DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: Water Cycle Stories

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4),
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not available)
Advanced Learners: Bailey (Reading, Writing), Angel (Reading, Writing, Math), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble staying on task), Trinity (Falls
asleep), Nevaeh (Likes to talk a lot without raising her hand, will distract others, ADHD IEP not available), River (Gets
bored easily and will Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets stressed easily, perfectionist)
Classroom environment:

The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date
and number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction or centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Students will understand that water changes state as it moves through the water cycle.
Objective 2 b: Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Walk-Away: I will write about how water moves through the water cycle.
Language Walk-Away: I will write about how water moves through the water cycle.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Discussion
throughout the lesson. Questioning. Buddy talk.
Content Walk-Away Evidence (Summative): Students are writing a story that explains
how water moves throughout the water cycle.
Language Walk-Away Evidence (Summative): Students are writing a story that
explains how water moves throughout the water cycle.

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

For this lesson I will

need to help specifically
Scott with his writing.
He does not like to
write. He will try if I
write what it is he wants
to say down for him to
copy, his spelling is
what slows him down.
So instead of him
becoming frustrated I
will write his down and
allow him to copy it
down to avoid
frustration.
For my ELL student I

have given him a

reference sheer of the
water cycle to have at
his desk. This will help
him to remember all the
steps of the water
cycle.
For my advanced I will
ask them to use
extraordinary words to
describe the water as it
moves through the
cycle. This will
challenge them with
their writing. If they get
done early I have
collected magazines
that connect water to
their everyday lives.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Ask students to recall what they remember about the water cycle from their science lesson. They are
discussing this with their buddy. Tell students that you are going to test their memories before todays
activity. For a useful mnemonic device, use hand gestures to review the different stages of the water cycle.
Evaporation: moving hands up like steam rising
Condensation: moving hands together in the shape of a puffy "cloud
Precipitation: moving hands down like rain
Collection: form a ring with your arms to form a lake
Formative assessment:
Learning Goal
Students are reviewing the steps
of the water cycle.

Success Criteria
Students are able to discuss with
their buddy and as a class.

Assessment Strategy
Questioning and observation.

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

I have the definitions of the vocabulary on the board. I also have the water cycle for reference to help my
struggling students. I used hand gestures to help the students remember the stages.
SIOP 7, 8, 9, 23, 24, 29, 18, 12
Focus Lesson (I do it)
Go over objectives. Have students read them with me.
We have learned the different stages of the water cycle. Because this is cycle water is continuously moving
through it. I am gesturing a circle. Just like a circle it doesnt end. Today we are going to use what we have
learned previously to write about how water moves through out it. In order to write about the process our
water goes through in the cycle, we need to use the correct vocabulary. I will go over the vocabulary explicitly
by using photos, videos, and gestures. There is a definition on the board for reference and on the slide.
Students are repeating the word and then explaining it to their buddy.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will participate in the
Students are able to explain the
I am questioning and observing
discussions for each slide for each vocabulary words.
students as they discuss each
vocabulary word to describe the
slide.
cycle.

Modification/accommodations:
On each slide I have either a video or an image. This is allowing my students that need extra support to
have another review.
The videos also extend the learning for my advanced students to keep them engaged.
SIOP 1, 2, 3, 4, 9, 10, 11, 12
Guided Instruction (We do it)
Because it is a cycle we can start at any of the stages. But in order for the water to change forms and move
through the cycle we need the source of energy. Discuss with your neighbor what allows the water to move
through the cycle. The sun. Lets practice writing about water in the evaporation stage of the cycle. Review
evaporation. We need to describe what is happening to the water and why this happens. When we write we
need to use descriptive words.
I model this on the board. I am continuously referring back to the cycle. I am connecting this to the time of
year, temperature, and where we live discussing if it occurs more often during certain conditions. I am calling
on students to help me with the writing.
Formative Assessment:
Learning Goal
Students are participating in the
discussion and writing.

Success Criteria
Discussing and participation in
the writing on evaporation.

Assessment Strategy
Observation.

Modification/accommodations:
I am referring to the pictures and references on the board to help students visualize this process. I am using
resources that help me to use extraordinary words in my writing.
SIOP 10, 11, 12, 16, 17, 18, 19, 29
Collaborative/Cooperative (You do it together)
Before we start to write on our own. I want you to discuss with your neighbor the stages of the water cycle and
descriptive words you could use for each one.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are reviewing the stages Discussing the stages and
Observation.
and brainstorming together
adjectives to describe.
words that can describe each
stage.
Modification/accommodations:
Students are working with one another using the vocabulary words that are referenced on the slides and
board for struggling students. I am writing down some of the adjectives I am hearing under the stage it
matches on the board for future reference.
SIOP 16, 17, 18, 19, 29
Independent (You do it alone)
Give each student a water cycle story handout and review the directions for writing the story and completing
the diagram.
Now that we have practiced together writing and brainstormed with our neighbor, I want you to use the sheet
you are given to write about water and how water moves through the cycle. Remember you can start anywhere
in the cycle. You need to be clear on the stage, why its happing, and be very descriptive. Your water you are
writing about should go through all the stages of the water cycle. When you are done you can read an article
about water.
Summative Assessment: Water cycle stories.
Modification/accommodations: References are available, I also have adjectives on the board, and what
they need to include in each stage on the board. 3)
Assist students when necessary as they choose a
starting point for their water droplet and then describe at least three processes that take the water droplet
to 3 other locations in the water cycle. Students will diagram, label, and number the path their water
droplet takes using the picture of the water cycle on their handout.
* Students who finish may make add more steps to the path of their water droplet or turn their story into a
cartoon with specific diagrams for each step.
SIOP 10, 11, 12, 20, 21, 22

Closure/Review of walk-aways, vocabulary, and essential questions

Closure: Ask students to show their water cycle stories with a partner and discuss the path of
their water droplets. Discuss the following questions as a class: Does it matter that students
chose to start in different places? Why or why not? Did most water droplets undergo similar
processes? Why or why not? How is all the water on earth and in the atmosphere connected?
SIOP 27, 28, 29, 30
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, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language 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?
Water cycle stories sheet
PowerPoint
Videos
Pictures
Magazines

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?