Math, Science & Technology Unit Plan

Science-focused (m/S/t)
1. Name & Date:
Caitlin Adams
4/16/15
2. Grade Level & M/S/T Connections:
Grade Level
4th grade
Science (Identify your Central Focus)
The understanding of the water cycles individual parts and how they
create precipitation
Math
Measure how much evaporated from their 2 containers twice a day
(morning and afternoon)
Generate a line graph that has intervals on the x and y axes
Technology
Use this website to generate a line graph with the data they collected
from both containers in the first experiment:
http://nces.ed.gov/nceskids/createagraph/
3. Description of Central Focus (Describe your central focus and how your learning
tasks build on each other to reinforce the central focus):
My central focus is the understanding of the individual aspects of the water
cycle and how they come together to create precipitation. After learning the
basic steps of the water cycle and understanding how the process works,
students will see how these processes work together to create a natural
phenomenon. In the first activity, students will perform an experiment that
demonstrates how evaporation happens and what conditions are ideal for
this process to occur. We will then tie it back to what bodies of water are
ideal locations for evaporation to occur. In the second activity, students will
use the data they collected in their first experiment and create a digital line
graph demonstrating what happened throughout their experiment. Then we
will discuss as a class the information that line graphs show and why graphs
in general are important to show data. Then during our final activity,
students will watch a discrepant event see how evaporation, condensation
and the temperature of the Earths atmosphere all contribute to the creation
of precipitation. They will be expected to generate predictions about why
this discrepant event occurred and share it with the class. Then each
student will perform an individual experiment where they watch the
mechanics of condensation take place and then apply that observation to the
discrepant event they just watched. The overall goal of this unit is to get the
student to understand how these processes work together and the result of
that.

4. Time Frame:
Introduction- 30 minutes
Activity #1- 4 days
Activity #2- 1 hour
Activity #3- 1 hour
Conclusion- 2 hours
5. Context for Learning: Suburban Elementary School; 22 students (10 males, 12
females) including 2 ELL students (native language is Spanish) and 1 student with special
needs (visual impairments)
6. Learning Standards & Evidence: (Evidence = Explain how each standard connects
to your activities)
NYS Science Standard(s) & Evidence (Standard 4)
4.3.2- Many of the phenomena that we observe on Earth involve interactions
among components of air, water, and land.
Evidence: Throughout all three separate learning activities we will tie the
experiments back to their actual presence in our everyday lives. By breaking
each step of the water cycle into a separate hands-on experiment it will
make its application to reality that much easier. The entire unit is about
highlighting this standard, that these individual interactions within the
atmosphere and between the water and atmosphere all come together to
create the phenomena of precipitation.
Common Core Math Standard(s) & Evidence
Math (Measurement and Data) Grade 4
4.MD.1- Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system
of measurement, express measurements in a larger unit in terms of a smaller
unit.
Evidence: Students will record the height of the water in each of their
containers using both mL and L.
4.MD.4- Make a line plot to display a data set of measurements in fractions of
a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of
fractions by using information presented in line plots.
Evidence: After completing the experiment for activity #1 students will
construct line graphs using the data they collected in each one of their
containers (these measurements are sure to be fractions considering the
water is evaporating and constantly disappearing). After they have
completed the line graph (containing 2 different lines, one for each
container) they will be asked various questioning comparing and contrasting
the data on their peers line graphs. i.e. Which of these groups containers
evaporated the best? This will require them to add and subtract the
fractional water measurements of different groups data.
NYS Technology Standards(s) & Evidence (Standard 2 and/or 5)

Information Systems (Standard 2)

