Jennifer Gibbons - 4th Grade Water Cycle

Concordia University Chicago College of Education
Teacher Candidate: Jennifer Gibbons Subject: Science Central Focus: (Content of the lesson) Water Cycle Grade Level(s): 4th
Lesson Plan Design 2013

Date:9/13/13 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Time allotted: 3 Classes ( 2 40 minute one 20)
Theoretical Principles and/or ResearchBased Best Practices in this Lesson Why are the learning tasks for this lesson appropriate for your students? Cite references My lesson involves teacher explanation, student teacher interaction, and students coming together to gather data and plot graphs. According to Albert Bandura (Pg. 42) social interactions greatly influence learning. According to the text Learning is an inf ormation processing activity resulting from interactions among behaviors, environment, and student factors. For collecting data of rain fall I want the students to work together to colle ct the data as well as to create their own hypothesis about where the rain fall came from. This will also show me if the students are understanding the concepts if they are talking about it.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson What are common errors or misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students? Some common errors or misunderstandings students could possibly have about the focus of the lesson is they could mix up the parts of the water cycle, not fully understand each term, or can miss read the markings on the beaker used to collect rain water. This can be addressed by giving an uncounted quiz to see what background knowledge the students have on the topic and then addressing those topics more heavily during the introduction to the topic. Also reviewing how to take measurements of volume will also help to avoid students not understanding the topic.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. Isbe Standards for science in late elementary : 11. A 2a- Formulate questions on a specific science topic and choose the steps needed to answer the questions. 11. A 2c- Construct charts and visualizations to display data.
Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. The students are expected to know the basic concept of rain fall. Students are expected to know how to record volume data accurately. Students are expected to know how to follow a cycle pattern. Students are expected to know how to make their own questions about the topic and then take the proper steps to solve it. By the end of the lesson students should be able to : Know and use the scientific teams that were taught correctly (ex. Runoff, condensation, etc.) Plot a line graph accurately Be able to reproduce his or her own water cycle diagram. Answer any questions they had about the topic. Use the data from the graph to explain their research.
Assessment Tool(s) and Procedures: What will provide evidence that students meet objectives? Every objective must be assessed. Test, quizzes traditional, projects, presentations, paper, models, journals, portfolio, collections or writing The students will present in groups their charts and water cycles to each other in a class discussion. In the discussion each student will be asked to use the proper scientific terms that were taught prior to the presentation. They will also have to explain the process of the water cycle as well as explain how they got their data as well as how the graph pertains to the graph.
Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment may be included here.) The class will be started with the question Can anyone explain where water comes from? This will lead to a class dissection and will begin to get the students thinking about different possibilities. This will also give me an idea of what back round information the students already know so I can teach what they dont know and use their back round knowledge to get more input from the students.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment): I will communicate the purpose of the lesson to students by using the SWBT method (https://www.teachingchannel.org/videos/making-lessonobjectives-clear). A section on the board will be a box with SWBT (Students will be able to) above it after the class discussion I will stay SWBT out loud to redirect my students to pay attention to the board. I will then write down and say allowed the objectives of the lesson in the box. This gives the students an objective to know exactly what they will need to know in the feature and pay attention to it. C. Instructional Sequence: 1. Day one: How will I get the vocabulary accost to my students? I will write the vocabulary on the board and at first ask my students to say what they think it means. Afterwards I will have the class look to the front of the room and if able I will play (http://www.epa.gov/safewater/kids/flash/flash_watercycle.html) a video about the
water cycle that gives students a visual with the vocabulary. After this I will more in-depth explain what happens and write out the definitions I want the students to focus on.
Day Two (20 minutes): I will start the class by having the students explain the water cycle to me. After that I will pass out concretion paper, crayons, markers, pens, pencils, cotton balls, and weather templates and ask the students to create a drawing of their own water cycle. Once I have viewed that each student has successfully completed the cycle and has the correct understanding I will introduce a Lab for the week. I will have a beaker placed outside of the class room every day. Each day I will choose a group of students to go out and read the beaker before school begins. The first 5 minutes of class will be devoted to recording the amount of water in the beaker each day. Day Three: At the start of class I will pass out graph paper, pencils, colored pencils, and rulers. I go over how to properly create a line graph (reminding students how to use the correct units as well as plotting the dots correctly. Once each student is done I will pass out large sheets of paper and markers. The groups of students will have to take their graphs and make it into a big poster that they will present to the class. In their presentation I will encourage the students to use the scientific terms they learned in past classes in their explanation of how the water on the line graph fluxed. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) To ensure student engagement I will have the students work in groups of 4. I will also break things in to groups on the board so students can see each part of what is happening and put his or her own input to it. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) I will structure my students to work in groups of 4 on the second and third days of the lesson. I will group the students by different abilities for example an artistic student, one that likes math, one that likes science, and one that likes English would be a group. Although they are very different from each other they each have different skills that they can help each other work on.
E. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
At the end of the unit students will be asked to present their data to the class. This allows the teacher to see if they truly understood the material that was given during the class. The students should use the SWBT to remember the objectives that they should tell the class. I will also create a rubric to follow along with the presentation that the students will be able to see before they present.
Lesson Plan Details Instructional Materials: Students will need pens, pencils, crayons, big paper, graph paper, ruler, and a beaker to complete the activities. There will also need to be access to a projector, computer, and internet to show the video to the class. According to the table on page 49 of the text book to promote skill fluency students need to be able to re call the vocabulary. This can be done through practice of going over it more than once in the lecture or it being included in other subjects for example having weather terms for the spelling words of the week. Use of Technology: Technology will be used in a video shown to the class off a laptop presented on a projector. Reference to a class textbook will also be used. Safety in the Physical Environment: The students will be reminded to be careful when using scissors and I will meet with the group of students in the morning that are reading the beaker to ensure they are safe. I will also be showing the clip off my own computer so there is no risk of students venturing off to other website. The website being used is also a government run website for kids so it is safe. Academic Language Explain how the Academic Language is scaffolded help students use it ( Ex. Language of a scientist) in the Lesson using Sensory, Graphic and/or Interactive supports. The academic Language is Scaffold because a lot of the language is just slightly more descriptive then terms they already know. By using an animated video it gives all the students the same visual image of what is happening to put a picture to the therm. The language is scientific.
List the Academic Language used in the Lesson. Include Tier 1, 2, and 3 language. Tire 1: Rain, clouds, sun, heat, hold, snow, sleet, hail, oceans, water, lake, stream, trees, Stream flow, Spring Tire 2- Vapor, aquifer, Run- off, Evaporation, discharge, Atmosphere Tire 3- Precipitation, condensation, Sublimation
Describe the Evidence that Students know and use Academic Language appropriately: I will demonstrate that my students are using the academic language appropriately by going over to each group and discussing what they are doing with them. I will ask the students to explain what different terms mean and re explain to those who do not fully understand. I will also ask my students to use the scientific language in their presentation to the class.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) - I will have a class discussion about what the students know about the water cycle to figure out what they know. This is an informal way of seeing what the students already know. Formative: (Formal or Informal) 11. A 2a- Formulate questions on a specific science topic and choose the steps needed to answer the questions. Formal I will ask the students to make their own water chart after viewing a video clip as well as going over it in class. Before they collect water I will have the students make hypothesis about what they think about the rain fall. This allows them to problem solve and take the proper steps to answer their own questions. Reflective: (Formal or Informal) Formal - 11. A 2c- Construct charts and visualizations to display data. - The students will be asked to make a large line graph of their data. This shows that they can make charts to display data. Summative: (Formal or Informal) - Informal- Students will be asked to present their data to the class using scientific terms to explain what happened. This gives me a clear understanding to make sure they understand the material or to re go over some material before moving on to the next subject.
Differentiating Instruction Identify the Element(s) of the Lesson that is Differentiated: Content Process Product (One) Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. The process can be changed for groups of students with similar needs by having them plot their data on a computer instead of writhing it out. Some students think easier if they can see what they are writing in front of them as well as those with fine and gross motors kill difficulties have an easier time mapping things out. For the whole class the process can be broken down in to different topics on the board. Students with individual needs will have the notes printed out for them before class and have a model to follow on how to make a cycle chart correctly. How to differentiate : change up the material, (ex dictions computer or physical or watching) HAVE OPTIONS!!!!!!! One way Everything that is written out can be done on the computer. Identify the Student Characteristic that you will use to Differentiate: Student Readiness Student Interest Student Learning Profile Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans. I will differentiate the topics by student interest. Students that are not as interested in the topic can be shown that the concept of a cycle can be used in other subjects such as English or art. To differentiate for the whole class I will make sure what I am asking the students to do is relatable to other topics. Groups of students- I will give groups of students with similar needs an extra fact about how the topic relates to something they like ie. Butterflies become adults in a cycle like how rain is reused in a cycle. For individual students- I will follow their IEP and give them extra materials as needed.
Works Cited
EPA. (Clip). Retrieved from http://www.epa.gov/safewater/kids/flash/flash_watercycle.html "SWBAT: Communicating Learning Goals." Teaching Channel. N.p., n.d. Web. 16 Sept. 2013.

Jennifer Gibbons - 4th Grade Water Cycle

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Jennifer Gibbons - 4th Grade Water Cycle

Încărcat de

Drepturi de autor:

Formate disponibile

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

Concordia University Chicago College of Education

Lesson Plan Design 2013

S-ar putea să vă placă și