DIXIESTATEUNIVERSITYDEPARTMENTOFEDUCATION

rd
ELEMENTARY3
SEMESTERLESSONPLANTEMPLATE
(1/25/13)

TeacherCandidate
JessicaIverson
GradeLevel
Fourth
Title
Howwatercyclerelatestothewatersupply

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
Jaden

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.e
:Describehowthewatercyclerelatestothewatersupplyinyourcommunity.


ContentWalkAway:Iwillbeabletowriteabouthowthewatercyclerelatestothewatersupplyinmy
community.

LanguageWalkAway:Iwillbeabletowriteabouthowthewatercyclerelatestothewatersupplyinmy
community.

Vocabulary:watersupply

ASSESSMENTEVIDENCE

(WhatevidencedoIneedtoshowthestudentshavelearned
theWalkAway?)

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

FormativeEvidence(checkingforunderstandingthroughoutthelesson):
observation,questioning,andwatersupplyworksheet.

ContentWalkAwayEvidence(Summative):
StudentswillwriteaparagraphaboutthewatersupplyinUtah.

LanguageWalkAwayEvidence(Summative):

Highlevellearners:Research
anotherstate'swatersupply
andcompareittoours.
ELL:Providedwithalistof
wordstheycanuseintheir
paragraph.
Behavior:Nomodifications
becausetheygettheoptionof
choice.

StudentswillwriteaparagraphaboutthewatersupplyinUtah.

Approx.
Time

SIOP:
1,2,3,
7,8,9

ACTIVELEARNINGPLAN

Activate/BuildingBackgroundKnowledge
Iwanteveryonetothinkaboutlastweekwhenwetalkedabouttheplacesthatholdwater.Who
remembersthatbigwordthatwelearnedthatmeanstoholdwater?Accumulate!AwesomeNowI
wantyoutothinkaboutsomeoftheplacesthatwetalkedaboutthatholdwater.Writedownashort
listofplacesyoucomeupwith.NowIwantyoutotellyourpartnerwhatyouwrotedown.Who
rememberswhatpercentageoftheearthswaterisintheoceans?Freshwater?Glaciers?Nowthatwe
havetalkedaboutthewholeearthtodaywearegoingtotalkabouthowthisallaffectsUtah.

Formativeassessment:
Observingstudentsandlisteningtotheirresponses.Listofplacesthatholdwater.

LearningGoal
SuccessCriteria
AssessmentStrategy
Recappingaboutwhatwe
Studentswilldiscusswitha
Iwilllistentostudent
alreadyknowaboutthewater partnerandwiththewhole
responsestothequestionsI
supply.
classaboutwhatwehave
ask.

learnedaboutplacesthathold
water.

Modification/accommodations:(ELL,IEP,GATE,etc.)
Groupsoftablesareheterogenousgroupingandhaveahigh,low.ongradelevel,andELLstudent
ateachtable.

SIOP:
23,24,
4,22

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

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

FocusLesson(Idoit)
TodaywearegoingtobelearningaboutthewatersupplyinUtah.Didyouknowthateverywhere
hasadifferentwatersupplythattheycanuse?Beforewebeginletsreadthewalkawaystogetherso
thatweknowjustexactlywhatwearegoingtobedoingtoday.OkayNowthatweknowwhatwe
aregoingtobelearningaboutIhaveafunpowerpointtoshowyouthatwillmakeyoureallythink
aboutallofthewaterthatweuseinourhomesandwheremostofitcomesfrom!Ihavepassedout
aworksheetthatwewillbefillingoutaswegothroughthewholepowerpoint.Iwillshowyouwhat
weshouldbewritingineachofthebubblesfirstandthenwewilldoonetogether.(Readslideabout
bathing)Thewaythatweusewaterthemostiswhenwetakebathsandshowers!Iamgoingto
writebathsandshowersinoneofmybubblesonmyworksheet.

FormativeAssessment:
Observing
LearningGoal
SuccessCriteria
AssessmentStrategy
Discussingwhatwewillbe
Studentswillreadwalkaways Iwilllistentostudentsreading
doingtoday.
aloud.
walkawaysaloud.

Modification/accommodations:
ELL:Uselotsofvisualsinthepowerpoint.

GuidedInstruction(Wedoit)
NowIwantyoutohelpmewithwhatweshouldwriteinthebubbleonthenextslide(readslide
aboutbathroomsandflushingtoilets)Iwanteveryonetothinkaboutwhatwouldbethebestwayto
writethisontheirworksheet.Ithenwantyoutotellyourpartnerandthenwewillallsayitoutloud.
Iheardeveryonesay(whatevermoststudentssaid)letswritethatinoneofthebubbles.Nowthat
wehavehadsomepracticeIwantyoutofillintherestofthebubblesaloneaswegothroughthe
restofthispresentation.

FormativeAssessment:
Listeningtoresponsesandcompletedworksheet.
LearningGoal
SuccessCriteria
AssessmentStrategy
Findingouthowweusewater Studentswillfillouta
Iwillobservestudentsfilling
inUtah.
worksheetabouthowweuse
inworksheetsabouthowwe

waterinUtah.
usewaterinUtah.

Modification/accommodations:
ELL:Providevisualsandpicturesinpowerpoint.

