TPACK Template (THERE IS TWO PAGES TO THIS ONE!

)
C Subject
o
n Grade Level
t
e Learning Objective
objective of the lesson is what students
n The
will be able to do as they finish the activity.
t For this objective, use the Standards of
Learning (SOL) to say what you want to
focus on.
You can find the SOLs at
http://www.doe.virginia.gov/testing/

look
on the right of the screen for the subjects
and go from there.

P Activity Describe what the learning

will be. What will the students and
e activity
the teacher be doing? (This includes what
d they are doing with the technology).
a
g
o
g
y

Science

Third Grade
3.9 The student will investigate and understand the water
cycle and its relationship to life on Earth.
3.9c: the water cycle involves several processes

Prior to this activity if the students have not been

introduced to using the smart board, have the students
play around with various activities using a sample
presentation.
1. During the smart board activity, the teacher will
follow along with the slides and explain the water
cycle to students as they go along.
2. One slide 2 are sentences explaining the water
cycle, go over this in detail with students
proceeding to slide 3 where the water cycle is
pictured with arrows and words.
3. On slide 4 is an activity that allows the students to
drag the words to the correct boxes. Have a student
come up and drag one word into the correct box.
Allow them to get help from others if they need to.
4. Slides 5-7 are three activities that involve matching
words to definitions or words to the place in the
cycle. Have students come up and complete one
match making sure each student has an opportunity
to use the smart board. If the student needs help or
gets it wrong make sure to explain what the answer
is and why.
5. On slide 8 the teacher will ask the students what
types of water makes up Earths supply. When they
students answer or are unsure the teacher will
reveal the answers to the class. From there the
teacher will ask what could make up these types of
water. Slide 9 further explains the water supplies.

6. The next slides allow the students to think about

ways to conserve water and have the teacher type,
write, or reveal the answers in the boxes.

I would move slides around to match the exact order I

would want the lesson to flow, having a few of the
questions and answers at the end of the lecture will allow
the teacher to quiz the students and their understanding of
the material taught in class. This will also allow the teacher
to know what she/he needs to review. Maybe even put a
google survey at the end if the school had laptops for
students to use so the teacher could easily get all of the
answers from their students.

T Technology

http://exchange.smarttech.com/details.html?id=f6e4306a-ef56-4

The link to the IWB lesson.

Note: If
using the
Smart

e
c
h
n
o
l
o
g
y

Exchange, your link

should look like this:
http://exchange.s
marttech.com/deta
ils.html?id=2ebf61
c1-797e-47ac-b1b
0-05fbcceea10f
Not this (no

bff-9f28-2112b277895a

"notebook", no
"express"):
http://express.smar
ttech.com/?url=http:
//exchangedownload
s.smarttech.com/pub
lic/content/2e/2ebf61
c1-797e-47ac-b1b005fbcceea10f/shakes
peare.notebook#
Before you submit, delete the explanatory text (the text in small italics).