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# Baldwin-Wallace University/School of Education/Universal Lesson Plan

## II. Alignment to Standards:

A. Ohio’s Learning Standards:
-ODE.ESS.2.2.1: Water is present in the air.
-ODE.RI.2.2: Identify the main topic of a multi-paragraph text as well as focus on
specific paragraphs within the text.

## III. Central focus of the learning segment:

-During this learning segment, students will be learning about the water cycle through a variety
of sources and activities. First, students will discuss their experiences with rain/snow. They will
then complete a brief written pre-assessment about their knowledge of types of precipitation and
the water cycle. The class will read through a brief article about the water cycle and will use
information of the text to create individual charts defining major vocabulary terms. Additionally,
the students will create icons and motions to go along with each term in order to better remember
the meanings.
-The next day, the students will listen to a water cycle song and will use the motions they
determined the previous day to represent each vocabulary term used in the song. The students
will then read the procedures of a “Water Cycle in a Bag” experiment, which they will then
complete in small groups. The second lesson will close after students make predictions about
how the experiment will turn out.
-For the third lesson, the students will make conclusions about the experiment from the previous
day. They will then read a short story about the water cycle and will relate it to their lives.
Finally, they will complete a written summative assessment in which they create an image of the
water cycle and apply the vocabulary terms that they have learned.

## IV. Learning Objective(s)/Target/s:

By the end of the 35-minute lesson, the students will be able to create a diagram of the water
cycle that includes the appropriate labeling of the terms “evaporation”, “condensation”, and
“precipitation”, pictures that correspond to each step of the cycle, and arrows pointing in the
correct direction with 90% accuracy overall.

V. Assessment/s:
A. Formative assessments during the lesson:
-The students will make conclusions about the previous day’s experiment based on the
results they find at the beginning of class. The teacher will listen to the students’
explanations of the water cycle as well as their vocabulary usage.
-The students will talk through the water cycle with the teacher, using the appropriate
vocabulary and hand motions. The teacher will observe the students to check for any
misunderstandings.

B. Summative assessment:
-As the culmination of this learning segment, the students will work individually to create
their own diagrams of the water cycle. They will use the vocabulary of the segment, an
icon/image to match each term, and arrows directing the cycle in the correct direction.
The students will be given materials to work with, as well as a rubric with the
requirements of the project. The teacher will assess the projects using the rubric. If the
students attain an average of at least 90%, the teacher will move on to the next learning
segment, which focuses on condensation (specifically clouds).

A. Function:
-Students will analyze the results of the experiment. They will correlate the results
with their knowledge of the water cycle.
-Students will define the unit vocabulary terms. They will create motions for each
term.
-Students will apply their knowledge of the water cycle and the unit vocabulary terms
in order to create their own depiction of the water cycle.

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

## VII. Materials/Candidate Resources:

-All experiments from the previous day (taped to the window)
-Diagram of the water cycle
-SMART board/projector/computer
-Paper plates (x24)
-Coloring materials (crayons, markers, pencils, etc.)
-Vocabulary term cut-outs (24 of each)
-Glue/tape

## VIII. Behavior Expectations:

-During the lesson, students are expected to follow the 3 big school rules: Be safe, be kind, be
responsible. The students will stay seated as they review the experiment from the previous day
and will take turns viewing their results. They will raise their hands to share with the class.
During the summative assessment, the students will work individually, but may speak quietly,
with a voice level of 1. They will use their materials appropriately, sharing when necessary, and
may use their vocabulary sheet as a resource if needed.

IX. Procedures:
A. Motivation/Hook:
-At the beginning of the lesson, the teacher will ask the students if they remember the
experiment from the previous day. One student will share. The teacher will then call on
a few students to share their predictions about what happened. (3 minutes).
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 then tell the The students will take -Fogarty: learning -Gardner: 5 minutes
students that they are going turns viewing their is experiential, interpersonal and
to see the results of their experiment results. transfer learning naturalistic learners
experiment. The teacher will They will think-pair- through reflection
call students (one table at a share about the -Anxiety disorder:
time) to come view their results, using the opportunity to just
experiment taped to the vocabulary terms to talk with a friend –
window. After everyone has describe their ideas. not in front of the
seen, the students will pair whole class
what happened (some of the -ELL – apply the
condensed at the top of the words they are
bag, and is now dripping learning, first with
down the sides like a friend, then with
precipitation). The teacher the class
will prompt the students to
use the proper vocabulary
words to describe the
experiment.
The teacher will tell the The students will echo -Rogers and -Learning Styles: 2 minutes
students that they’re going back as the teacher Renard: learning visual, auditory,
to talk through the process talks/motions through occurs when AND kinesthetic
of the water cycle one last the process of the students are
time before moving on to a water cycle. actively engaged -ADHD: students
final project. The teacher are constantly
will talk through the cycle moving/echoing –
(with the diagram as a little room for
reference behind her), using distraction because
the proper terms and they are supposed
motions, and the students to be up out of their
will echo after her. seats
The teacher will then The students will -Bloom: -Below-level 20 minutes
introduce the final water listen as the teacher synthesis/creating learners, dyslexia,
cycle project, showing an explains the project. ELL: may use their
example as well as the They will then work vocabulary charts
project rubric. The students individually to create as a reference, may
will have the opportunity to their own water cycle use pre-made
ask any questions. They will diagrams. vocabulary labels
then have the remainder of instead of writing
the period to work on their the words from
projects individually. memory

-Above level
learners: may be