2.1.1- Information technology is used to retrieve, process and communicate
information and as a tool to enhance learning.
Evidence: Students will be using technology to create a line graph that
demonstrates the data of their evaporation experiment.
7. Science Content Overview & Language Demands (Describe the key science ideas
that the students will be learning, including vocabulary or key phrases students need to
understand or use. If applicable, describe common misconceptions within your central
focus and how you will address them):
Context:
Within this unit students will expand their basic knowledge of the water cycle and watch how its
individual mechanisms work together to create a larger phenomena. Their knowledge of
evaporation will be reinforced when they observe an uncovered container left in the sun will
evaporate more successfully than a container left in any other condition. As well as when they
compare the data they collected throughout their experiment and compare the conditions of each
container in the class. This will demonstrate to them that in real life, when water in lakes, rivers
and puddles are heated by the sun to a temperature above its boiling point (100C/212F) the
liquid water begins to transform into water vapor. Their knowledge of condensation will also be
reinforced through an inquiry-based activity and a small mason jar. The mason jar will be filled
with ice allowing them to observe the condensation that forms on the outside of the jar. This will
demonstrate the idea that condensation occurs when water vapor returns to its liquid state due to
the drastic change in temperature once they enter the Earths atmosphere after being evaporated.
This results in the formation of clouds, fog and mist, which are all visible due to the visibility of
liquid water. Through the knowledge both of these activities show students will be able to see
how evaporation and condensation play a role in the discrepant event the teacher has shown
where a pie pan filled with ice begins to rain over a pot of boiling water. Through
experiencing the phenomena of both evaporation and condensation and understanding what
conditions need to be in place for those processes to occur, students will be able to see how they
both play a role in precipitation. They will understand that once the water vapor in the air is
condensed into liquid water and forms cloud, there will only be so much space in the clouds to
hold the water. Once the cloud is completely filled, the result will be a type of precipitation.
Language:
Dew Point, Saturation, Boiling Point, Evaporation, Condensation, Precipitation, States of Matter,
Liquid, Solid, Gas, Conditions, Temperature
Common Misconception:
A common misconception is that condensation happens because the liquid inside the glass seeps
through to the outside, causing the small water droplets. It will be explained to students before
they begin their experiment that the container is a solid and that nothing can permeate through
that unless it is broken. Additionally a common misconception is that condensation takes air and
turns it into liquid water, when in actuality it takes the water vapor in the air and turns it into
liquid again. It will be explained to the students that a substance can have different forms (states
of matter), however even though it can change form doesnt mean the actual substance is
changing. Air is a different substance than water, just like glass is different from plastic.

http://beyondpenguins.ehe.osu.edu/issue/water-ice-and-snow/common-misconceptions-aboutstates-and-changes-of-matter-and-the-water-cycle
8a. Objective(s): (List at least one objective for each activity / learning task)
Condition
Behavioral Verb
Criteria
/Language Function
Activity/Learning Task 1
Before experimenting predict
what kind of
and observing how
conditions would be
the mechanics of
ideal for this process
evaporation happen
to happen.
students will
While experimenting
measure
how much water is
and observing how
lost from each
the mechanics of
container hourly.
evaporation happen
students will
Based on what they
describe
the ideal conditions
observed happen to
for the process of
the water in each
evaporation to occur.
container students will
Activity/Learning Task 2
Using Kid Zone and
create
a line graph of each
the data collected
containers water
during the experiment
height changes over
students will
time.
Activity/Learning Task 3
Before watching a
predict
what they think will
discrepant event,
occur when a pie pan
students will
of ice is held over
boiling water
Through a mason jar
observe
How the process of
filled with ice students
condensation woks.
will
Through class
describe
How the process of
discussion students
condensation is linked
will
to the discrepant
event.
8b. Choose one learning task and explain how an Essential Literacy Strategy will
reinforce the language function throughout that activity. (Choose an essential literacy
strategy from the following list:

Predict & gather evidence; Measure & interpret results; Describe & summarize; Analyze
& draw conclusions; Observe & ask questions; Gather data & infer; Identify and
distinguish; Test a hypothesis & control variables)
Essential Literary Strategy: Predict and Gather Data
Language Function: Predict
My essential literacy strategy will reinforce language function throughout
both activities #1. Suring activity #1 students will predict based on prior
knowledge which conditions will be most successful at evaporating water.
Throughout the experiment students will record data hourly regarding the
water level of each container (by pouring the water in the container into a
beaker) and any changes that have occurred within the last hour. The
teacher will keep track of when the students should be doing data collections
and refer to it as the time to be scientists, explaining that what they are
taking part in is the same method scientists use: creating predictions based
on information they already know and then gathering data that either
supports or refutes that claim. Additionally, the teacher will ask the students
to monitor their predictions during each one of their data collections by
asking questions like: Is the water level going where you predicted so far?
If not, can you make a prediction why it is doing what it is? Is something
you didnt predict would happen occurring? etc. At the close of each
activity, the students will use their gathered data to support or refute their
original prediction. This emphasizes that the only way to know if our
predictions are correct is by gathering data via different experiments.
Driving home the point that the collection of data directly effects the
verification of our predictions.
9. Prior academic learning and prerequisite skills required by students for
achievement of objectives:
In previous lessons, students would have had a basic understanding of the
water cycle and be familiar with each one of its components. However, this
unit is going to be used to give them an in-depth look at each stage of the
water cycle and how they work together effectively. For example students
should know that evaporation is a part of the water cycle where water goes
into the clouds but they would not know that there needs to be specific
conditions for this process to occur and that it is actually the process of
water turning into water vapor within the air. In addition the students would
have had covered the states of matter previously, their individual
characteristics and a substance changes from one to another. Students
should know how to accurately measure water using a graduated cylinder or
beaker. Students should know how to label a graph title, x and y axes and
create equal intervals for each axis. Finally, students should have had
experience using a computer and be familiar with how to navigate one.

10. Learning arrangement / classroom organization: (Specify the learning

arrangement for each phase of each activity e.g. whole group, small group, individual,
centers, etc.)
A) Introduction- whole class
B) Activity #1- Launch (whole class) Explore (small group) Summarize (whole
class)
C) Activity #2- Launch (whole class) Explore (small group) Summarize (whole
class)
D) Activity #3- Predict (whole class), Observe (independently), Explain
(whole class)
E) Conclusion- whole class discussion, individual project
11. Models: (You are required to use at least two different inquiry models in your unit
plan. Choose from LES, CDM, HEI, POE. List which model you will use to structure
each activity.)
Activity #1- Launch, Explore, Summarize (LES)
Activity #2- Launch, Explore, Summarize (LES)
Activity #3- Predict, Observe, Explain (POE)
12. Materials & Instructional Resources:
A) IntroductionB) Activity #1- 22 of the same containers, covers for those containers,
portable desk lamps, 11 graduated cylinders to measure water in mL, 1 large
beaker to measure water in mL, Evaporation Experiment Prediction
Worksheet, Evaporation Experiment Data Collection Worksheet, Evaporation
Experiment Conclusion Questions Worksheet
C) Activity #2- 11 computers, 1 SmartBoard, internet access, printer, Line
Graph Criteria Worksheet
D) Activity #3- 1 heat plate, 1 pot, 1 pie pan, 21 small mason jars, 1 large
mason jar, 22 bowls, ice, Condensation Exit Slip Worksheet
E) Conclusion- construction paper, markers, crayons, colored pencils,
scissors, glue, wallet sized pictures of every child
13.Procedure:
INTRODUCTION / SETTING THE STAGE: (Describe how you will introduce the
unit plan)
To introduce the unit plan, the teacher will generate a KWL chart that way
he/she can gauge the students prior knowledge of the water cycle. Through
a whole class discussion, the students will describe to the teacher what they
know already about the water cycle, followed by things that they would like
to learn about it. After the KWL chart is completed, the teacher will ask if
anyone has a story about a personal interaction that they had with the water
cycle. The teacher should also be prepared to share on of his/her own.
ACTIVITY / LEARNING TASK #1

