DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION
DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION
ELEMENTARY LESSON PLAN TEMPLATE
Teacher Candidate: Emily Kriser
Grade Level: 4th grade Title: How the Water Cycle Works
|CONTEXTUAL FACTORS (classroom factors) |
|Class Size: 27 students |
|24 English-speaking students |
|3 ELL students: Two ELL students are at the intermediate level. The third ELL student is at the advanced level. |
|WALK-AWAY (what do I want students to know, understand, and be able to do) |
|Students will be able to understand and identify the steps in the water cycle. Students will be able to explain and define the scientific words that|
|are part of the water cycle. |
| |
|Content Walk-Away (SIOP: content objective): |
|Fourth Grade Science Standard 1, Objective 2b |
|Students will describe the process of evaporation, condensation, and precipitation as the relate to the water cycle. |
| |
|Language Walk-Away(SIOP: language objective): |
|Students will be able to write in the correct words labeling the water cycle and filling out the Cloze notes sheet. They will say each vocabulary |
|word and then discuss the meanings for each one with their partner. |
|ASSESSMENT EVIDENCE (formative/summative checks for learning) |Modifications/Accomoda- |
| |tions (ELL, IEP, GATE, etc.) |
|Students will demonstrate their understanding of the water cycle by participation in a | |
|discussion, giving comments during the class instruction, and by fully completing their Cloze | |
|notes worksheet. | |
|Rubric: | |
|4-Student is attentive, participates, and comments during teacher instruction on the water cycle,| |
|works with their partner, and completes their Cloze notes sheet. | |
|3- Student is attentive during teacher instruction, works with their partner, and completes their| |
|diagram and Cloze notes. | |
|2- Student listens during teacher instruction, works with partner, and did most of their diagram | |
|and cloze notes sheet. | |
|1-Student does not listen during instruction, does not work with partner, and does not complete | |
|diagram or cloze notes sheet. | |
| | |
|ACTIVE LEARNING PLAN |Modifications/ Accommodations (ELL |
| |(indicate SIOP feature), IEP, GATE, |
| |etc.) |
|Building Background/Interest |SIOP # 1,2,7, 10, 11, 12 |
|I will ask students about their experiences and thoughts about water. | |
|“Have you every looked up at the sky and wondered where clouds come from? Have you ever |Comprehensible Input: I will be speaking|
|been drinking water and wondered where it came from? |clearly and slowly for my low learners |
|I will let students share what they think about water and clouds. |and ELL students. I will use gestures as|
|After student comments I will tell students that there is a wonderful process that occurs |I talk about the cycle. |
|over and over everyday and it is called the water cycle. | |
|The water cycle creates the weather that happens in the world around us. | |
|I will introduce the content and language objectives to the class by writing them on the |SIOP 5 |
|white board. I will read the objectives and then have the class read it with me. |ELL Adaptation for vocabulary: |
|I will then present the vocabulary to the class... |I will have cognates for Spanish |
|There are some words we will be talking about during this lesson. They are... |speaking students. |
|Key vocabulary: I will post each word on the white board and then say the word and have | |
|students repeat it after me. |SIOP #9, 11, 12 |
|cycle: the period of time taken up by a series of events or actions that repeat themselves| |
|again and again in the same order. | |
|water vapor: water that is in the form of a gas floating in the air, which is caused being| |
|heated |Learning Strategies: |
|transpiration: to give off or pass off in the form of a vapor usually through pores |I will ask open ended questions and have|
|(leaves or plant pores) |students to the QAR “Right Here” text |
|accumulation: the process of collecting together |strategy. |
|evaporation:the process of changing into a vapor | |
|precipitation: the process of changing from a vapor to a liquid or solid and fall as rain | |
|or snow. |SIOP #6, 12, 15, 20 |
|condensation:process of becoming more compact, closer, or denser. | |
|snow: small white crystals of ice formed directly from the water vapor of air. | |
|rain: to fall as water in drops from the clouds | |
