Artifact #5: Science Lesson Plan - Water Cycle.

INTASC Standard

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

NYS Code of Ethics Standard for Educators

Principle #2: Educators create, support and maintain challenging learning environments
for all

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

 NYS P-12 Common Core Learning Standards

Grade 3: Science Learning Standards; Weather and Climate

3-ESS2-3 - Plan and conduct an investigation to determine the connections between

weather and water processes in Earth systems.

DOE Claims & CEAP Standards

DOE Claim #1: Medaille College graduates know the subject matter in their certification
area(s)

CAEP Standard #1: Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical

concepts and principles of their discipline and, by completion, are able to use discipline-specific

practices flexibly to advance the learning of all students toward attainment of college- and

career-readiness standards.

ILA International Literacy Association Professional Standards

Standard #2: Curriculum and Instruction

Candidates use foundational knowledge to critique and implement literacy curricula to

meet the needs of all learners and to design, implement, and evaluate evidence-based literacy

instruction for all learners.

CEC Standards

Principle #1: Maintaining challenging expectations for individuals with exceptionalities

to develop the highest possible learning outcomes and quality of life potential in ways that

respect their dignity, culture, language and background.

Ontario Curriculum Standards

 Science Curriculum - Grade 2; Understanding Earth and Space Systems

Developing Investigation and Communication Skills

2.1 - follow established safety procedures during science and technology investigations

2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour,

evaporation, condensation, and precipitation in oral and written communication

Ontario Teacher Ethical Standards

Ethical Standard of Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Emily Schumacher Date: March 10,

2019

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: X

Grade level: 2 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect
your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP
Classifications/Needs Students Goals
IEP 1  teacher uses mic to amplify sound in classroom
 hard of hearing (uses hearing  face student when giving directions
aid)  preferential seating (front of class)
 check for understanding
 write instructions on board when applicable
 visual schedule of lesson crossing out parts of lesson as they
are completed
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ESL  30 min/day pull out with ESL teacher
 Spanish (one student) 2  30 min/day pull out with reading teacher
 Punjabi (one student)  vocab/worksheets to reading teacher for review with
students ahead of lesson
 Directions read aloud
 extended time for assessments and activities
Students with Other Learning Needs
 Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers 3  30 min/day pull out with reading teacher
 vocab/worksheets to reading teacher for review with
students ahead of lesson
 extended time for assessments and activities

Lesson 1 of a 3 Day Learning Segment

Subject and Lesson Topic: Water Cycle

Grade Level: 2 Lesson Duration: 40 minutes
Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or
topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to gain knowledge in the stages of the water cycle as it connects to weather
using appropriate vocabulary in a variety of written and oral communication methods while safely conducting an experiment
investigating the water cycle.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Based on standards in previous grades, the students learned living things need water as a basic necessity (grade one Ontario, Kindergarten New York
State), the seasons and weather changes that come with the season change, and how the sun affects water.

Based on the area which we live and work the students have seen and/or felt rain before in their lifetime. They have an awareness that rain is water
that falls from the clouds in the sky.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Based on this information we will use the student’ knowledge of water to further develop their understanding of the water cycle.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)
Students in the class come from many backgrounds but everyone and everything needs water. They may be able to bring in different ideas as to how
and why we need to use water. There may be stories the students can share of their ancestors and how they used the water.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The lesson topic will inform the students about the water cycle. This will expand their knowledge of water and where water comes from.

Curriculum Standards
Ontario; Grade 2; Understanding Earth and Space Systems; Developing Investigation and Communication Skills
2.1 - follow established safety procedures during science and technology investigations
2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation in
oral and written communication

NYS; Grade 3; Weather and Climate

3-ESS2-3 - Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment If applicable, explain how you will adapt
identify what students will be able to do by the end of tools, how will you evaluate and document assessments to allow students with specific
the lesson and are aligned to the standards identified your students’ progress on each of the needs to demonstrate their learning.
above. objectives? (edTPA Task 1, Prompt 5b)
Identify the four main pieces of the water cycle (formal) draw the water cycle  give definitions and words to
(formal) match definitions to words of reading teacher for students to go
the water cycle over before lesson
 use mic during instruction
 check for understanding
 read definitions and words out loud
 have worksheet projected on
smartboard for easier following
along
Execute safety when conducting the science (Informal) think-pair-share one safety  repeat each idea shared into the mic
experiment guideline in our classroom  have worksheet projected on
smartboard for easier following
along