(*Replace Introduction, Development & Closure with the appropriate inquiry model
phases)
Launch (Introduction)
Teacher Actions:
Student Actions:
Teacher briefly reviews the basics of
Students share out their prior
the process of evaporation without
knowledge and experiences with
describing the ideal conditions for the evaporation. Once they know their
process to occur in. He/She asks the partners they will relocate with them
students what they know about
to brainstorm where they will place
evaporation or what they have heard their two containers. Individually
about it. Then the teacher breaks
they will predict which of the two
the class into partners that will be
locations will evaporate water more
working on the experiment together.
successfully and explain why on the
He/She will then inform the children
Evaporation Experiment Prediction
that they will be working together to
Sheet.
discover what the best conditions will
be for water to evaporate in. He/She
explains to them that they will have
to agree with their partner on two
different places in the room that their
containers will be placed in. He/She
continues to ask them to brainstorm
with their partner where they will
place the containers and asks them
to make a prediction about which of
these conditions they think will be
more successful at evaporating water
and why (the partners do not have to
share the same predictions).
Guiding/Probing Questions:
If one container is placed in warm conditions and the other is placed in cooler
conditions, which one would you think would evaporate more successfully?
Do the water levels in both containers need to be equal?
Why do you think your prediction is correct?
Explore (Development)
Teacher Actions:
Teacher asks each pair to share
where they decided to place each
container and what their individual
predictions are. Once each pair has
shared, the teacher will see if they
can come together to make a class
prediction based on their individual
ones. The teacher explains that each

Student Actions:
Each pair will share with the class
where in the room they decided to
place the containers and what their
individual predictions are. Then they
will assist the teacher in creating a
class prediction based on their peers
predictions. Each hour the students
will measure the water remaining in

hour the pairs will measure how

their container using a beaker and
much water is in each of their
record the water level in both mL and
containers using a beaker that is
L on the Evaporation Experiment
labeled in milliliters. Then they will
Data Collection Sheet.
be expected to convert that to a
liters measurement (using a fraction
of decimal if the water level is under
1 liter). Each hour the Teacher will
announce it is time to be scientists
and collect some data. Prompting
the students to go to their containers
and measure the water. He/She will
make sure that the students are
collecting their data accurately and
converting between units properly.
Guiding/Probing Questions:
How do you convert from mL to L?
Where in everyday life do we see the process of evaporation?
What have you observed about the water level of your containers?
Is your data supporting or refuting your individual prediction? How about the
class prediction?
Summarize (Closure)
Teacher Actions:
After the last data recording, the
teacher will ask the partners to
analyze their data. He/She will ask
how this data corresponds to their
original predictions and the class
prediction and series of other
questions regarding the experiment
on the Evaporation Experiment
Conclusion Questions worksheet.
Then he/she will ask each pair to
share what happened in each of their
locations throughout the day. After
everyone has shared he/she will ask
the class what everyones
observations and data have in
common. Pushing them to describe
what kind of conditions are ideal for
the process of evaporation to occur
in and how these conditions transfer
into the real life water cycle. At the
end of their class discussion,
Guiding/Probing Questions:

Student Actions:
Each student will fill out the
Evaporation Experiment Conclusion
Questions worksheet, using the data
they collected throughout the
experiment and their observations.
Then the pair will share with the class
what each of their locations were and
what happened to the water in each
one. Once everyone has shared their
observations, students will contribute
their ideas as to why these events
occurred. Together as a class they
will come up with a consensus about
the most successful conditions for
evaporation to occur in. They will
answer all of the remaining questions
the teacher has and discuss this
experiments real life relevance.