|sleet: frozen or partly frozen rain, to shower sleet from the clouds. | |
|(from Merriam-Webster Children's Dictionary) | |
|Time: 15 minutes | |
|The water that is here on earth is what causes weather to happen. Did you know that the | |
|water that we drink is very, very old? I am going to read you a book about the journey of | |
|water on the earth. It is called, ” The Water's Journey.” | |
|Read the book to the class using the ELMO to show the illustrations. | |
| | |
|TIME: 5 minutes | |
| | |
|Wait Time: I will wait ten to fifteen second for students responses. I will ask students | |
|to elaborate on their answers. | |
| |SIOP #6, 13 |
| |Adaptation for ELL: |
|Focus Lesson (“I do it”) |I will have ELL students pair up with a |
|After reading the book to the class, I will get out my props and use the white board to |medium or high English speaking student.|
|place them on as I teach the water cycle process. | |
|I will have students watch the video from called, “The Water Cycle” by |Adaptation for ELL: |
|Britanimation. I will ask if students have any questions about the water cycle. I will ask|I will have sheets translated into |
|for a thumbs up (”I understand”) or a thumbs down (“I do not understand”) to show me if |Spanish if needed. |
|they understand the process. I will match students up with a partners. I will match up ESL| |
|students with a strong English speaking student and provide any adaptations indicated | |
|under SIOP. | |
| |SIOP #6, 16, 21, 22, 29, 30 |
|TIME: 5 MINUTES | |
| | |
|Guided Instruction (“We do it”) | |
|I will demonstrate and talk through how to work with their partner and what to complete on| |
|the diagram and how to do the “Right There” Strategy. | |
| |SIOP #21, 22 |
|After the partner work and class discussion, I will show them a copy of the Cloze sheet | |
|and show the class how to do the first two lines. I will use the ELMO to show students the| |
|sheet as I model this. I will do a “think-aloud” and show students how to decide the | |
|correct words that should go in the blanks. | |
| | |
|Time: 5 minutes | |
| | |
|Collaborative/Cooperative (“You do it together”) |SIOP 27, 28, 29 |
|Tell students with your partner you are going to read the text, each student must say and | |
|talk about the vocabulary words, and then label the water cycle sheet together. Students |Enrichment for Fast Finishers or as an |
|will do the text strategy called “ Right There” from “QAR” (Question-Answer-Relationships)|Extension: Students can do a Water Cycle|
|sheet. |Readers' Theater (attached) |
|Students will have 5 minutes to work together. I tell the students to come back together | |
|and then I will will have them a few students share what they talked about. | |
| | |
|Independent (“You do it alone”) | |
|I will give students the Cloze Notes sheet and ask them to fill out the information on | |
|their own. Students will be give 5 minutes to work on this sheet on their own. If they | |
|need any help, they may ask their shoulder partner or raise their hand for help from me. I| |
|will walk around and help and give feedback on what I how I observe students are doing on | |
|their notes. | |
| | |
|TIME: 5 minutes | |
| | |
|Summarization | |
|I will bring the class back together and have them hand in their water cycle diagram sheet| |
|and the CLOZE notes sheet. I will check over the assessment sheets, give them feedback, | |
|and return them to my students the next day. I will let them keep the text they they read | |
|with their partner. I will also go over the vocabulary words by saying them and their | |
|definition. I will review what occurs during the water cycle. I will play the “Water Cycle| |
|Song' by THE WATER CYCLE MAN for students to hear. This will finalize the review of the | |
|steps in the cycle. | |
|TIME: 10 minutes | |
|Wait Time: I will wait ten to fifteen seconds for students to respond. | |
| | |
| | |
| |
|Materials that are needed: |
| |
|Book: “The Water's Journey” by written and illustrated by Eleonore Schmid |
|ELMO ready to use |
|Vocabulary Word Strips with tape or magnets |
|Have the computer ready with “The Water Cycle Song” by THEWATERMAN or “Water Cycle” by Junglistmover and “The Water|
|Cycle by Britanimation. |
|27 copies of the Water Cycle CLOZE notes sheet |
|27 copies of the water cycle reading |
|27 copies of the water cycle diagram/model |
| |
|Approximate time needed for lesson? |
|30 minutes |
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