control.
3. Place 2 pieces of paper towel on your table. You and your partner should each use a
dropper to place 1 drop of room-temperature water in the center of each piece of
paper towel at the same time.
4. Allow the drops to spread for about 510 seconds until they dont seem to be
spreading any more.
5. At the same time, place one paper towel on each bag.
6. Observe every few minutes. Compare the amount of water on each paper towel.
Expected results
The watermark on the brown paper lying on the hot water bag should disappear faster than
the mark on the paper lying on the room-temperature water bag. This will take about 35
minutes.
Exit Ticket: Why do you think water evaporates faster when temperature goes up. Where in
the world is this thinking applied? Why would it be useful for some people of the world to
know this fact about evaporation? Is it beneficial? Or harmful?

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students with visual disabilities will have their own chalk board to ask questions and
magnified worksheets.
Students with hearing disabilities with engage using the dictation device to help them write
the conclusion of the experiment.

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students with cognitive disabilities are able to point and draw which bag disappeared faster
and color them with 2 different colors. They will talk about which bag was hot and which
one was cold and where water goes when it goes from liquid to gas.
XX.

Materials:

2 quart-size zip-closing plastic storage bags Hot water (about 50 C)

Room-temperature water
2 squares of brown paper towel
2 droppers

Unit Title: The Water Cycle

Lesson Title: Transpiration
Tentative Date: Thursday (Day 4)
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations

X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: Students will be able to define and assess the process of
transpiration and apply the process as a whole and demonstrate its value in
the water cycle.
b. Enduring Understandings: Students will be able to take away that plants
assist the water cycle by doing the process of evaporation through its leaves
and the water goes from the ground (rainwater) to the soil, to the plant and
back up through the leaves in gas form. Different parts of the world contribute
more transpiration than others.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):

Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Anticipatory Set: (5 Mins): Students will discuss the impact of

transpiration on the water cycle and where the process of transpiration occurs the
most. Do we need transpiration everywhere?
Guided/Cooperative Activity (40 Mins)

Students will be divided into teams.

Each team is given a plastic sandwich bag and some string.
Students proceed outside to search the campus for various types of trees and
shrubs.

Next, students put the baggie around a small branch with leaves and tie the
string around the branch tightly so water vapor cannot escape.

Now the students record observations and collect plant type and location data.
If several trials can be done, the observations will be more accurate.

Independent Practice: After a day or two, students return to the plants and collect the
baggies with water inside from transpiration.

Then in the lab, students can measure the amount of water each plant
produced.

Students can weigh the leaves of the plant that were inside the baggie.
Now they can calculate how many milliliters of water was produced per gram of
leaf material.
Students will also complete the online virtual lab (link below) that tests
various factors of plant transpiration (if available).
Students write down data on a spreadsheet that is then automatically graphed.

Virtual Lab Link:

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_10/BL_10.html
Assessment:

Outdoor lab data and graph

Program graph and journal

Lesson Created By Erik Hanchett

http://lessonplanspage.com/sciencemathcispringplanttranspirationlab68-htm/

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students with hearing disabilities will have access to the microphone on their laptop
with directions on each section of the experiment.

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Put water in a beaker and tell me how much water came from the plant.
XX.

Materials:

Chrome book
Baggies
Zipties
Campus plant life

Unit Title: The Water Cycle

Lesson Title: Review
Tentative Date: Friday: Day 5
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central

scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: Why are the different process of evaporation and
transpiration so important to the water cycle?
b. Enduring Understandings: The students will be able to understand that
evaporation and transpiration are crucial in starting the water cycle process.
Both steps turn water form liquid form into water vapor and in a gas form, go
up into the air as the water vapor changes with temperature, the rate of
escalating into the air is expedited.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Anticipatory Set/Individual Practice: 30 Mins

Students will play the water cycle game again. This time, they will take flash cards
with them and apply fun facts to the station with their names on it to demonstrate
what theyve learned about the process of evaporation and transpiration.

Cooperative Practice: 10 Mins:

Students will get in groups of 4 and write a rap song on either the process of
evaporation and transpiration. They must include in their rap why we need these two
processes.

Include strategies to enhance language development and where you are teaching
communication skills.

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students will have access to dictation devices as well as Go-Talk devices for
communication.

