Instructor: Kayla McCray

Grade: 6th Grade

Subject Area: Science

Part 1: Getting to Know the Learners (5 points)

General Characteristics: The students in this class range from 11 and 12 years old. There are 21
students in this particular class. Of those 21 students, seventeen of them identify as gifted and
talented. There is one mildly autistic students, and three with an IEP. All students receive free
breakfast and lunch due to a majority of the students in the school coming from homes with low
socioeconomic statuses. For the most part, this group of students are very respectful to their
teachers. These students love to participate in activities that will challenge them and keep them
engaged in their learning. This class is also comprised of 14 females and 7 males. There are 6
African-American (3 males and 3 females) students and 15 Caucasian (four males and 11
females) students.

Entry Competencies
Majority of the students are able to do the following:
Practice internet safety
Communicate responsibly
Use a keyboard and mouse correctly
Create, open, and save a GoogleDoc document

Learning Styles

For the majority, the students appear to have a passion for participating and learning new
things. With many technological devices that they use every day, students are highly engaged in
the learning process. They also love instruction that allows for them to be able to use their
Chromebooks in their learning. Many students are very confident and are spatial, auditory,
linguistic, kinesthetic and interpersonal learners. Students enjoy using pictures and videos to
learn, but teaching a whole-group lesson using words and recordings help the students learn also.
Students love the idea of having soft music playing while completing independent work.
Majority every student loves working with a partner and exchanging ideas and thoughts to work
on an assignment. They enjoy being able to type their thoughts in a Word document and produce
the finish work. Because we are a Google for Education school, we have access to the Google
suite and students love these platforms because they are able to get instant feedback on their
assignments. This information will be beneficial because it helps drive instruction. We want to
make sure the students get all they need and more.
Part 2: Performance Objectives and Lesson (10 points)

I will be using the gradual release model for this lesson. I will model expectations for the
students. Then students will be able to work with a partner to complete the planning of the
assignment. They will then be released for the you do portion of the lesson on their own. I will
still be available to students as needed.

Standards: Standard 6.E.2: The student will demonstrate an understanding of the interactions
within Earth’s systems (flow of energy) that regulate weather and climate.
Indicator: 6.E.2A.3 Construct explanations of the processes involved in the cycling of water
through Earth’s systems (including transpiration, evaporation, condensation and crystallization,
precipitation, and downhill flow of water on land).

Lesson Objectives:
- Students will be able to:
o given an image the water cycle to label based on what they already know –
Knowledge
o watch a video on the water cycle and then revisit the drawing to see what they
can add to the drawing - Comprehension
o construct writings on the process of the cycling of water at each step of the
water cycle – Knowledge
Lesson – 5 days
Day 1
- I do:
o Instruct students to draw a picture of the water cycle
- You do:
o Draw a picture of the water cycle from memory
o Listen to reading of a book about the water cycle
- We do:
o Revisit and add to your original drawing of the water cycle
o Questions:
 What do you notice?
 What are the stages of the water cycle?
 Does water travel in a cycle?
Day 2
- We do:
o Review the stages of the water cycle as a class
- Review what happens at each stage of the water cycle
- You do
 o Begin making connections on Padlet with provided questions
 Does the water cycle start and end?
 Would be have precipitation without run off? Why or why not?
 What happens if there is a day when the sun does not come out?
 What happens during condensation?
Day 3
- You do:
- I do:
o Begin writings (done on Google Docs) on the process of the cycling of water
- We do – review of expectations
Day 4
- I do:
o Reminder of expectations
- You do:
o Continue writing on the process of the water cycle
o Complete a label and write exit slip where students have to tell what the stages of
the water cockle are and what happen during each state
Day 5
- Complete the assessment on the water cycle

Part 3: Teaching and Learning Strategies (5 points)

Strategies to teach the lesson:

- Modeling
- Repetitions
- Graphic organizers
- Books
- Note-taking
Formal instrument to evaluate:
The formal instrument to evaluate is a GoogleForm I made on the processes of the water cycle.
Part 4: Present and Analyze Technologies Used (5 points)

Technology used:
To teach this, I will be using videos, pictures, models, and books. Videos will help those students
who are visual as well auditory. Pictures will help those who are visual learners. Having hands-
on models will help those who are kinesthetic learners. Books will be used just to help those
students who need another way of interpreting information.
Enhanced Technology:
One way to have enhanced this is to incorporate a drag and drop type of assessment where the
students had to drag and drop material.