DIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

rd
ELEMENTARY3
SEMESTERLESSONPLANTEMPLATE
(1/25/13)

TeacherCandidate
JessicaIverson
GradeLevel
Fourth
Title
Processesofevaporation,condensation,transpiration,
andprecipitation

CONTEXTUALFACTORS

(classroomfactors)

24Students
12girls
12boys

ESL:
RamienWIDAlevel3
UmanWIDAlevel3
KimberlyWIDAlevel4

IEP:
Jaden(Reading,Math,andBehavior)
Ramien(MissedKindergartenandFirstgrade)
Uman(MissedKindergartenandFirstgrade)
Jeffery(Reading)
Sherlym(ReadingandMath)
Paris(BehaviorandMath)

Behavior:
Paris(offtaskalotandlies)
Jaden(disrespectfultoauthorityandwillnotcompleteanywork)

GATE:TherearenoGATEstudentsinthisclassroomhowevertherearestudentswhoarealittlebitabove
gradelevel.Ihavelabeledthisstudentsashigherlevellearners.
HigherLevelLearners:
Grant
Kayla
Alakai

ClassroomEnvironment:StudentsDesksareputintorowsof4or5inasquaresetupintheroom.Thereisan
aid,Mr.Tobler,RoomisequippedwithPrometheanboardandElmo.Thereisahorseshoeshapedtableinthe
frontcorneroftheroomusedforsmallgroupinstruction.Onthewallsthroughouttheroomtherearelotsof
subjectrelatedpostersandpictures.Onthebackwalltherearebookshelvesfilledwithtubsoflabeledbooks.

WALKAWAY
(Asaresultofthislesson,whatdoIwantthestudentstoknow,understand,andbeabletodo?)

StateStandard/Objective:
Standard1:
Studentswillunderstandthatwaterchangesstateasitmovesthrough
thewatercycle.
Objective2.b
:Describetheprocessesofevaporation,condensation,andprecipitationasthey
relatetothewatercycle.

ContentWalkAway:Iwillbeabletodescribeandwriteabouttheprocessesofevaporation,condensation,
transpiration,andprecipitation.

LanguageWalkAway:Iwillbeabletodescribeandwriteabouttheprocessesofevaporation,condensation,
transpiration,andprecipitation.

Vocabulary:transpiration,precipitation,atmosphere,runoff

ASSESSMENTEVIDENCE

(WhatevidencedoIneedtoshowthestudentshavelearned
theWalkAway?)

Modifications/Accomoda
tions
(ELL,IEP,GATE,etc.)

FormativeEvidence(checkingforunderstandingthroughoutthelesson):
Jaden:Allowhimtodraw
questioning,observation,exitticket,andfoldable.
pictureswithhisdefinitions.

ELL:Nomodifications
ContentWalkAwayEvidence(Summative):
Higherlevellearners:Provide
Watercyclediagramfilledinwiththecorrespondinglabelsandfilledin
enrichmentactivityforwhen
definitions.
theyfinishearly.

LanguageWalkAwayEvidence(Summative):
Watercyclediagramfilledinwiththecorrespondinglabelsandfilledin
definitions.

Approx. ACTIVELEARNINGPLAN
Time

Activate/BuildingBackgroundKnowledge

Yesterdaywelearnedaboutexamplesofcondensationandevaporation.Iwantyoutoturntoyour

partnerandtellthemoneexampleofcondensationthatyouobservedyesterday!NowIwantyou
SIOP:
turntothepartneronyourothersideandtellthemoneexampleofevaporationthatyouobserved
1,2,3,
yesterday!Todaywearegoingtolearnallabouttheprocessesofevaporationandcondensationas
7,8,9
wellastranspirationandevaporation.Letsreadourwalkawaytogetherasaclass.TostartoutIam

goingtoshowyouanexperimenttogetyourmindsthinkingaboutthewatercycle.Iwanteveryone

towritedownthepredictionsthattheycomeupwithintheirsciencejournals.(displayplasticbag

orbottlefilledwithwater)Iwanteveryonetoturntoapartnerandtellthemwhattheypredictedis

goingtohappeninsidethisbagifItapeittothewindow.NowIwantyoutoraiseyourhandandI

willwritesomeofthepredictionsupontheboard.Nowthatwehaveallwrittendownour

predictionsIamgoingtogooverthevocabularywordsthatwewillbeusingtoday.Havestudents

sayandcreateactionsforallofthewords.

