DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: Name that process!

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4),
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not available)
Advanced Learners: Bailey (Reading, Writing), Angel (Reading, Writing, Math), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble staying on task), Trinity (Falls
asleep), Nevaeh (Likes to talk a lot without raising her hand, will distract others, ADHD IEP not available), River (Gets
bored easily and will Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets stressed easily, perfectionist)
Classroom environment:

The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date
and number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction or centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Students will understand that water changes state as it moves through the water cycle.
Objective 1b.
Identify the sun as the source of energy that evaporates water from the surface of the Earth.
Objective 2 b. Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Walk-Away: I will identify and describe the processes of the water cycle.
Language Walk-Away I will identify and describe the processes of the water cycle.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Discussion
throughout the lesson. Questioning. Buddy talk. Jeopardy Game.
Content Walk-Away Evidence (Summative): Students will create a foldable identifying
the processes of the water cycle and writing descriptions. They are also working a
group to answer questions about the water cycle.
Language Walk-Away Evidence (Summative): Students will create a foldable
identifying the processes of the water cycle and writing descriptions. They are also
working a group to answer questions about the water cycle.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

For my ELL student and

my struggling students I
have pictures and
references posted for
their use all throughout
the lesson. I have also
made it easier for my
struggling students and
Scott who dread to
write by typing the
processes and
descriptions for their
foldable. They will only
have to match the
definition to the right

process. This will allow

them to focus on the
concept instead of
putting off the writing.
They are grouped with
others to benefit their
learning. I grouped
them so that I had a
variety of student levels
in each group. I also
grouped them based on
their behavior. I made
sure not to group
Daytona and Neveah
together. They have not
been getting along. For
My advanced students I
am challenging them by
asking them questions
that will challenge
them. I will make sure
to monitor my
behavioral students but
using zone of proximity
and asking them to help
throughout the lesson.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

I will start the lesson by reviewing the gestures we have created for the processes of the water cycle.
Evaporation: moving hands up like steam rising
Condensation: moving hands together in the shape of a puffy "cloud
Precipitation: moving hands down like rain
Collection: form a ring with your arms to form a lake
Formative assessment:
Students using gestures to represent the processes of the water cycle.
Learning Goal
Students understand the
processes of the water cycle and
are using gestures to represent
them.

Success Criteria
Students are using gestures to
represent the processes of the
water cycle.

Assessment Strategy
Observation.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I am prompting my Ell and struggling students. I have pictures to help students visualize the processes.
SIOP 7, 8, 9, 29, 23, 24, 18, 12, 6
Focus Lesson (I do it)
Go over objectives with students. Have them read it with me.
I am reviewing what we have learned in this unit. I have created a powerpoint. My powerpoint is full of
pictures, definitions, and videos. As I am discussing I will have them turn to their buddy to explain each

concept.

We have learned so much this week about the water cycle.

We have learned and discussed why water is important what we use it for. (turn to your buddy and
discuss what we use water for)
We have learned how water is classified. (what are the three classifications)
We have learned what cause water to move through this cycle. (What is the source of energy used to
move water)
We have described each process. (Explain what evaporation is. What is the form? Gas. Explain what
forms clouds. Condensation. Relate this to our science experiment. What are the different forms of
precipitation? What happens to the water once it goes back to the earth surface?)
Formative Assessment:
Students are participating in the discussion of the class.
Learning Goal
Students are discussing the
prompts as we review what we
have learned about the water
cycle.

Success Criteria
Students discussing the prompts
with buddy.

Assessment Strategy
I am questioning and observing
students as they discuss with
their buddy.

Modification/accommodations:
Students are able to use their references we have created (foldables). There are references on the board. I
will monitor Damion to make sure he understands each prompt.
SIOP 1, 2, 3, 4, 10, 11, 12, 19, 18, 5, 6
Guided Instruction (We do it)

Now that we have all become experts on the water cycle, I have made a Jeopardy game to test our
knowledge! I have put the students into 6 groups. The groups are based on their levels and behavior
to ensure that they will get along. In your group you will have to discuss all together what each
question is. Everyone needs to participate! If I see that people are not participating I will take a point
away from your group.
We will play this game for fifteen minutes.
Formative Assessment:
Students are participating in a group discussing what we have learned throughout this unit.
Learning Goal
Students are working as a group
to answer the questions given to
them on the water cycle.

Success Criteria
Discussion as a group and
participation.

Assessment Strategy
Observation.

Modification/accommodations:
Students are discussing in their group and are participating in the game. I made sure not to put Daytona
and Nevaeh in the same group. I will have to monitor Owen and Beau to make sure they are on task. I am
encouraging my struggling students and ELL to use their references available.
SIOP 16, 17, 18, 19, 20, 21, 22, 6
Collaborative/Cooperative (You do it together)
Discussion with one another while playing the game.
Formative Assessment:
Learning Goal
Success Criteria
Students are able to work with
Discussing and participation.
one another as they answer the
questions given to them about the
water cycle.

Assessment Strategy
Observation.

Modification/accommodations:
Students are working with one another using the vocabulary words that are referenced on the board for
struggling students (Damion and Scott).

Independent (You do it alone)

You all worked so well together. Now I will you to use what we just practiced to put together a foldable that
describes all the processes of the water cycle. I have typed the process and the description for you. All you
need to do is match the process to the correct definition. You will need to draw picture to represent the
process. (I have made a sample for the class. I will review how to do this. I premade the foldables so it is
simply cutting, pasting, and drawing). You will be using this foldable to help you study for our test tomorrow.
Once you are done You can read a magazine from the back table about water.
Summative Assessment: The foldable created.
Modification/accommodations:
I have typed the definitions specifically to help Scott and my struggling writers in the class. I want them to
focus more on the matching of the definition to the process and be able to draw the process. I will make sure
to monitor Damion and Scott to make sure they are on task and understanding the processes. For my
advanced students I have available magazines and activities with the articles that relates water to the real
world.
SIOP 10, 11, 12, 30, 29, 18, 19
Closure/Review of walk-aways, vocabulary, and essential questions

We will review by having the students share their foldables and explain them to their buddy. I will
reinstate that the source that provides the energy needed to move water through the cycle is the sun.
We will end by going over the processes using our gestures.
SIOP 27, 28, 29, 30
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
PowerPoint
Pictures
Foldables
Jeopardy game
Groups

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?