GCU College of Education

LESSON UNIT PLAN TEMPLATE

Teacher Candidate Name: Kaylie Clark

Grade Level: 2nd Grade
Unit/Subject: Science
Title of Unit and Brief Summary: The importance of water on our Earth. Water is important to all living organisms.
Classroom and Student Factors/Grouping: When reviewing the class profile, it shown that several students are on different levels
of academics including some that are below with IEPs or 504 plans, students within grade level and others above. With this
knowledge students will receive the support needed within small groups to better comprehend the materials and as well the student
with hearing aids will receive support by having an assigned seat towards the front of the room and have peer support throughout
lessons.

Day 1 Day 2 Day 3

National/State 2-ESS2-3 - Obtain information to
Learning Standards identify where water is found on
Earth and that it can be a solid or
liquid.
Specific Learning Students will be able to identify
Target(s)/Objectives when water is in solid or liquid
form and where it can be found on
Earth.
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2-ESS2-3 - Obtain information to
identify where water is found on
Earth and that it can be solid or
liquid.
2-ESS2.C - Discuss the different
roles of different bodies of water on
Earth’s surface, where it can be
found and what they are labeled as.
Students will be able to discuss the
difference between bodies of water
on Earth by using vocabulary and
pictures.
2-ESS2-3 - Obtain information to
identify where water is found on
Earth and that it can be solid or
liquid.
2-ESS2.C - Discuss the different
roles of different bodies of water on
Earth’s surface, where it can be
found and what they are labeled as.
Review Day 1 and 2 to add on for
lesson 3.
Students will be able to identify
when water is in solid or liquid
form, where it can be found on
Earth and be able to label and
discuss the difference between
 bodies of water on Earth by using
vocabulary and pictures.

Academic Language Ice Ice Ice

Water Water Water
Solid Solid Solid
Liquid Liquid Liquid
Fresh water Fresh Fresh
Salt water Salt Salt
River River
Lake Lake
Ocean Ocean
Glacier Glacier

Unit Resources,  AAC Devices (Assistive  AAC Devices (Assistive  AAC Devices (Assistive
Materials, Technology as needed) Technology as needed) Technology as needed)
Equipment, and  Supports and Visuals  Supports and Visuals  Supports and Visuals
Technology  Smartboard  Smartboard  Journals & pencils
 Lesson Videos  Review video  Chromebooks
 Journals & pencils  Whiteboards
 Salt
 Magazines  Markers & erasers
 Ice cubes
 Water  Poster board
 Buckets  Glue
 Measuring cups  Markers
 Journals & pencils
Depth of Knowledge Level 1: What is water? Level 1: Where is the different areas Level 1: Can water be in a solid
Lesson Questions Level 2: What are the different water can be found on Earth? and liquid form?
forms of water? Level 2: Who needs water? Level 2: What is the importance of
Level 3: Can water have salt in it? Level 3: Can humans swim in salt water?
Level 4: Can we make salt water? water? Level 3: Where can we find salt
Level 4: Can all fish swim in fresh water?
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 and salt water? Level 4: Can we make salt water?

Section 2: Instructional Planning

Day 1 Day 2 Day 3

Anticipatory Set The lesson will start off with an The lesson will start off with an The lesson will start off with an
engaging and informative video to engaging and informative review engaging and informative review
discuss the different forms water can video to discuss the different forms video to discuss the different forms
take, review the vocabulary content, water can take, review the water can take, review the vocabulary
where they are located and the vocabulary content, and the content, and the importance of it to
importance of it to all living importance of it to all living all living organisms.
organisms. organisms.
Presentation of Content
Multiple Means of  Supports per students IEP &  Supports per students IEP &  Supports per students IEP &
Representation 504 Plan 504 Plan 504 Plan
 Visuals with key words or  Visuals with key words or  Visuals with key words or
vocabulary vocabulary vocabulary
 A word bank or review made  A word bank or review made  A word bank or review made
ahead of time with notes ahead of time with notes ahead of time with notes
 ACC Devices as need for  ACC Devices as necessary  ACC Devices as necessary for
students for students students
 Journals for students to use  Example of the project goal  Whiteboards can be replaced
and fill out throughout the  Journals for students to use for a Chromebook if not
lesson with step-by-step for notes available.
information for the hands-on  Posters, magazines and
activity. pictures available
beforehand.

