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V. Assessment/s:
A. Formative assessments during the lesson:
-Water Cycle KWL Chart. The students will complete a KWL chart as a class, so that the
teacher can determine the students’ prior learning, any misconceptions they may have,
and the direction of their interests regarding weather, water, and the water cycle itself.
-Vocabulary Gestures. At the end of the lesson, the teacher will observe as students
repeat the vocabulary terms and definitions, and then provide her with the correlating
motion. If students motion with at least 85% accuracy, this will indicate that they have
understood the basic information provided in the article and that they are prepared to
move on to lesson 2 the following day.
B. Summative assessment:
-N/A
VI. Academic Language:
A. Function:
-Students will read for understanding and use context clues to make inferences
about the meanings of vocabulary terms.
-Students will analyze term definitions in order to create icons and gestures that
correlate appropriately.
B. Content vocabulary:
-Water Cycle: when water from Earth evaporates, condenses into clouds, and falls back
to Earth as precipitation
-Evaporation: when a liquid changes to a gas
-Condensation: when a gas changes to a liquid
-Precipitation: rain, snow, or hail falling from the clouds
IX. Procedures:
A. Motivation/Hook:
-At the start of the lesson, the students will close their eyes and listen to the audio clip
being played over the SMART board speakers. After about 30 seconds, the teacher will
ask the students to raise their hand to tell the class what they think they are hearing (rain,
a storm, thunder storm, etc.) Once a few students have the opportunity to share, the
teacher will tell them that, yes, they are listening to a rain storm because they are going
to start learning about the water cycle! (1 minute)
B. Instructional Strategies:
What the teacher will What the student is Theorist/ Differentiation Anticipated
say/do: expected to do: Best Practice Time
The teacher will tell the The students will raise -Check for prior -The pre- 10 minutes
students that she wants to get their hands to offer learning and any assessment will
an idea of how much they their ideas about what misconceptions lead to
already know about weather they know and want to differentiation
and the water cycle – they’re know about water, -Zemelman: build once present
going to work as a class to weather, and the water on prior levels of
complete a KWL chart. First, cycle. knowledge understanding are
the students will volunteer determined
information that they already (above/below/on-
know about water, the level)
weather, and the water cycle.
Next, students will volunteer
what they are wondering
about these topics.
The teacher will then tell the The students will -Protheroe: create 5 minutes
students that they are going listen as the teacher interdisciplinary
to be reading about the describes the activity. opportunities,
basics of the water cycle. As They will take out a plan for
they read, they are gong to pencil and coloring interaction and
stop at certain points to materials. collaboration
discuss some new
vocabulary words and create
icons and motions to help
remember them. The
students should each take out
a pencil and coloring
materials. Meanwhile, the
teacher will pass out a class
set of “Air and Weather” and
blank vocabulary charts to
each student. Additionally,
the teacher will project her
copies of the book and chart
onto the SMART board.
The teacher will begin by The students will read -Kohn: -Learning styles: 15 minutes
going over the “Table of along silently or cooperative visual, auditory,
Contents” with the students, volunteer to read a learning/learning and kinesthetic
and showing them its section of the text communities
purpose – to find certain aloud. At certain -Gardner:
chapters or sections of a points, the students -Marzano: use of kinesthetic,
book. The students will turn will be stopped and graphic interpersonal,
to page 19 (Water in the will discuss a certain organizers linguistic,
Air).The teacher will call on term with the rest of spatial/picture
volunteers to take turns the class. They will learners
reading from the book. The complete the chart
teacher will pause at the with a definition and -ELL: academic
words “water cycle”, icon. Finally, they will vocabulary
“evaporation”, help determine a defined through
“condensation”, and images
“precipitation”. After the gesture to match the
defining sentence is read, the term.
teacher will have the students
discuss what they believe
each word means. The
students will then use the
glossary to find the actual
definition. The teacher will
write the definition on her
paper and the students will
write it down as well. The
class will then discuss
possible icons and gestures
that could represent the term,
and the students will draw
the icon next to the word as
well.
C. Review/Closure:
- At the end of the article, the teacher will tell the students that they are going to
practice the terms a few times each. The teacher will say the word with the gesture and
the students will echo it back. At the same time, the teacher will point to the
corresponding place on the diagram being presented on the SMART board. Then, the
teacher will say the definition and the students will echo it back. This will be done at
least three times per word. To have fun with it, the teacher can speed it up or say the
definition in different funny voices! (4 minutes)