DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: Create a Model of the Water Cycle

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 c. Construct a model or diagram to show how water continuously moves through the water cycle over time.
Objective 2a. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated
and clouds or dew forms when vapor is cooled).
Walk-Away: I will be able to construct a model or diagram of the water cycle with written descriptions.
Language Walk-Away: I will be able to construct a model or diagram of the water cycle with written descriptions.

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 descriptions that
explain how water moves throughout the water cycle and drawing.
Language Walk-Away Evidence (Summative): Students are writing descriptions that
explain how water moves throughout the water cycle and drawing.

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

For this lesson I will

need to group my
students specifically to
avoid behavior issues. I
have grouped them so
that there are a variety
of student levels in
each.
I have references
available for my ELL
student.
Giving my students
some leeway with this
project allows my
advanced students to
be challenged . I have

given them a variety of

materials.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

I will ask the students to recall what they remember about the water cycle from their science lesson buddy
talk. I will tell students that they 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:
Buddy talk. Students using hand gestures to represent the water cycle.
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, 12
Focus Lesson (I do it)
Go over objectives. Have student read them with me.
Once I have reviewed these steps and hand motions, I will play a game of cold calling where I call out a step of
the water cycle and a student's name and they have to act out that stage of the water cycle. I will make sure to
call on each student at least once. If a student gets it wrong, I will give them another opportunity to try until
they do get it right. Stop when I have called on every student and my class demonstrates an understanding of
the water cycle.
Formative Assessment:
Students participating in the game acting out the stages.
Learning Goal
Success Criteria
Assessment Strategy
Students will participate in the
Participation in game.
Prompting students and
game that demonstrates their
observing.
knowledge of the water cycle.
Modification/accommodations:
I will be sure to not isolate any student if they feel uncomfortable. I will have to keep a close eye on Cailey.
She does not do well or like when others are watching her. I have the references on the board if students
forget. I will be sure to remind Beau to stay on task. I will have to monitor Neveah and Daytona, they have
been not getting along and giving one another mean looks during my teaching.
SIOP 1, 2, 3, 4, 12, 16, 17, 18, 19
Guided Instruction (We do it)
I have a model of the water cycle I have made. The stages and descriptions are not attached. Before I let you
work together on creating your own model of the water cycle I want us to put this one together as a class.
(This will be up for reference for the students).
I will describe the picture I have drawn for the stage in the cycle. I want you to get it in your head which stage
it is. The students will respond at once so that everyone is participating. Now turn to your buddy and describe
what is happening in this step. Repeat for all the steps.
Formative Assessment:
Shout out for each stage and the buddy talk.
Learning Goal
Students are participating in the
discussion.

Success Criteria
Discussing and participation in
creating the model as a class.

Assessment Strategy
Observation.

Modification/accommodations:
I am referring to the pictures and references on the board to help students visualize this process.
SIOP 10, 11, 12, 19, 9,
Collaborative/Cooperative (You do it together)
Ok now it is your turn! You will have twenty minutes to work on this so use your time wisely. I will be walking
around to monitor and help if needed. Remember to draw, label, and describe the water cycle. (These are
written on the board)
Assign students into 6 groups. I have provided each group with a poster board, markers, and references to
review (vocabulary foldable). They are responsible to work as a group to draw, label, and write a description
of all the processes involved in the water cycle. I will give them about twenty minutes. And allow them to
present to the class.
Formative Assessment:
Observation. Giving feedback on their models.
Learning Goal
Success Criteria
Assessment Strategy
Students are working in a group
The model that is created.
Observation.
to create a model. They need to
draw, label, and describe the
stages of the water cycle.
Modification/accommodations:
Students are working in a group. I will be sure to monitor Scott and help him with any writing if necessary. I
will make sure that Damion is using his references. I will monitor Beau and Owen to make sure that they are
staying on task.
Summative Assessment: Group poster and presenting
Modification/accommodations: References are available, I have what they need to include in each stage on
the board. I will have each group present and everyone needs to participate. I will make sure that Cailey is
comfortable and Scott as well with what it is they are presenting on.
SIOP 16, 17, 18, 19, 20, 21, 22, 29, 30
Closure/Review of walk-aways, vocabulary, and essential questions
Review the water cycle stages by participating as a class:
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
Reinstate that the water cycle is continuous and the energy source is the sun.
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?
Poster board
Pictures
Magazines
Coloring Supplies

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?