Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

4th grade science students, general education classroom If students with special needs are participating, an educational support staff may assist To introduce students to the components and importance of the water cycle After completion of this lesson students should be able to: - Explain how energy from the sun powers the movement of water through the water cycle. - Be able to label & describe the phases of the water cycle. - List places on earth where water is found.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

What is the long range goal(s) that is tied to this lesson? What is the specific learning objective(s) for this lesson?

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

Knowledge of basic weather, water sources,

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?)

Lesson will be presented during the acquisition stage of learning. Lesson will be completed during science instructional period, 45 minutes

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed?

Regular education classroom The lesson is designed to reinforce basic science skills/knowledge, build vocabulary, and improve understanding of the water cycle. S4.A.3.1: Identify systems and describe relationships among parts of a familiar system (eg. digestive system, simple machines, water cycle).

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

How does this lesson relate to the PA Academic Standards?

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

The skills are associated with vocabulary expansion, making prediction/inferencing, and answering comprehension questions, which have been addressed in previous lessons and will continue to be reiterated in subsequent lessons to help the student generalize the skills.

How will you determine if students have met the lesson objective? (Think assessment)

Student achievement and success will be determined through informal observation, work samples, and oral responses.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups)

This lesson should be presented to the students in a whole group setting using a systematic and direct approach, incorporating opportunities for small group or individual reinforcement as needed.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

S4.A.3.1: Identify systems and describe relationships among parts of a familiar system (eg. digestive system, simple machines, water cycle).

Lesson Objective(s) (Stated in observable and measurable terms)

The students will be able to make inferences and/or draw conclusions when asked orally, based on information from water cycle video with 80% accuracy. The students will be able to explain how energy from the sun powers the movement of water through the water cycle by completing a water cycle phases worksheet with 80% accuracy.

Assessment Plan (What will be done to determine if lesson objectives have been met?)

The students will be assessed throughout the lesson based on observation of their ability to answer questions and make inferences/predictions. After the video, the students will be asked to answer comprehension questions about the lesson orally and on supplemental worksheets. Dry erase board and markers Video of Bill Nye the Science Guy- The Water Cycle Water cycle worksheet/pencils

Materials:

Inclusion Techniques for Students with Special Needs:

Guided notes page to keep track of information presented in the video

Enrichment Techniques:

Provide follow up activity that will promote skill application and generalization of vocabulary

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

Leveled water cycle worksheets available for students who benefit from word bank, larger text, extra writing space, etc.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Ask the students to name places where we can find water on the earth? (Hand out the Water Cycle worksheet to the students along with pencils. As the class identifies locations that apply they can write them down. Students can draw these things up on the board as visuals: Clouds, Glaciers, Rivers, Lakes & Oceans

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

Explain that water is constantly moving from place to place. This process is called a cycle. It may be helpful to use an analogy, like a bicycle, which has two wheels that go around and around. Tell the students that today we are going to talk about the water cycle.

The water cycle is the process by which water travels to and from places where it exists on earth. There needs to be an energy source in order for this cycle to work. Ask the students what is going to power the water cycle? The Sun!! Draw it up on the board with the other water sources. Explain that with out it our water wouldnt move! Ask the students how water moves in the cycle? How does water get from a puddle up into the sky or from the sky into a tree? Have them draw with arrows on the board and correlate the proper terms that go with it. Fill in the gaps if they run out of ideas so that all the following terms are covered: collection, evaporation, condensation, and precipitation. To explain some additional terms within the water cycle and review the newly presented information, Watch the Bill Nye The Science Guy- Water Cycle video.

Guided Practice/Independent Practice/Assessment Activities

Closure:

Completion of the water cycle worksheet, correctly identifying the terms associated with each. Ask the students if they now view their connection to the water cycle any differently? If so, in what way? In summary today what did we learn? - Phases of the water cycle - Sources of water