Evaporation: The heat of the sun changes a solid or liquid form of water into a gas or water

vapor which then rises.

Condensation: When water vapor in the air changes into a liquid forming clouds.

Precipitation: Water released from clouds in the form of rain, sleet, snow, or hail.

Transpiration: The release of water from plants.

Formativeassessment:

Observation.Askingquestions.

LearningGoal
SuccessCriteria
AssessmentStrategy

SIOP:
23,24,
4,22

SIOP:
4,6,10,
11,20,
26,5

Sharingexamplesof
Studentswillsharewiththeir Iwilllistenasstudentsshare
evaporationandcondensation. partnerexamplesof
withtheirpartners.

condensationandevaporation.

Modification/accommodations:(ELL,IEP,GATE,etc.)
HaveJadenworkwithaidforthisportionofthelesson.

FocusLesson(Idoit)
Now that we have seen what a water cycle looks like and gone over the definitions of
condensation, precipitation, evaporation, and transpiration. I am going to read a little from
this book titled Drinking Cleopatra's Tears. In this book it talks about all of the different
vocabulary words we are talking about today. As I read I want you to to write down what
the words mean on the worksheet I Gave you. Can anyone tell me one of the vocabulary
words that they heard and what it means? Can anyone give me an example of that from the
book? (do this for all the words). Now I will show you on the smartboard how all of these
things fit into the water cycle. Show water cycle diagram on the board. Discuss how the
water keeps being recycled and goes through each of these phases of the water cycle over
and over again.

FormativeAssessment:
Vocabularyworksheet,questioning.observation
LearningGoal
SuccessCriteria
AssessmentStrategy
Fillinvocabularywords
Studentswillfillina
Iwillobservestudentsfilling
worksheetwhileIread.
vocabularyworksheetasI
intheirvocabularyworksheet.

readastoryaloud.

Modification/accommodations:
AllowJadentodrawpictureswithhiswords.ProvidevisualsfortheELLs.

GuidedInstruction(Wedoit)
Nowthatwehaveanideaofwhattheseprocessesdo,wearegoingtomakeafoldabletofillout.I
willwalkyoustepbystepthroughit.Iwillshowyouhowtofilloutthefrontandthenyouwillfill
outtheinsidewithapartner.(walkthroughfoldabledirections).

FormativeAssessment:observationandquestioning
LearningGoal
SuccessCriteria
AssessmentStrategy
Completeoutsideofwater
Studentswilldrawandwrite
Iwillobservestudents
cyclefoldable.
outtheoutsideofthewater
completingtheoutsideofthe

cyclefoldable.
watercyclefoldable.

Modification/accommodations:
MakesuretoprovideclearinstructionsforJadenandParis.KeepacloseeyeonJadenandParisto
makesuretheyaredoingtheirwork.Iftheyarenthavethemcomesitatthehorseshoetableatthe
frontoftheroom.
ProvidealistofthewordsthatneedtobeonthetitleofthefoldablefortheELLs

Collaborative/Cooperative(Youdoittogether)

SIOP:
6,17,
18,21,
16,26,
25,20,
16

SIOP:
21,30,
29,5

SIOP:
27,28

NowthateveryoneisfinishedwiththefrontoftheirfoldableIwantyoutogetwithyour
sedimentarypartnerandbringyouripads.Insidethedropboxtheirisaworddocumentlabeled
interactivewatercycle.Iwanteveryonetoopenitandthengotothewebsitethatitshows.Once
yougetthereIwantyoutoworkwithyourpartneranddiscoverthewatercycle.Asyoureadall
aboutthewatercycleIwantyoutofillintheinsideofyourfoldablewiththeinformationyoulearn
aboutprecipitation,transpiration,condensation,andevaporation.

FormativeAssessment:Observationandfoldable.
LearningGoal
SuccessCriteria
AssessmentStrategy
Completeinsideofwater
Studentswillworkwitha
Iwillobserveandlistento
cyclefoldable.
partnertocompletetheinside studentscompletingtheinside

ofthewatercyclefoldable.
ofthewatercyclefoldable.

Modification/accommodations:
Havestudentsworkwiththeirsedimentarypartnerswhichareheterogeneousgroupingssothat
higherstudentscanhelpthelowerstudentsiftheyarestrugglingtofollowalong.

