Name: Johnathan Molina Grade/Subject: 4th/ Science Date: 02-05-24

1. Texas Essential Knowledge and Skills (TEKS): (C2) 4.8 B

Illustrates and describes the continuous movement of water through the processes of evaporation, condensation,
precipitation, runoff, and accumulation. Explains the role of the Sun in the water cycle.

2. Deconstructing/Unpacking the TEKS: (C2) What student know and will be able to do
After reviewing the water cycle, students will create models to identify each part of the water cycle. Students will define the different
cycles on Earth, including the seasons.

3. SMART Students will create a graphic to explain and distinguish the role of the sun in the water
Objective(s): (C3) cycle.

Essential Question: Why do you think it rains? Why is rain important?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
The students will use their science journals to take Cornell notes on a water cycle video.
Students will research on the water cycle to create a graphic representation explaining the
pattern and its importance. Students will answer the following question for the next lesson.
“Describe the characteristics of each season in a year? Why is the water cycle important for
Earth?”

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
Upon completion of the lesson I CAN distinguish, record, and predict observable changes in
weather based on data. Create models to identify each part of the water cycle. I CAN analyze
models and data to make predictions based on repetitive patterns of the Sun, Earth, and Moon.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Distinguish, define, predict, create, identify, explore
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Water cycle, precipitation, sun, earth, moon, patterns, predict, observe, weather, compare,
condensation, evaporation, run-off, rivers, accumulation.

There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Students will create a water cycle graphic that shows its function and purpose. Students will be
able to create a digital or physical graphic of the cycle. The weather during______, is______.
Last Winter I observed that_____, this Winter I predict_______. It rains the most during____
because_____.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables): Water cycle illustration
for students’ reference, a Water cycle chart. Pictures of the seasons and their characteristics. Venn
Diagram to compare the seasons. Sequence of the seasons each year.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Recreate and the define the following events in the water cycle: Evaporation, condensation,
The resources, precipitation, sun.
representations, and Vocabulary Strategies - (GO TO Page)
strategies you will 1. Word wall
provide to help students
understand, use, and 2. Password
practice the concepts and
language they need to Discourse strategies - (GO TO Page)
learn within the -Write: Do you think it rains a lot in Texas? Is the same amount of rain everywhere in Texas?
discipline Pick a state and write about its weather conditions. How is it similar or different to where we
live?
Site the researcher’s
name as you refer to the -Talk: What is the difference between a desert and a rainforest? How are the weather
strategy. conditions? What kind of animals and plants live there due to the weather conditions?

Syntax - (GO TO Page)

1. word wall project/ presentation

2. Password game for Academic language

Making Content Comprehensible (R9)

 Clear explanation of academic tasks and instructions.
 pacing of lesson to not overwhelm any students and keep others busy.
 scaffolded modeling techniques for text comprehension.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be  Students will take Cornell notes as they watch a video on the water cycle.
aligned to the TEKS,  Students will take a classroom poll reviewing what has been learned so far
and objectives.
Summative:
 Unit test where students must read, and answer questions based on the reading
and what they know about the water cycle.
 After introduction to the water cycle and reviewing the rubric used to score,
students will create a depiction of the water cycle and be able to present to the
class for critique. (groups of 2 or more each with a set of responsibilities.)

Assessment of your language demands:

Formative:
 Students will play a kahoot over the terms on the water cycle.
 Students will choose a vocabulary word they are not sure about and create a frayer
model.
Summative:
 Students will watch a video about reservoirs and connect what they have learned
by answering questions after the video in a debate setting.
 Students will create an online word wall reviewing all the vocabulary and share
with the classroom.

