Date submitted: 8/16/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Students will be able to recall the water cycle and it's process	Lable/record down the steps of the water cycle
Students will be able to show the continuity of the water cycle through their visual arts piece.	Rubric

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What do you know about the water cycle? What do you think the water cycle looks like? How would you create a continous water cycle?	Which parts are easy to follow within the water cycle? Which areas in the water cycle can humans influence? Why do we study the water cycle with biology? Why is it important to understand/know the water cycle?
3. Interpret	4. Evaluate
How does making the water cycle help you learn it? Where/why did you put your water cycle in a particular order?	Can we recall the steps of the water cycle? Can we describe the steps of the water cycle? Do our pieces reflect a continuous cycle? Can one track your water cycle? Did you use color, lines, shape, etc...in your piece?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Learn about the water cycle and it's steps through readings, looking at maps, and learning the water cycle song.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Students will reflect on their own work...the teacher will be monitoring students' work as well
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Students will grab the mediums they choose to use and start working on their piece.  Check for understanding by: Students will reflect on their own work...the teacher will be monitoring students' work as well
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will finsih up their piece on the water cycle  Check for understanding by: peer assessment... i see...i notice...i wonder teacher assessment with rubric
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will present their work to the class.....show them their thinking  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will have quick assessment that will demonstrate their knowledge on the water cycle. Check for understanding by: Students will reflect on how their peice helped them learn and remember the water cycle. They will refelct on their process of creating their piece.
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? We will have a group discussion on whether or not creating a visual art piece helped the students remember the water cycle and it's steps. We will discuss whether or not the art piece helped them out or stressed them more, since it's art. The class will write a one paragraph each on what they got out of the lesson.