Assignment 4A

5^th Grade Lesson Plan on the Water Cycle

Subjects: Science, Language Arts

Objectives:

1)     Students will be able to identify parts and features of the water cycle, as well as provide detailed descriptions of the process such as, evaporation, condensation, etc.

2)    Students will understand the process of the hydrologic cycle or water cycle and its stages/forms of matter.

3)    Students will be able to apply the knowledge learned by choosing a preferred way to display researched information to be presented. For example: A research paper, a PowerPoint presentation, a poster, a booklet, a model, etc.

4)    Students will be able to draw/diagram the water cycle and its stages

5)    Students will investigate, and present information to classmates using a visual display

Pre-Assessment:

Students will be given a multiple choice quiz prior to the Water Cycle lesson in order for the teacher to know the different needs and levels of learning of students. All the information collected will be used to create a student profile to guide the lesson. The quiz will include questions such as:

-         What is Earth’s main source of energy?

-         What word describes the liquid to solid process?

-         Where does water come from?

-         Where does water go when it evaporates?

-         List different forms of precipitation

The teacher will continuously assess students formatively to make sure students are understanding the lesson. Once the students answer the given questions individually, they will have 10 minutes to discuss their answers with their table group. Students will also discuss the following questions with their group to challenge their critical thinking process.

-         What would happen to our planet if the water cycle did not exist?

-         Why is the water cycle important?

Materials:

-         Classroom computers

-         Water cycle videos including Bill Nye, and Brain Pop, YouTube

-         Water Cycle books

-         Video quizzes/worksheets

-         PowerPoint informational presentation with visuals

-         Poster boards, flash drives

-         Markers, paper, pencils, rulers, paint, etc.

-         Graphic organizers

Teacher Directed Lesson:

During this time, the teacher will introduce new vocabulary to students, go over new information to be presented. Information will include the states of matter, the importance of the Sun in the water cycle process, why is water important to life on Earth, and much more. Teacher will show different videos, PowerPoint presentations, and other informational material necessary for students to grasp the concept of the water cycle. At the end of the lesson, students will have the opportunity to ask unanswered questions or ask for clarification about any part of the presented information.

Group Work:

For this lesson, students will be divided into groups of four. They will be grouped in mixed ability levels in order for them to collaboratively assist one another in the process of learning about the water cycle. Students will be required to do in-class research, take notes, use different sources of information (books, videos, websites, etc.) as well as create a visual project of their choice to be presented to the class. Students will be expected to assign individual jobs to each one of the members and take responsibility for their part.

Time-lapse to complete project:

The water cycle unit will be covered in a 4 week period. Students will have time to work on research three times a week. At the end of week two, students are expected to have their research completed, as well as all the information, materials, and project ideas in place. On the third week, students will work with their groups to put together their preferred project display: poster, PowerPoint, booklet, etc. On week four, students will present their project to the class, as well as the information they learned in the process.

Differentiated Instruction:

It is important for teachers to keep in mind that every child has their own learning style or preference. When assigning a lesson, the teacher needs to be flexible during the process to make sure students are learning within their zone of learning. Sometimes the work provided might need to be broken down into steps in order for students to understand it, or make it more challenging for advanced students. Scaffolding is very important in the process of learning new information. “Scaffolding and Extending Challenge calls on teachers to use both general and specific knowledge of students to provide the support these students need to accomplish tasks that may initially appear beyond their reach” (Tomlinson, Imbeau, 2014, p. 31). It is important for teacher to use formative assessment in order to provide the best support possible for students and increase their individual success.

English Language Learners:

-         Students will have access to the dictionary as well as the computer to look up unknown terms.

-         Teacher will provide different reading level books to read about the water cycle. Easy to read books for lower grade levels that use a variety of visual images.

-         Teacher will show videos and different visual presentations to make it easier for English Learners to grasp the concept.

Special Education Students:

-         Teacher will provide scaffolding strategies that will break down the information for special needs students.

-         Teacher will make sure to follow the listed accommodations, and modifications stated on the students’ Individualized Education Plan.

-         Different graphical organizers will be provided for students to grasp ideas and organize their research.

Advanced Learners:

-         Teacher will provide enrichment activities for them to complete at home.

-         Advanced students will have the choice to make an individual project as well as the group project.

-         Students will write daily journals about the process of their project, thoughts and ideas.

Assessment:

Whole group: The teacher will use formative assessment throughout the lesson to make sure students are understanding the information, and to make sure the level of learning fits their ability. Teacher will ask questions, have group discussions, and will make sure to provide various opportunities for students to discuss the information learned. Summative assessment will take place at the end of the lesson to make sure students met the objectives.

Individual: Teacher will observe individual participation within the group. Students will also have the opportunity to ask individual questions for clarification, and/or concerns that come along the way.

Continuous support will be provided by the teacher, as well as motivation for student success.

References:

Tomlinson, Carol Ann & Marcia B. Imbeau, (2014). A Differentiated Approach to the Common Core. ASCD, Danvers, MA.