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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate: Janice Cannata
Grade Level: 4th
Title: Science Unit The Water Cycle
Lesson: 3 Why does a Puddle Shrink?
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

Total Students: 18
Girls: 9
Boys: 9
Struggling Learners: Boy #1 Boy #2
Struggling Learners in Special Education: Boy #3
Advanced Learners: Girl #4 Boy#5, Boy#6, Boy#7, Girl#8 Girl#9
ELL: 0
Behavior Challenge Students: 0
Vision Need Student: Boy#10
Classroom Environment: This class is not my practicum classroom. The fourth grade team rotates for science. I
am teaching another fourth grade class at my elementary school. The students are respectful and well behaved.
According to the teacher, they are all great readers, but some struggle in math. This fourth grade teacher has one
special education student. (Boy #3). The vision challenged student is (Boy #10). Accommodations are made for
(Boy #10) by copying most worksheets and papers at 129% to help with his vision challenges. Six students are not
necessarily advanced students, but highly motivated and work very hard therefore, they do very well. The science
unit is being taught in my mentor teachers classroom. The desks are arranged in groups of five facing the front
that has a smart board, ELMO, and whiteboard. The mentor teachers desk is in the far right hand corner allowing
for a clear view of all students. Classroom behavior is managed with a computer app named DoJo. The students are
very motivated to receive points from the DoJo program in part because weekly prizes are given out. The
classroom is managed efficiently and effectively.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
B. Utah State Core or Common Core Curriculum Standard

Science/Standard 1: Students will understand that water changes state as it moves through the water
cycle.
Objective 1. Describe the relationship between heat energy, evaporation, and condensation of water on
Earth.
b. Identify the sun as the source of energy that evaporates water from the surface of the earth.
.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Pre-assessment test
Observe for students being engaged in class discussions
Questioning students about vocabulary words and their meanings
Successful completion of the evaporation experiments and proper record
keeping of their data
Demonstrate an understanding of the effect that the heat of the sun provides
the energy needed (solar energy) to change liquid water to water vapor

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I will review with my


students and struggling
learners the vocabulary
words and their meanings.
Derek will have all
worksheets and instructions

through correct answers to core instruction questions.


Content Walk-Away Evidence (Summative):
I will understand that the sun is the source of energy that evaporates water from the
surface of the Earth.
Post-test of The Water Cycle at the end of the science unit.
Language Walk-Away Evidence (Summative):

Students will be able to read, follow instructions, write, and collect data for the
evaporations experiment.

Approx.
Time

copied in the size of 129%.


Derek will be placed in a
seat close to the front so he
can see the smart board
well. The advanced learners
have been put in supportive
grouping configurations at
their tables that help with
students questions and
brainstorming. Advanced
learners will be asked to
research about various
evaporation topics and
share with the class.

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge
The content and language objectives will be printed out and posted on the whiteboard. We
will recite the content and language objectives.

5minutes

Boys and girls this is day three on our science journey The Water Cycle To begin we are going to review
our vocabulary words. We also are going to review what we learned about in lesson two of this science unit
plan where the water is found on the Earth. They will then turn to their shoulder partner and recite
the vocabulary word meanings and what we found out yesterday about where the water is found on the
Earth. Guiding questions would be Where is most of the water found on the Earth? How much
water is found in the oceans, glaciers, and freshwaters? What did the penny activity teach
you? What did the two liter bottle water demonstration teach you? I will give the students
three minutes for discussion of these questions. The students will turn to page three in their science booklet
and complete with their partner the activity. I will give the students five minutes to complete the activity.
We will then sing our water song. The big idea of todays lesson will be introduced. Students look at the
vocabulary word Evaporation. We have learned from our vocabulary words that evaporation means the
change of substance from the liquid to gas. Also known as Vapor another vocabulary word meaning liquid
in air in the form of a gas.
(SIOP 3,4,6,7,8,9)
Formative assessment:
Learning Goal
Understand the meaning of
evaporation and vapor.

Success Criteria
Guided questioning of the
vocabulary words.
Productive discussion of
review of yesterdays
instructional topics.
Successful completion of the
activity page in their science
folder.

