Professional Documents
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UMF Unit‐Wide Lesson Plan Template
Name: Thia Bridges Program: Elementary Ed. Course: Student
Teaching
Lesson Topic / Title: Science: Water cycle
Lesson Date: February 25, 2019 Lesson Length: 30 Min Grade/Age: Grade 2
Learning Objectives & Content Standard Alignment ‐ Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.
Learning Objective(s) Instructional Decisions / Reasoning
Student’s will be able to say:
‐ I chose to use these learning objectives
I can de ine how the water cycle works using the because I want the students to understand
vocabulary words; evaporation, condensation, what the water cycle is always continuing.
precipitation, and collection.
‐ I also want them to have some of the basic
I can explain how the water cycle never stops. vocabulary words associated with the
water cycle.
‐ This is age appropriate because it is giving
the students the basic vocabulary and
understanding for the water cycle so when
they talk about it again in grade 3 they will
be able to look and see how the water
cycle affects ecosystems.
Content Standard(s) Instructional Decisions / Reasoning
Maine Learning Results: science The reason I chose standards for both
D2: Earth grades PreK‐2 and grades 3‐5 is because
this is an introductory lesson to what they
PreK‐2 will be looking into deeper in grade 3.
Students describe Earth’s weather and surface
materials and the different ways they change. I will be explaining to the students about
a. Explain that the sun warms the air, water, and land how the sun takes part in the water cycle
and warms the water. I then talk to them
about how the water can take on many
3‐5 different forms through the water cycle.
Students describe the properties of Earth’s surface
materials, the processes that change them, and cycles
that affect the Earth.
b. Describe the various forms water takes in the air and
how that relates to weather.
Assessment ‐ Uses assessment lexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre‐assessment: ‐ The assessment uses the vocabulary
‐ Water cycle pre‐test words in two ways. One way the students
are asked to ill the words into a water
cycle diagram. The words are used in a ill
in the blank as well. The students have a
word bank and they have to igure out
what de inition its the vocabulary words.
‐ There are 12 questions on the test. I will
be looking at how many items students
get correct, from that I will determine
what the half gap is. For example, if a
student got 6 out of the twelve correct that
gap between 6 and 12 is 6, half of six is 3.
I will be using the same exact questions on
the inal test and if that student gets at
least 9 correct on that test then I can say
that they made adequate progress in the
standards.
‐ I will not be giving students feedback on
this test and will not be returning it to
them. This is strictly for the purpose of
seeing what they already know and
determining what each students half gap
is.
Modi ications/accommodations:
‐ I will be reading the questions to students
and then asking them to answer it after I
have read it. I will have them put their
pencil in the air so that I know they are
ready to move on.
‐ I will check in with Students G.H, Z.J, and
R.R. and A.Be. frequently to check for
understanding and to make sure they are
on task.
‐ If students G.H. Z.J and C.CE have dif iculty
writing the vocabulary words in their
correct spaces I will have them draw a line
from the vocabulary to space they think
the word belongs.
‐ I am assuming the test is going to cause
issues for students A.Bu and S.M. because
they feel when they have a paper or a test
in front of them they are expected to know
the answers. The “grey area” tends to
stress them out. In S.M. IEP plan it says
that he can do work completion in the
special ed room if he chooses.
Instructional Materials and Resources ‐ Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
Pre‐test ‐ The students sit in groups so I will be
Pencils using privacy shields to ensure they are
Privacy shields keeping their eyes on their own paper, it
also helps them avoid side conversations
when they are up.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using
a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
‐ Opening (5 mins) ‐ Technology was not used in this lesson.
We are going to be learning about the water cycle and
how the water cycle works, today we will be doing ‐ I will circulate the room as students are
something a worksheet that I do NOT expect you guys answering the questions and use proximity
to already know everything. If you already knew to make sure that students are on task and
everything on this paper then I would not have to teach not falling too far behind when answering
you. This worksheet will tell me what it is I need to the questions.
explain to you guys. I want you to take your best guess
when we are doing it. ‐ I am using queues like “thumbs up, thumbs
down” to check for understanding and
‐ Test (20 mins) having them put a pencil in the air so I can
Have paper‐passers pass out the tests. see who is ready to move on, students who
When you get your test I need you to put your name at don’t have a pencil raised I can check in
the top of the test and then put your pencil in the air with as I am circulating.
when you are done.
for the irst four questions, I will read the question and ‐ I am reading the questions for two reasons.
then you will ill in the blank with one of the One reason is for the students who have a
vocabulary words in the word bank. When you have hard time reading and are below grade
inished put your pencil in the air so I know you are level. The other reason is that I am
ready. modeling to the students how to take their
read question one and then read the four vocabulary time and not rush through the test.
words
repeat for the next three questions ‐ Telling the students that it is ok not to
The next section I will read the statement and then if it know what the vocabulary words mean
is a true statement then you will put a T on the line if right now and that it is just a tool so that I
the statement is False (or not true) then you will put know what I need to teach to help them
an F, thumbs up if you understand. learn about the water cycle. Pre‐tests can
I will read each statement and have them put the pencil in cause a lot of anxiety for students, they feel
the air when they have inished I know they are ready. like they are expected to know everything
On the back, you will use those same four vocabulary that we give them. Teaching them that it is
words and ill them into the diagram. You will take ok not to know everything and that school
is here to teach them. If they already knew
your best guess on where you think that vocabulary everything then we wouldn’t have to teach
words will go in the water cycle. them.
collect them as they inish and have them silent read
‐ Closing ( 2 min)
Tomorrow we will be reading a book about the water
cycle and we will also get to start a fun little
experiment. If you have a snack you may get it if you
need one raise your hand and I will come around with
one.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modi ications, accommodations)
‐ I will be reading the questions to students and then ‐ Possible Misconceptions:
asking them to answer it after I have read it. I will have ‐ they are required to know what the
them put their pencil in the air so that I know they are vocabulary words mean
ready to move on. ‐ Required to already know how the water
cycle works
‐ I will check in with Students G.H, Z.J, and R.R. and A.Be.
frequently to check for understanding and to make sure
they are on task. ‐ I am scaffolding the work for a couple of
the students (if necessary) I will have them
‐ If students G.H. Z.J and C.CE have dif iculty writing the draw a line because some of them have
vocabulary words in their correct spaces I will have dif iculty writing so they are still able to
them draw a line from the vocabulary to space they show me that they know the information
think the word belongs. just in a different way.
‐ I am assuming the test is going to cause issues for
students A.Bu and S.M. because they feel that when they
have a paper or a test in front of them they are expected
to know the answers. The “grey area” tends to stress
them out. In S.M. IEP plan it says that he can do work
completion in the special ed room if he chooses. We
have the initial 504 meeting today for student A.Bu. to
set up the proper accommodations and services to help
her in school.
Field Courses Only – Post lesson
Re lection
As I predicted student A.Bu. became frustrated with the pre‐assessment. In the initial 504
meeting that we had for this student this afternoon. At the meeting, they suggested that we
pull the student aside and do it one on one with the student if we feel that it is going to
them stress. Many students that I thought would have a problem with the pre‐test actually
handled it really well. I had to remind them throughout the test that it was ok not to know
the answers and reminded them to just take their best guess. One student pointed out that
if they already knew everything then there would be no point for school and learning. Many
of the other students had an “ah ha” moment when that student said that. Three of my