Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Lesson Objective(s)
(Stated in observable and measurable terms)

In groups of 2-3, students will create a Glogster poster identifying key components of a chosen part of the water cycle.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Students will present their poster to the class over 2 days and the teacher and students will grade each other according to a rubric based out
of a possible 10 points. After each presentation, students and the teacher will have an opportunity to ask questions and comment on each
project. Also, each group will evaluate themselves based on the rubric. This will be handed in to the teacher to review and be given a final
grade after all projects are presented.

Materials:
• 5-6 computers ( 1 computer per group)
• Access to Glogster online
• List of favorite sites for finding pictures
• Microphone for audio ( 1 per group)
• Tutorial of Glogster prior to starting assignment
• Rubric ( 1 per group)
• Signed AUP if not already handed in from prior lesson

Inclusion Techniques for Students with Special Needs:

For students with IEP’s, assistant will guide student through program prior to lesson. Additional time will be given to record audio due to
noisy atmosphere. Student will be given a basic layout of where pictures should be placed. Student will then have to find pictures with help
of group, assistant, and teacher to be placed onto poster.

Enrichment Techniques:

Students will be helping each other out in their small groups. Advanced students will be required to create and upload own video inside or
outside of classroom that goes along with their part of the water cycle.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Students will be given time before lesson to decide on a basic layout of poster. Specific jobs may be given to ensure all students are
participating in activity. One student could be in charge of finding pictures, while the other is in charge of audio and video selection.
Students will also be given additional time throughout the day to work on their glogster poster. The students will find their pictures on day 2.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
I would post 4 pictures of the water cycle on the board (participation, evaporation, condensation, and collection). Have the students think for
about 1 min on which part they think is most important and why. The students will then turn to their neighbor to discuss their thoughts. This
will be done for no more than 3 minutes to be given adequate time for each person to speak. The students would then share their thoughts
and ideas with the class and have the chance to comment on the different parts of the water cycle. The students will then are placed into
their groups and continue with the lesson.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
Once anticipatory set is complete, they will be given a rubric explaining the details of the project.
Day 1: (classroom setting) Teacher-Centered

• Students will be placed into groups and be given a part of the water cycle

• The students will be given a couple minutes to discuss their thoughts and opinions of their project

• The teacher will discuss the rubric to the class and the students can ask questions if needed

• Teacher will then show tutorial of glogster and identify the different features. (as the students are in groups, remind them to
think of things to incorporate into their project)
• Once tutorial is over students can ask additional questions
• Teacher will then show a sample poster of what is expected (students may comment on teacher-made poster)
• Students will have remainder of the period to work in their groups to develop a basic outline of their project. They will begin
their project the following day.
Day 2: (computer lab) Student-Centered
• Computers will be already set up in the lab for the instruction to begin.
• Students will work in the computer lab to create their poster.

• The teacher will walk around to monitor the progress of the students.

• Students with an assistant will use their USB port to insert pictures on their poster.

• Student’s on-level will have the chance to find pictures and videos on websites given by teacher.

• Students will be given additional time outside of class to record their audio.
Day 3: (classroom setting)
• Each group will present their project to the class.
• After each group presents, they will have the chance to grade their own project. (1-2 min)
• The other students will also have the chance to comment and question (1-2 min)
• Students will be given an evaluation of the program and the project. Questions such as:
o What was hard?
o What did they enjoy?
o Would you recommend this program to your friends?

• Once all groups have presented the teacher will hand out final grades.

Guided Practice/Independent Practice/Assessment Activities

The first day of instruction will be guided practice as a whole. Students will be given the rubric, their water cycle part, and be shown the
tutorial of the program. It will be teacher-centered for the students. The second day of the lesson will be the independent practice for the
students to work collaboratively in small groups. The teacher will be there for assistance and to monitor their progress. Their assessment
will be a rubric created by the teacher. The students will have input toward their grade, but the final grade will be given by the teacher.
Students will have a chance to make changes to their project once they have received comments from their peers.
Closure:
Students will discuss as a class if they have changed their minds on the anticipatory question: What is the most important part of the water
cycle and why? Explain to the students that there is no part of the cycle that is more important than the other. Just like a chain, if one piece
is missing then the chain is incomplete. Once water evaporated into the air, it forms clouds. If it did not rain and come back down, marine
life would not be able to survive. If the water did not evaporate from the oceans and lakes, the rivers and oceans would be overflowing with
water.