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Watercycleandclouds
Watercycleandclouds
Name: Allicia Hilton Program: Elementary Course: Student
Education Teaching
Lesson Topic / Title:
Water cycle
Lesson Date: 8:30 am 9:40 am Grade/Age: 2nd
Feburary 27, 2019
Learning Objectives & Content Standard Alignment Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous
curriculum goals based on content standards.
Learning Objective(s) I used these learning goals because
Students can create their own water cycle they aligned with the MLR science
→ I can create my own water cycle standard that I chose. The goals are
Students can label the four parts of a water cycle also straightforward and easily
→ I can label the four parts of a water cycle measurable. I will measure the goals
by the discussion we have, the
activity, and the exit slip. These
objectives are also essential in
student practices as they will be
building new knowledge on the
water cycle.
Content Standard(s) Students will reach MLR Content
MLR Content Standard D: The physical setting: Standard D: The physical setting
Students understand the universal nature of matter, by showing an understanding of the
energy, force and motion and identify how these water cycle and the way it cycles
relationships are exhibited in Earth Systems, in the through the Earth's systems.
solar system, and throughout the universe.
Assessment I wanted to do some type of
I will be using one type of preassessment and preassessment because we have yet
two types of formative assessment. to cover the water cycle, but some of
the reading groups have read about it
For preassessment, I will have the students turn
so I was curious to know their
and talk to a buddy about what they already know
about the water cycle before I begin direct teaching. previous knowledge. I also believe
having a turn and talk buddy will
As I listen in on groups I will get a clear
understanding of what previous knowledge they help the students get sparks going
already have. and get them engaged and ready for
the lesson.
The first type of formative assessment I will be
giving the students is them creating their own
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4/8/2019 WaterCycleAndClouds - Google Docs
diagrams of a water cycle. They will have a choice I have given the students multiple
in what materials they chose to use. I will be ways to show me that they are
looking to see if they make the diagram correctly understanding and meeting their
and that they are labeling correctly. learning goals. Students are able to
The other form of formative assessment I will be create a diagram, have a discussion,
using is an exit ticket. The exit ticket will have and finish an exit ticket. I think it is
them label the water cycle and they will have a important to give students multiple
word bank. ways to show their learning and
I will be grading the exit tickets on a 14 scale that multiple ways to interact with their
my mentor uses. A 1 being emergent, 2 is learning.
developing, 3 proficient and 4 exceeds. If the I am grading a 14 scale because this
student completes the exit ticket independently, and is what the students use too and this
label each part correctly they will get a four. If they is what they understand. I enjoy
just miss one they will get a 3 if they miss 2 they giving them feedback and making
will get a 2 and if they miss 34 they will get a 1. sure they are aware of how they are
As the students finish I will be walking around the doing. I also like to make sure they
room checking their work and working through any are monitoring their progress as well
challenges they may have had. The number of as I am.
prompts, and the amount of assistance the student
needs to get through and understand the problem
will determine their score. There will be five
students in my room with an IEP at this time. I will
ensure they are actively engaging in the
conversation during reading aloud. I think the
activity will be fine for them but they may need
some extra support. I will also be walking around
the room to check on them during the exit ticket.
Since I am providing a word bank I do not foresee
any major misconceptions, but I will still be there
to guide them through it and read the directions to
them.
Materials, Resources, and/or Technology The laptop and smart board
Laptop will be used to display goals
Smartboard The poster paper will be used
Poster paper to display the water cycle
diagram
Construction paper, pipe cleaners, cotton
balls, tissue paper, crayons, markers, glue
etc.
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4/8/2019 WaterCycleAndClouds - Google Docs
Down comes the rain by The craft materials will be
Exit ticket provided for the students to
create their diagram
Down Comes the Rain will be
used for a read aloud on the
water cycle
The exit ticket will be used
for assessment
Teaching and Learning Sequence Introduction:
Planning: Every day before we start a weather
I used my laptop and students weather folders to lesson we graph the weather, write
help me plan this lesson our weather reports, fill out our
Introduction(8:308:50) moon calendar, and check the
Graph weather, moon calendar, thermometer in the classroom. I want
thermometer the students to keep being reminded
Go over goals of these tasks, and keep familiarizing
Turn and talk about what you know about themselves with them. I also enjoy
the water cycle integrating their goals in every
Read the book with guiding questions lesson.
Go over diagram (clear up misconceptions) It is important to go over the goals
Remind them of goals and tell them what I and what is expected of them before
am expecting for the exit ticket teaching the lesson.
Guiding Questions: The turn and talk will be a
What does evaporation mean? preassessment for me and for the
What does precipitation mean? students to get them thinking.
What does condensation mean? A readaloud is a good way to
Do we reuse water? engage them at the beginning of a
Independent work (8:509:25) new topic and it leaves room for me
Create their diagram with materials and to ask guiding questions that I want
labels the students to remember.
Guiding Questions: I want to go over the diagram I
What information are you going to make sure to created for the students that way I
add to your diagram? can scaffold this activity for them as
What is this material representing? well as the exit ticket.
Closure(9:259:40) A reminder of the goals is important
Review targets before I send them off to get to work.
Review what I am looking for on the exit Independent work:
ticket The activity is a chance for the
Exit ticket students to interact with their work
* If time allows have students share their diagrams and be more engaged in what they
with the class. are learning. It is also another way to
scaffold for the exit ticket and build
their knowledge on the water cycle.
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4/8/2019 WaterCycleAndClouds - Google Docs
I want to see how the students
thought they did with their goals
today so I will have them give me a
thumbs up, down or in the middle
depending on how they think they
did.
The exit ticket is a way for me to see
if the students are understanding
what has been taught and what they
have done during their activity. It is
also another way for the students to
work through the water cycle.
Meeting students’ needs (differentiation, Extensions:
extensions, modifications, accommodations) I am working on giving meaningful
Extensions: extensions, and I think this is a way
There will be a couple of boxes of weather books for students to learn more about the
on the ground at their reading level that the students weather as well as enhance their
can look through and read if they finish early. reading skills. Since the books will
Accommodations: be at their levels it will be a little
I will let KP move around during reading aloud and more meaningful than just looking
work time as long as he is on task and focused through books they cannot read.
I will read the directions for the exit ticket to the Accommodations:
students who need it. KP needs to fidget and that is OK
I will be providing a word bank for the students on with me because he is still listening.
their exit ticket since they are big words and I don’t As long as he is not distracting other
want the students to get wrapped up in spelling and students I will let him roam.
get confused about the labeling. Since I have students with IEPs for
Modifications: reading I may need to read the
I will expect all students to finish labeling their directions on the exit ticket and make
diagram, but the five students in my class with IEPs sure my directions are very clear.
and BE may not finish with all of the details and I am giving all students a word bank
using all of their materials. The labeling part is because the words for the water
what is going to help them for the exit ticket. I will cycle are tricky and I don’t want
tell all of the students before I let them create that them to get overwhelmed by spelling
the most important part is getting the labels on the I am mostly looking for them to
paper and worrying about the details after. place the words in the right spot.
Misconceptions: Modifications:
Water is not recycled, we create new. I know that some of my students take
Getting the parts of the water cycle confused and a little longer to process things and
out of order. to get work done. However, I do not
want to call them out in front of the
class, so I will let the whole class
know that labeling is the most
important part so that is what I am
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4/8/2019 WaterCycleAndClouds - Google Docs
really looking for and the picture
does not need to be perfect.
Misconceptions:
A lot of the students think the sky is
creating new water every time it
rains or snows, so it will be
important to note at the beginning of
the lesson that water is actually
recycled.
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