EDU 421 Elementary Science Methods INSTRUCTIONAL PLANNING TEMPLATE REFLECTIVE TEACHING Your name: Grade level and

school: Title of lesson/activity: The Water Cycle Unit (first stage) Understanding which way water flows? Teaching date(s) and time(s): Thursday, December 2, 2011 at 12:45 Estimated time for lesson/activity: 45 minutes Overview and Context Overview: Water naturally flows downward due to the force of gravity. From there rain falls on mountain tops and form steams. The steams come together, which soon form rivers and join large bodies of water. The water cycle is a ongoing process that has no beginning or end. However, in teaching children how the water cycle work you can teach the students how the water cycle works and the direction water flows and travels. In this lesson your students will learn about the water cycle and how water travel downward. The context of the lesson is for the students to understand that water flow downwards. It is the beginning of a unit of the water cycle. In this lesson the objective is for the students to understand that water flows downward on to mountains and steam down from the mountains into rivers and lakes and eventually the eater goes back up and evaporate. Battle Creek curriculum Attending to the Learners Anticipating student ideas: In trying to teach how water flows, there are a lot of ideas that the students may come up with that will be in accurate. Some students may say water moves upwards because we spray the water upward. However, this is inaccurate because naturally water flows downward due to the force of gravity. The students might say the water didnt move it dried up on their hand, in response I will inform the students that water can absorb. The students also could think that water moves left and right because of the way it roll on their hands. I would tell the student in this case that water flows downward to its lowest point. In order to make the lesson accessible for all the students I plan to use simple scientific language so that they can understand the concepts we will be exploring. I am also go to present all of the material on the small chalkboard and smart board so the students can visually see a good representation of what our ideas are about the experiments. I will also monitor the student that are struggling with writing or drawing their observations down on the worksheets. Learning Goals Learning Goals (1-2 in each) Science Content Connection to Standards Connection to Activities Patrina Langford 1st grade

Context of lesson:

Sources:

Making the content accessible to all students:

EDU 421 Fall 2011

Students will be able to: Show how water flows downward and how it never stop running 3.understand where water comes from and goes once it leaves the sky. 4. Analyze the way water flow through a water experiment dents will be able to Science Practices Students will be able to Observe the flow of water using a model that will help them demonstrates the motion of water and where its goes.

S.IA.01.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video). S.IA.01.12 Share ideas about science through purposeful conversation.

Example: By demonstrating that with a spray bottle the water only goes downward.

S.IA.01.13 Communicate and present findings of observations.

Example: Students make observations of on the flow of water when they see it flowing downhill on a mountain top steaming to a larger space of water

Assessments Type of Assessment Investigation report and written observation Learning Goals Connection Measurement & Evidence of Student Learning The students will have to fill in the answers on the investigation report. On the next page they will have to finish the sentence and draw a picture of what they saw happen.

Show how water flows downward and how it never stop running Demonstrate the motion of water and which direction water flow.

EDU 421 Fall 2011

Instructional Sequence Materials: 1 paper plate 2 spray bottles Foil for the mountain Red and green food coloring paper towel Steps Describing What the Teacher and Including Management Considerations The teacher will: In our last science lesson together we talked about the characteristics of water, and where we see water, does anyone remember where we see water? From there, hopefully the students will mention rivers and lakes; then I will ask some of them to share there experience when they last visited a lake or river. I will then ask the students where does the water come from in lakes and rivers and how did it get into the lakes and rivers? Well if we are unsure of where lakes and river get there water, we are going to figure it out today by investigating water and seeing which way it flows So someone mention that we see water when it rains? So, before we get into our scientific experiment I want you all to remember our investigation question: Which way does the water flow? Next we are going to make prediction of what is going to happen when the water is being sprayed on the mountain model and when its being sprayed on your hand model Students Will Do The students will:

Time 15 min

Draw on their knowledge about their previous experience with lakes and rivers Identify where they usually see water Explain where water come from and what it might go once it rains

Engage Phase

Management Considerations Make sure all of the students are engaging in the discussion and have something to contribute. Call on different students to bring up ideas concerning the science topics. Remind them that one-person talks at a time and everyone needs to listen carefully.

EDU 421 Fall 2011

15 min

The teacher will: Lets get started in our investigation everyone, but before we jump into the experiment can someone remind me what is our investigation question? Part I: Setting up the investigation (restate investigation question): Ok, so now that we know our investigation question is asking us which way does water flow, we are going to do two experiments that might help us figure out the answer to our question. So we have some materials here and I want you all to careful listen. I want us to use our imagination and make believe with our material. The spray bottle will be used as rain, our foil will be our mountain, and the small plate will be our lake/river. Knowing all of the names of the material will help us understand the lesson Part II: Carrying out the Investigation I am first going to model what I want the students to do what the water coming on their hand.

