Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
I will be teaching this to 20 fifth grade students. There will be 1 advanced learner, and 1 student that has an IEP and pulled for communication
arts and mathematics.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
There will be the regular education teacher as well as the assistant with the student that has the learning disability. The teacher will be co-
teaching in the classroom and the computer lab.

What is the long range goal(s) that is tied to this lesson?

The long range goal is to have the students understand how the water cycle works. They will be doing this through a variety of technology
based instruction, hands-on tasks, as well as small/whole group work.

What is the specific learning objective(s) for this lesson?

• The students will be able to identify the various stages of the water cycle
• The students will create a Glogster poster to show their understanding of a particular part of the water cycle
• The students will work collaboratively with their peers to blog information learned through the water cycle unit
• The students will use tools on the web to develop their understanding of how to incorporate technology into the unit
• The students will reflect on others works through blogging to show their understanding of the lessons and using technology throughout
the unit

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
The students will need to know and understand the definitions that relate to the water cycle that include precipitation, evaporation, and
condensation.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
The lessons will begin with learning acquisition lessons and move into performance based lesson on each topic. There will be lesson that model
the concepts, and generalizations lessons to demonstrate their understanding of the content and skills.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
The unit will be completed over the course of 3-4 weeks. Each particular part of the cycle will be focused upon for 1-2 days.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
These lessons will be in the classroom or the computer lab depending on the lesson plan. The students will have their user names and
passwords prior to beginning each lesson. This will take a day or two to set up and complete. The software programs will also need to be
installed in order for the students to complete each assignment using technology.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
Under the PA Academic Standards, students are required to identify the parts of the water cycle and understand how it plays a part in our every
day life. The water cycle is a great theme for students to use and incorporate technology. Students can take pictures over time when it rains,
and when the water evaporates in different areas of school and at home. It will be their own story of the water cycle.

How does this lesson relate to the PA Academic Standards?

3.3.4 B2 Explain how the use of technology affects the environment in good and bad ways

3.3.5 A4 Explain the basic components of the water cycle

3.3.5 A5.Differentiate between weather and climate.

Explain how the cycling of water, both in and out of the atmosphere, has an effect on climate.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
The lessons will begin with a short video of where water comes from and where it goes during each phase. The students will have an inquiry
based instruction to discuss with a partner and whole group what they think happens during the cycle parts. They will then be led into each
lesson.

How will you determine if students have met the lesson objective? (Think assessment)
The students will be assessed through rubrics to make sure they meet each criterion. The students will create a portfolio to store all their work
and to show progress throughout the lessons.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson will be discussed in whole group settings, then into smaller groups to gather information and data. The students will then have a
chance to work either in small groups, or independently on their projects.