Collaborative/Cooperative(Youdoittogether)
NowthatwehaveallfilledouttheworksheetIwantyoutoworkwithapartnertofindoutwhere
mostofourwatercomesfrom.Youneedtogointodropboxonyouripadsandopenupthefile
labeledwatersupplyTherewillbealinkthatyouneedtoclickonthelinkandthenlookthrough
thewebsiteandfindoutwhereourwatersupplycomesfrom.OnceyouhavefoundthemIwantyou
toeachmakeagraphicorganizerandstarttowritedownideasaboutwhatyouaregoingtotellme
inyourstoryaboutUtahswatersupply.

FormativeAssessment:

SIOP:
21,30,
29,5

SIOP:
27,28

observingstudentsastheyworkthroughthewebsite.
LearningGoal
SuccessCriteria
AssessmentStrategy
FindingoutwhereUtahs
Studentswilluseawebsiteto Iwillobservestudentsasthey
watersupplycomesfrom
findoutwhereUtahgetsits
areworkingthroughthe

watersupplyfrom.
website.

Modification/accommodations:
Partnersareofthesamelevelsotheywontfeelpressuredorpushedtoofastthroughthewebsite.
Behavior:havethemsitwiththeirpartneratthehorseshoetableinthefront.

Independent(Youdoitalone)
NowthatyouhaveallworkedtogethertofindoutwhereUtahgetsitswatersupplyandhave
createdagraphicorganizeraboutwhatyouwanttowriteabout.Iwantyoutowritemeaparagraph
aboutwhereUtahsgetsitswatersupplyandhowweusethatwater.Iwillbehandingoutarubric
thatyoucanlookattoseewhatneedstobeincludedinyourpaper.

SummativeAssessment:
PaperaboutwhereUtahgetsitswatersupplyandhowweusethatwater.

Modification/accommodations:
HighLevel:Compareadifferentstateswatersupplytooursandwriteaboutthedifferencesand
similarities.
ELL:Providepromptsforstoryaswellaslistsofvocabularywords
IEP:Providelistsofwords
Behavior:Theygettohaveachoiceonwhattheychoosetoputintheirparagraph.

Closure/Reviewofwalkaways,vocabulary,andessentialquestions
(Note:Closureincludesstudentinteractions,reflection,and/ordemonstrations.)
Iwanteveryonetothinkofonethingthattheywroteontheirworksheetaboutwhatweusewater
for.Nowthinkaboutitforasecondandnowsayittoyourpartnerinslowmotion!NowIwantyou
toraiseyourhandonceyouhavethoughtofoneplacewherewegetourwatersupply.Nowsayitto
meinawhispervoice!

SIOPIndicators
(AddSIOPnumberanddescriptionwithinthelessonplan)
Preparation:
1Contentobjectives,2Languageobjectives,3Contentappropriate,4Supplementarymaterials,5Adaptationofcontent,
6Meaningfulactivities
BuildingBackground:
7Linkedtobackground,8Linkedtopastlearning,9Keyvocabulary
ComprehensiveInput:
10Appropriatespeech,11Clearexplanation,12Varietyoftechniques
Interaction:
16Opportunityforinteraction,17Groupingsupportsobjectives,18Waittime,19OpportunityforL1students
Practice/Application:
20Handsonmaterials,21Activitiestoapplycontent/languageknowledge,22Languageskills:reading,writing,
listening,speaking
LessonDelivery:
23Contentobjectivesupported,24Languageobjectivesupported,25Studentsengaged,26Pacing
Review/Assessment:
27Reviewvocabulary,28Reviewconcepts,29Feedback,30Assessment

TEACHINGNOTES
WhatdoIneedtoremembertodo?WhatmaterialsdoIneedtohaveready?Whatistheapproximatetimeneededforthislesson?

REFLECTIONAFTERLESSON
HowcanIusetheassessmentdatatoreflecton&evaluatetheoutcomesofteachingandlearning?HowcanItransferwhatIlearned
fromteachingthislessontofutureteaching?Whatwaseffectiveandnoteffective?WhatgoalscanIsettoimprovemypracticeand
studentlearning?

Icreatedapowerpointtogowiththislesson.IttalkedaboutthedifferentwaysthatweinUtahuseourwater
supply.Ifeelthataskingthestudentshowtheyfeelthatweusethemostwaterreallyhelpedforthemtothink
aboutitbeforeIactuallydiscussedit.ThestudentswereverysurprisedwithwhatusesthemostwaterinUtah.
Ifeelthatthepowerpointandworksheetwereveryeffective.Thestudentsthenreadanarticleaboutwhat
happenstoourwateronceitgoesdownthedrain.Thepartnerswereheterogeneoussothatifthereweresome
bigwordsinthearticlethehigherstudentcouldhelpthelowerstudenttofigureitout.Usingheterogeneous
groupingswasreallyeffectiveinthislesson.Thestudentsfilledoutanexittickettellingsomethingthatthey
learnedfromthearticle.Ifeltthattheexitticketwasntveryeffectivebecausesomestudentsjustwrotethetitle
ofthearticleinsteadofsomethingtheylearnedfromit.Ialsofeelthatthelessonwouldhavebeenbetterifthe
powerpointwasmoreengagingbecausesomestudentsweregettingbored.IfIteachthisagainIwillmakesure
thatstudentsdontjustyelloutanswersbecausealotofstudentsweredoingthatduringthislesson.