8. Hook (C7) Hook activity- Watch a kid friendly weather video then discuss in a whole group setting what
can be done to best improve the situation presented in the video.
Closure Activity- Credit cards- students are given an index card and are required to state the
Closure (C7) lesson’s objective and if they feel that objective was met.
Personal assets: Background information students bring to support the learning environment.
 Includes interests, knowledge, everyday experiences, family backgrounds.
Cultural assets: The student’s cultural backgrounds and practices they bring to the learning
Student Assets (C7) environment. Includes traditions, languages, worldviews, literature, art, and so on.
Community assets: Common backgrounds and experiences that students bring from the
community they live in, like resources, landmarks community events, practices and so on.
9. Body of Lesson/
Teaching Strategies and I DO – As the teacher, you will first model the instruction of the lesson, so students get a
Learning Task(s) good idea of what the lesson and instruction looks like before working independently.
(C9) (Follow along as we read an interesting article on rain. I will read first and underline
vocabulary.)
Be sure to include:
How will students learn WE DO – the guided practice step to ensure self-efficacy. Here students practice the task
and use academic in the lesson with help along the way from both students and teacher. A great example
language? would be homework, it is a way for students to practice and receive feedback. (Students
read together and find important lesson words, work on questions with a partner.) (Define
vocabulary words by looking them up online or using a dictionary.)
Three higher order
thinking questions.

YOU DO – The last step is independent practice. At this point students should have
Marzano Strategy mastered the lesson materials. This three-step method helps reduce task anxiety and
increase self-efficacy. (Student read a different article or watch video and answer
questions independently.)

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: (Tomlinson’s Individualized instruction

and Flexible Grouping) Less reading for some students with lower reading levels, instead
they read chunks of text to each other and discuss the material to answer questions. The
advanced reader can pair up with a lower reading student to help and discuss the
material.

o Gifted / advanced learners: (Tomlinson’s Respectful tasks and Student Reflection)

Advanced learners will define highlighted words by using online resources or the
dictionary. They can choose which vocabulary strategy to use. (Word Wall, picture
description, Frayer model, online class canvas.)

Technology: -(GO TO page)

Students will use a student friendly online resource to define vocabulary words or create and
online graphic organizer to model the earth’s cycles.

Marzano Strategy - (GO TO page)

KWL chart to create higher order thinking questions by using concepts they know to encourage
in-depth learning.

Higher Order Thinking Questions (GO TO page)

1. Think about the weather in Texas. Why does it rarely snow where we live?
2. Do you think the water cycle is important for the earth’s climate? Explain why.
3. Pick a place you would like to visit, what are the seasons like in that place?

Grouping / Partnering Technique: (Hattie)

Password: two teams or more guess the word without saying it.
Group project: students will create a Frayer model together for a key word.
 Potential misconceptions and your plan to address it:
Class discussion- Discuss and solve any misconceptions as a class, let the students lead
discussion and inquiry.
Have students label a water cycle diagram with a list of unit vocabulary words and have them
define those definitions in their own words. Differentiate this task if needed.

10. Resources and

materials needed (C9) Ipad or laptops for research about the topics being taught. Paper (KWL Chart, Frayer model large
paper, construction paper for students that want to create a model) pencil, markers. Rubric to grade
(E7) project. Article paper or online resource.

(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. Create a classroom rules board for reference.
Management Strategies 2. Warm-ups written on the board or projected on the screen for them to begin working
(CBM5) when they get to class.
What procedures will you 3. Time out “T” signal, or another attention grabber that works for the students.
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. extended time on assignments or assessments
strategies and planned
supports, will you employ to 2. fewer multiple-choice response, simplification of directions
meet the needs of each
student that has identified
3. word banks provided for fill in the blank questions
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Changes in scoring rubrics or grading scale.

2. simplified vocabulary and concepts still at- grade level.

3. reduction of homework and classwork

(E11)

Strategies for ELLs (strategies that support language acquisition)

1. Pre- teach vocabulary prior to starting the lesson

2. Increase exposure to language by reading to students regularly.

3. Assign reading buddies to develop more oral fluency

4. Re-read familiar text to improve reading accuracy and fluency.

5. Build or access prior knowledge before reading for better comprehension of text by making
connections to their own experiences.