Angelica Sandoval

Lesson Plan #2
February 27, 2020
EDU 542 Lesson Plan Format
The Water Cycle
Behavioral Theory/Vocabulary Acquisition
Vocabulary Acquisition Model pg. 211-241
2nd grade Science

Lesson plan@ 50 and Reflection/Teaching @ 50

1. MATERIALS/PREPLANNING
 Materials
o Water Cycle Vocabulary Cards
o YouTube Video: https://www.youtube.com/watch?v=ncORPosDrjI
o Crayons
o Pencils
o Water Cycle Assessment Worksheet
 Vocabulary
o Precipitation
o Condensation
o Evaporation
o Storage
 Literature
o Water Cycle Video: https://www.youtube.com/watch?v=ncORPosDrjI

2. OBJECTIVE
 Students will be able to identify the definition of the water cycle processes.

 State the Cognitive Taxonomy /DOK Level

Dok Level 1, 2, &3

 List the standards met by this objective.

SL.2 .5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts
of experiences when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot.

3. ASSESSMENT Perfect Assessment Tool Rationale:

 I will assess students formally by having them complete  This assessment supports the Vocabulary Acquisition
the Water Cycle assessment worksheet. Students will Model because it evaluates a student’s ability to master
read the definition provides and label according to which the vocabulary words being learned through series of
process is the correct one. steps. Students are also able to demonstrate their ability
 I will also be assessing students informally by seeing to identify vocabulary in different contexts.
them quiz each other with their handmade vocabulary
cards.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
 Central focus of this lesson is that students are able to properly label, identify, and verbally explain the Four
given processes in the Water Cycle.

 Being able to explain the Water Cycle will help you move on and understanding more complex science lessons,
like weathering.

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Lesson Plan #2
February 27, 2020
5. MOTIVATION FOR LEARNING
 Identify the type of motivation (i.e., intrinsic/extrinsic) that is appropriate for this theoretical model.

The motivation aligned to the Vocabulary Acquisition Model is both intrinsic and extrinsic. It is intrinsic because students will
have to understand the 4 processes of the Water Cycle in order to understand the next science lessons that will be taught.
Students will not want to fall behind, so they will want to fully grasp information. It is also extrinsic because students will want
to complete assignment in order to not take classwork for homework.

 Describe exactly what you will do to in this lesson to support motivation to learn.

In order to help support motivation of learning the key vocabulary words I will have students work together in pairs to quiz
each other. They will be able to create their own vocabulary cards with pictures, and then test each other through the game
memory.

 How will this lesson promote a Growth Mindset

This lesson promotes growth mindset, because it requires students to create dual coding to understand the terms. It also
requires students to use various techniques to learn and master the information.

6. PRE-LESSON - Just before teaching the new lesson do the following:

 Review/Make Connections to Previously Learned Material (Advance Organizer appropriate)

Yesterday, we focused on different types of weather. Today we are going to focus on rain and how it occurs.

 Restate Objectives for the Lesson (State the objective to students in a way that students will know what they will learn. This
helps them make connections with prior learning.)

Today we will being learning about the Water Cycle, and there are 4 parts to that cycle. Today we will learn those specific parts
and be able to draw them and explain to your partners and me what occurs during that process.

 LESSON BODY: Provide text page #_____ for your lesson. Follow the exact steps provided in the text for
the lesson you are teaching. Clarity is the key.

Step 1 Pretest Knowledge of Academic Vocabulary:

 Teacher will begin by giving the students the reading Series of Events: of a Water Cycle.
 Students will be asked to highlight the vocabulary words (Precipitation, Condensation, Evaporation, and Storage).
 Teacher will then ask students if they have heard these words before. Students will also be asked if they have an idea
what they might mean.
 Students will jot down key words that they think align with the meaning.

Step 2 Elaborate on and Discuss Invented Spellings and Hypothesized Meanings:

 Students will read the handout.
 Teacher will ask students if they have a definition for each of the four words.
 Students will write down their definition, turn to their neighbor, and share their definition.
 Teacher will make sure that student is not used words from the worksheet definition.

