Benchmark Assignment: LRC 517 Written Lesson Plan: The Water Cycle 2019-08-15¢  Benchmark Assignment:

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  • Benchmark Assignment: LRC 517 Written Lesson Plan: The Water Cycle

    Xin Zhang, Julie Koningsor, Patricia Stewart, Kelly Ann Larkin May 1, 2013

    I. Introduction to lesson:

    This lesson is intended to teach Second Grade students about the Water Cycle, a standard according to the AZ Dept. of Education. Through this lesson, we will reinforce language objectives of writing skills, identifying subject/predicate and working collaboratively as groups.

    II. Content Area Taught:

    Science, Language Arts, Music

    III. Description of Students Taught: These standards are from the Arizona State Standards for Second Grade. Therefore, we would

    expect that our classroom would be of primarily seven to eight year old children, with a variety of backgrounds. We will use Spanish, Chinese and English to help reinforce vocabulary and science terms. One could presume that the classroom may have ELLs or Special Education students as well as ‘typically developing” children. Typically in Second Grade, children are still reinforcing reading and writing skills, so the levels of academic achievement in these areas may range from “needing improvement” to “exceeds”.

    IV. AZ State Content Standards & Common Core Standards

    AZ Science Standards Strand 1: Inquiry Process Concept 1: Observations, Questions, Hypothesis (observe, ask questions and make predictions) PO.2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle) Concept 2: Scientific Testing (Investigating and Modeling): Participate in planning and conducting investigations, and recording data. PO.2. Participate in a guided investigation in life, physical and Earth and Space Sciences. PO.4. Record data from guided investigations in an organized and appropriate format(lab book, notebook, chart paper)

    Concept 4: Communication (Communicate results of investigations)

    PO.1. Communicate the results and conclusions of an investigation (verbal, written and drawn)

    PO.2. Communicate with other groups to discuss the results of an investigation.

    Strand 2: History and Nature of Science

    Concept 2: Nature of Scientific Knowledge (understand how science is a process for generating questions)

    PO.1. Identify components of familiar systems

    Strand 5: Physical Science

    Concept 1: Properties of Objects and Materials (classify objects and materials by their observable properties)

    PO.2. Classify materials as liquids, solids and gases PO.3. Demonstrate that water can exist as a: • gas – vapor • liquid – water • solid – ice

  • AZ Common Core Standards for English Language Arts

    Reading Standards for Informational Text Key Ideas and Details 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2.RI.3) Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (2.RI.4)

    Writing Standards K-2

    Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above). (2.W.4) a. With guidance and support from adults, produce functional writing (e.g., friendly letters, recipes experiments, notes/messages, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. (AZ.2.W.4)

    8. Recall information from experiences or gather information from provided sources to answer a question. (2.W.8) Presentation of Knowledge and Ideas 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 specific expectations.) (2.SL.6)

    V. Content Objectives: 1. With guidance and support from adults, students will produce functional writing in which

    the development and organization are appropriate to task and purpose. 2. Students will be able to understand and explain how the water cycle works.

    VI. Language Objectives:

    1. Students will be able to write simple sentences identifying the subject and predicate. 2. Students will be able to identify the sequence of words, (First, Next, Then, Finally). 3. Students will be able to write a short paragraph (4-5 sentences) about the Water Cycle.

    VII. Key vocabulary ( in English/Spanish/Chinese)

    Water/ aqua/水shuǐ Other forms of water (or bodies of water): puddle, river, pond, ocean and lake Cloud/Nube/云yún

    Evaporation/Evaporación/蒸发zhēng fā

    Condensation/Condensación/ 冷凝lěng níng

    Precipitation/Precipitación/降雨jiàng yǔ

    Rain/Lluvia/雨yǔ

    Snow/Nieve/雪xuě

    Land/Soil/ Tierra/Suelo/大地dà dì

    Sun/ Sol/太阳tài yáng

    Other words:

    Subject

    Predicate

  • Flow

    Cycle

    VIII. Supplementary Materials:

    Power Point presentation of The Water Cycle…Created by Julie; edited by Xin Supplies: Poster board, cut outs of water cycle items, glue sticks Highlighters Handout for Written paragraph You Tube Video of child Singing The Water Cycle Song

    http://www.youtube.com/watch?v=-DTS-UAGveU Words to Water Cycle Song

    The Water Cycle Song (sing to She’ll be Coming ‘round the Mountain)

    Water travels in a cycle, yes it does

    Yes it does! Water travels in a cycle, yes it does it

    Yes it does!

    Goes up as evaporation Forms clouds as condensation Comes down as precipitation,

    Yes it does! Yes it does!

    and then there's run off (sing in a movie star voice!)

    IX. SIOP Components (from Presentation on April 22)

    Water Cycle for 2nd grade Science

    a. Lesson Preparation

    In previous classes students have learned simple sentences, what subject and predicate is, and how to

    make a short story by creating paragraph using the words sequence of First, Next, Then and Finally. This

    class will be a review of those language objectives and an introduction to the water cycle.

    b. Building background

    ● Teacher will ask students - What they like/dislike about rain, by answering with one simple sentence. - Where do they think rain comes from and what do you do when it rains?

    ● Teacher will ask; what is the subject in a sentence? What is the predicate in a sentence? What makes a simple sentence?

    ● Teacher will read a sentence without a subject, and ask students if it makes sense, what they think is missing? What word would they add?

    ● Teacher will read a sentence without a predicate, and ask students if it makes sense, what they think is missing? What would they add to the sentence?

    http://www.youtube.com/watch?v=-DTS-UAGveU http://www.youtube.com/watch?v=-DTS-UAGveU

  • c. Comprehensible input

    ● Teacher will explain what the words from the vocabulary in simple words. ● Teacher will show pictures of the vocabulary words for students to know what they look like in real

    life. ● Students will have an opportunity to share ideas about weather, like rain. ● Students will have an opportunity to guess words that align with photos

    d. Effective Strategies:

    ● Students will be presented with opportunities to: - Organize materials into a chart that replicates the water cycle - Summarize in a 4-5 sentence paragraph how The Water Cycle works. - Self-monitor behavior to stay on task with small group project and when working in pairs.

    e. Interaction & Practice:

    ● Students will group in groups of 5; teacher will give blank cardboard and individual pictures for each step of the water cycle to each group for students to create the water cycle as they understood.

    ● Students will work in pairs and write a paragraph of the water cycle how they understood it using First, Next, Then and Finally. After students are done writing their paragraph they will identify the subject and the predicate by highlighting each with different colors.

    f. Practice and Application: ● After watching PowerPoint on The Water Cycle, in a small group students will create a poster of the

    Water Cycle ● Students will use key vocabulary to identify components of the Water Cycle ● In pairs, students will write a paragraph explaining the water cycle. Words such as First, Next, Then

    and Finally may be used as prompts. ● In pairs, students will highlight the subject and predicate of each sentence. ● As a class, students will learn and sing The Water Cycle Song to build reinforcement of key science

    terms.

    g. Lesson Delivery:

     Teacher will explain water cycle with simple words. (First, sun heats water from oceans and

    evaporates [rise], next, water transform into clouds (Condensation), then, water falls (Precipitation)

    in the form of rain because clouds cannot hold it anymore, finally, land absorbs water and it returns to

    the oceans.)

     Teacher will ask students how they think each step will happen before explaining it.

     Teacher will explain the water cycle with pictures on the Power Point presentation.

    h. Review/Assessment:

    ● Students will volunteer to explain 1 step of the water cycle individually in front of the whole class. After each student is