LDIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

rd
ELEMENTARY3
SEMESTERLESSONPLANTEMPLATE
(1/25/13)

TeacherCandidate
JessicaIverson
GradeLevel
Fourth
Title
Constructamodelofthewatercycle

CONTEXTUALFACTORS

(classroomfactors)

24Students
12girls
12boys

ESL:
RamienWIDAlevel3
UmanWIDAlevel3
KimberlyWIDAlevel4

IEP:
Jaden(Reading,Math,andBehavior)
Ramien(MissedKindergartenandFirstgrade)
Uman(MissedKindergartenandFirstgrade)
Jeffery(Reading)
Sherlym(ReadingandMath)
Paris(BehaviorandMath)

Behavior:
Paris
Jaden

GATE:TherearenoGATEstudentsinthisclassroomhowevertherearestudentswhoarealittlebitabove
gradelevel.Ihavelabeledthisstudentsashigherlevellearners.
HigherLevelLearners:
Grant
Kayla
Alakai

ClassroomEnvironment:StudentsDesksareputintorowsof4or5inasquaresetupintheroom.Thereisan
aid,Mr.Tobler,RoomisequippedwithPrometheanboardandElmo.Thereisahorseshoeshapedtableinthe
frontcorneroftheroomusedforsmallgroupinstruction.Onthewallsthroughouttheroomtherearelotsof
subjectrelatedpostersandpictures.Onthebackwalltherearebookshelvesfilledwithtubsoflabeledbooks.

WALKAWAY
(Asaresultofthislesson,whatdoIwantthestudentstoknow,understand,andbeabletodo?)
StateStandard/Objective:
Standard1:
Studentswillunderstandthatwaterchangesstateasitmovesthroughthewater
cycle.
Objective2.d:
Constructamodelordiagramtoshowhowwatercontinuouslymovesthroughthewatercycle
overtime.


ContentWalkAway:Iwillbeabletoconstructamodelordiagramofthewatercycle.

LanguageWalkAway:Iwillbeabletodescribetotheclasshowmymodelordiagramshowsthatwatercontinuously
movesthroughthewatercycle.

Vocabulary:modelanddiagram

ASSESSMENTEVIDENCE

(WhatevidencedoIneedtoshowthestudentshavelearned
theWalkAway?)

Modifications/Accomoda
tions
(ELL,IEP,GATE,etc.)

FormativeEvidence(checkingforunderstandingthroughoutthelesson):
ELLandIEP:Providethem
Observation,questioning,andexitticket.
withthedefinitionsand

picturesofthewordsthat
ContentWalkAwayEvidence(Summative):
needtobeincludedintheir
Studentswillturninacompletedwatercyclemodelordiagramwiththe
modelordiagram.
correctlabels.
HighLevelLearners:Have

themincludeinfiltrationand
LanguageWalkAwayEvidence(Summative):
groundwaterstorageintheir
Studentswilldisplayanddescribetotheclasshowtheirmodelordiagram
modelordiagram.
showsthatwatermovesthroughacontinuouscycle.

Approx. ACTIVELEARNINGPLAN
Time

Activate/BuildingBackgroundKnowledge

Whoremembersaboutustalkingaboutthedifferentpartsofthewatercycle?Iwantyoutowhisper

toaneighboraboutthe4differentkindsofprecipitation.NowIwantyoutoblurtoutwhat
SIOP:
condensationis.Whocantellmewhatwecallitwhenplantssweatorreleasewater?Iwantyouto
1,2,3,
thinkaboutitandthentellyourotherpartnerwhatthewordis.Todaywearegoingtolearnabout
7,8,9
howtomakeourownwatercyclediagramsormodels.

Formativeassessment:

Observationandansweringquestions.

LearningGoal
SuccessCriteria
AssessmentStrategy

Recapofwhateachpartofthe Studentswilltalkwitha
Iwilllistentostudentstelling

watercycledoes.
partneraboutwhateachpart
theirpartnersaboutwhateach

ofthewatercycledoes.
partofthewatercycledoes.