Step 3 Explore Patterns of Meaning:

 Students will then Watch a YouTube and listen how the words are being pronounced and explained. Students are
focused on the process.
 Based on each process, students will work with a partner to create 1-2 hand movements that illustrate what happens
during the process. (EX. Wiggle their arms in the air to show that water is going up to the sky- evaporation)
 Students will then create their own flashcards.
 Students will create 4 flashcards, that will have the definition on one side, and a picture of what it occurs at the stage on
the other.
 Students will also create another set of 4 flashcards that have the word on one side and the picture on the other.

Step 4 Read and Study:

 Students will use the flashcards to play a quick game of Memory. They will test each other on the vocabulary word.
 Students will then watch a YouTube again. I will stop at various points to get in their own words the process being
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Lesson Plan #2
February 27, 2020
explained in the video.
 Teacher will also allow students to create hand movements in order to explain.

Step 5 Evaluate and Pretest:

 Students will move into the finally piece, that will show their understanding.
 Students will receive the Water Cycle worksheet and will have to draw the correct symbol to the corresponding
processes.
 When students turn in their worksheet, I will ask them to share one process and explain to me what it occurs.
6. ASSIGNMENT

This is a Perfect Assignment because it requires students to learn using the 6 best strategies. Students will be able to create their own
concrete examples using their hand movements. Students will also be able to using dual coding by creating illustrations that depicted
the definition of the word. The students will also work on retrieval practice when explaining to their partners and me the definitions and
the step-by-step processes of the Water Cycle.

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Angelica Sandoval
Lesson Plan #2
February 27, 2020
7. Student Work Examples/Technology Support

Reflective Thinking/Curriculum Evaluation @25 Points

8. Reflective Thinking/Curriculum Evaluation – this section should be comprehensive and thoughtful
in order to receive full credit.
Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

This lesson plan demonstrates:

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in general and
with their respective specialization.

This is because in this lesson students are able to learn about an ongoing process that occurs in our everyday life. Through
learning this students will be able to understand other main topics in the realm of science, specifically our earth. This concept
can help expand students’ knowledge in later researching trends & issues like global warming and how it is affecting our
climate and water cycle.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

This lesson is supporting deeper learning because it is using key strategies that through research are shown to help
information reach our long-term memory. This lesson supports ELD/ Special needs students because of the dual coding component.
Students are able to draw picture that help them understand the vocabulary term. This lesson also supports Advanced learners
because it allows them to use 3 of the key 6 strategies. Students are able to verbally dictate the definitions, showing their
understanding of the concepts.

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Angelica Sandoval
Lesson Plan #2
February 27, 2020

Link to Theory:

The Language Acquisition Model and the Behavioral Theory are linked because of the connections they make in language
development. “Learners future learning and performances are influenced by the consequences that follow their behavior”, is a Big
Idea that we can think of that relates to these models. They relate because a student’s results are based on the practices put into
place when learning new material. If a student is using the best methods possible in learning then they will be able to grasp the
information and truly learn it. The technology used in this lesson assisted in providing visual representations of the 4 processes in the
Water Cycle. These visuals assisted in the students creating their own visuals for their flashcards.

Growth Mindset

This lesson promotes a positive mindset because it allows students to be able to learn the information using a variety of techniques.
Students will be able to see that they can learn the information in all types of new ways. Students will also be able to test one another
in illustrations, verbal discussion, and matching.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

In this lesson, I feel that it was good that I provided students a time for them to create their own definitions. This time allowed
me to see how much prior knowledge they were bringing forth to the table. I also feel that students really like the opportunity to create
their own flashcards, and use them to later create and play their own memory game. I believe I need to currently update my
understanding on other science related information, so that I can tie it back to the overall topic. Being able to gain more understanding
about the area of Science, specifically was it taught in elementary grades will allow me to feel more comfortable teaching the material.
Being able to recognize the areas that I need to improve gives me an advantage at being able to supervise student teachers. I will be
able to explain to them the importance of recognizing mistakes and growing from them. We all need to be able to have a growth
mindset in all that we do.