NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
Grade Level: Third Grade Type of class: Science Demographics: 16; 4 Beginners, 9 Intermediate, 3 Advanced ELLs-all students in this class are native Spanish speakers Age Range: 8-9 Gender: male; female

Background:
The class has been reading about the Water Cycle for the past 2 days. The students have seen numerous illustrations on the sun, clouds, precipitation, condensation, and water. They have the background knowledge and understanding that the sun heats the Earths surface water and evaporates. That vapor gathers in clouds and rises up into the cold air. When those clouds become too heavy to float, they release their moisture as precipitation. The precipitation
collects in lakes or oceans after siphoning through soil, or running down rivers. It then evaporates and repeats the cycle once again. Today, the students will be doing a hands-on experiment to see first-hand how the water cycle works.

Note: Teacher has modeled and explained on how to create hypothesis. She has also formed a mock example of the experiment and what is expected of the students when doing so. SIOP Model: Building Background, this is referring to the prior knowledge that the student have before they start this lesson. The key vocabulary that they have already been taught and understand that will constantly be going over. Links are made explicitly within the Lesson Sequence. We will refer to the books: The Water Cycle (Nature's Changes) by Bobbie Kalman, Rebecca Sjonger; A Drop Around the World by Barbara McKinney; The Water Cycle (First Facts, Water All Around) by Rebecca Olien; The Snowflake : A Water Cycle Story by Neil Waldman; A Drop Of Water by Walter Wick; Water by Frank Asch; One Well: The Story of Water on Earth by Rochelle Strauss; The Life and Times of a Drop of Water by Angela Royston;

Why Should I Save Water? (Why Should I?) by Jen Green; El Ciclo Del Agua/ The Water Cycle (Cambios Que Suceden En La Naturaleza / Nature's Changes) (Spanish Edition) by Bobbie Kalman and Rebecca Sjonger; El Ciclo Del Agua/the Water Cycle by Helen Frost and Martin Luis Guzman Gerrer; Water / El Agua (Bookworms: Nature's Cycles/ Bookworms: Los Ciclos De La Naturaleza) by Dana Meachen Rau

Students will have access to the internet-including but not limited to: http://www.epa.gov/safewater/kids/flash/flash_watercycle.html http://www.mcwa.com/kids.htm

Content Objective(s):
Students will be able to recognize and understand the key vocabulary terms by creating personal flip books that they will create. Students will be able to explain how the Earth recycles the water supply by creating an experiment and observing the process as it progress over the next few days. Students will use their prior knowledge of the Earths surface and natural elements by creating a KWL sheet that will be conducted at the start of the lesson. Students will be able to create a hypothesis on how/why the water cycle works based off their experiment they have been observing. **objectives will be posted clearly on the whiteboard and discussed with the students at the start of each lesson** (SIOP Lesson Prep-objectives clearly defined, displayed, and discussed)

Language Objective(s):
Students will be able to: Students will be able to effectively and correctly use their vocabulary terms by using their flip books and while conducting their experiment and writing down the data. As a group students will also create a vocabulary cluster thats based around the water cycle for better understanding of the vocabulary being given. Students will actively contribute to the discussion by creating their KWL sheets and recording what we discuss in their science journals. Students will use their language arts skills of writing and drawing to explain how the water cycle works by constructing their own diagram of the water cycle and writing a paragraph of the process. **objectives will be clearly posted on the whiteboard and discussed with the students prior to each lesson** Vocabulary will be referred to and reviewed throughout the lesson (SIOP Lesson Prep-objectives clearly defined, displayed, and discussed)

Nevada Standards:
3.6.8 Students make and revise predictions based on evidence 4.6.7 Students read and follow directions to complete tasks or procedures E.2.A Students understand that changes in weather often involve water changing from one state to

another E.5.A Students understand the water cycles relationship to weather E.5.A.2 Students know the processes of the water cycle, including the role of the sun

ELP Standards
2.0: Level 1. Students use pre-reading strategies (predicting, previewing, setting purposes) to build comprehension 5.0: Level 4. Students can write a composition that moves through logical sequences. 8.0: Level 4. Students can connect prior experience insights and ideas to the message of a speaker. 8.0: Level 3. Students can determine purpose for listening.

Key Vocabulary: soil clouds vapor evaporate condenses precipitation cycle Students will create personal flip books for key vocabulary. The students will use index cards and binder clips in order to add important vocabulary as the lesson progresses. Students will be able to refer to their flip books throughout the unit. The flipbooks will have the vocabulary word and definition on the front and an illustration on the back. Teacher will model how he/she wants the students to create the flipbooks and they will start off watching how he/she creates his/her index cards, then he/she will tell the students to start on the next word and he/she will come around and supervise their progress
(SIOP Building Background: Key Vocabulary SIOP Strategies: learning strategies, scaffolding techniques SIOP Practice/Application)

Best Practices: (put an X next to those that you address in your lesson)
x x x Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing x x x x x x x x x Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement x x x x Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

x x x x

x x x x

Teaching Strategies: students have access to teacher made outlines of unit vocabulary flip books K-W-L chart created as a class Small group hands on project to represent the water cycle Warm Up Activity: Class will create a K-W-L chart together to review what they have learned
about the water cycle. Reintroduce the cycle and discuss what the students think might happen when we create our own environments. The teacher will prompt discussion by asking some leading questions about the water cycle. The main vocabulary will be reviewed. (SIOP Lesson Prep: supplementary materials, meaningful activities SIOP Building Background: concepts explicitly linked, links explicitly made, key vocabulary)

