EDU-218, Integrated Lesson Plan. 4.6.

2019

Integrated Lesson Plan Format

Name ____________________________ Date _____________ School _______________________

# PLANNING the LESSON

1 Descriptive Title of Lesson

Water Cycle
2 Date of Lesson

3 Grade Level being Taught

Fourth Grade

4
Core Subject: Science
Core Lesson: Water Cycle

Fine Arts Subject: Visual art

Fine Arts Lesson: Crafts

Brief description of how you will blend the two lessons together: The kids will make their own
water cycle. They will cut out each part of the water cycle. Then they will be able to mix around
the pieces and put them in order.

5 Duration: Length of Lesson - may be one session or continued for several days with different
parts

One session
6 Objective for each Subject: Students will be able to . . .
1. Objective/s: Students will be able to
1) Students will be able to understand how the water cycle works
2) Students will be able to explain the steps water cycle

2. Fine Arts Objective/s: (Dance, Media, Music, Theatre, Visual Arts) Students will be able to…
1) Students will be able to create their own water cycle using certain materials
2) Students will be able to collaborate to plan and create the water cycle

7 Iowa Core Standard: https://iowacore.gov/

● Science and Math are listed by subject and grade
● Technology is listed in 21st Century Skills (Located under Browse by Subject)

Fine Arts Standards: National Core Arts Standards

https://educateiowa.gov/pk-12/instruction/fine-arts
OR
https://www.nationalartsstandards.org

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EDU-218, Integrated Lesson Plan. 4.6.2019

(Complete listing of all labels, numbers and wording is required)

4–ESS2–1
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of
erosion by water, ice, wind, or vegetation

4–ESS2–2
Analyze and interpret data from maps to describe patterns of Earth’s features.

8 Vocabulary words/terms and definitions

- water vapor
- condensation
- evaporation
- precipitation

9 List of all Materials used in lesson: (specify what type of handouts, books, ipads, pencil, paper,
etc.)
- construction paper
- crayons
- markers
- colored pencils
- handout with instructions and vocabulary words

10 Anticipatory Set (Hook) Quick introduction - How will you grab your students’ attention about
this lesson?
The water cycle is something that happens daily. It's a very interesting process. You will learn what the
water cycle is exactly. You will then be creating your own.

INSTRUCTION AND LEARNING ACTIVITY

11 Instructional Input: Brief summary of lesson - What are you going to teach the students?
What activity are the students going to do? What will their assessment consist of?

- I am going to teach the students the process of how the water cycle works
- The students will be creating their own water cycle
- Their assessment will be memorizing the steps and learning the vocab

12 Checking for Understanding/Questioning Strategies: Teacher asks questions from the

Instructions he/she just presented to check if all students understand the concepts. Teacher
may review parts of lesson to reinforce particular confusing concepts. Teacher can tell if some
students still need additional small group or individual assistance.

13 Teacher Modeling: (I DO) Teacher demonstrates how to do activity (Use as many steps as
needed)
Example of a list:
1. First we will . . . . . learn the vocabulary of the water cycle.
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EDU-218, Integrated Lesson Plan. 4.6.2019

2. Then we will talk with partners and quiz each other over the vocab
3. Next we will . . . . . put the vocabulary into the steps of the water cycle.
4. We will make our own water cycle out of materials.
5. We will go over the vocabulary again.
6. Finally you will present you're water cycle to the class.
14 Guided Practice: WE DO (Teacher and students do together) Can ask individual student(s) to
volunteer or have short all-class “rehearsal”.

We will go over the vocabulary together.

15 Independent Practice: (YOU DO) Students work on activity, individually or in groups

You will go over the steps as groups.

16 Describe assessment strategies (How does teacher measure that students’ have reached the
objectives of lesson; how will work be graded or measured?

Their will be a quiz over the vocabulary.

17 Closure: (Review and Clarify Key Points)

Presenting the water cycle to the class is the final. The students will be able to see models of the water
cycle and relate it back to what we went over in class.

18 Differentiated Learning: (Modifications for students who learn differently)

Their will be change of pace for students who learn differently. The quiz over the
vocabulary will be modified and I will help them out while the whole class takes the quiz.

☐ Change pace of instruction ☐ Shortened assignments ☐ Audio-taped stories

☐ Preferential seating ☐ Highlighted texts ☐ Assistive technology
☐ Defined physical space ☐ Frequent feedbacks ☐ Oral responses
☐ Peer tutoring ☐ Oral tests ☐ Reduced paper/pencil tasks

Bilingual Modifications: English language learners will be grouped with bilingual students to assist
them with project. Spanish speaking students will write responses in their own language.
The ESL instructor will make student assessments in collaboration with Teacher.