TEACHERS FOR TOMORROWS SCHOOLS

MULTIPLE SUBJECTS CREDENTIALING PROGRAM

MILLS COLLEGE, SCHOOL OF EDUCATION
Lesson Planning Template
Name: _Amy Rorabaugh_______________________

Date: ________________________________

School: ________________________________

Grade level/content area(s): _______5th Grade_______________

Step #1 Context for Learning/Profile of Focus Learner(s)

5th Grade: 31 Students
14 Girls, 17 Boys
2 IEP, 5 ELL
Science: 30 minutes/ day

Step #2 Established Goals/Standards (California Content Standards/ELD

Standards)
CCSS.ELA.RI.3
CCSS.ELA.RI.5-6
CCSS.ELA.RI.9
CCSS.ELA.SL.1B-C
CPS.ELD.5.1.A
CPS.ELD.5.1.B.5-6
NGSS
5-ESS2-2.
Describe and graph the amounts and percentages of water and fresh
water in various reservoirs to provide evidence about the
distribution of water on Earth.
5-ESS3-1.
Obtain and combine information about ways individual
communities use science ideas to protect the Earths resources and
environment.
35-ETS1-1. Define a simple design problem reflecting a need or a want that

Essential Question(s)
What strategy is best for this problem and how do I
know?
How prevalent is access to safe drinking water?
What are some effective methods for purifying water?
How can people successfully communicate to others the
results of their science and engineering research?

TEACHERS FOR TOMORROWS SCHOOLS

MULTIPLE SUBJECTS CREDENTIALING PROGRAM
MILLS COLLEGE, SCHOOL OF EDUCATION
Lesson Planning Template
includes specified criteria for success and constraints on materials,
time, or cost.
35-ETS1-2. Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints
of the problem.
35-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.

Step #3 Lesson Objectives (knowledge and skills)

(Students will know
Students will be able to

Step #4 Assessment(s)/Product(s)

Students will be able to

Compare and contrast freshwater and saltwater.
Analyze what they know, want to know and learned about freshwater and
saltwater.
Hypothesize whether freshwater or saltwater will evaporate faster.
Construct an investigation.
Cite evidence from the text to demonstrate knowledge of freshwater and
saltwater.
Cite evidence from the text to analyze why water is so important.

Product
N/A

Students will know

Definition of compound.
Definition of mixture.
Definition of desalination.
Definition of filtration system

Informal Evidence
Class discussions
Observations
Formal Evidence
KWL Chart
Science notebook with notes
Science notebooks with experiment
Debrief Notes

Step #5 Process of Instruction/Learning Segment

(Consider Instructional Formats, Instructional Arrangements, Instructional

Differentiation

Materials

TEACHERS FOR TOMORROWS SCHOOLS

MULTIPLE SUBJECTS CREDENTIALING PROGRAM
MILLS COLLEGE, SCHOOL OF EDUCATION
Lesson Planning Template
Strategies, Environment, timing, and pacing)
1. Review Previous Lesson (3 Minutes)
a. Use KWL chart to review what students knew and what they learned
b. Give them time to add more questions to what they want to know
2. Group Reading, Discussion, Writing, Share Out (15 Minutes)
a. Divide students into pre-assigned groups that mix ability levels.
b. Have them silently read pages 180-184, then take turns reading as a
group.
c. As they read, have them take notes on what they learn about water
and its importance.
d. When students are finished reading and sharing notes, have them
answer the two critical thinking questions (p.p. 181, 183)
e. Groups will then present their findings from their notes and their
opinions about the critical thinking questions.
3. Introduce Experiment Freshwater vs. Seawater (10 minutes)
a. Point out that one thing the video and book discussed was the
difference between salt water and freshwater
b. Explain that the class will do a group experiment that can be watched
over the next few weeks.
c. Show the students two plastic cups
i. Pour freshwater (from a water bottle) into one cup
ii. Pour freshwater then add salt into the other cup
iii. Mark lines on the cups that show the equal water levels
d. Have students open science notebooks to a new page
i. Give students question: Will freshwater or saltwater evaporate
faster?
ii. Have them write out question and write a hypothesis down.
iii. Students will then write out the procedures for the experiment
iv. Finally students will create a section to record their results
each day
e. Think-pair-share for their hypothesis. Then using pick sticks allow
some students to share out.

KWL Chart
(Know, Want to Know,
Learned)
Vocabulary Chart Visual
(Include Pictures)
Small copy of vocabulary
chart for each student in
binder/notebook
Use multiple discussion
methods: think-pair-share,
small group, whole group,
individual work

Science Text Book

(Pages 180-184: Earth the
Blue Planet)
(Pages 198-199: Water
Cycle)
Water Cycle Handout
(Provides paragraph about
water cycle with definitions
of important steps)
KWL Worksheet
(Similar sheet used in
previous lessons)
Student Science Notebooks

Refer to chart for Agreeing,

Disagreeing and Adding On
phrases

Pencils / Pens
Chart Paper

Students were provided with a Discovery Education Video:

note-taking sheet for the
Freshwater vs. Seawater
movie. Some have one that
has the note space as well as a
determined number of bullet
points that corresponds to the
definitions or important facts.
Others have a sheet that
provides the definition and a
fill-in-the-blank section for
corresponding word. As well

TEACHERS FOR TOMORROWS SCHOOLS

MULTIPLE SUBJECTS CREDENTIALING PROGRAM
MILLS COLLEGE, SCHOOL OF EDUCATION
Lesson Planning Template
f. Place the cups near the window for observation and remind students
we will need to observe what happens each day.
4. Transition (2 minutes)
a. Tell them it is time to transition for lunch
i. They need their math project materials left on desk
ii. Needs to be done quietly and quickly
iii. The students who excuse people will do so when desks only
have math project materials and the floor is clean

as fill in the blanks for

important notes
For students who struggle
with complete sentences for
the debrief, provide sentence
frames to get them started.