Lesson Plan Changes
Original Sequence of Activities Chart Revised Sequence of Activities Chart
Learner Learner
Time Teacher Activities Activities Time Teacher Activities Activities
7 min. Present a globe to the Students share Pre-instruction List procedure on the
front of the class. “How their ideas board
much of the world is regarding the Write intro question
covered by water?” “Is questions. on board “How much
it all usable by of the world is
humans?” “What are covered by water?”
the Earth’s reservoirs?” Distribute globes, lab
Write student responses materials and sheets of
on the board. paper to each lab
station.
Discuss lesson with
aides.
3 min Pass out water Students 5 min Instruct students to Students will
distribution sheets and transition into answer the question answer
divide students into groups at their on the board using the question on
group by having them lab tables. globes as a guide. Tell the paper
count off 1-6. the NOT to put their while
names on the paper. observing the
Take attendance as globes.
students write.
5 min Pass out activity Students share 7 min Collect papers and Students share
materials. Explain that their ideas and read some of the their ideas and
the 10L of water answers to the answers to the class. answers to the
represents all the water questions. Begin discussion questions.
on earth and have the about intro question.
students label the Continue discussion
reservoirs. with additional
questions.
“Is it all
usable/drinkable by
humans?” “What are
the Earth’s water
reservoirs?” Write
student reservoir ideas
on board.
15 min Ask students to Students will 3 min Divide learners into Students
estimate the % of water listen to predetermined groups. transition into
in each reservoir using instruction and groups at their
the globe as a visual ask any lab tables.
aide. Instruct students questions they
to measure and record have.
(on water distribution Students get 10
worksheet, Appendix L of water and
A) their estimate for will label the six
each reservoir. small containers
Reference procedure on with the various
the board. Explain reservoirs
again that the 10 L of previously
water represents all the listed.
water on earth.
Page 1 of 4
Lesson Plan Changes
3 min Discuss rationale Students will 8 min Introduce laboratory Students will
behind groups’ explain their exercise. Ask students listen to
estimations. What was rationales and to estimate the % of instruction and
their method for discuss their water in each reservoir ask any
estimating? Where is different using the globe as a questions they
most of the water methodologies visual aide. Instruct have.
located? How do the for estimation. students to measure Students get
different reservoirs and record (on water 10 L of water
compare? distribution and will label
worksheet, Appendix the six small
A) their estimate for containers
each reservoir. with the
Reference procedure various
on the board. Explain reservoirs
that the 10 L of water previously
represents all the listed.
water on earth & have
students label
reservoirs. Review
math involved in the
laboratory.
Assign a teaching aide
or teacher to 1-2
groups for assistance.
5 min Using one lab set-up, Students will 17 min Teachers and aides Students work
demonstrate for the answer will encourage in teams to
students the actual questions, fill students in their estimate the
amounts found in each out the inquiry. Teachers will distribution of
reservoir. Instruct worksheet and NOT volunteer the Earth’s
students to fill in give reactions. answers but guide water supply
correct amounts on the Hand in lab students in their and record it
sheet as well. “How do sheets thought process. on their data
the est. and the actual sheets.
compare?” “How much
of the water supply is
usable?”
Collect lab sheets.
20 min. Have students choose a Students will 3 min Discuss the rationale Students will
note taking scaffold return to their behind the groups’ explain their
(Appendix B1 & B2, seats and take estimations. What was rationales and
definition or diagram notes with their their method for discuss their
oriented) and return to chosen note estimating? Where is different
their seats. Using the taking scaffold. most of the water methodologies
rationale that was Students will located? How do the for estimation.
demonstrated in the ask questions different reservoirs
previous activity and interject compare?
discuss the history of ideas form the
water formation on the previous
Earth (outgassing) and activity.
the beginning of the
water cycle.
Page 2 of 4
Lesson Plan Changes
12 min Divide students back Students will 5 min Using one lab set-up, Students will
into their groups and recall and demonstrate for the answer
distribute 1 large piece brainstorm students the actual questions, fill
of paper and markers to multiple ideas amounts found in each out the
each group. Based on of water reservoir. Instruct worksheet and
the question “Where’s distribution/con students to fill in give reactions.
the Water?” have servation and correct amounts on the Hand in lab
students create a group construct sheet as well. “How sheets.
concept map regarding concept maps do the est. and the
the history of water, illustrating their actual compare?”
where our water supply ideas. “How much of the
currently is, and what water supply is
we can do to preserve usable?”
our water supply for the Collect lab sheets.
future. Students may
use their lab
sheets/notes.
10 min. Wrap up lesson by Students will 13 min. Have students choose Students will
reviewing student engage in wrap a note taking scaffold return to their
concept maps with up conversation (Appendix B1 & B2, seats and take
class and discussing by discussing definition or diagram notes with
their ideas. their maps and oriented) and return to their chosen
presenting their their seats. Using the note taking
conservation rationale that was scaffold.
ideas to the demonstrated in the Students will
class. previous activity ask questions
discuss the history of and interject
water formation on the ideas form the
Earth (esp. previous
outgassing) and the activity.
beginning of the water
cycle. Use overhead
for diagramed notes
while writing key
terms on the board for
scaffold notes.(See
notes Appendix C)
Page 3 of 4
Lesson Plan Changes
12 min. Divide students back Students will
into their groups and recall and
distribute 1 large piece brainstorm
of paper and markers multiple ideas
to each group. Based of water
on the question distribution/co
“Where’s the Water?” nservation and
have students create a construct
group concept map concept maps
regarding the history illustrating
of water, where our their ideas.
water supply currently Students will
is, and what we can do clean up all
to preserve our water materials upon
supply for the future. completion of
Students may use their project.
lab sheets/notes.
Teacher will instruct
students to clean up
materials upon
completion.
7 min. Wrap up lesson by Students will
reviewing student engage in
concept maps with wrap up
class and discussing conversation
their ideas. Collect by discussing
projects their maps and
presenting
their
conservation
ideas to the
class.
Page 4 of 4
