Science Learning Segment

Science Learning Segment: Water Cycle

Lesson 2 of 5

Jason Ferber

Medaille College

EDU 502

Professor George Enzinna

July 6, 2018

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Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Jason Ferber Date: July 6, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _______ Town: _______ Rural: __ X __

Grade level: ____2___ Number of students in the class: ___18___

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
IEP 2

Wonda Frequent checks for understanding, visual organizers, elicit

responses when you know the answer, and check progress and
provide feedback often in the first few minutes of each
assignment.

Brandy Maintain consistent schedules, point out similarities to

previous learning/work, use manipulative materials, and pre-
teach/reteach.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

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Lesson ___2__ of __5___ Day Learning Segment

Subject and Lesson Topic: Science – Water Cycle Date: July 6, 2018

Grade Level: 2 Lesson Duration: 35 Minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of the learning segments is to identify the water cycle from evaporation to precipitation. Within this learning segment, we will look
at how water affects our world and how water is used. Students will learn that water is an important part of everyday life from the people that use it
to the plants.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

The students were taught stage one of the water cycle last class. They learned that evaporation is the first stage in the water cycle and that there are
3 or 4 stages to complete the water cycle. Because the students have learned about evaporation, they are ready for the next stage in the water cycle,
which is condensation.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

With this knowledge in hand, I will continue to use the natural curiosity of the children to teach this lesson and continue this segment. Just like last
class where I used a pot, water, and element to get their attention, I will use another teacher experiment to get their attention and curiosity in order
to teach the students this lesson on condensation.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students typically enjoy science for a number of reasons. One of them being that they are curious about how things work. All students have the
fascination at how things work and this lesson will get the students engaged, explore, and participating in their learning.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will use this knowledge to teach the students about the wonders of science. I will use an anticipatory that will hook their attention
and transition into the lesson while I have their undivided attention because they want to learn more about what I am showing and teaching them
about the water cycle. I will also get students to conduct experiments so they are involved in the lesson.

Curriculum Standards
New York State Standard: Grade 2: ESS2.D: Weather and Climate
Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years

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Ontario Curriculum Standard: Grade 2: Water Cycle 2.4

Investigate the stages of the water cycle, including evaporation (e.g., heat water in a kettle), condensation (e.g., collect the water vapour from the
kettle on an overturned mirror), precipitation (e.g., allow the water vapour on the overturned mirror to collect, cool, and drop), and collection (e.g.,
let the dripping water accumulate in a container).
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify the different The teacher formatively assess by observing Wonda - Frequent checks for understanding,
stages of the water cycle by participating in the students, walking around the class and elicit responses when you know the answer,
class lesson and engaging in the activities. observing them working on their experiment, and check progress and provide feedback
and by their responses to questions by the often in the first few minutes of each
teacher. assignment.
Brandy - Point out similarities to previous
learning/work, use manipulative materials,
and pre-teach/reteach.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Identify The teacher will model and explain each step he does in detail so
students understand what they need to do. The teacher will assist the
IEP students by giving or repeating instructions so they also
understand what they are to do.
Condensation The vocabulary will be used throughout the lesson and explained in
Clouds detail so they are able to understand the meanings.
Liquid

Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
Students will use language to
describe what they have learned.
This includes recording and
explaining how they have come to
their conclusions.
Students will work on their
experiments and discuss what
The teacher will give the struggling students extra instruction with
clear cut explanations of what is expected and taught. The teacher
will also guide these students with prompts and hints to help correct
the desired outcome so they understand what is expected.
The teacher will model active listening while students are discussing
the experiments. The teacher will also allow time for sharing.

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and communicate their understanding of they have done with their
the concepts experiment.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator

- At the end of the previous subject, while the students are getting ready for science, the
teacher goes to the sink and fills a small pot of water up, then places it on a portable electric
burner, and then turns it on. Frequent checks for understanding, elicit
- The teacher asks the students a question as they are finally prepared for science and have responses when you know the answer, and
seen what the teacher did in front of them. check progress and provide feedback often
- Do you remember what happened last time when the water started to boil? in the first few minutes of each assignment.
Students –The steam came out of the pot.
- You are right! That vapor eventually becomes the next stage of the water cycle. Point out similarities to previous
- As I am saying this, I point to the pot that is steaming at this point. I grab a glass bowl and cup learning/work, use manipulative materials,
the steam. I tell the students to come and have a look at a safe distance away. and pre-teach/reteach.
- What do you think I am doing?
- Students – trapping the steam. Collecting the steam.
- I turn off the element.
- Alright, let’s go back to our seats and see what we can figure out about this.
Instructional Procedures

- Friends, last class we learned about evaporation and like last time, I boiled water. This time I
boiled water but I also cupped the steam with a glass bowl. I was collecting as much of the
vapor as I could.
- Stage 2 of the water cycle is condensation.
- Today we are going to learn about condensation and later conduct an experiment.
- So what is condensation?
Possible answers – when water is in the air. When water is in the clouds.
- I turn the element back on.
- You are all on the right track! Condensation is the process where the water vapor in the air
changes from a gas/vapor to liquid water. Condensation is important because that is how the
clouds form and eventually get full of water and finally have enough to rain.
- *The water is boiling and steaming.
- Instruct the students to come and watch the teacher cup the glass bowl in the steam
collecting the vapor. Frequent checks for understanding, elicit
- *I collect enough and turn off the element and turn the bowl right side up and set it on my responses when you know the answer, and
desk. check progress and provide feedback often
- The teacher asks the students to come observe what is in the bowl that was once collecting in the first few minutes of each assignment.
steam. What do you see?

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- Students – there is water in it! Point out similarities to previous
- You are right! When the vapor goes into the air, it starts cooling down and starts to become learning/work, use manipulative materials,
liquid or water again. These form clouds you see in the sky and when it gets too heavy, it and pre-teach/reteach.
rains!
- Class, we are going to have a game experiment. We are going to see how much water you can
collect from the vapor. I will split you up into 4 teams and the team that collects the most
water from the same amount of water wins.
- The teacher hands out 4 elements, 4 pots, 4 glass bowls, and 4 glass measure cups. Students
that are collecting the vapor are to wear oven gloves. The students will have the elements on
the same table so the teacher can supervise.
- The teacher instructs the students to split up into groups of 4, one student from each group
will hold the glass bowl and collects the vapor. One student will pour the water into the
measure cup. One student reads how much is in the measure cup. One student will write
down how much they have. One student informs the class how much their group has.
- The teacher instructs the students to begin the game experiment.
- The teacher walks around to each group to see what they are doing and giving more
instructions to the IEP students. The teacher answers all questions that they come up with.
- After completion of the game experiment, the winning team is announced.
Closure

The teacher summarizes the lesson. Students, today we learned about condensation and how it
works in relation to the water cycle. We learned that the vapor going into the air eventually changes
from gas to liquid as it cools down. This in turns form the clouds we see and when it gets heavy
enough, rains. Condensation is the second stage to the water cycle. Next science class we will look at
the third stage of the water cycle, precipitation.

In order for the students to leave, they are to write on a piece of paper what they learned today and
one question they have and give that piece of paper to the teacher.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

4 Small pots
4 Electric burners
4 Glass bowls
4 Glass measure cups

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