UbD Daily Planning Format

Plan for Instruction

TEACHER: DATE(s):

CLASS: Science UNIT/KEY STANDARDS:

 Common Core Standard RI.2.3: Describe the connection
between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
 Common Core Standard RI.2.4: Determine the meaning
of words and phrases in a text relevant to a grade 2 topic
or subject area.
 Common Core Standard RI.2.7: Explain how specific
images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
 Common Core Standard W.2.8 Recall information from
experiences or gather information from provided
sources to answer a question.
TITLE (if applicable):
Water Cycle UBD Lesson

Brief Overview (Summary) of the Unit:

WIDA English Proficiency Standard 4 Listening: English language learners communicate
information, ideas and concepts necessary for academic success in the content area of
science.

Information from UbD Stage 1: Desired Results

Competency (Key Language Objectives:
knowledge, skill and/or * Students will be able to define the terms, condensation,
misconceptions will be evaporation and precipitation.
addressed): * Students will be able to retell the steps of the water cycle to
their classmates through singing.

Content Objectives:
* Students will recognize and identify the patterns in the water
cycle.
Enduring Understanding(s): *Students will understand that weather changes in different
patterns.
Essential Question(s) – *Why does weather change in patterns, such as a cycle?
could be used as an
Academic Prompt):

Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:

Plans for after this learning/competency is complete: What will the students do if they finish
early?

The student’s role is be the creator of their own water cycle depiction and present their
creation to the class.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning
Activities:
Consider the WHERETO elements
The Teacher will… The Student will…
W
Where are we *This is the first lesson in the unit and
going? What is is therefore their first exposure to
expected? weather in 2nd grade.
*The students will start with this lesson
on the water cycle and will continue
heading to learning about the four
seasons, bad weather, and various
weather tools.
*The students will know where they
are going based on the unit
introduction and the "We are learning"
statements presented at the beginning
of each lesson.
H Hook (for all students):
How will we hook 1. Build background knowledge and
(Introduce this to) the words “water” and “cycle.”
the students? 2. Students will do a think-pair-share
activity with individual questions.
3. Questions will be displayed one-by-
one on the board.
*What do you use water for?
*Where can water be found?
*Where have you seen the word
cycle before?
*What does cycle mean?
E *The students will view a water cycle
How will we equip video, create a 4 corner water cycle
students for vocabulary chart, perform the water
expected cycle song, complete a cut and paste
performances? activity, and finally create a water
cycle diorama at the end of the unit.
These activities will help students
experience and explore the unit
essential questions and enduring
understandings that focus on the water
cycle.
*The students will be equipped with
the skills and knowledge needed to
answer these questions through class
discussion, small group work, and
various technology sources such as the
water cycle video and water cycle
song.
R *Students will reflect and rethink
How will we during this lesson by discussion with
rethink or revise? their small group when deciding how
they are going to perform the water
cycle song to show the steps of the
water cycle in the correct order.
*The students will rehearse the various
water cycle steps through the use of
song and will revise and refine their
work during their individual cut and
paste activity as well as during their
small group work on the 4 corner chart.
E *Students will self-evaluate their
How will students growing skills with the completion of
self-evaluate and their water cycle diorama at the end of
reflect their the unit.
learning? *They will also continue to grow their
 skills through the extension activity of
recording how long puddles take to
evaporate after it rains.

T Differentiation:
How will we tailor *The teacher will pull a small group of
learning to varied students who need support during the
needs, interests, group work where they are creating the
and learning vocabulary charts. The small group
styles? will pick one word to work on with the
teacher to prepare for their
presentation.
*The teacher will pull a small group of
students who need support during the
cut and paste activity. The teacher will
show the students more pictures that
depict the steps of the water cycle to
help support them during this activity.
O Using the 6 Facets of Understand 1. Explanation:
How will we the teacher will organize the *Students will develop a foldable book
organize the sequence of learning during the to describe the four seasons.
sequence of lesson: *Students will develop a water cycle
learning during the 1. Explanation diorama and perform the water cycle
lesson? 2. Interpretation song in small groups to explain the
3. Application steps of the water cycle.
4. Perspective *Students will choose a weather tool to
5. Empathy write a paragraph explaining how it
6. Self-Knowledge relates and is important to their life.
*Students will use a three column chart
to explain each type of bad weather
storm and the safety precautions to take
during that type of storm.

