DIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

rd
ELEMENTARY3
SEMESTERLESSONPLANTEMPLATE
(1/25/13)

TeacherCandidate
JessicaIverson
Level
Fourth
Title
Examplesofevaporationandcondensation

CONTEXTUALFACTORS

(classroomfactors)

24Students
12girls
12boys

ESL:
RamienWIDAlevel3
UmanWIDAlevel3
KimberlyWIDAlevel4

IEP:
Jaden(Reading,Math,andBehavior)
Ramien(MissedKindergartenandFirstgrade)
Uman(MissedKindergartenandFirstgrade)
Jeffery(Reading)
Sherlym(ReadingandMath)
Paris(BehaviorandMath)

Behavior:
Paris
Jaden

GATE:TherearenoGATEstudentsinthisclassroomhowevertherearestudentswhoarealittlebitabove
gradelevel.Ihavelabeledthisstudentsashigherlevellearners.
HigherLevelLearners:
Grant
Kayla
Alakai

ClassroomEnvironment:StudentsDesksareputintorowsof4or5inasquaresetupintheroom.Thereisan
aid,Mr.Tobler,RoomisequippedwithPrometheanboardandElmo.Thereisahorseshoeshapedtableinthe
frontcorneroftheroomusedforsmallgroupinstruction.Onthewallsthroughouttheroomtherearelotsof
subjectrelatedpostersandpictures.Onthebackwalltherearebookshelvesfilledwithtubsoflabeledbooks.

WALKAWAY
(Asaresultofthislesson,whatdoIwantthestudentstoknow,understand,andbeabletodo?)

StateStandard/Objective:
Standard1:
Studentswillunderstandthatwaterchangesstateasitmovesthrough
thewatercycle.

Objective2.a:
Locateexamplesofevaporationandcondensationinthewatercycle(e.g.,waterevaporates
whenheatedandcloudsordewformswhenvaporiscold).

ContentWalkAway:Iwillbeabletolocateandlabelexamplesofevaporationandcondensationinthewater
cycle.

LanguageWalkAway:Iwillbeabletowritedowntheexamplesofevaporationandcondensationinthewater
cycle.

Vocabulary:Evaporation,condensation,vapor

ASSESSMENTEVIDENCE

(WhatevidencedoIneedtoshowthestudentshavelearned
theWalkAway?)

Modifications/Accomoda
tions
(ELL,IEP,GATE,etc.)

FormativeEvidence(checkingforunderstandingthroughoutthelesson):
123showmewithwhiteboards,observing,askingquestions

ContentWalkAwayEvidence(Summative):
completeddiagramworksheet.

LanguageWalkAwayEvidence(Summative):
completedandlabeleddiagramworksheet.

ELL:Studentswillhavea
copyofthevocabularywords
forthedayontheirdeskto
refertofortheworksheet.
Allowedtojustdrawthe
pictureinsteadofdescribing
it.
Highlevellearners:Comeup
withanexampleoftheirown
thatwasnttalkedabout
today.
Behavior:Providethechoice
todraworwritetheexamples
theyarelookingat.

Approx.
Time

SIOP:
1,2,3,
7,8,9

ACTIVELEARNINGPLAN

Activate/BuildingBackgroundKnowledge
LastweekwehadtheWaterVancomeandgiveusacooldemonstrationonthewatercycle.Iwant
youtothinkaboutsomethingthatyourememberlearningaboutfromtheWaterVan.Nowthat
everyonehashadasecondtothinkIwantyoutoallsaywhatyourememberedlearningaboutout
loud.AwesomeIheardalotofpeopletalkaboutthecoolexperimentsandthewatercyclesongthat
youlearned!Todaywearegoingtogomoreindepthabouttwopartsofthewatercycle!

Formativeassessment:
observationandlisteningtoresponses.
LearningGoal
SuccessCriteria
AssessmentStrategy
Discussingwhatstudentshave Studentswillsharewhatthey Iwilllistentostudents
alreadylearnedaboutthe
rememberlearningaboutfrom responsesaboutwhatthey
watercycle.
theWaterVandemonstration. rememberlearningaboutfrom

theWaterVan.