Which conditions are the most ideal for the process of evaporation to occur?
What data from your experiment can you use to support that statement?
What real life relevance does this experiment have?
Differentiation/Intervention(s) for Activity #1 (Identify and explain why your
planned supports, accommodations, or modifications are appropriate):
For the ELL students they will be paired together for the experiment, that
way they can communicate in their native language if necessary and assist
one another with the English language. The formative assessment
worksheet Evaporation Experiment Data Collection Sheet will be provided for
the pairs in both English and Spanish, so that they can compare the two
languages and better understand what certain words in English mean.
Additionally all of the equipment they need for the experiment will be labeled
in both English and Spanish for them. When circling around the room the
teacher will pay close attention to this pair of students, ensuring that they
understand the task at hand and completing the experiment correctly.
For the visually impaired student the teacher will provide a larger beaker
when measuring, that way the student can read what the water
measurement is without any one else doing it for them. Additionally, the
font size on their Evaporation Experiment Data Collection Sheet will be
enhanced making it easier for the to read and write their data in the boxes
provided more accurately. This will allow the sizes of the pages to remain
the same, so their worksheet doesnt noticeable stand out from the rest of
the students worksheets.
Formative Assessment strategies for Activity #1:
The formative assessment for this activity would be the accuracy and
thoughtfulness of the students responses on both the Evaporation
Experiment Prediction Sheet/Data Table and the Evaporation Experiment
Conclusion Questions. Both of these worksheets assess all three of the
learning objectives for this activity. The prediction sheet demonstrates to the
teacher how thorough the students prediction and explanation were, the
data collection sheet demonstrates how accurately the student collected
data, and the conclusion questions demonstrate if the student can
successfully tie their data back to what conditions are ideal for the process of
evaporation to occur under.
ACTIVITY / LEARNING TASK #2
(*Replace Introduction, Development & Closure with the appropriate inquiry model
phases)
Launch (Introduction)
Teacher Actions:
Student Actions:
Teacher begins this activity by
Students will listen and watch the
explaining that one way a scientist
teacher demonstrate how to create a

displays the data they have found

digital line graph on the computer.
through an experiment is by
They will then be allowed to ask any
representing them on various kinds of questions they may need to
graphs. The teacher will then explain regarding the assignment.
how helpful these graphs can be
because they show a relationship
between the two different aspects of
the experiment. The teacher will
then explain that with the partner
you performed the evaporation
experiment with, they will create 2
digital line graphs depicting the data
they collected in their 2 different
conditions. The teacher will then
take the time to explain to the class,
what a line graph is, what it looks
like, how to set one up and even take
the time to model one using the
same website the children will be
using. During this demonstration, the
teacher will be sure to specify what
needs to be included in each line
graph that way the student is clear
on what they will later be graded on.
Guiding/Probing Questions:
In what different ways do scientist display the data they have collected in
experiments?
Where have you seen a line graph before?
How can a line graph be useful for showing the data of this particular
experiment?
Explore (Development)
Teacher Actions:
Teacher instructs each set of partners
to get together and sit by a
computer. To ensure the students
know what needs to be included on
each line graph the teacher will pass
out the Line Graph Criteria Sheet,
which specifies what features the line
graph should have. The teacher will
tell them to log onto
http://nces.ed.gov/nceskids/createagr
aph/ and to begin working on their
line graphs. The teacher will talk
around and observe the groups work

Student Actions:
Students will get together with their
partner
and sit by a computer. They will log
onto
http://nces.ed.gov/nceskids/createagr
aph/ and
begin to insert their data. While
generating
their line graphs, the students will
make sure to
include all of the items listed on the
Line
Graph Criteria Sheet.