Modification/accommodations:(ELL,IEP,GATE,etc.)

TablesaregroupedinheterogeneousgroupingsothereisaESL,lowlevel,ongradelevel,and

abovegradelevelstudentateachtable.

FocusLesson(Idoit)

Beforeweallcreateourownwatercyclediagramsormodelsfirstwhenneedtotalkaboutallofthe

differentwaysthewatercyclecanlook.(Showpowerpointwithmultipledifferentmodelsor

SIOP:
23,24,
4,22

SIOP:
4,6,10,
11,20,
26,5

diagramsofthewatercycle.)Pointoutthateachonecontainsthesameamountofinformationifnot
moreandtheyallshowthatthewatercyclecontinuouslyismoving.

FormativeAssessment:
Observation

LearningGoal
SuccessCriteria
AssessmentStrategy
Differencebetweenamodel
Studentswilllearnaboutthe
Iwillobservestudents
andadiagram.
differencebetweenamodel
discussingifthepicturesarea

andadiagramandbeableto
modeloradiagram.
distinguishifitisamodeora
diagram.

Modification/accommodations:
ELLandIEP:Providestudentswiththevocabularycardswiththedefinitionsofmodelanddiagram
onthem.

GuidedInstruction(Wedoit)
Aswegothroughthedifferentslidesofallofthewatercycleshavestudentsvotebyholdingup1
fingerforyesthatshowsthewatercyclecorrectlyor2fingersfornoitdoesntshowthewatercycle
correctly.

Idoit:
ShowthestudentsanexampleofawatercyclethatIhavemadewithdifferentartsupplies.Talk
abouthowIhavelabeledeachofthedifferentcomponentsandhavearrowsshowinghowthey
movethroughthewatercycle.
FormativeAssessment:
observationofstudentsvotingforifthewatercycleiscorrectlyshown.
LearningGoal
SuccessCriteria
AssessmentStrategy
Determiningifwatercycle
Studentswillvoteyesornoif Iwillobservestudentsvoting
modelsordiagramsthatlook theythinkthatthephotoofthe yesorno.
differentarestillthewater
modelordiagramcorrect
cycle.
showsthewatercycleornot.

Modification/accommodations:
WatchtomakesureParisandJadenareraisingtheirhandstoanswer.Iftheyarenothavethemsit
atthefronthorseshoetablesothatIcanhelpthemtostaymoreontask.

Collaborative/Cooperative(Youdoittogether)
AftershowingthestudentsmyexampleoftheposterImadeshowingthewatercyclehavethem
worktogethertocreateaposterasagroupofthewatercycleusingsomeofthesuppliesthatIhave
brought.(Hidemyexamplesothatstudentsarecreativeandmakingthemlookdifferentthan
everyoneelses).

FormativeAssessment:
Observationofstudentsworkingtogethertocreateaposter.
LearningGoal
SuccessCriteria
AssessmentStrategy


Creatingaposterofthewater Studentswillcreateaposterof Iwillobservestudents

cyclewithallthecorrect
thewatercyclewithallofthe creatingpostersofthewater
SIOP:
labels.
correctlabels.
cycle.
6,17,

18,21,

16,26,
Modification/accommodations:
25,20,
ELLandIEP:Studentswillbeprovidedwithalistofthewordsthatneedtobeincludedintheir
16
modelsordiagrams.Highlevellearners:Willberequiredtoincludethewordsinfliltrationand

groundwaterstorageintheirmodelsordiagrams.

Independent(Youdoitalone)

Eachstudentinthegroupwillbeaskedtodiscussonepartoftheirwatercycleposterthattheymade

asagroup.Theywillhavetostatewhatparttheyhaveandhowthewaytheyportrayedthatpart

showshowitmovestothenextpartofthecycle.

