KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Abigail Young Date: 2/21/14 Cooperating Teacher: Jennifer Lipton Coop. Initials: ________________ Group Size: Whole Class Allotted Time: 20-30 Minutes Grade Level: 4 Subject or Topic: Waves and Tides Section:

STANDARD: S4.D.1.3.1: Describe types of freshwater and saltwater bodies (e.g., lakes, rivers, wetlands, oceans). S4.D.1.3: Describe Earths different sources of water or describe changes in the form of water . I. Performance Objectives (Learning Outcomes): Students will discuss and identify differences between waves and tides, and how each are caused.

II. Instructional Materials PBS website wave simulator http://www.pbs.org/wnet/savageseas/multimedia/wavemachine.html White board Dry erase markers Brainpop video: Tides http://www.brainpop.com/science/earthsystem/tides/ What Makes an Ocean Wave? Questions and Answers About Oceans and Ocean Life by Melvin and Gilda Berger

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) Wave Tide IV. Implementation A. Introduction 1. Bring up the PBS website wave simulator on the SmartBoard a. http://www.pbs.org/wnet/savageseas/multimedia/wavemachine.html 2. Explain to students that there are several factors that impact waves, including wind speed, duration, and wind strength (fetch) 3. Allow several student volunteers to come up to smart board and create a wave

B.

Development 1. Present What Makes an Ocean Wave? to students a. Today we will be doing a lot of questioning and answering. Today is a day for exploring and investigating, and we will be using this book to get certain answers about the topic of waves and tides. 2. Ask students the: a. Can anyone explain what a wave is? What causes a wave? b. Take a few moments to discuss with your shoulder partner c. Allow students time to talk together 3. Call on several students to explain their definition of a wave 4. Write the definition on the whiteboard a. Wave: the up and down movement of water particles, caused by the wind on the surface of the water 5. Post the following questions on the board: a. What makes an ocean wave? b. Does ocean water move forward? c. Why do waves break near shore? d. How do you measure the height of a wave? e. How high was the highest ocean wave on record? f. Are waves dangerous? g. What are tsunamis? 6. Assign each partner/table group one or two questions to brainstorm about a. Allow students time to talk together b. Go around the room and have each partner set/group share their thoughts 7. Read pages 4-7 in What Makes an Ocean Wave? a. Highlight each of the sections that the students brainstormed about b. Take note of similarities and differences between student predictions and facts presented in book 8. Ask students to turn and talk with their table partner about what could be different between waves and tides a. Allow students time to discuss b. Call on one or two partners to share their thoughts 9. Write the definition on the whiteboard: a. Tide: the daily change in the water level of the ocean, caused by gravity 10. Read page 12 in What Makes an Ocean Wave? a. Are tides the same as waves? b. What causes high tides? c. When do the highest and lowest tides occur? d. Where does the water go during low tide? 11. Tell students: a. To explore tides a bit more and see how the moon plays a part in all of this, we will watch the following brainpop video. 12. Play Brainpop video: Tides a. http://www.brainpop.com/science/earthsystem/tides/

C.

Closure 1. Pass out exit slips a. Write one fact you learned about waves, and one face you learned about tides b. Allow students adequate time c. Collect and assess when completed

D.

Accommodations/Differentiation Provide preferential seating for student who needs clear view of the board Allow students to in group to complete activity

E. Assessment/Evaluation Plan Formative: Teacher will monitor student responses during lesson Teacher will collect and assess exit slips Summative: End of unit test V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives 1. How did the students perform?

Remediation Plan

B. Personal Reflection How was my introduction effective?

How could my lesson be improved?

VI. Resources (2002). Science. (Teachers Ed., Vol. Units C and D). Orlando: Harcourt School Publisher Berger, Melvin and Gilda Berger. (2000). What Makes an Ocean Wave? Questions and Answers About Oceans and Ocean Life. New York: Scholastic.