NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom: 4th Grade classroom

Background: Introduction lesson on Water and Weather Unit.

Content Objective(s): SWBAT identify the three forms of water (liquid, solid, gas) and where they exist in the water cycle. SWBAT understand each of the 4 steps in the water cycle. Language Objective(s): SWBAT illustrate, label, and explain pictures of the water cycle and the different forms of water within the cycle. Nevada Standards: E.5.A.2.; E.5.A.4.; E.5.A.3.

Key Vocabulary: Water Cycle, Liquid, Solid, Gas, Precipitation, Collection, Condensation, Evaporation

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:

Warm Up Activity: (7 minutes) For the warm up, I will have students take out their science journals and for the warm up section, write down three different places they see water, and to explain how they see it.

Lesson Sequence: After giving students time to do their warm-up, I will bring them together as a class and I will call on students to share their entries. While the students are sharing, the other students will be required to take down examples they don't have in their journals. (5-7) After sharing, I will direct students to the board where I will list the three forms of water, and explain each in detail. (5) After explanation, I will ask for students to come up and write down examples of where they have seen each form of water. (5-7) After sharing, I will elaborate on the forms of water that are involved in the water cycle. (5) I will direct the students to the board again and ask them to copy down the water cycle as I draw it and explain each step. As homework, students must bring in their journals with their illustrations and their illustrations must be labeled with the different steps, which forms of water are present in each step, and at least 2 examples for each step. Supplementary Materials: Examples of the three forms of water, and diagram of water cycle. Review/Assessment: After each presentation (water forms, water cycle) I will ask the students to raise their hands and show level 1-5 of understanding, and spend extra time if needed. As a ticket out the door, students must show me their illustration of the water cycle, and it must have 4 distinct illustrations. Reflection:

Form: 005 JDC 4/22/08

NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM EXPLANATIONOFLESSONPLANCOMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group

Reading Writing

Linked to objectives Promotes engagement

Written Oral

ExplanationofLessonPlanComponents(continued)
Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require advanced instruction?

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning?

Form: 005 JDC 4/22/08