The students will:

Work together and observe water when it is sprayed on their hand and fist. Make observation of what they see when the water in sprayed on the mountain Collect observations and the hand experience and raining mountain experiment.

Right now I want everyone to hold their hand out over the table and Ms. Peterson and I will come around and spray water on the top of your hand. We are not going to spray water on anyones hand that is not seating in his or her chair or have their mouth close. I am looking for people who are ready to observed what the water is going to do once it leaves the bottle. Then I am going to spray it on the students hands and then have them ball their fist up and spray it one more time, I want them to observe the water and tell me what is happening and describe the direction of the water flow Ask questions: What is happening to the water Where is the water going? If you had to tell your mother where the water went what would you tell her? Now I want to know what you saw happen? (Record the students observation and have them explain them) Next, we are going to look at my model EDU 421 Fall 2011 of the mountain, and lake. I want you all to look closely to what is happening when the rain is falling down the mountain, Where is the water going? Tell me step

Experience Phase

Management Considerations Make sure you have paper towel on each students desk before the students walk to there desk Have the students sit in there sit the entire time so the water wont spill Make sure you have a trash can close to the students desk so the students can throw away the paper towel Make the model before the students come into the classroom 15 min The teacher will: Review our investigation question and show them our observation records. Explain to the students why the water was flowing downwards but now we have to explain our data with scientific reasoning Tell the students as scientist we have to end our experiment with a statement/claims. So now that we seen these two experiments, how could we answer our investigation question. Well, we first want to say a true fact. For instance, water flows downward because we saw ___ (what did we see) Now I want everyone to write their own statement and support it with evidences We are supporting our claims with the evidence we have on the board so fill in the blank by writing something from the board The students will: Draw on their data to explain how they kept the track ball from rolling more than 10 cm and then all the way across the track. Synthesize and make sense of the patterns in their data table.

Explain with Evidence Phase

Management Considerations Have the students sitting on the rug and talk about the explanations. Once you give them an example of an claim and evidence have them go to there seat and write quietly Have the students write at there desk and then put the worksheet in the white book Make sure the students understand the expectations for gives ideas Reflection on Planning Learning goal for self: My goal for this lesson is to have a clear experience phase, so that my students will understand the purpose of the lesson. It is very important for them to grasp the concepts during the experience phase of the lesson. In preparing for the lesson I perform that mountain model and hand model before the lesson. I put the materials together. I practice the entire lesson, engage, experience, and explain phase. I practice the lesson and experience phase of the lesson because I wanted to make sure the model would show a clear understanding of the objective of the lesson and would not mess up.

Preparing to teach this lesson:

EDU 421 Fall 2011

SCIENCE INSTRUCTIONAL PLANNING TEMPLATE for NOVICE TEACHERS (Annotated) Your name: Grade level and school: Title of lesson/activity: Teaching date(s) and time(s): Estimated time for lesson/activity: Overview and Context Section Overview Context of lesson Description Provide a short description (2-3 sentences) of the lesson/activity. Describe the unit of study, including the lesson that comes before and after your lesson, and explain how these lessons help develop a big idea or disciplinary practice. List the source(s) you used in the creation of your lesson plane.g., websites, curriculum materials, books. If you drew heavily on or adapted an existing lesson plan, note that. Please turn in copies of the original lesson plan from the teacher's guide (if relevant) with your assignment. Attending to the Learners Section Anticipating student ideas Description Explain what you think will be students prior knowledge about the content, including the alternative ideas or challenges you anticipate students might face and how you plan to work with each of these challenges during the lesson. Draw on resources such as the MSTA list or those found on the CASES website. Connection to Design Considerations Connection to Design Considerations

C7: Building a Coherent Sequence of Instruction: How does the lesson

connect to the other lessons within the unit, across units, and to longerterm goals?

Sources

C2. Attending to Students Ideas:

Specifically, are there any student ideas that might come up during the lesson that the teachers should be prepared for?

C4. Promoting Students SenseMaking:

Specifically, does the lesson raise and address likely misconceptions, errors, or other difficulties? Making the content accessible to all students Describe how you will help ALL students engage productively in the lesson. This includes identifying assumptions that the lesson makes about students prior experiences and knowledge; making the representations, explanations, and/or vocabulary accessible and meaningful to all students; and making connections to students personal, cultural, and social experiences during the lesson.

C5: Making the Content Accessible to All Students: How does the lesson

ensure that all students will be able to engage productively? How does the lesson attend to and capitalize on differences among students?