5minutes

Assessment Strategy
Listening for correct
answers. Listening for
productive discussion of
review of yesterdays
instruction topics.
Successful completion of the
activity page in their science
folder with an 80% score or
better.

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


I will have copied the science booklet for Boy #10 at 129%. Boy #10 will be sitting in the desks that are
closest to the smart board. I will pair Boy #3 and Boy #5 and Boy #2 and Boy #6.

Focus Lesson (I do it)


The following information will be presented in a power point presentation. The sun provides the energy
needed (solar energy) to change liquid water to water vapor. (evaporation) Approximately 80% of all
evaporation is from oceans and the balance comes from inland water, soils, and transportation from
vegetation (transpiration).Winds carry the water around the Earth. When moist air rises and cools, the
water vapor condenses from a vapor to very small liquid water droplets forming clouds. A you-tube video
will be viewed Why does a Puddle Shrink
(SIOP 4,6,)
Formative Assessment:
Learning Goal
Students will be able
understand how
evaporation works.

Success Criteria
Students when questioned
can answer correctly about
evaporation cycle.

Assessment Strategy
Listening for correct
answers.

Modification/accommodations:
I will ask my advanced learners to review the information with the class. Girl #4 will share how the sun
effects the evaporation cycle. Girl #9 will share how the where most of the evaporation occurs, and what
kind of water does the most evaporation occur from? Girl #8 will share about how moist air rises and cools
which in turn forms clouds. (SIOP 16)
Guided Instruction (We do it)
Each student will be distributed a wet cotton swab and a paper towel at their desk. Each student will place
equal amounts of water on the paper towel and the back of their hand. We will discuss the results and the
role that heat plays in the evaporation process. Guided questions could include:

How does heat energy play a role in evaporation?


Does the back of your hand contain more heat than the paper towel?
Which water evaporated quicker the water on the back of your hand or the water on the paper
towel?
( SIOP 8, 9,16, 20)

Formative Assessment:
Learning Goal
Students will be able to see
how heat energy affects
evaporation.

Success Criteria
Students will successfully
understand that the water
on the back of their hand
will evaporate more rapidly
than the water on the paper
towel because the heat of
their body.

Assessment Strategy
I will observe the students
successfully administering
the evaporation experiment
and through class discussion
Understand that heat plays a
role in evaporation.

Modification/accommodations:
The vocabulary words with their meanings will be posted during the entire lesson. I will pair Boy #2 and
Boy #5 and Boy #2 and Boy #6 together

Collaborative/Cooperative (You do it together)


Students you are going to perform a science experiment called Why Does a Puddle Shrink
Instructions for the science experiment will be given. The students will be divided into groups of 3 to
perform the science experiment (SIOP 16,4, 6)
Formative Assessment:
Learning Goal
Students will be able to
perform their science
experiment that will require
data keeping. This
experiment will be done
over night and the
conclusive data will be
gathered tomorrow.

Success Criteria
Students will be able to
perform their science
experiment successfully that
will require data keeping.
This experiment will be
done over night and the
conclusive data will be
gathered tomorrow.

Assessment Strategy
I will walk from group to
group assessing if their
group is performing their
experiment correctly.

Modification/accommodations:
My grouping configurations will reflect structures that are conducive to the success of the activities. Each
group will have three members. I will pair will Boy #2 and Boy #5 and Boy #2 and Boy #6 together.
(SIOP 16,17)
Independent (You do it alone)
Each student will successfully complete their independent data record keeping.
Summative Assessment:
I will walk from group to group monitoring the successful completion of the data tables. (the information
they are able to complete today) answering any questions that the students may have. A post-test will be
given at the end of the Water Cycle unit.
Modification/accommodations:
I will be available for any struggling students. The advanced learners will be given some ideas for research
about evaporation that they will be required to share with the class tomorrow.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
We will return as a class. We will recite our content and language objectives again. We will determine as a
class if these objectives have been met. We will review todays vocabulary words.
From my summative assessments I will assess which students need re-teaching and provide that to them in
a timely manner.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have the water cycle folders on desks.
The cotton swab experiment supplies ready.
The water puddle experiment supplies ready.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

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