ED290 Sheltered Instruction Final Lesson Plan Science 03/20/17

Becca Cohoon

Theme Water

Subject: Science

Grade level: 3

Language Level: Speech Emergent

State Standard: 3-ESS2-2. Obtain and combine information to describe climates in different
regions of the world

Vocabulary Words: precipitation, condensation, evaporation, runoff, cycle

Materials: laptops, printer, printer paper, book (the water cycle by Rebecca Olien), word search
games on the water cycle, weather cycle questionnaire with websites

Preparation

Content Objective:

Using the internet and spreadsheet software the student will research average rainfall in
different regions of Oregon and display them using two different graphs and written
summary.

Language Objective:

After listening to the instructions, you will work with a partner using the internet to
research and document average rainfall in Oregon.

Discuss with your partner what are the wettest and driest areas of Oregon and present to
the class your findings.

Motivation (building background, connecting with schema, scaffolding)

Ask students questions about water. How they use it every day? Where does water come
and where does it go when it rains? Have students discuss with their table groups.

Read Book: The Water Cycle by Rebecca Olien

<Prior to reading the book do a pull-out group with the limited English speakers to cover
the vocabulary words. During pull-out group the rest of the class will work on word
search games about the water cycle.
ED290 Sheltered Instruction Final Lesson Plan Science 03/20/17
Becca Cohoon

~Introduce key vocabulary words: precipitation, condensation, evaporation, runoff, cycle.

Use I say/you say and practice saying the words with a partner. After practicing saying
the words

Presentation

Explain that the students are going to look up different weather cycles on Oregon. Show
on the map the different regions of Oregon, e.g. NW, SE etc.

+Explain that with a partner they will look up information then write a short paragraph in
their journals on what they found, including: the part of Oregon they researched, how
much rain falls there every year. As a class, we will then graph our results.

Comprehensible Input

Enunciating my words and speaking with a cadence that is easy to follow:

Show/demonstrate to the students how to use the questionnaire, making sure to point out
each question and where to log the information they find. Point out the websites they are
to use.

Demonstrate how to look up the specific websites and how to search for the information
they are looking for, i.e. part of Oregon they are researching and the amount of average
rain fall.

^+Have the students discuss with their partners what they are to do then have the students
show thumbs up if they understand and thumbs down if they need further instruction.

When the students are done with their research on person from each group will give come
to the smart board to graph the information they found.

If time allows for a fun activity the students will be split into 4 groups each group
representing the water cycle. Each group will act out the water cycle section.

Review and Assessment

To finish off the lesson the students will write the key vocabulary words and any other
words they choose along with the definitions in their word study books. This activity will
be followed by a simple formal assessment a short quiz matching vocabulary to
definition.

Again, if time allows engage in a conversation of water usage/conservation.

ED290 Sheltered Instruction Final Lesson Plan Science 03/20/17
Becca Cohoon

Learning strategy *
Interactive activities ^
o think pair share
Language strategies ~
Procedural+
Scaffolding<