DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: Where is water found?

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4),
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not available)
Advanced Learners: Bailey (Reading, Writing), Angel (Reading, Writing, Math), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble staying on task), Trinity (Falls
asleep), Nevaeh (Likes to talk a lot without raising her hand, will distract others, ADHD IEP not available), River (Gets
bored easily and will Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets stressed easily, perfectionist)
Classroom environment:

The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date
and number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction or centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Students will understand that water changes state as it moves through the water cycle.
Objective 2 b: Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Walk-Away: I will draw and describe the different types of precipitation.
Language Walk-Away: I will describe the different types of precipitation.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Discussion
throughout the lesson. Questioning. Buddy talk.
Content Walk-Away Evidence (Summative): Brainstorming and actual results of
where water is found (percentages of water) and their examples of where they can find
water in their community.
Language Walk-Away Evidence (Summative): Brainstorming and actual results of
where water is found (percentages of water) and their examples of where they can find
water in their community.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

For my ELL student and

my struggling students I
have pictures and
references posted for
their use all throughout
the lesson. I also have
created a PowerPoint
that is a visual aid. They
are grouped with others
to benefit their learning.
I grouped them so that I
had a variety of student
levels in each group. I

also grouped them

based on their behavior.
I made sure not to
group Daytona and
Neveah together. They
have not been getting
along. For My advanced
students I am
challenging them by
asking them questions
that will challenge
them. I will make sure
to monitor my
behavioral students but
using zone of proximity
and asking them to help
throughout the lesson.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Activate background knowledge by discussing why water is important? I have a picture of water on the
PowerPoint and a globe at the front of the room to help students visualize where water is found. Establish
that water is essential for many purposes. I have a slide that consists the uses of water along with pictures.
Put students into 6 groups. In small groups, ask students to brainstorm a list of all the places where water is
found on Earth. Discuss how students might group or classify the items in their lists.
Formative assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are brainstorming
Students are able to discuss with
Questioning and observation.
where water is found and also
their group and as a class.
why it is important.
Modification/accommodations: (ELL, IEP, GATE, etc.)
I am prompting my Ell and struggling students. I have pictures to help students visualize and brainstorm.
I am challenging my advanced students to connect the uses of water in industry, energy, and products.
SIOP 7, 8, 9, 23, 16, 17, 18, 29
Focus Lesson (I do it)
Go over objectives. Students read it with me. This is what you all will be able to do at the end of this lesson!

Write the classifications oceans, glaciers, and freshwater on the board. Tell students these are the
classifications (categories) that water experts have developed. Discuss each category, and then have
the students write these headings in their journals. Have students sort the items they wrote in their
journals into three categories. They are doing this in their group.
Have students engage in a group discussion of estimating the percentage of water found in each of
the categories. Note: Based on the category lists most students will probably estimate that most
water is found in freshwater. Have students write their estimates in their Findings Booklet. The total
of the percentages should add up to 100% correlating with 100 pennies.
Formative Assessment:
Learning Goal
Students are discussing their
estimations. They are working as

Success Criteria
Discussion of estimations, their
estimations written on their

Assessment Strategy
I am questioning and observing
students as they discuss in their

a group.

paper as a group.

groups.

Modification/accommodations:
The pennies help students (ELL and struggling) to better understand how water is distributed on earth. This
also helps my students who do not stay on task by using manipulatives to keep their attention.
SIOP 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 16, 17, 18
Guided Instruction (We do it)

Distribute 100 pennies to each group. Have them show their estimate using the pennies.
Provide students with the actual percentages: Oceans 97%, Glaciers 2%, and Freshwater 1%. As a
class, compare group estimations to the actual percentages.
To help students conceptualize what 97% as ocean water, 2% as glaciers, and 1% as freshwater
means, ask the students to recreate these percentages by stacking 97 pennies (97% oceans), 2
pennies (2% glaciers), and 1 penny (1% freshwater). Have students record the true percentages in
their Findings Booklet on page 6. Discuss these proportions.
Formative Assessment:
Learning Goal
Students are able To discuss the
amount of each category of water
on earth. They are discussing and
representing the percentages

Success Criteria
Discussing and representing the
percentages.

Assessment Strategy
Observation.

Modification/accommodations:
Students are discussing but my notes are on the board for reference and there are pictures on the slide.
SIOP 10, 11, 12, 16, 17, 18, 20, 21, 22, 29
Collaborative/Cooperative (You do it together)
Discussion with one another. Throughout the lesson. Buddy talk.
Formative Assessment:
Observing the students as they are discussion and representing.
Learning Goal
Success Criteria
Students are able To discuss the
Discussing and representing the
amount of each category of water
percentages.
on earth. They are discussing and
representing the percentages.

Assessment Strategy
Observation.

Modification/accommodations:
Students are working with one another using the vocabulary words that are referenced on the slides and
board for struggling students.
SIOP 16, 17, 18
Independent (You do it alone)

Have students write about a paragraph describing in detail where they can find water in their homes,
school, and community.
Monitor students as they are working. I will provide feedback.
Summative Assessment: The paragraph of where water is found in their community.
Modification/accommodations:
For Scott I will make sure to write what he wants to say on his white board for him to copy. He has trouble
spelling. I want him to focus on the content rather than him struggling with his spelling.
For my advanced students I will further their learning by asking them to classify the water in their
community into the three categories discussed.
Closure/Review of walk-aways, vocabulary, and essential questions

Review the various water sources. Looking at a globe of Earth, describe the difference between how
much land you see compared to water. Have students discuss this with their group. Review the

categories water is sorted in. Have the students share one thing they learned to their buddy and name
the different categories of water (along with percentages). Point out that 70% of Earth's surface is
covered by water.
SIOP 27, 28, 29, 30
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
PowerPoint
Pictures
Brainstorming sheets
Groups
Pennies
Globe

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?