KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Abigail Young Date: 2/12/14 Cooperating Teacher: Jennifer Lipton Coop. Initials: ________________ Group Size: Whole Class Allotted Time: 20-30 Minutes Grade Level: 4 Subject or Topic: The Water Cycle Section:

STANDARD: S4.D.1.3: Describe Earths different sources of water or describe changes in the form of water. S4.A.3.3.1: Identify and describe observable patterns (e.g., growth patterns in plants, weather, water cycle). I. Performance Objectives (Learning Outcomes): Students will be able to identify key words associated with the water cycle Students will be able to use knowledge about water cycle to logically predict the outcome of an experiment

II. Instructional Materials SmartBoard presentation BrainPop video 27 graphic organizers 27 academic journals 27 exit slips III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea) Water Cycle Precipitation Condensation Evaporation Run-off IV. Implementation A. Introduction 1. Tell students that we are going to start discussing the ocean, but before we do, we will be investigating the water cycle to discover how the ocean fits into this process 2. Wipe wet cloth on chalkboard a. Ask students what they observe b. Point out how the water is visible and then seems to disappear c. Explain that this is actually the water quickly evaporating, and is a shortened

version of what happens during the water cycle. B. 1. 2. 3. Development Bring students over to SmartBoard Open up SmartBoard presentation Slide 1: Explain to students that before we start talking about the water cycle, we need to find out how much we know about the water cycle a. Bring up intro slide b. Students must separate science words into two categories, words that have to do with the water cycle and those that do not Slide 2: Play Brainpop video Reiterate the fact that it is vital to know about how the water cycle works, because of the Earth is covered in water Pass out graphic organizer a. Have students glue into academic journal Slide 3: Guess the term a. Call on volunteers to guess each term and erase to reveal accuracy b. Have students copy terms onto the corresponding pictures on their graphic organizers Slide 4: Word review a. Call on volunteer to give their own definition, then come up to the SmartBoard and pull tab to reveal answer b. Have students copy definitions below the corresponding terms on their graphic organizers Slide 5: Dice roll a. Call on volunteers to come up, roll die, and give explanation b. Encourage students to go beyond the textbook definition

4. 5. 6. 7.

8.

9.

C.

Closure 1. Set up experiment a. Stir two spoonfuls of salt into a container of very warm water i. Pass out cotton swabs to students, allow students to come up and taste test water ii. Ask students for observations and connections b. Pour salt water into large bowl c. Put the jar in the center of the bowl of salt water d. Put plastic wrap over the top of the bowl e. Place small rock on top of the plastic wrap right over the jar f. Explain simulation to students 2. Pass out exit slips a. Ask students to make predictions on what will happen to the experiment b. Ask students to make predictions on what will be different about the experiment between using fresh or salt water 3. Collect exit slips

D.

Accommodations/Differentiation Provide preferential seating for student who needs clear view of the board Allow students to work in pairs to brainstorm predictions for exit slip if need be

E. Assessment/Evaluation Plan Formative: Teacher will monitor student responses during vocab identification/definitions Teacher will check for accuracy in completed graphic organizers Teacher will collect and assess exit slips Summative: End of unit test V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives 1. How did the students perform?

Remediation Plan

B. Personal Reflection How was my closure effective?

How could my lesson be improved?

VI.

Resources

(2002). Science. (Teachers Ed., Vol. Units C and D). Orlando: Harcourt School Publishers. Brainpop Video: Water Cycle. <http://www.brainpop.com/science/earthsystem/watercycle/> (2013). Water Cycle SMART Notebook lesson. <http://exchange.smarttech.com/details.html?id=c6f8b429-6cb6-4d53-8b67-f1a0a8cd6399>