KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Abigail Young Date: 2/24/14 Cooperating Teacher: Jennifer Lipton Coop. Initials: ________________ Group Size: Whole Class Allotted Time: 20-30 Minutes Grade Level: 4 Subject or Topic: Ocean Currents 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 identify their knowledge of how ocean currents work through observation, investigation, and group discussion.

II. Instructional Materials Chart paper Markers 27 guided notes 27 academic journals

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) Currents Surface current Deep ocean current IV. Implementation A. Introduction 1. Pass out chart paper to each table a. Have each table group pick a team leader who will write 2. Have students construct a KWL chart for each table group a. What do you know about ocean currents b. What do you want to know about ocean currents c. Allow students enough time 3. Have group leaders come up to front and stand in a line 4. Review several of the points

a. Allow students to return to their seats b. Remind students that they may add to the Learned portion of their chart as we observe and investigate as a class B. Development 1. Setup investigation activity a. Put bowl on flat surface, fill full with warm water b. Without stirring, gently place a colored ice cube in the middle of the bowl c. Tell students to watch what happens as we read from the book 2. Read page 15 of What Makes An Ocean Wave? a. What are ocean currents? b. Do ocean currents affect climate? 3. Return to investigation activity a. Ask students to describe what they observe and what seems to happening 4. Explain process to students a. As the ice melts, the colored water will sink to the bottom of the bowl, and the clear warm water is forced upwards to start a current. The bowl represents the ocean basin, the water in the bowl is warm ocean water, and the ice cube is obviously cold ocean water, and this shows how the interaction between these two create a current. b. Waters at different temperatures are also at different densities. As colder, denser water sinks, it pushes warmer, less dense water upwards. This movement of water causes currents 5. Pass out guided notes 6. Open up science textbooks to page D44 7. Read pages D44 and D45 out loud, as students follow along and fill in guided notes a. Have students paste completed guided notes into their academic journals 8. Question students a. What is the difference between surface currents and deep ocean currents? b. If the investigation activity simulated deep ocean currents, how do you think we could make an investigation activity that would simulate surface currents? Closure 1. Have table teams discuss and come up with two to three points that they learned about ocean currents a. Allow ample time for discussion 2. Have group leaders come up to board and write their points on their groups chart 3. Have group leaders present their two to three points as a group Accommodations/Differentiation Provide preferential seating for student who needs clear view of the board Allow students to in group to complete activity Assessment/Evaluation Plan

C.

D. E.

Formative: Teacher will monitor student completion of guided notes Teacher will monitor student responses during lesson Teacher will monitor creation and completion of group KWL charts 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 closure effective?

How could my lesson be improved?

VI. Resources (2002). Science. (Teachers Ed., Vol. Units C and D). Orlando: Harcourt School Publisher