Multiple Means of ELL: Student will be given a word ELL: Student will be given a word ELL: Student will be given a word
Representation bank to review in their native bank to review in their native bank to review in their native
Differentiation language and in English that will language and in English that will language and in English that will also
© 2019. Grand Canyon University. All Rights Reserved
 also include visuals or pictures.
Special needs: Students will be given
key word banks that will include
visuals, accommodations or
modifications will be placed, and
also include support of a para
educator to write their journals.
Students with gifted abilities:
Students will be given additional
time to read books regarding the
lesson or to support other students as
needed.
Early finishers: These individuals
will be given the opportunity to
research more information about
different bodies of water from their
readings and to support other
students as needed.
also include visuals and journals to
reference.
Special needs: Students will be
given key word banks that will
include visuals, accommodations or
modifications will be placed, and
also include support of a para
educator to complete the
posterboard.
Students with gifted abilities: Will
be placed within small groups or in
pairs with students with special
needs or ELL for this lesson to
support their peers.
Early finishers: These individuals
will be given the opportunity to
research more information about
different bodies of water from their
readings and to support other
students as needed.
include visuals and journals to
reference.
Special needs: Students will be given
key word banks that will include
visuals, accommodations or
modifications will be placed, and also
include support of a para educator as
needed.
Students with gifted abilities: Will be
placed within small groups or in pairs
with students with special needs or
ELL for this lesson to support their
peers.
Early finishers: These individuals
will be given the opportunity to
research more information about
regarding the lesson, study or work
on other work.

Application of Content
Multiple Means of Then an opportunity for a whole Students will then be shown an Students will then split up into pair to
Engagement group collaboration will be presented example of a poster board with study for only 10 minutes and review
for students and then following with different pictures and vocabulary their notes before starting a whole
a model video of the hands-on words representing water and its group instruction of Kahoot. After the
activity they will do within small different forms and locations. study session students will be asked
groups for the rest of the lesson. Students will then create their own to grab their Chromebooks for the
Students will review and fill out their posterboards while working in pairs Kahoot game.
journals. or small groups by labeling and
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 differentiating pictures with
vocabulary words.
Multiple Means of ELL: Student will be given a word ELL: Student will be given a word
Engagement bank to review in their native bank to review in their native
Differentiation language and in English that will language and in English that will
also include visuals or pictures. also include visuals and journals to
reference.
Special needs: Students will be given
key word banks that will include Special needs: Students will be
visuals, accommodations or given key word banks that will
modifications will be placed, and include visuals, accommodations or
also include support of a para modifications will be placed, and
educator to write their journals. also include support of a para
educator to complete the
Students with gifted abilities: posterboard.
Students will be given additional
time to read books regarding the Students with gifted abilities: Will
lesson or to support other students as be placed within small groups or in
needed. pairs with students with special
needs or ELL for this lesson to
Early finishers: These individuals support their peers.
will be given the opportunity to
research more information about Early finishers: These individuals
different bodies of water from their will be given the opportunity to
readings and to support other research more information about
students as needed. different bodies of water from their
readings and to support other
students as needed.
Assessment of Content
Multiple Means of Student's journals will be assessed Students will turn in their
Expression routinely to ensure that they’re at posterboards where there is
least 90% accurate and are following vocabulary words and pictures to
ELL: Student will be given a word
bank to review in their native
language and in English that will also
include visuals and journals to
reference.
Special needs: Students will be given
key word banks that will include
visuals, accommodations or
modifications will be placed, and also
include support of a para educator as
needed.
Students with gifted abilities: Will be
placed within small groups or in pairs
with students with special needs or
ELL for this lesson to support their
peers.
Early finishers: These individuals
will be given the opportunity to
research more information about
regarding the lesson, study or work
on other work.
Students will complete the Kahoot
games with everyone passing at least
at an accurate rate of 75% of an