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students with disability modifications will color a picture of a plant and the cycle of
evaporation and label the pictures. They may also clap along with their group to the song
and make appropriate hand gestures when their team describes the process.
I. Materials:
Review sheets and handouts form previous days on evaporation and transpiration.
They may also access BrainPop or any of the Weebly sites resources.

Unit Title: The Water Cycle

Lesson Title: Condensation
Tentative Date: Monday (Day 6)
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.

VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

I. Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: What happens when water vapor condenses?
b. Enduring Understandings: Water molecules in the air cool and slow down,
their attractions overcome their speed and they join together, forming liquid
water. This is the process of condensation.

II. Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).
From http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson3

Anticipatory Set: 10 Mins

0

Place water and ice cubes into two identical plastic cups.

Immediately place one of the cups in a zip-closing plastic bag and get as much air out

of the bag as possible. Close the bag securely.

2

Allow the cups to sit undisturbed for about 510 minutes.

**Expected results: The cup inside the bag should have very little moisture on it
because not much water vapor from the air was able to contact it. The cup exposed to
air should have more moisture on the outside because it was exposed to the water
vapor in the air, which condensed on the outside of the cup.
Show students the two cold cups of water and ask why water appears on the outside
of only one of them. Show students the two cups you prepared and ask: Which cup
has the most moisture on the outside of it? Students should realize that the cup
exposed to more air has the most moisture on the outside of it. Why do you think
the cup that is exposed to more air has more water on the outside of it? Make
sure students understand that this moisture came from water vapor in the air that
condensed on the outside of the cup. Remind students that water vapor is one of the
gases that make up air. The cup in the bag has very little to no moisture on it
because it is exposed to much less air. Less air means less water vapor. Some people
think that the moisture that appears on the outside of a cold cup is water that has
leaked through the cup.
How does this demonstration prove that this idea is not true? Because there is
little to no moisture on the outside of the cup in the bag, students should conclude

that water could not have leaked through the cup. If the moisture came from leaking,
there would be water on the outside of both cups.

Introduce the process of condensation. If students do not know what the

process of condensation is, you can tell them it is the opposite of
evaporation. In evaporation, a liquid (like water) changes state to become a
gas (water vapor). In condensation, a gas (like water vapor) changes state to
become a liquid (water).Explain that as water molecules in the air cool and slow
down, their attractions overcome their speed and they join together, forming liquid
water. This is the process of condensation. Ask students: What are some examples
of condensation? Coming up with examples of condensation is a bit harder than
examples of evaporation. One common example is water that forms on the outside
of a cold cup or the moisture that forms on car windows during a cool night.
Other examples of condensation are dew, fog, clouds, and the fog you see when
you breathe out on a cold day. You may have made a cold window cloudy by
breathing on it and then drawn on the window with your finger. Where do you
think that cloudiness comes from? Help students realize that the moisture on the
window, and all of the examples of condensation they gave, comes from water
vapor in the air. A real cloud is made up of tiny droplets of water. Where do you
think they come from? The water in a cloud comes from water vapor in the air that
has condensed.

Independent Practice: Give each student an activity sheet. Have students answer
questions about the demonstration on the activity sheet. They will also record their
observations and answer questions about the activity. The Explain It with Atoms &
Molecules and Take It Further sections of the activity sheet will be completed individually,
but be prepared to discuss with the class.
Have students collect a sample of water vapor and observe the process of condensation.
Question to investigate: What happens when water vapor condenses?

Procedure
0

Fill a wide clear plastic cup about full of hot tap water. Place the tall cup upside

down inside the rim of the bottom cup as shown.

1

Watch the cups for 12 minutes.

Use a magnifier to look at the sides and top of the top cup.

Take the top cup off and feel the inside surface.
Expected Results: The top cup will become cloudy-looking as tiny drops of liquid
water collect on the inside surface of the cup.
Discuss with students what they think is happening inside the cups. Ask students:
What do you think is on the inside of the top cup? Students should agree that
the inside of the top cup is coated with tiny drops of liquid water.
How do you think the drops of water on the inside of the top cup got there?
Students should realize that some of the water in the cup evaporated, filling the
inside of the top cup with invisible water vapor. Some of this water vapor condensed
into tiny drops of liquid water when it condensed on the inside of the top cup.
Explain that water vapor leaves the hot water and fills the space above, contacting the
inside surface of the top cup. Energy is transferred from the water vapor to the cup,
which cools the water vapor. When the water vapor cools enough, the attractions
between the molecules bring them together. This causes the water vapor to change state
and become tiny drops of liquid water. The process of changing from a gas to a liquid is
called condensation.