to ensure that they are completing

the task correctly.
Guiding/Probing Questions:
Did you double-check your criteria worksheet to make sure you havent
missed anything on your line graph?
What trend is your line graph showing?
How does this relate to the data you collected during the experiment?
What units will you go but on your x and y axiss?
Summarize (Closure)
Teacher Actions:
Student Actions:
Teacher asks students to share and
Each set of partners will share their
describe their line graphs to the rest
two line graphs with the class and
of the class. After each pair shares,
describe the conditions that each
the teacher will ask what similarities
container was under. Once every
and differences we see amongst the
group has shared, the students will
graphs. The teacher will then ask
describe the similarities and
them to think about why they appear differences among everyones
similar or different and come up with graphs. They will then provide
predictions. He/She will then guide
predictions as to why some graphs
all of the students towards the idea
look similar and others look different.
that the graphs of containers that
After a whole class discussion they
were under similar conditions appear will come to realize that containers
the same. For example, if two groups placed under similar conditions have
put their containers in the sun both
similar data trends while containers
of their graphs would show a
placed under different conditions
decrease in the water level due to
have different data trends.
evaporation. While if two containers
were both placed in a closet both
graphs would show no change in the
water level. The teacher will be sure
to enforce the idea that even though
the groups dont share the exact
same data, their conditions were
similar enough to cause the same
thing to happen to their water levels.
Guiding/Probing Questions:
What are some of the similarities and differences between various groups
line graphs?
Is there a connection between the way the line graph looks and the
conditions of the container?
If the containers water evaporated successfully what does the line graph
look like?
If the containers water did not evaporated successfully what does the line
graph look like?

Differentiation/Intervention(s) for Activity #2 (Identify and explain why your

planned supports, accommodations, or modifications are appropriate):
For the ELL students, the Line Graph Criteria Sheet will be provided in both
English and Spanish, ensuring that there will be no misunderstandings in
what is expected. Additionally, they will be provided with a separate list of
words in English and Spanish that appear on the Kid Zone website. In
addition to merely listing the words, there will be either brief definitions or
visual descriptions of the words.
The visually impaired student they will be permitted to use a SmartBoard to
generate their line graphs. This enlarges their web screen while also
allowing them to edit it on the larger screen. Additionally, their individual
Line Graph Criteria Sheet will have a larger font size then the other students,
making it easier for them to read. However, in order for them to not feel
ostracized, the page size will not be changed.
Formative Assessment strategies for Activity #2:
The formative assessment for this activity would be the line graph itself. The
teacher would assess how successfully the students integrated each item on
the Line Graph Criteria Sheet and follow the guidelines of the Rubric for Kid
Zone Line Graphs. This line graph will not only show the teacher how
accurately the students can make a line graph but also how successful they
were at data collection.
ACTIVITY / LEARNING TASK #3
(*Replace Introduction, Development & Closure with the appropriate inquiry model
phases)
Predict (Introduction)
Teacher Actions:
Student Actions:
Teacher begins this activity by asking Students formulate individual
the students to write down a
predictions with explanations justified
prediction based on their prior
by their prior knowledge of the water
knowledge what they think will
cycle. Some students will share their
happen if she holds a pie pan filled
predictions with the class.
with ice over a pot of boiling water.
He/She will then ask them to provide
an explanation for their prediction.
Teacher will ask some students to
share some of their predictions.
Guiding/Probing Questions:
What do you think will happen if I put this pie pan filled with ice over a pot of
boiling water?
What prior knowledge about the water cycle can you use to help you make a
prediction?

Observe (Development)
Teacher Actions:
Student Actions:
Teacher performs a discrepant event
As the discrepant event is presented,
by placing a pie pan of ice over a pot the students will make observations
of boiling water. The evaporating
and take notes on what it occurring.
water vapor condenses on the
Then they will share out why they
bottom of the cold pie pan. If the pie think that this event occurred.
pan is held there long enough the
Students will then observe water
condensed water will begin to fall
condense on the outside of their
back down into the pot, mimicking
mason jars and answer multiple
the effect of rain. Teacher asks
questions about what they are
students to think about why this
observing.
event occurred. Then the teacher
leads an individualized experiment
showing that condensation causes
the discrepant event that they just
witnessed. Each student gets a small
mason jar filled with ice that has
been placed in a bowl. Teacher will
prompt the students with different
questions as they observe water
condense on the outside of the jar.
Guiding/Probing Questions:
Why do you think that water started to fall off the bottom of the pie pan?
What prior knowledge about the water cycle can you use to help support
your idea?
Why is there water sticking to the outside of the mason jar? What do we call
this process? What is causing it to happen?

