Professional Documents
Culture Documents
UMF Unit Wide Lesson Plan Template
UMF Unit Wide Lesson Plan Template
UMF Unit‐Wide Lesson Plan Template
Name: Thia Bridges Program: Elementary Ed. Course: Student Teaching
Lesson Topic / Title: Science: Water cycle
Lesson Date: March 6, 2019 Lesson Length: 30 min Grade/Age: Grade 2
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) Instructional Decisions / Reasoning
Student’s will be able to say: ‐ I chose to use this learning objective because
I want the students to understand what the
I can de ine how the water cycle works using the water cycle is always continuing.
vocabulary words; evaporation, condensation,
precipitation, and collection. ‐ I also want them to have some of the basic
vocabulary words associated with the water
I can explain how the water cycle never stops. cycle.
‐ This is age appropriate because it is giving
the students the basic vocabulary and
understanding for the water cycle so when
they talk about it again in grade 3 they will
be able to look and see how the water cycle
affects ecosystems.
Content Standard(s) Instructional Decisions / Reasoning
Maine Learning Results: science
D2: Earth ‐ The reason I chose standards for both
grades PreK‐2 and grades 3‐5 is because this
PreK‐2 is an introductory lesson to what they will
Students describe Earth’s weather and surface be looking into deeper in grade 3.
materials and the different ways they change.
a. Explain that the sun warms the air, water, and land ‐ I am talking with students about how the
sun takes part in the water cycle and warms
the water. I then talk to them about how the
3‐5 water can take on many different forms
Students describe the properties of Earth’s surface through the water cycle.
materials, the processes that change them, and cycles
that affect the Earth.
b. Describe the various forms water takes in the air and
how that relates to weather.
Assessment ‐ Uses assessment lexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
‐ The students have been working on
observing their water cycle bags. They have
their data sheet where they can choose to
write what differences they see each day or
draw a picture of what they are seeing. At
the end of each day, we talk about what
Formative: changes they are seeing while I try and
Water cycle bags: day seven encourage the use of the vocabulary words
as students talk about what they see
Cut, paste, label water cycle happening.
‐ These assessments are being used to see if
the students are comprehending the
information that I have already given them
about the water cycle. If they don’t quite
understand the vocabulary words or the
order that they go in I will go over them
again in a different lesson
‐ Modi ications/accommodations:
‐ I will check in with Students G.H, Z.J, and
R.R. and A.Be. frequently to check for
understanding and to make sure they are on
task.
‐ If S.M. is unwilling to join the class and
follow directions or have a safe body then he
will have to go to the special ed room
according to the IEP.
‐ If Z.J. is being extremely “silly”, teasing other
.
students and not following directions he will
have to go to the Special ed room according
to the behavior plan.
‐ If C.CE does not have a safe body and is
refusing to do the work she will go to the
special ed room as her behavior plan says.
‐ If student A.Bu becomes frustrated and
upset she will have to take a ive‐minute
break in the cool down spot or go for a short
walk with my mentor as per the 504 plan.
Instructional Materials and Resources ‐ Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
Different colored construction paper ‐ Students will label the pictures and then
Rain cycle packet color them in. Once they do that students
Markers or crayons will cut them out of glue them (in order, with
pencil arrows showing the direction the cycle is
glue going) on construction paper, this activity is
to give them more practice on the
Water cycle observations sheet vocabulary words and the way the water
water cycle bags cycle works. This will be done while groups
are observing their water cycle bags.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using
a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Opening (5 min)
Today you will be illing out day seven for your water ‐ I will be calling one group at a time to look
cycle bag observations at their water cycle bags. While groups are
while I call groups up to observe you will be working looking at their bags the other students will
on making your own water cycle diagram. be working on their craft. I will be talking
I will explain that one the irst page of the packet they with each group about what they see in their
ONLY need the title the other two pictures can be thrown water cycle bags and encouraging the use of
away. the vocabulary words and encouraging the
I will go over the directions what they will be doing for the explanation on how the water cycle works
rest of the pictures in the packet. (the order it goes) using their observations
They will use the four vocabulary words and write them on to explain how they know the order.
the picture that shows what the vocabulary word does (the
de inition). ‐ When I inish talking with the groups
They will color them in, neatly. observing their bags I will circulate the
Pick out a piece of construction paper and glue on the room and check in to see if anyone needs
pictures and the title on the construction paper help or has questions.
Then they will draw arrows to show in that direction the
water cycle is going (evaporation to condensation and so ‐ I will use proximity to make sure that
on) students are on task.