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 along with the lesson and hands on
activity.
Multiple Means of ELL: Student will be given a word
Expression bank to review in their native
Differentiation language and in English that will
also include visuals or pictures.
Special needs: Students will be given
key word banks that will include
visuals, and accommodations or
modifications will be placed, and
also include support of a para
educator to write their journals, flash
cards or visuals.
Students with gifted abilities:
Students will be given additional
time to read books regarding the
lesson to expand their knowledge.
Early finishers: These individuals
will be given the opportunity to
research more information about
different bodies of water from their
readings and use them as examples
in future lessons.
Extension Activity and/or Homework
No activity to take home, but
students can take home journals to
represent their learning with at least
a 90% of the information being
accurate.
ELL: Student will be given a word
bank to review in their native
language and in English that will
also include visuals and journals to
reference.
Special needs: Students will be
given key word banks that will
include visuals, accommodations or
modifications will be placed, and
also include support of a para
educator to complete the
posterboard.
Students with gifted abilities: Will
be placed within small groups or in
pairs with students with special
needs or ELL for this lesson to
support their peers.
Early finishers: These individuals
will be given the opportunity to
research more information about
different bodies of water from their
readings and to support other
students as needed.
Students can take home their
posterboard and resources as
understanding of the information and
questions about the lesson starting
from day 1.
ELL: Student will be given a word
bank to review in their native
language and in English that will also
include visuals and journals to
reference.
Special needs: Students will be given
key word banks that will include
visuals, accommodations or
modifications will be placed, and also
include support of a para educator as
needed.
Students with gifted abilities: Will be
placed within small groups or in pairs
with students with special needs or
ELL for this lesson to support their
peers.
Early finishers: These individuals
will be given the opportunity to
research more information about
regarding the lesson, study or work
on other work.
No activity to take home, but students
can take home journals to study.

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 study. necessary to complete the
assignment if needed.

Part 2: Rationale
Throughout this lesson plan there are multiple opportunities for students to develop critical thinking and problem-solving skills

regarding the importance of water on our Earth. Students are given many resources throughout the lesson plan to use for answers and

to support their peers within small groups or pairs. Students will also be supported with visuals, vocabulary lists and their journals

throughout all three days. Students are also given assignments that keep them moving and motivated for all three days. Students are

given a variety of lessons to keep them engaged including a hands-on activity to identify water in different forms such as a solid,

liquid, fresh and salt water, and are able to create a collage regarding their knowledge about the different forms of water and where

they can be found. On the last day, students will review their knowledge with an assessment which will be done with a fun resource

classified as Kahoot. Kahoot is game that students can do independently or within small groups or pairs to show their knowledge from

their previous lessons. This small formative assessment will allow myself as the teacher to reflect on the lesson and how much

knowledge the students have gained or how much more support they may need. This will be done as Kahoot will identify who

answered what, and who answered what questions incorrectly. If it is shown that students have not gained any additional knowledge

from the lesson then a decision will be made to add on an additional lesson for students with additional supports. Most importantly the

lesson will go into great detail the importance of water in all of its forms for all living organisms not only for us, humans. I want my

students to acknowledge that water is important to everyone throughout Earth.

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 Reference
Appendix F science and engineering practices in the NGSS. (n.d.). Retrieved May 1 ,2022, from

https://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in

%20the%20NGSS%20-%20FINAL%20060513.pdf

Contant, T. L., Bass, J. L., Tweed, A. A., & Carin, A. A. (2017). Teaching science through inquiry-based instruction, 13/e (13th ed.).

Pearson Education.

Game, P. (2021, October 15). 7 creative strategies to improve vocabulary teaching. Prodigy Education. Retrieved May 15, 2022, from

https://www.prodigygame.com/main-en/blog/vocabulary-strategies/

Teaching the science process skills - Longwood University. (n.d.). Retrieved May 1, 2022, from

https://www.longwood.edu/cleanva/images/sec6.processskills.pdf

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