III.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):

Students will physical disabilities will have the experiment set up for them. Their job is to
record their findings.

IV. Modifications for students with disabilities (none may be needed so just note
that in this section with your rationale):
Students will watch a video on condensation and compare it to the cups in class. They will
then use the window and dry erase marker to label the process of condensation.
V. Materials:
0

1 short wide-rimmed clear plastic cup

1 tall smaller-rimmed clear plastic cup

Hot water (about 50 C)

Magnifier

Unit Title: The Water Cycle

Lesson Title: Water Cycle Recap
Tentative Date: Tuesday Day 7
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations

X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: Which process in the water cycle has a greater impact?
a. Enduring Understandings: Just like every body part has a function, so does
the process of the water cycle. Without one, the others simply dont work.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Anticipatory Set: 15 Mins:

Students will bring in their printed out discussions from their online weebly sites.
The students will then rotate around the classroom discussing and teaching their
peers the value of condensation.

Group/Cooperative Learning: 30 Mins:

The students will then get into groups of 3 and create an ad for evaporation,
transpiration and or condensation and how it helps the environment. The goal of
this activity is to create a mini poster board presentation on the different
processes with information and how they can sell it that their process is the best
in the water cycle.

The students will present their ads and the peers will evaluate their colleagues
according to the presentation rubric.

Independent Practice: 10 Mins:

The students will go online and start creating a PowerPoint presentation on their
process of choice. The power point presentation must include the process, how it
happens and a video to demonstrate the process. The Last slide of the power point is
to ask higher level thinking questions to their peers to generate conversation.
Questions like how does this affect me? How does this effect life on Earth? What can
I do to make the process better?

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students will have access to the websites and videos and headphone to assist them in
hearing the videos and or directions on the project so they can rewind it and hear the
directions again.
Students with physical disabilities will have bigger crayons and markers to help them create
their power point

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

They will watch a Brain Pop video on the process of their choice and complete 1 activity.

XX.

Materials:

Mini poster boards

Crayons
Markers
Chrome books

Unit Title: The Water Cycle

Lesson Title: PowerPoint Work
Tentative Date: Wednesday Day 8
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central

scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: How are you able to demonstrate through technology
that the process of you water cycle is important?
b. Enduring Understandings: The students will learn how to use technology to
demonstrate their process to their classmates.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Include strategies to enhance language development and where you are teaching
communication skills.

Independent Practice: The students will continue to work on their PowerPoint

presentations in class. The students will go online and start creating a PowerPoint
presentation on their process of choice. The power point presentation must include
the process, how it happens and a video to demonstrate the process. The Last slide of
the power point is to ask higher level thinking questions to their peers to generate
conversation. Questions like how does this affect me? How does this effect life on
Earth? What can I do to make the process better?

Guided/Cooperative Practice: Students will have time to walk around and provide
feedback on their classmates presentations as they work. This will provide insight
and ideas on how the structure of the presentation and they can answer any
questions they may have to their peers.

At the end of class time, students will access their final stage of the water cycle at
home on weebly on Cloud Formation.

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students will be able to access tools to help them with presentations like Prezi to
input notes and videos on their power point slides

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students will pull up a video of their choice and show it to their classmates and
demonstrate the different process of their choosing.
XX.

Materials:

Chrome book

Unit Title: The Water Cycle

Lesson Title: Cloud Formation
Tentative Date: Days 9 and 10
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.

VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building
XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: The main question they students will research and debate
is: A new oil company is in town that provides research on medical issues, and
they want to build their factory with 8 stacks on the coast. Do you protest or
encourage the building of the factory? Remember: The goal is to tie this to the
water cycle and cloud formation. Consider why clouds are crucial to the water
cycle and to the planet.

b. Enduring Understandings: Clouds are crucial to the environment. Without

them, we have no water cycle. The recycled water may be contaminated and
pollution will consume the globe.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Anticipatory Set: (15 Mins)

Students will bring in their research and materials on the different cloud formation they
find form their VFT form last night. They will complete a think pair share on the
different formations of the clouds.