SIOP:
23,24,
4,22

SIOP:
4,6,10,
11,20,
26,5

SIOP:
6,17,
18,21,
16,26,
25,20,
16

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

FocusLesson(Idoit)
Iwanteveryonetoreadtodayswalkawaysaltogetherwithme.Thereweresomebigwordsinthere
thatwemightnotknowtheexactdefinitionof.Letsgooverwhatthesevocabularywordsmean
together.(Displayvocabularywordswithdefinitions).Nowletsreadthesedefinitionsalltogetheras
agroup.Todaywearegoingtobelabelingexamplesofcondensationandevaporation.Ihave
passedoutaworksheetwithtwocolumns.Onesayscondensationandtheothersaysevaporation.
Aroundtheroomthereareabunchofpicturesorpiecesofpaperwithshortsentencesonthem.
OnceIsaygoIwanteveryonetogoaroundtheroomandthenwritedownwhatthepictureisor
whatthepapersaysinthecorrectcolumn.Ifyouthinkthatitisevaporationyouwillwriteitinthe
evaporationcolumnanddothesamewithcondensation.Iwillshowyouanexampleofhowyou
shoulddoit.(Goovertothepictureofacloud)ForexampleifIweretocomeoverandseethis
pictureofacloudIwouldthinkifIthoughtitwasevaporationorcondensationandthenputitunder
thecorrectcolumn.Ithinkthatacloudisanexampleofcondensation.Youcanworkwithapartner
ifyouarestrugglingtodecidedwhichcolumnitgoesunder.Rememberwearedoingthisquietly
andnotrunningaroundtheroomlikecrazy.

Youdoittogether:
Allowstudentsabout10minutestoventurearoundtheroomandsortoutallofthepicturesof
examplesofcondensation.Allowstudentstodiscusswithapartnerwhytheythinkitgoesinthe
columnthattheyplaceditin.

FormativeAssessment:
observationtoseeifeveryoneisreadingoutloud.
LearningGoal
SuccessCriteria
AssessmentStrategy
Discussingthedirectionsfor
Studentswillreadaloudthe
Iwilllistentostudentsreading
theactivity.
walkawaysandnew
thewalkawaysandnew

vocabularywords.
vocabularywordsaloud.

Modification/accommodations:
ELL:Providethemwithlittlevocabularycardsthattheycankeepontheirdeskasareference.

GuidedInstruction(Wedoit)
Nowthateveryonehassortedoutallofthepicturesintooneofthetwocolumns,letsgooverallof
themasaclassanddecidewhatcolumntheyshouldgoinandtalkaboutwhywethinktheyshould
stayinthatcolumnorwhytheyshouldmoveintoadifferentcolumn.(Dothiswithallofthe
picturesandsayings,allowforstudentstovoteanddiscussaboutiftheythinkitisintherightor
wrongcolumn.

FormativeAssessment:
Observationandparticipation
LearningGoal
SuccessCriteria
AssessmentStrategy
Checkworksheetsandfillin
Studentswillhelptofillinthe Iwillassistandobserve
someofchartasawholeclass. chartasaclass.
studentsastheyanswerwhere

eachpictureshouldgo.

SIOP:
21,30,
29,5

SIOP:
27,28

Modification/accommodations:
Behavior:AllowforJadenandParistohelpmeputthepicturesintothecolumns.
ELL:Nomodifications

Collaborative/Cooperative(Youdoittogether)
Groupdiscussionsaboutwheretheyhaveseenanyoftheexamplesonthepicturesandiftheysaw
anytoday.Sharewithapartnerandthensharewiththewholegroup.

FormativeAssessment:
observationandlisteningtothestudentsresponses.
LearningGoal
SuccessCriteria
AssessmentStrategy
Applyingtheexamplesthat
Studentswilldiscusswhere
Iwilllistentothegroupsas
theyhavelookedattotheir
theyhaveseenanyofthese
theydiscusswheretheyhave
lives.
examplesintheireveryday
seentheseexamplesintheir

lives
lives.

Modification/accommodations:
Haveheterogeneousgroupingsothattheirisahighlevel,ongradelevel,andlowlevelstudentat
eachtable.

Independent(Youdoitalone)
Havestudentsreadindividuallyfromdifferentwaterbooksandhavethemaddanynewexamplesof
condensationorevaporationtheyfindtotheirlists.

SummativeAssessment:
Completedcolumnsworksheetwithexamplesfromthedifferentbookstheyreadaddedonatthe
bottom.

Modification/accommodations:
ELLandIEP:Allowforthemtodrawpicturesiftheycantdescribethephotoinwords.
HighLevel:Oncetheyarefinishedtheymaydoactivitiesoutofthefunwatercyclepackets.