Lesson Sequence:
**A sample of the finished project will be available for students to reference. ** Day 1: 1. Students will be divided into groups of 4 to work on this project. Each group will contain one beginner ELL, because there are 3 advanced ELL, 1 group will only have a beginner and intermediate students. The teacher will spend extra time supervising the group made up of all lower level students. (SIOP Interaction: grouping configuration) 2. Students will go over what is expected of them during this group project. They will go over the materials that are needed. They will also go over the vocabulary. (SIOP Strategies: scaffolding SIOP Building Background: key vocabulary SIOP Comprehensible Input: clear explanation) 3. Students will get in their groups and the team leader will get the material. They will follow the instruction that is on the sheet that was handed out for the experiment. They will arrange the soil in the container to make mountains, plateaus, hills, etc., and a lake basin. Place the margarine bowl in the lake basin. Fill the bowl with water. The plastic toys may be added to appeal to the childrens imaginations. Cover the container tightly with plastic wrap and secure it by means of tape or elastic band. (SIOP Practice/Application: hands-on materials SIOP Interaction: interaction) 4. Each group will write on a piece of paper their group name and set that paper on top of their bowls. 5. We will then start to make predictions on what is going to happen in the bowl. What do they predict will happen? We will record are predictions on a class chart.

(SIOP Building Background: concepts explicitly linked, links explicitly made SIOP Comprehensible Input: speech, variety of techniques SIOP Interaction: interaction, wait time SIOP Practice/Application: hands on material, apply content and language knowledge) 6. Then we will discuss what a hypothesis is based on what we have learned. Each group will form a hypothesis for their experiment and present it to the class. Teacher will create a chart on butcher paper with the hypotheses for class to refer back to after experiment is complete. (SIOP Building Background: concepts explicitly linked, links explicitly made SIOP Comprehensible Input: speech, variety of techniques SIOP Interaction: interaction, wait time SIOP Practice/Application: hands on material, apply content and language knowledge SIOP Lesson Delivery: content objectives, language objectives)

Day 2: 1. Students will go over their vocabulary. They will create a vocabulary cluster about the water cycle. (SIOP Building Background: key vocabulary) 2. Depending on the amount of sun, the project could take 1-3 days. In order to speed the process, a bag of ice may be placed at one end of the container, while a heat lamp is focused on the other. 3. Watch for condensation on the plastic sky of the container. When enough moisture collects, it will fall onto the landforms as precipitation. (SIOP Strategies: questions that promote higher order thinking) 4. Compare the hypothesis to actual results by discussion. 5. Throughout the project the teacher will circulate the room to have discussions with each group. (SIOP Comprehensible Input: speech, variety of techniques

SIOP Interaction: interaction) 6. The teacher will determine that all students are developing an understanding of the water cycle. (SIOP Lesson Delivery: Pacing) 7. After completion of the small group projects, the small groups will, then give mini presentations on what they learned from their experiments and explain how the water cycle works. (SIOP Model: Comprehensible Input, promoting speech)

Day 3: 1. Class will refer to their original K-W-L chart and their hypotheses chart to compare thoughts with findings. (SIOP Building Background: concepts linked) 2. The students will write a summary of their observations and findings (SIOP Model: Practice/Application: Applying Content Knowledge) 3. The students will illustrate what happens in the water cycle.

(SIOP Model: Practice/Application: Applying Content Knowledge) 4. After students have created their illustrations students will get into their small groups students will each get asked a questioned based on the water cycle and key vocabulary and are asked to go to the bored a write their and tell it to the class. (SIOP Review/Assessment)

Accommodations:
For students with limited English: reading materials (books) will be provided in native languages for students whose primary language is not English (Spanish books are listed and other languages will be obtained if needed) Students with higher English proficiency will be paired with lower level students. (SIOP Comprehensible Input: variety of techniques SIOP Interactions: grouping)

Supplementary Materials: (enough materials for four groups to complete the activityTeacher will have a sample of the completed project for students to observe)
-soil -water -small margarine bowl -large clear plastic container (old aquarium if possible) -clear plastic wrap -tape or large elastic band -plastic trees, animals, boats, etc. (optional) -bag of ice (optional) -heating lamp (optional) butcher paper index cards binder rings lined paper for summaries construction paper for illustrations crayons colored pencils markers (SIOP Lesson Preparation) Review/Assessment: Teacher will assess students during whole class participation, through their illustrations and writing. Here are some sample assessment questions: Students will draw a diagram of what happens in the water cycle-they will draw the stages and use arrows to represent the flow between stages. (SIOP Review/Assessment: key concepts) The students will write up a summary of the process of the water cycle. They will describe how their experiment shows the cycle. (SIOP Review/Assessment: key concepts) After students have create their illustrations students will get into their small groups students will each get asked a questioned based on the water cycle and key vocabulary and are asked to go to the bored a write their and tell it to the class.(SIOP Review/Assessment: review concepts, feedback, assessment) The following writing prompts will be available for the students: I observed. I discovered. I learned. (SIOP Strategies: questions that promote higher order thinking) Assessment for whole group & small group discussion Are students working together effectively? Are students discussing their knowledge of the water cycle within their small groups? Are students able to effectively express their hypotheses with their group and the class? Sample questions for assessing students in whole group discussion: Did the student follow the discussion?

Did the student actively participate and contribute to the discussion? Sample questions for assessing students writing: Can the student describe what is happening in the experiment? Does the student understand how the water cycle works? Sample questions for assessing students illustration: Did the students identify key elements of the water cycle? Did the students effectively use the arrows to represent the flow of the water cycle?

Reflection:
How did your lesson go? What worked? What did not work at all? What will you do differently next time? How will your assessment data affect subsequent planning?

Resources:
Making Content Comprehensible for English Learners The SIOP Model By: Jana Echevarra, MaryEllen Vogt, Deborah J. Short Water Cycle Lesson Activity By Vilia Natchez http://www.col-ed.org/cur/sci/sci190.txt

Form: 005 JDC 4/22/08