I will tell the students that as long as they can use the
arrows to show me how the water cycle works I don’t care ‐ Technology was not used during this lesson.
how they decide to glue it on.
Which pictures can you just throw away and not worry ‐ Having students repeat multi‐step directions
about? back to me and asking questions on what
What do you have to do before you can get a piece of they do next when _____ is done will help
construction paper? them understand what they have to do. I
What do you do after you glue on the pictures? may have to circulate to make sure that they
are following directions and may have to
Observations and water cycle diagram (20 min ) help get them back on track.
I will be calling one group at a time to come and
observe their bags when I call your group make sure
that you have a pencil with you.
I will have my paper passers pas out the packets, I will
leave the construction paper on the back table when
you have inished writing, coloring and cutting out the
water cycle pictures you may come back and pick one
out.
Closing (5 min)
Allow them to share with the whole group what they saw
in their water cycle bags.
Review the vocabulary words and review how the water
cycle works using the water cycle diagram in the front of
the class.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modi ications, accommodations)
‐ I will check in with Students G.H, Z.J, and R.R. and A.Be. ‐ I used the instructional strategy of effective
frequently to check for understanding and to make questioning. I am asking questions during
sure they are on task. their observations to pull prior knowledge
and asking them questions on how they
‐ If S.M. is unwilling to join the class and follow might see this in their everyday life.
directions or have a safe body then he will have to go
to the special ed room according to the IEP.
‐ If Z.J. is being extremely “silly”, teasing other students
and not following directions he will have to go to the ‐ Possible Misconceptions:
Special ed room according to the behavior plan. ● The vocabulary words will be glued in list
form (not in a box formation showing that
‐ If C.CE does not have a safe body and is refusing to do it is always continuing)
the work she will go to the special ed room as her
behavior plan says.
‐ If student A.Bu becomes frustrated and upset she will
have to take a ive‐minute break in the cool down spot
or go for a short walk with my mentor as per the 504
plan.
Field Courses Only – Post lesson
Re lection
I was pleasantly surprised at how well the students did with this diagram activity. I only
had to prompt and guide two students on the use of the arrows and what the arrows
meant. I thought that the fact that they had to throw away and ignore two of the pictures
might confuse them some but they all did really well cutting those pictures out irst and
getting them out of the way.
When looking at the diagrams later on I noticed that one student put the pictures out of
order but was able to use the arrows to show me what order they went it. Everyone set it
up in the “box” setup that they saw in yesterday's diagram they had to ill out yesterday.
They are still doing really well on their observations. They still get excited when they go to
look at them. They are starting to use the vocabulary words without prompting from me,
to talk about what they are seeing in the water cycle bags.
I informed them today that tomorrow would be the last day for the observations and they
were really upset and wanted to continue to do observations. This is an experiment that I
will do again if I ever teach the water cycle. I think it really helped the students to see for
themselves what each stage looked like in the water cycle up close.
Teaching Standards and Rationale
Standard #3 Learning Environments: The teacher works with learners to create
environments that support individual and collaborative learning, encouraging positive
social interaction, active engagement in learning, and self‐motivation.
(r) Is a thoughtful and responsive listener and observer.
‐ Every lesson I do I am always observing. In the lesson particularly I am having some
group and individual discussions that I am having with students as they are
observing their water cycle bags. I am listening to them as they explain to me what
they are seeing. I am asking them questions in response to encourage the use of
vocabulary words and to guide them to connect it to the water cycle. As I am having
the discussion I am observing their responses. I am seeing if students need any
extra guidance when it comes to the understanding of the vocabulary words and the
understanding of how the water cycle actually works. I base a lot of my instructions
the next day on the observations I make in the lesson before.
Standard #8 Instructional Strategies : The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to access and appropriately apply
information.
(i) Asks questions to stimulate discussion that serves different purposes, (e.g., probing for
learner understanding, helping students articulate their ideas and thinking processes,
promoting risk‐taking and problem‐solving, facilitating factual recall, stimulating curiosity,
and helping learners to question).
‐ While the students are doing independent work today and doing their observations
on their water cycle bags I am constantly asking questions. I Ask questions that will
guide students how the water cycle works, the order it happens. Instead of just
giving the students the answers all the time I will ask them a question in hopes that
the question will guide them in discovering the answer for themselves. When I ask
the guiding questions (especially when they are doing the observations) it helps
them hear what their thought process should be out loud. Eventually, students are
able to do it on their own without guidance from me. During whole group
instruction, I asked questions that had more to do with directions and the order
they should be followed and the behavior I expected students to have during work
time, to check for understanding.