2. Interpretation:
*Students will develop their own
interpretation of the water cycle
through their diorama project.
*Students will interpret the four
seasons through the creation of a
foldable book.

3. Application:
*Students will apply what they have
learned through the various cut and
paste activities utilized as summative
assessments in the water cycle,
seasons, and bad weather lessons.
*Students will apply their knowledge
of the water cycle while creating their
water cycle diorama project.
*Students will apply their knowledge
of weather tools as they are using them
outside in their community.

4. Perspective:
*Students will take on the perspective
of a scientist, a raindrop, and a storm
chaser to learn the information in all
four lesson plans in this unit.
*From this perspective they will
understand what it is like to be a
scientist using weather tools to measure
 different types of weather and how
they relate to the seasons.
*They will also see what it is like to be
a raindrop traveling in the water cycle
and a storm chaser describing what
they see and hear in different bad
weather storms.

5. Empathy:
*Students will imagine they are
scientists when they explore and record
how long it takes a puddle to evaporate
after it rains and through their use of
various weather tools.
*Students will show empathy when
they analyze how various types of bad
weather affect communities and how to
stay safe during bad weather.

6. Self-Knowledge:
*Students will demonstrate their self-
knowledge while designing and
presenting their water cycle diorama at
the end of the unit.
*Students will also demonstrate their
self-knowledge through their
exploration of different weather tools
and as they come up with different
ways to stay safe during given bad
weather storms.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check (formative Goal(s):
evidence such as *Each student will create their own water cycle diorama. This
conferencing, group Q/A, diorama will be presented in class.
Observation, Dialogue Other Evidence:
(Kid Talk and or Kid- *A rubric will be used assess the diorama.
Teacher happening during *The cut and paste activity and the two group presentations (4
the learning): corner vocabulary chart and water cycle song performance) will
be taken as another form of evaluation of students'
understanding of the water cycle and its three major steps.
Quiz/Test (optional):
(attach copy of
assessment)

Performance Task/Project:
(attach rubric)
Performance Task:
*The students will be creating a water cycle diorama at
home.
*Review of the water cycle components will be done in
class and a cut and paste activity will be created that the
students can use as a guide when creating their diorama.
*Directions and project requirements will be sent home
two weeks in advance from their presentation date.
*Guidelines are as follows:
-All three steps need be included and labeled:
evaporation, condensation, and precipitation.
-The diorama needs to be 3D.
-There needs to be arrows showing the direction of the
water cycle.
-Students need to be creative and use various kinds of

Other:
Resources Used/Materials Needed: Websites, books, video, etc.
Type of Resource(s):
Audio-Video Technology
Instructional Materials
Learning Materials
materials to create their diorama.
-This will be assessed formally by the teacher and
informally by their peers.
Performance:
*The student will come to the front of the class and
show off their diorama.
*They will tell the class what they used to make their
project as well as show where each step of the water
cycle is located and the direction the cycle travels in.
Key Criteria:
*All three steps need be included and labeled:
evaporation, condensation, and precipitation.
*The diorama needs to be 3D.
*There needs to be arrows showing the direction of the
water cycle.
*Students need to be creative and use various kinds
of materials to create their diorama.
Name of Resource(s):
*Drippy the Raindrop
Video: http://www.youtube.com/watch?v=tugi8P-QWkc
*Water Cycle song lyrics
*4 corner chart handout
*Water cycle poster
*Coloring supplies
*Water Cycle cut and paste worksheet
*Water cycle cutouts
*Scott Foresman 2nd Grade Science book