Explain (Closure)
Teacher Actions:
Teacher asks the students to
brainstorm at their tables what
connection there is between the
discrepant event that he/she showed
them and the condensation activity.
If the students dont come up with
this idea on their own the teacher will
explain that just like the water vapor
around the jar condensed due to
temperature change, so did the
water vapor in the air surrounding
the bottom of the pie pan. This
resulted in condensation forming at

Student Actions:
Students will brainstorm with one
another as to what the discrepant
event and the condensation activity
have to do with one another.
Students will share their ideas with
the teacher about how the two
activities are related. Students will
demonstrate their knowledge about
condensation through the
Condensation Activity Exit Slip the
teacher provides.

the bottom of the pie pan and water

falling from it, which appeared like
rain. Additionally, the teacher will be
sure to highlight the fact that this
condensation is only possible
because of the evaporation
happening due to the water boiling.
Once it is clear the students
understand this concept, the teacher
will hand out Condensation Activity
Exit Slip for each student to
complete.
Guiding/Probing Questions:
How is the condensation activity similar to what happened to the pie pan
earlier?
Differentiation/Intervention(s) for Activity #3 (Identify and explain why your
planned supports, accommodations, or modifications are appropriate):
For the ELL students, the questions on the exit slip will be provided in both
Spanish and English, ensuring that there are no misunderstandings on what
the questions are asking them.
The visually impaired students will be permitted to sit closer to the
discrepant event, ensuring that they see the events that are taking place
amongst the pot and pie pan. Additionally, for the individual condensation
activity the teacher will provide them will a larger mason jar with more ice
than the other children. This will cause the jar to produce more
condensation, making it easier for the child to see the process occurring.
Finally, the exit slip will be provided in a larger font size for the child.
Formative Assessment strategies for Activity #3:
The formative assessment for this activity will be the accuracy and thought
of students answers on the exit slip. This exit slip will contain 3 questions
and the students are expected to respond to all of them using the knowledge
they gained through this activity. The teacher will grade these responses
using the rubric entitled Condensation Activity Exit Slip Rubric attached at
the end of this unit plan.

CONCLUSION / PUTTING IT ALL TOGETHER: (Describe how you will conclude

the unit plan)

In order to conclude this unit, the teacher will begin by revisiting the original
KWL chart that was used in the introduction. Together as a class, the
students and teacher will fill out what new knowledge they have learned
through this unit. Then, using the information on the KWL chart, the
students will be asked to create their own diagram of the water cycle where
they are the droplet of water. Students will be expected to generate their
own diagram (with their own picture) and describe in detail each stage of the
water cycle. They are expected to be creative in the route they choose to
take (where the originate, where they go in the clouds and where they land).
They can even choose to include what they see along the way. However, it is
essential that there descriptions of each scientific process is present and
accurate. After everyone is finished with their diagram, each student will
share with the class where they went as a droplet and the journey they took
through the water cycle. These diagrams can also be used as a summative
assessment for the students understanding of the water cycle as a whole.
14. Method(s) of assessment and evaluation of student learning: (Create an
assessment tool and rubric for each activity and attach to your Unit Plan)
15. Next Instructional Step:
For the next unit I would enter the realm of different types of weather. This
could start off as broad as the creation of thunder and lightning. Then
branching into more specific topics like, tornados, hurricanes, tropical
storms, and earthquakes. These storm types can be explored individually
and then compared amongst one another, highlighting how they are different
from one another. Additionally, you could explore how each storm is
measured and the causes of each one.
16. Unit Planning Reflection:
a. NYS Teaching Standards Performance Indicators: [Identify at least 2 performance
indicators from Standard II (Content & Instructional Planning) and at least 2 performance
indicators from Standard III (Instructional Practice) which relate to your Unit Plan]:
http://www.highered.nysed.gov/tcert/pdf/teachingstandards9122011.pdf)
Standard II: Content and Instructional Planning
Element II.2.C:
Teachers provide opportunities for students to engage in individual and
collaborative critical thinking and problem solving.
Element II.3.D:
Teachers create opportunities for students to engage in self-directed
learning.
Standard III: Instructional Practice
Element III.2.B:
Teachers use a variety of questioning techniques to advance student
learning and reflection.
Element III.2.B:
Students understand lesson content through a teachers use of multiple

