Differentiated Lesson Plan-Watersheds

Second Grade Science

English Proficiency Level 4
Sarah Jessie

Differentiated Instruction Lesson Plan Template

Content Standards and Objectives:

KCAS/Standa
rd and I
Can
Statement

2-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of wate
an area:
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can
solid or liquid.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situatio
people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
I can analyze and determine the effects of rainfall and human
interactions with land and water.
Language Standards and Objectives:

CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse

partners about grade 2 topics and texts with peers and adults in small and larger groups

CCSS.ELA-LITERACY.SL.2.2: Recount or describe key ideas or details from a text re

aloud or information presented orally or through other media
I can orally describe what a watershed is and how it works.

I can make an oral prediction describing the effect pollution may have
on watersheds.
Assessment

Assessed
(Remembering
,
Understanding
, Applying,
Analyzing,
Evaluating,
Creating)

Exit slip/short answer: Students

will draw and label a diagram of a
watershed. Then, explain what a
watershed is and how humans can
effect watersheds.

Needed Modifications/Assessme
Accommodations*
Level 4 students will be provided
with a word bank and asked to
draw and label a watershed.
Students may refer to anchor
charts, vocabulary cards, and ot
resources throughout the room.

These students will also receive

sentence starter to answer the t

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

open ended questions.

Critical Vocabulary

Critical
Vocabulary

Watershed
Pollution

These students will be provided

visual in a cause and effect grap
organizer and asked to respond
accordingly using that informatio
These students are familiar with
this organizer and its purpose.
Vocabulary for ELs

Effect (Pointed out through

previously utilized cause and eff
graphic organizer, which will be
represented in the classroom on
anchor chart.)

Types of land (Mountain, hill, rive

lake, ocean, stream)
-Taught/reviewed through
previously created
picture/definition cards of each
land type. Students will have the
in hand to reference
Pollution
-Taught through classroom
discussion and visuals on
powerpoint, as well as realia
brought in my teacher.
Step by Step Lesson Plan

Taught

Needed Modifications/Instructio
Accommodations**

(Text in quotation marks is spoken by

classroom teacher.)
Guiding Question: Where does water go
when it rains?
Mini Lesson:

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

1) How many of you have used water in
SOME way today? Turn and talk with a
partner and try to think of all the ways
you can. After a couple of minutes of
turn and talk Where do you think all
that water comes from? Record ideas
on board. Great ideas! I love how you
remembered the water sources we
created definitions for yesterday.
Whatever the source, your water
ultimately comes from rain or snow that
is collected by watersheds.
2) Choral read guiding question.

1) Provide sentence frames for

partnerships. I have used
water in many ways today. On
way is ___ and The water
probably comes from _____.
Also encourage conversation
stems such as, What ways
have you used water? I agr
with you, also I think _______.
Refer students the the
conversation starters ancho
chart in back on room.
Additionally, draw small icons
visuals next to the ideas as y
list them on the board.
2) Guiding question is on
Powerpoint. Choral reading
allows students to follow alon
and hear fluent reading of tex

3) That compound word, watershed is

kind of a silly word. Even though it
sounds like it should be, it is NOT a
shed full of water. It is actually a very
important resource that every single
person on Earth lives on! To understand
this more, we are going to watch a video 3) Write the word water shed
that explains what a watershed is, After
the board. Discuss that this is
we watch this video, you will record on
compound word. Draw a visu
a post-it either a picture or sentence to
of a shed and discuss its
explain what a watershed is.
typical meaning (draw visual)
4) Watch video:
and its meaning in this word.
o https://www.youtube.com/watch
Explicitly point out that this is
?v=f63pwrMXkV4
multiple meaning word in this
5) So, what is a watershed?
scenario.
o A watershed is all the land that
drains into the same body of
4) Provide students with paper t
water. The land area collects
allow them to draw or write k
water, and it is delivered to a
words that stand out to them
common body of water by
Also, turn on closed captionin
streams and rivers.
for the video.
6) For example, lets pretend this piece of
paper is the city of Crestwood!
(crumple up a piece of paper and unfold 5) Write on anchor chart. Include
visuals next to key words.
it so it looks like a topographical map).
Water Common body of
The high points on my piece of land
Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

are the mountains and hills. When it
rains or snows in Crestwood, all of the
water is going to travel down to the
lowest point, forming a lake.
7) Today, we are going to create our own
watershed to model what happens on
Earth when it rains, but first we are
going to see how another group of
students built their own watersheds.
8) Play this video until 1:34
o https://www.youtube.com/watch
?v=lBMgGWM-8mQ
9) Talk with students about the model in
the video.
o Where were their mountains and
hills? How many?
o Where do you think rivers and
lakes might form?
o Where does the water come
from in real life?
When we finish our watershed, we will
come back to this video to see if our results
match!

water streams rivers Ha

students retell what they
learned to a neighbor and allo
opportunities to clarify
understanding through
questions after this opportuni

7) By providing students with a

video of expectations, studen
are having the opportunity to
see instructions, rather than
just hearing or reading
instruction.