SummativeAssessment:

Studentsdescribingtheirwatercyclestotherestoftheclassandhowtheirmodelordiagram

portraysthewatermovingthroughacontinuouscycleandafillintheblankwatercyclediagram.
SIOP:

21,30,
Modification/accommodations:
29,5
ELLandIEP:studentswillbesuppliedwithalistofvocabularywordsthatneedtobeputintothe

diagramworksheet.

Closure/Reviewofwalkaways,vocabulary,andessentialquestions

(Note:Closureincludesstudentinteractions,reflection,and/ordemonstrations.)

Exitticketaboutmostimportantthingthattheylearnedtoday.Whocantellmewhatamodelis?

Whocantellmewhatadiagramis?Whocantellmeonethingnewthattheylearnedtoday?

SIOP:
27,28

SIOPIndicators
(AddSIOPnumberanddescriptionwithinthelessonplan)
Preparation:
1Contentobjectives,2Languageobjectives,3Contentappropriate,4Supplementarymaterials,
5Adaptationofcontent,6Meaningfulactivities
BuildingBackground:
7Linkedtobackground,8Linkedtopastlearning,9Keyvocabulary
ComprehensiveInput:
10Appropriatespeech,11Clearexplanation,12Varietyoftechniques
Interaction:
16Opportunityforinteraction,17Groupingsupportsobjectives,18Waittime,19Opportunity
forL1students
Practice/Application:
20Handsonmaterials,21Activitiestoapplycontent/languageknowledge,
22Languageskills:reading,writing,listening,speaking
LessonDelivery:
23Contentobjectivesupported,24Languageobjectivesupported,25Studentsengaged,
26Pacing
Review/Assessment:
27Reviewvocabulary,28Reviewconcepts,29Feedback,30Assessment

TEACHINGNOTES
WhatdoIneedtoremembertodo?WhatmaterialsdoIneedtohaveready?Whatistheapproximatetimeneededforthislesson?


REFLECTIONAFTERLESSON
HowcanIusetheassessmentdatatoreflecton&evaluatetheoutcomesofteachingandlearning?HowcanItransferwhatIlearned
fromteachingthislessontofutureteaching?Whatwaseffectiveandnoteffective?WhatgoalscanIsettoimprovemypracticeand
studentlearning?

Thiswasmyfavoritelessonofmyentireunit!Thestudentslovedmakingpostersofthewatercycle.Italsowas
alotoffunbecausetheygottousealotofdifferentmaterialstomaketheirposters.Iprovidedeachstudent
withachecklistandtherubricIwouldbegradingthemwith.Ifeelthatthishelpedforthestudentstovisually
seeexactlywhattheyneededontheirposterandhowtheywouldbegradediftheydidntincludesomething.
SomethingthatIwouldimproveonwouldbetohavethegroupspickedoutbeforehandinsteadofjustpicking
themonthespot.Somethegroupsendedupbeingalllowstudentsandbehaviorproblemstogetherwhich
meantthattheywerentreallyworkinganddidntfinishallofthepartsoftheposter.Atthebeginningofmy
lessonIshowedstudentsalotofdifferenttypesofdiagramsandmodelsofthewatercycletoshowthateven
thoughtheylookalittlebitdifferenttheyarestillthewatercycle.Ilearnedthatthestudentsneededalotmore
timetocompletethepostersandhaveallofthecomponentsthecorrectway.Afterlookingatalloftheposters
alotofstudentsweremissingthegroundwatercomponentontheirposters.Onlyonegroupincluded
groundwater.IfeelthatIneededtogivebettermoredetailedinstructionsfortheposters.Theonegroupthat
scoredverylowwasfilledwithbehaviorproblemstudentswhojustcouldntfocusandtheydidntgetto
completeit.Alloftheposterslookedverydifferentfromoneanotherandtheyreallyhelpedforthestudentsto
feelandseethedifferentpartsofthewatercycle.