EDU 421 Fall 2011

Learning Goals Section Learning goals Description List the learning goal(s) you have for your students. Use measurable behaviors that can be linked to the assessments. State the appropriate content expectations from the Michigan GLCE(s) that you address in your lesson for both science content and science practices. Briefly describe how the activities in the instructional sequence help students make progress toward the stated learning goal(s). Assessment Section Type of assessment Description Name the type of assessment you will use to assess student learning (e.g., worksheet, exit slip, teacher observation, whole class discussion). If possible, try to create an assessment that allows you to make claims about individual student learning. State the learning goal(s) that the assessment targets. Connection to Design Considerations Connection to Design Considerations

Connections to standards

C1: Attending to Learning Goals:

How do the activities and assessments align with the learning goals?

Connection to activities

C1: Attending to Learning Goals:

Specifically, do the assessments measure students progress toward the learning goals?

C4. Promoting Students SenseMaking: Specifically, do the

Learning-goals connection

assessments focus on a deep understanding of the intended content and/or ask students to apply what they have learned to new situations?

Measurement & Evidence of Student Learning

Describe how you will you determine if a student has attained the objective(s) you set for the lesson by using the assessment you have chosen. Explain what you will count as your evidence of student learning. How will you assess what each student has learned about the science content and about science practice? State how you plan to give feedback to students on their achievement. Instructional Sequence

C5: Making the Content Accessible to All Students: Specifically, do the

assessments enable every student to demonstrate his/her understanding and/or skills?

Section Materials

Description List the materials you will need and the materials the students will need. Include quantities and indicate which are attached. Attach all documents that you plan to use in your lesson, including overheads, assessments, rubrics/answer keys, worksheets, and handouts. (In

Connection to Design Considerations

C6: Attending to Classroom Management: How does the

lesson address classroom management?

EDU 421 Fall 2011

Section

Description creating your handouts, be sure you think carefully about the specific questions you're giving students as well as the format for them to write any responses. For example, is there enough room for children's large writing? Are the page breaks in the right spots? Are the instructions clear and kid-friendly? Is everything spelled correctly and grammatically correct? Do the artifacts look professional?)

Connection to Design Considerations

Time

Structure your lesson/activity into chunks or segments in order to break it down into its component parts, and then list the time it will take to complete each part. Be specific about what you will do and how long each activity will take. Try to envision each main element of the lesson and make a realistic estimate of how long it will takeremember to account for distributing materials, confusion about setting up the investigation, etc. Consider what portion(s) of the lesson would you shorten or eliminate, if things are running longer than you'd expected. Describe the activities that you will do with your students. Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key focal questions you plan to ask. You may consider at least 5 questions to use at specific points throughout the lesson that will foster students sense-making. The first phase of your instructional sequence (ENGAGE) should detail how you will launch the lesson. This will include engaging students in the following tasks (as appropriate): Posing a focal question/problem to establish a meaningful purpose for the lesson. Sharing initial ideas about the focal question. Participating in an initial shared experience. The second phase of your instructional sequence (EXPERIENCE) should detail how you will engage students in setting up and carrying out an investigation. This will include engaging students in the following tasks (as appropriate): Establishing data collection protocols. Carrying out the investigation. Analyzing trends/patterns in data. The third phase of your instructional sequence (EXPLAIN) should detail how you will promote

C6: Attending to Classroom Management: How does the

lesson address classroom management?

Steps describing what the teacher and students will do

C2. Attending to Students Ideas: How does the lesson

attend to students experience, knowledge, and capabilities?

C3. Attending to the Content:

How does the lesson help students zero in on the intended content and maintain the integrity of the discipline or domain?

C4. Promoting Students SenseMaking: How does the lesson

guide students to reason about and develop an understanding of the intended content (including concepts, practices, and skills)?

EDU 421 Fall 2011

Section

Description students sense-making. This will include engaging students in the following tasks (as appropriate): Making claims based on evidence. Communicating evidence-based claims. Applying knowledge to new situations. For each of the phases, specify what you will be expecting to observe as the students engage in the lesson and in what format they will be engaging. The format is the number of students who will be working together on a particular task such as whole class, small group (specify how many), or as individuals. You will want to specify any observable behaviors that you will to see and hear. Describe how you will manage students during instruction, including how you will manage the distribution and clean up of materials, lead discussion on proper use of the materials and what you will do if used inappropriately, transitions between segments of instruction, group work (if relevant), and students who finish early from a task.

Connection to Design Considerations

Management considerations

C6: Attending to Classroom Management: How does the

lesson address classroom management?

Reflection on Planning Section Learning goal for self Description State at least one learning goal that you have for yourself, with regard to your teaching. In other words, what are you working on to improve your teaching practice? If someone will be observing your lesson, also think about what aspect of your teaching you would like the observer to focus on. This may or may not be the same thing as the learning goals you have for yourself. Describe the things you did in preparation to teach this lesson. For example: practiced the activity with the actual materials, answered the worksheet questions myself, thought through timing, researched materials, etc.

Preparing to teach this lesson

EDU 421 Fall 2011