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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 11, 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
‐ I chose to use this learning objective
Student’s will be able to say: because I want the students to
understand what the water cycle is
I can de ine how the water cycle works using the always continuing.
vocabulary words; evaporation, condensation,
precipitation, and collection. ‐ I also want them to have some of the
basic vocabulary words associated
I can explain how the water cycle never stops. with the water 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
‐ The reason I chose standards for
Maine Learning Results: science both grades PreK‐2 and grades 3‐5 is
D2: Earth because this is an introductory
lesson to what they will be looking
PreK‐2 into deeper in grade 3.
Students describe Earth’s weather and surface
materials and the different ways they change. ‐ I am talking with students about
a. Explain that the sun warms the air, water, and land how the sun takes part in the water
cycle and warms the water. I then
talk to them about how the water
3‐5 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 assessment uses the vocabulary
Summative: Test words in two ways. One way the
students are asked to ill the words
into a water cycle diagram. The
words are used in a ill in the blank
as well. The students have a word
bank and they have to igure out
what de inition its the vocabulary
words.
‐ There are 12 questions on the test. I
will be looking at how many
students get right, I will then look at
the half gap from the pre‐test they
took and I will determine if the
student made adequate progress or
not.
‐ On the top of their paper, I will write
the score they got out of twelve, put
on a sticker and a little message for
them. THinks like “nice work!” or
“Wow!”
‐ Modi ications/
accommodations:
‐ I will be reading the questions to
students and then asking them to
answer it after I have read it. I will
have them put their pencil in the air
so that I know they are ready to
move on.
‐ 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 students G.H. Z.J and C.CE have
dif iculty writing the vocabulary
words in their correct spaces I will
have them draw a line from the
vocabulary to space they think the
word belongs.
‐ Student A.Bu will be pulled aside by
mentor, she will do the test at the
same pace as the rest of the class but
have that support right there if she
needs it. It is in her 504 plan to do
that for assignments that we know
can cause anxiety for her.
‐ If student S.M. chooses he may go to
the special ed room, for work
completion, to do the test
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, Technology Instructional Decisions / Reasoning
‐ Pencil ‐ The students sit in two long
‐ Privacy shields rows so I will be using privacy
‐ Test shields to ensure they are
‐ Projector/computer keeping their eyes on their own
‐ The blazers water cycle go‐noodle paper, it also helps them avoid
‐ Gum side conversations when the
‐ Water cycle “poster” worksheet privacy shields are up.
‐ Markers
‐ In the introduction lesson, I did
the go noodle with the
students and they loved it. I am
having them do it again before
the test as a last‐minute
refresher since the test was
moved to Monday. I am also
using it to get there “wiggles”
out before having to sit for the
test.
‐ The reason I give the students
gum is that it helps them focus.
When doing something like
independent math work,
writing and or tests the
students get a piece of gum.
Not only does it help them
focus but it keeps their mouths
busy doing something and they
are less likely to be talking with
their peers when they are
chewing it.
‐ The water cycle poster is for
them to work on when they
inish the test so they can put it
in the hall and show everyone
what they have been working
on.
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 ( 2 min ) ‐ I used technology as an
You guys seemed to like the water cycle go‐noodle so opening activity to get the
before we start the test I am going to have you guys students hooked and engaged
push your chairs in and stand behind your desk while I with what was to come next.
set it up. Short warm‐up activities like
‐ go noodle ( 4 min ) games help the students get
‐ Have paper passers pass out the test (2 min) “interested” in what is to come.
You guys have been working really hard and learning
about the water cycle and I have a feeling that you are ‐ I will circulate the room as
are going to do really well on this test. When you get students are answering the
the test please put your name on it and then put your questions and use proximity to
pencil in the air when you are ready. make sure that student is on
‐ take the test ( 20 min ) task and not falling too far
for the irst four questions, I will read the question and behind when answering the
then you will ill in the blank with one of the questions.
vocabulary words in the word bank. When you have
inished put your pencil in the air so I know you are ‐ Having them put a pencil in the
ready. air so I can see who is ready to
read question one and then read the four vocabulary move on, students who don’t
words have a pencil raised I can check
repeat for the next three questions in with as I am circulating.
The next section I will read the statement and then if it
is a true statement then you will put a T on the line if ‐ I am reading the questions for
the statement is False (or not true) then you will put two reasons. One reason is for
an F the students who have a hard
I will read each statement and have them put the pencil in time reading and are below
the air when they have inished I know they are ready. grade level. The other reason is
On the back, you will use those same four vocabulary that I am modeling to the
words and ill them into the diagram. You will put the students how to take their time
vocabulary words where you think that goes in the and not rush through the test
water cycle.
collect them as they inish and have them, partner, up and ‐ I am having students do the
draw a water cycle poster to hang in the hallway. poster so that the other
students are staying busy and
‐ Closing ( 2 min ) being productive while the rest
You guys did really well with the water cycle! If you of the students inish their test.
have inished your poster put it on my desk and I will
hang them in the hall during recess, if you still want to
work on it then put it in your seat work folder.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modi ications, accommodations)
‐ Modi ications/ ‐ I am scaffolding the work for a
accommodations: couple of the students (if necessary)
‐ I will be reading the questions to students and then I will have them draw a line because
asking them to answer it after I have read it. I will have some of them have dif iculty writing
so they are still able to show me that
them put their pencil in the air so that I know they are they know the information just in a
ready to move on. different way.
‐ 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. ‐ Possible Misconceptions:
● possible confusion between the
‐ If students G.H. Z.J and C.CE and R.R. have dif iculty vocab words condensation, and
writing the vocabulary words in their correct spaces I collection
will have them draw a line from the vocabulary to
space they think the word belongs.
‐ Student A.Bu will be pulled aside by mentor, she will
do the test at the same pace as the rest of the class but
have that support right there if she needs it. It is in her
504 plan to do that for assignments that we know can
cause anxiety for her.
‐ If student S.M. chooses he may go to the special ed
room, for work completion, to do the test
Field Courses Only – Post lesson
Re lection
The students loved to go noodle that we did on the water cycle two weeks ago so I
decided to do it before the test to help them get their “wiggles” out, get them
engaged and ready for what was to come next and to give them a review before they
had to take the test.
The test went really well, it took most students 20 minutes to complete and only a
few other about 30 minutes to complete. The students loved being able to make the
posters to go up in the wall. Even though they worked in partners they all we
respectful to their peers that were still taking the test.
When I graded the test later the lowest score I had was a 10/12 so they did really
well! Overall I think this unit went really well I and feel like the students really
enjoyed themselves when learning about it.