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Waynesburg University
1.6.4.B- Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.
1.9.4.A: Use media and technology resources for directed and independent learning activities and problem solving.
1.8.4.B: Conduct inquiry and research on self- selected or assigned topics using a variety of teacher guided media sources and
strategies.
R4.A.2.1.2: Identify and/or interpret the meaning of content-specific words used in text.
R4.B.3.3.3: Interpret graphics and charts and/or make connections between text and the content of graphics and charts.
Lesson Objective(s)
(Stated in observable and measurable terms)
The students will be able to state the definition of the vocabulary word precipitation.
The students will be able to describe the four different types of precipitation.
The students will be able to state the definition of the vocabulary word evaporation.
The students will be able to state the definition of the vocabulary word condensation.
The students will be able to describe the process of storage in the water cycle.
The students will be able to create a Photostory of the water cycle using the Microsoft tool.
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
The students will be assessed on the end product of their Photostory slide show.
The students will be assessed on their ability to correctly define the vocabulary words: evaporation, condensation, precipitation,
and storage.
The students will be assessed through teacher observation.
The students will be assessed on their ability to create the Photostory show using a predetermined rubric.
The students will be assessed on their ability to create the Photostory using teacher observation.
Materials:
Scott Foresman 4th Grade Science book
digital camera
computer
Photostory software
paper
markers, crayons, or colored pencils
headsets
pencil
note cards
Inclusion Techniques for Students with Special Needs:
Enrichment Techniques:
For an enrichment technique, the students can try a lab experiment at home. Take a glass of ice water and set it out on a table.
Write down what observations you see after every 15 minutes. Condensation should appear on the outside of the glass after a
period of time. Also, students can take 1 cup of water and place it in the microwave for 2 minutes. What do you notice about the
level of the water when you take it out? This is evaporation.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
• Simplify directions for the assignment to students with ADHD.
• Make sure that student groupings are not by ability level.
• Teacher will be walking around to check in and be sure that students are on task.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Begin the lesson by placing a recycling can at the front of the room. Show the students different cards with pictures of materials.
Tell the students to give a “thumbs up” if the material can be recycled, and a “thumbs down” if it cannot. Save the picture of water
for the very end. Some students may say no, ask those students why. Tell the students that today they will learn about the water
cycle and how water can be recycled, similar to the way we recycle paper and cans.
Closure:
To end the lesson, the students will share their Photostories with small groups in the computer lab. They will be grouped into fours
(rain, snow, sleet, hail). Review with the students the water cycle and the terms within the cycle. Draw a cycle on the board and
have volunteers label the cycle and explain what each word means.