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
 Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Identify The teacher will provide a model of the water cycle. Students
will use the vocabulary in the lesson to draw and label the
water cycle. A copy of the vocabulary anchor chart will be
provided to the students for their Science Booklets.
Vocabulary 1. Condensation The teacher will provide students with a vocabulary anchor
2. Precipitation chart as well as a smaller version for the students science
3. Collection booklet. Vocabulary will be used throughout the lesson plan
4. Evaporation and segment and will be revisited many times.
5. solid
6. liquid
7. vapour
8. Water Cycle
9. rain
10. sleet
11. hail
12. snow
Syntax Students will use worksheets, a video and an The teacher will provide the students with hanging anchor
interactive activity to gain knowledge in the water charts showing the water cycle as well as a handout for the
cycle. students’ science booklets. The short video will supplement
the instruction in explaining the water cycle as the students
draw the cycle. The teacher will walk the students through an
interactive activity explaining the water cycle.
Discourse Students will show their learning with participating in The teacher will walk the students through the interactive
an interactive activity, as well as a water cycle activity as well as lead them through the worksheet after the
worksheet provided by the teacher. video.
Instructional Process Accommodations and/or Modifications and/or Supports
Anticipatory Set/Motivator  use the mic during the whole lesson to amplify voice
** write lesson schedule on board**  have questions written on the board
 opening questions  after asking question, leave time for students to think
 “Where does rain come from? of answer before calling on a student
 Where does rain go once it falls?  write lesson schedule on board
 How does rain get back into the clouds?”  read schedule aloud
 safety rules reminder  check for understanding
 water cycle vocabulary
  vocabulary worksheet
 water cycle process
 water cycle worksheet
 water cycle demonstration
 sharing
 wrap up

Ask opening questions and discuss answers.

The teacher will lead a short discussion to determine what the students
already know.
“This is called a water cycle. And this week we are going to answer all of
these questions and more!”
Instructional Procedures

1. remind students of safety rules; have students think-pair-share
two safety rules in our classroom
2. Put up water cycle anchor chart, Vocabulary anchor chart
(Appendix A)
a. pass out materials (Appendix B)
3. while handing out materials ask students to share the safety
rules they came up with with their partners
. prompt for others if they miss any
4. Fill out vocabulary anchor chart together
. tell students they will use these words later when we draw and
label our own water cycle
a. have students fill in vocabulary graphic organizer with the
teacher (Appendix B)
5. go over water cycle anchor chart
. ask eight students to volunteer for a water cycle demonstration
6. water cycle demonstration
. give each student a sign with pictures on them (Appendix E)
a. explain how the water cycle works as students move at the
front of the classroom
 vocabulary to be given to reading teacher for the
struggling readers and ESL students prior to lesson being
presented
 point to vocabulary as explaining them
 assist with writing where necessary
 check for understanding
 point to part of water cycle as explaining it
 check for understanding
 assist with labelling where necessary
 ensure video sound is amplified enough for hard of
hearing student
 check for understanding
 give signs to reading teacher prior to lesson to go over
with IEP and struggling reading students
 summarize what students say to ensure all students
understand/can hear
 after asking questions allow students time to think before
calling on a student to anwer
 check for understanding
 assist with labeling where necessary
 7. have the students fill out the water cycle worksheet (Appendix
B)
. circulate while the students are doing this to check in on their
progress
a. remind students to use the anchor chart on the wall or their
personal science booklet to help with spelling
8. ask students to share their water cycle drawing

Closure
 check for understanding
Today we talked about the water cycle, we talked about evaporation,  walk around while sharing between groups
condensation, collection and precipitation, we watched a video about
the water cycle too! Tomorrow we are going to do an experiment that
will show the water cycle so I want you to continue thinking about the
water cycle and we will revisit it tomorrow!

“Before you leave please turn to a partner and tell the partner two parts
of the water cycle and what they mean. Once you do that you may go!”
List all materials and/or technology tools required for the lesson.

 Appendix A - Vocabulary Anchor Chart

 Appendix B - Science Booklet
 Appendix C - Water Cycle Anchor Chart
 Appendix D - Water cycle demonstration signs (condensation, precipitation, evaporation, collection, river, mountain, sun, rain)
Appendix A
Appendix B
 Water Cycle Vocabulary
Name: _________________________________

Vocabulary Picture Definition

Word

Changes to water when it evaporates into the

air, condenses into clouds and then
precipitates down to Earth.

Water droplets fall from the atmosphere in the

form of rain, sleet, snow or hail.

Place where precipitation settles.

Process occurs when water changes from a

liquid to a gas.
Cooling of water in the atmosphere changing
gas to a liquid.

Form that keeps its shape (snow flakes or

hail).

Form of matter that takes the form of its

container (sleet or rain).

Form that has no shape of its own

(evaporation).

Falling drops of liquid water.

Rain that freezes as it falls.

Forms when drops of rain freeze and strong

winds carry them higher into a cloud. When
they fall they are ice chunks.

Falls when the temperature in a cloud is below

freezing.
Appendix C
Appendix D
Rain

Sun
Mountain
River
PRECI PI TATI ON
Thi s i s w hen w at er comes dow n
f r om t he cl ouds i n t he f or m of
r ai n, snow , sl eet , or hai l .

EVAPORATI ON
Thi s i s w hen t he sun soaks up
w at er f r om r i ver s, l akes, oceans,
and t he gr oun d and t ur ns i t i nt o
a gas.
CONDENSATI ON
Thi s i s w hen t he w at er vapor
col l ect s and f or ms a cl oud.

COLLECTI ON
Thi s i s w her e t he w at er goes
af t er i s pr eci pi t at es. Thi s coul d
be i n ocean s, r i ver s, l akes, or
under gr ound.