modalities, such as oral, written, graphic, kinesthetic, and/or tactile

methods.
b. Briefly explain how each performance indicator relates to your Unit Plan:
Element II.2.C:
Throughout this unit plan a variety of individual, group, partner and whole
class learning is used to problem-solve. The inquiry-based nature of these
activities allows the students to critically think and assess what is going on in
their experiments. They are expected to make individual responses about
what they think will happened (pre-experiment) and reflect on what they
think their data tells them (post-experiment) through a series of questions
provided to them. While they are also expected to share those thoughts and
predictions in a whole class setting, and come up with an explanation as a
group as to why these events occurred.
Element II.3.D:
All of the activities in this unit plan embrace an aspect of self-directed
learning. In the evaporation experiment, the students choose where to place
their containers, and are not informed in what conditions evaporation would
occur most successfully. This is so that through the data they collected from
the experiment they can see which of their containers water evaporated the
most and decide what conditions are necessary for evaporation to occur. In
the line graph activity, after generating their graphs are asked to decide
using every groups graphs what trends occurred among the containers.
Based on these trends, they will be asked to decide where in the classroom
the container that evaporated water most successfully was, what conditions
that container was under and what this tells us about the process of
evaporation in real life. Finally, in the last activity, students will be expected
to make connections individually about how the individual condensation
activity and discrepant event are related. Through class discussion we will
share these self-directed learning predictions and decide upon the correct
connection.
Element III.2.B:
Throughout all three of these activities the students will be asked several
questions that attempt to guide them to the right conclusions as well as
allow them to reflect on the important information that is discovered. These
help the student reach their learning objectives as well as show the teacher
and alternate conceptions the student may have about the topic.
Element III.2.B:
Throughout this unit plan students will be expected to display their learning
through a multiple modalities. They will be expected to orally share their
data with the class, explaining what they noticed and why it is important. As
well as orally share their line graph and how it accurately depicts the data
they collected. Additionally, they will be expected to write down the data
they collected accurately in both mL and L, and answer a series of conclusion
questions that shows that they fully grasp the topic. Finally, they will be
asked to generate a line graph providing a graphic representation of their
data as well as creating a diagram of them going through each stage of the

water cycle.
17. Resources: (List websites or other resources used in constructing your unit plan and
how you modified the resources to make them your own.)
a)
http://www.lordgrey.org.uk/~f014/usefulresources/aric/Resources/Teaching_Pa
cks/Key_Stage_4/Weather_Climate/04.html
I used this website as background information to help me formulate my
scientific content overview and language demands. This website allowed a
resource for me to accurately describe the scientific process of the water
cycle an its individual components as well as provided me with language that
students would need to know in order to understand them.
b)
http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/9303condensation-science-project/
As you can see, this is not exactly one of my activities. However, I did
generate my mason jar condensation activity idea from this lesson. I was
attempting to create a condensation activity that I could individualize and
after reading this I thought small mason jars were the perfect way to do it.
c)
http://www.learnplayimagine.com/2013/03/how-does-it-rain.html?m=1
Using this activity, I generated the idea to create one large discrepant event
as opposed to individual ones. With the help of this rain in a jar activity
and Professor Clark, I was able to expand my unit plan and connect both
evaporation and condensation to precipitation.