8) Provide students with a simp

checklist of instructions that
includes key academic words
underlined as a resource for
following along with in the vid
and so to bring back for the
assignment with their group.

9) Allow opportunities for studen

to talk with a partner before
answering these questions.
10) Students will be placed in groups. Each
When students speak, provid
group will receive a plastic lid, an
them with a sentence frame.
assortment of plastic cups, and a Kroger
There were about ____
bag to create their watershed.
mountains and hills. I think
11) After they have created the mountains
the rivers and lakes might be
and hills, the teacher should pull the
_______. And Water might
students back together to the carpet.
come from _______ or ________
So I have some things here that I found
in our real world. Be sure to
outside that I think might effect our
encourage and praise studen
watershed here in our community, or
who ask questions and clarify
city of Crestwood. Show the students
their partner as well.
some examples of pollutants that we
10)
Cooperative learning
might find in water, an oil or paint can,
activity. During this time,
soda bottle, deflated balloon, food
encourage academic vocabul
wrapper, etc. Boys and girls, as
usage and ensure all students
scientists and engineers, we have to
Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

consider how we humans interact with
the earth too. What kind of effect would
this have in the watershed?
12) At your seat, youre going to work with
your team to come up with a prediction
of how that will effect the water supply
and then I will come around and add
some pollutants to your watersheds,
then, some rain for you to test your
predictions. Also, I will hand the iPad to
one student who will record your results
using the Camera app.
13) The teacher will come around and
pollute the land with glitter/food
coloring. Once the land has been
polluted, students will take turns
spraying water on their land. I would
have each student spray it three times,
and then pass it along until their bottle
is empty.
Reflection:
Pass out reflection sheet in which
students will complete independently.

are participating. If this prove

to be difficult, assign particula
students specific jobs.

11) Providing visuals. Pass the

around and them once they a
sitting together, place them
with the label pollution on a
table so that students may re
back to this.

12)
As students are creating h
predictions, pull ELL students
and other students who may
need additional support and
provide them with a cause an
effect graphic organizer.
Together, review what the cau
is- human pollution and them
consider the effects. Model a
think aloud about where you
could find information if you
want to build your backgroun
or clarify understanding on w
you know about pollution. Poi
them to books available in th
front and a QR code that may
link to a video for support.
Students may fill out their
prediction together or
individually and then report
back to their cooperative grou
with their chart. Provide a
sentence frame and word ban
of necessary academic

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

vocabulary. Cause, effect,
pollution, water supply,
because

13)
Providing interaction
opportunities. Here, students
have the opportunity to intera
with the watershed. Once
completed, students will mee
back with the teacher and
review their video with the
original video. There will also
a completed watershed diagr
to refer to.

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

*Assessment Accommodations
Reader
Simplified Language
Extended Time
Oral Native Language Support

Use of Scribe
Bilingual/English Dictionary
Assistive Technology

**Instructional Accommodations
Read Text in English
Scribe Responses
Bilingual/English Dictionary
Prompting/Cueing
Provide Visuals/Organizers

Oral Native Language Support

Read Text in Primary Language
Extended Time
Small Group/Single Form Test
Provide Adapted
Materials/Technology
Link Instruction to Prior Leaning

Use Spellcheck
Provide Content Objectives
Engage in Academic
Conversations
Teach and Model MetaCognitive Strategies

Build Background Knowledge

Scaffold Responses

Bilingual or English Glossary

Simplified Language
Assistive Technology
Adapt Pace of Instruction
Use Computer/Software
Model Language/Task
Completion
Interaction Opportunities
Provide Language Objectives

Instructional Accommodations for English Learners

Provide
Visuals/Organizers

Concept Maps
Frayer Model
Pictures
Realia (Real
Objects)
Videos
Anchor Charts
Gestures

Scaffold Responses
(Oral/Written)

Teach and Model MetaCognitive Strategies

Articulate Own
Thinking
Inferring
Self-Assessment
Synthesizing
Retelling/Summarizi
ng
Think Alouds
Provide Interaction
Opportunities

Link Instruction to Prior

Knowledge

Anticipation Guide
KWL Chart
Questioning about
Previous
Experience
Quick Writes/Quick
Draws
Word Sort
Build Background

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan

Differentiated Instruction Lesson Plan Template

Build On to
Students Oral
Responses
Rephrasing
Sentence and
Paragraph Frames
Sentence Starters

Inner and Outer

Circles
Jigsaw
Numbered Heads
Together
Roundtable
Think-Pair-Share
Three-Step
Interview
Send A Problem

Vocabulary
List-Group-Label
Provide Context
and/or Visual Aides
Read books,
stories, and other
resources about
the topic
Share Common
Experience

Adapted from JCPS Goal Clarity Window by I. McGrath and M. Morgan