Closure/Reviewofwalkaways,vocabulary,andessentialquestions
(Note:Closureincludesstudentinteractions,reflection,and/ordemonstrations.)
Iwanteveryonetothinkofoneexampleofcondensationthattheysawtoday.Nowturntoyour
partnerandtellthemwhatyouchose.NowIwantyouthinkofanexampleofevaporation.NowI
wanteveryonetosayitoutloud.Iwanteveryonetotellmewhatthewordcondensationmeansout
loud.Iwanteveryonetowhispertotheirneighborwhatthewordevaporationmeans.

SIOPIndicators
(AddSIOPnumberanddescriptionwithinthelessonplan)
Preparation:
1Contentobjectives,2Languageobjectives,3Contentappropriate,4Supplementarymaterials,5Adaptationofcontent,
6Meaningfulactivities
BuildingBackground:
7Linkedtobackground,8Linkedtopastlearning,9Keyvocabulary
ComprehensiveInput:
10Appropriatespeech,11Clearexplanation,12Varietyoftechniques
Interaction:
16Opportunityforinteraction,17Groupingsupportsobjectives,18Waittime,19OpportunityforL1students
Practice/Application:
20Handsonmaterials,21Activitiestoapplycontent/languageknowledge,22Languageskills:reading,writing,
listening,speaking
LessonDelivery:
23Contentobjectivesupported,24Languageobjectivesupported,25Studentsengaged,26Pacing
Review/Assessment:
27Reviewvocabulary,28Reviewconcepts,29Feedback,30Assessment


TEACHINGNOTES

WhatdoIneedtoremembertodo?WhatmaterialsdoIneedtohaveready?Whatistheapproximatetime
neededforthislesson?
Approximatetimeis45minutestoanhour.
Remembertopostwalkaways!!
Havealloftheworksheetsandstationsprintedout.

REFLECTIONAFTERLESSON
HowcanIusetheassessmentdatatoreflecton&evaluatetheoutcomesofteachingandlearning?HowcanI
transferwhatIlearnedfromteachingthislessontofutureteaching?Whatwaseffectiveandnoteffective?
WhatgoalscanIsettoimprovemypracticeandstudentlearning?

AfterteachingthislessonIfeltthatitwentfairlywell.IfIweretoteachthisunitoveragainthoughIwould
switchthislessontothesecondlessonsothattheyknewwhatcondensationandevaporationwerebefore
locatingexamplesofit.Ifeelthathavingthestudentsroamaroundtheroomandlookatthedifferentpictures
andsayingswasfun,butIwilldefinitelymakeitmorelikearotationoratleastnumberthecardssothatevery
studentknowsthattheyhaveseeneverycardintheclassroom.Iwouldalsoincludeanothercolumnsothat
studentscouldplacethingsthattheydidntthinkwentintoeitherthecondensationorevaporationeventhough
theyallwentintooneofthosetwocolumns.Icanusethisassessmentdatatoreflectonifthislessonwas
effectiveornot.Lookingatthestudentsformativeassessmentsafterthelesson.Icouldtellthatalotofstudents
wereconfusedaboutwhateachofthemwere.Ihadusedthislessonasakindofexploringactivitysothat
studentswouldbeslowlyfiguringoutwhatevaporationandcondensationis.Iinitiallydidntplanongivingthe
studentsthedefinitionofcondensationandevaporationuntilafterthelittlescavengerhunt,butwhenItoldthe
studentswhattheyweredoingallofthemwereconfusedandraisingtheirhandswonderingwhateachofthem
was.Ithengavethestudentsthedefinitionsofthewordsandthathelpedthemtofigureitout.Ireallywould
switchthislessonandthesecondlessonaroundsothatstudentsknowwhatthewordsmeantandthencoulduse
thatinformationtofindtheexamplesofit.Ialsohadtoteachthestudentsinadifferentclassroombecausethey
rotateforscience.Whenrotatingandbeinginadifferentclassroomwithadifferentteacherthestudents
misbehavedalotmorethantheydowhentheyareintheirownclassroom.Duringthislessonwasthefirsttime
IreallyhadtostepinandshowstudentsthatIwasateacherjustlikemymentorteacher,andthatIdeservethe

sameamountofrespect.Isetagoaltoworkonmyclassroommanagementafterthislessonsincethestudents
weresocrazyduringthislesson.