Independent(Youdoitalone)
AftereveryonefinishesfillinginthewatercyclefoldableIwanteveryonetofillinthewatercycle
diagramwiththecorrectlabels.Ialsowantyoutowriteadefinitioninyourownwordsabouteach
oftheprocesses.

SummativeAssessment:
Definitionworksheetandfillintheblankdiagramofwatercycle.

Modification/accommodations:Providealistofthewordsthatareusedtolabelthewatercyclefor
ELLsandJadenandParis.IfJadenwillnotcompletehisworkhavehimsitatthehorseshoetable
atthefrontoftheroom.

Closure/Reviewofwalkaways,vocabulary,andessentialquestions
(Note:Closureincludesstudentinteractions,reflection,and/ordemonstrations.)
Havestudentsfilloutanexitticketthatstateswhatthemostimportantthingtheylearnedtodaywas.
Askstudentstosharewhattheywrotedown.Whatdoesitmeanifsomethingevaporates?Whatis
theprocessofcondensation?Transpiration?Precipitation?

SIOPIndicators
(AddSIOPnumberanddescriptionwithinthelessonplan)
Preparation:
1Contentobjectives,2Languageobjectives,3Contentappropriate,4Supplementarymaterials,
5Adaptationofcontent,6Meaningfulactivities
BuildingBackground:
7Linkedtobackground,8Linkedtopastlearning,9Keyvocabulary
ComprehensiveInput:
10Appropriatespeech,11Clearexplanation,12Varietyoftechniques
Interaction:
16Opportunityforinteraction,17Groupingsupportsobjectives,18Waittime,19Opportunity
forL1students
Practice/Application:
20Handsonmaterials,21Activitiestoapplycontent/languageknowledge,
22Languageskills:reading,writing,listening,speaking
LessonDelivery:
23Contentobjectivesupported,24Languageobjectivesupported,25Studentsengaged,
26Pacing
Review/Assessment:
27Reviewvocabulary,28Reviewconcepts,29Feedback,30Assessment


TEACHINGNOTES
WhatdoIneedtoremembertodo?WhatmaterialsdoIneedtohaveready?Whatistheapproximatetime
neededforthislesson?

Remembertohavestudentsreadwalkawaysoutloud!!

REFLECTIONAFTERLESSON
HowcanIusetheassessmentdatatoreflecton&evaluatetheoutcomesofteachingandlearning?HowcanI
transferwhatIlearnedfromteachingthislessontofutureteaching?Whatwaseffectiveandnoteffective?
WhatgoalscanIsettoimprovemypracticeandstudentlearning?

Iwasobservedteachingthislesson.Ihadpreviouslytaughtthislessonlastsemesterinmypracticumclass!I
wasverypreparedforthislessonandthoughtthatitwentreallywell!AproblemIhadwasthatthewebsitewe
wereusinghadthewordcollectioninsteadofaccumulation.Ihadstudentschangethefrontoftheirfoldableto
matchthis.Studentsreallylovedthattheygottoworkwithapartnerandexplorethewebsitetofillintheir
foldable.Ialsohadstudentsturninanexitticketstatingsomethingnewthattheylearnedduringthelessonthis
day.WhenlookingattheassessmentdatafromtheexitticketIcouldseethatalmostallofthestudentshad
writtendownsomethingthattheyhadlearned.Onlyonestudentdidntwritedownsomethingthatdealtwith
thewatercycle.LookingatthisIrealizedthatIneededtokeepaneyeonherwhileIwasteachingbecauseshe
hadntbeenpayingattentionandhadchosetojustwritedownsomethingrandom.WhatIlearnedfromthis
lessonisthatstudentswillbeaskingalotofdifferentquestionsaboutalloftheotherlabelsonthewebsite.I
needtomakesurethatIknowthewebsiteandhadlookedateverythingtomakesurethatIknowit.Ifeelthat
usingthefoldablewasveryeffectivebecausethestudentsthoughtitwasfun,althoughitdidtakealittlebitof
timetomakethefoldableitwasworthitintheend.IfeltthatthewayIintroducedthevocabularywordscould
havebeenbetter.IfIweretoteachthisagainIwouldhavemystudentshaveasciencevocabularybookthat
theywouldonlyputsciencevocabularywordsin.AgoalthatIcouldsettoimprovemypracticewouldtobe
betterattimemanagement.WhenteachingthislessonmyreviewwasntasgreatasitcouldbebecauseIran
outoftimeandjustquicklysqueezedonein.