Group/Cooperative Practice: 35 Mins

I will give the students a piece of paper with either a number 1 or number 2 on it.
I will then ask the students to organize the classroom using the numbers they chose.
The students will then choose either Pro or Against. The main question they
students will research and debate is: A new oil company is in town that provides
research on medical issues, and they want to build their factory with 8 stacks on the
coast. Do you protest or encourage the building of the factory? Remember: The goal is to
tie this to the water cycle and cloud formation. Consider why clouds are crucial to the
water cycle and to the planet.

The students on Day 9 with complete their research and compose their arguments.
They will cite their research or any information they find on cloud formation and the
water cycle.

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

XX.

Materials:

Chrome books
Textbooks

Unit Title: The Water Cycle

Lesson Title: Debate Day!
Tentative Date: Thursday/Friday (Day 10)
Duration: (provide overall time for class session AND include timing for each section
of the lesson below)

I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):

II. 5.1.8.A.1-Demonstrate understanding and use of interrelationships among central
scientific concepts to revise explanations and consider alternative explanations
III. 5.1.8.A.3- Use scientific principles and model to frame and synthesize scientific
arguments and pose theories.
IV. 5.1.8.B.1- Design investigations and use scientific instrumentation to collect, analyze
and evaluate evidence as part of building and revising models and explanations.
V. 5.1.8.B.2- Gather, evaluate and represent evidence using scientific tools, technologies
and computational strategies
VI. 5.1.8.B.4- Use quality controls to examine data sets and to examine evidence as a
means of generating and reviewing explanations.
VII.

5.1.8.C.1-Monitor ones own thinking as understanding of scientific concepts

are refined
VIII.

5.1.8.C.2- Revise predictions or explanations on the basis of discovering new

evidence, learning new information, or using models

IX. 5.1.8.C.3- Generate new and productive questions to evaluate and refine core
explanations
X. 5.1.8.D.1- Engage in multiple forms of discussion in order to process, make sense of,
and learn from others ideas, observations and experiences
XI. 5.1.8.D.2- Engage in productive scientific discussion practices during conversations
with peers, both face-to-face and virtually, in the context of scientific investigations
and model building

XII.

5.2.8.B.2-Compare and contrast the physical properties of reactants with

products after a chemical reaction, such as those that occur during photosynthesis
and cellular respiration
XIII.

5.4.8.C.2- Explain how chemical and physical mechanisms are responsible for

creating a variety of landforms

XIV.

5.4.8.E.1- Explain how energy from the Sun is transformed or transferred in

global wind circulation, ocean circulate and the water cycle

XV.

5.4.8.G.2- Investigate a local or global environment issue by defining the

problem, researching possible causative factors, understanding the underlying

science and evaluating the benefits and risks of alternative solutions.

XVI.

Learner Outcomes (goals) & Assessments (include informal and formal):

a. Essential Questions: Are you for or against building a factory for medical
supplies?
b. Enduring Understandings: The addition of humans to the world has a drastic
impact on the water cycle and the environment.

XVII.

Procedures (include anticipatory set, procedure, guided practice, and

independent practice):
Be sure to use only evidence-based practices and cite the source (This can be in-text
citations with a reference list under the materials section. Cite sources that support
why you chose to do, what you chose to do).

Include strategies to enhance language development and where you are teaching
communication skills.

Students will debate their stance on pro building the factory or anti building the
factory. The students will return arguments supported by facts and at the end of the

debate, the students will complete a rubric on the OTHER team to determine their
success in research and credibility and clarity.

XVIII.

Accommodations for diverse learners and students with special needs

(include suggested adaptive and assistive tech/software/web-supported learning

with specific skill areas):
Students will use microphones to discuss and debate their side of the argument and use
slides.

XIX.

Modifications for students with disabilities (none may be needed so just

note that in this section with your rationale):

Students will stand on one side or the other to pick their stance on the discussion.
XX.

Materials:

Whatever the students feel is necessary to convey their topic and win their argument