Integrated 3 day Lesson Plan

Teacher Candidate Name:

Davielle Vinson

Grade Level:

3rd Grade

Date:

Unit/Subject:

STEM (Science, Technology, Engineering, Math)

Instructional Plan Title:

"Exploring the Water Cycle"

Lesson Summary and Focus:

This lesson focuses on understanding the water cycle and its critical concepts like evaporation, condensation, precipitation, and collection. Students will explore these processes through interactive activities and experiments.

Classroom and Student Factors/Grouping:

The class consists of diverse learners who are English Language Learners (ELLs) and students with various socioeconomic statuses. There are different students who have IEPs or 504 Plans. As a result, the classroom will use differentiated instruction to accommodate these needs.

National/State Learning Standards:

· Science: NGSS 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season ( NSGS, 2024).

· Math: CCSS.MATH.CONTENT.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories (Education.Com., 2024).

· ISTE-S: 1.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations (ISTE.Org., 2024).

Specific Learning Target(s)/Objectives:

· Students will identify and describe the stages of the water cycle.

· Students will create a simple model to demonstrate the water cycle.

· Students will interpret data related to weather conditions and the water cycle.

Academic Language

Key vocabulary:

· Evaporation

· Condensation

· Precipitation

· Collection

· Water Cycle

· Weather

· Data

A suitable teaching strategy is to introduce terms through visual aids and interactive activities. Also, use a word wall and flashcards for reinforcement.

Resources, Materials, Equipment, and Technology:

· Chart paper and markers

· Water cycle diagram handouts

· Interactive whiteboard

· Small containers, water, and plastic wrap are to be applied in a water cycle experiment.

· Laptops/tablets for online weather data research

· Science notebooks for observations

Anticipatory Set

The objective is to engage students and activate prior knowledge about the water cycle.

1. I will show a video clip of the water cycle in action:

· The purpose of the video is to serve as a dynamic visual introduction to the water cycle. It shall showcase processes like evaporation, condensation, and precipitation in a captivating manner.

· Materials Needed: Laptop and projector to display the video to the entire class.

· Activity: After watching the video, engage students in a discussion where they describe what they observed. Prompt them to connect these observations to any prior knowledge they have about water and weather. Such a process will foster a connection between new information and existent understanding.

Time Needed

15

Minutes

Multiple Means of Representation

The objective is to present information in diverse ways to accommodate different learning styles.

· I will use a Venn diagram to compare and contrast different stages of the water cycle:

The purpose of this visual tool is to help students organize and integrate information by highlighting similarities and differences between stages like evaporation, condensation, and precipitation.

· I will model the water cycle through the use of a small experiment with containers, water, and plastic wrap:

The purpose of this hands-on activity is to allow students to visualize and understand the water cycle's processes in a tangible way.

· I will use visual aids like charts and diagrams:

The purpose of these aids is to support visual learners and help reinforce the concepts discussed.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

I will provide bilingual glossaries and use visuals:

· The purpose of these resources is to help bridge language barriers and to ensure ELL students can understand essential vocabulary and concepts.

· Students with special needs:

I will simplify instructions and provide step-by-step guidance:

· The purpose of this is to provide clear, concise instructions and guided steps that help students with learning disabilities to follow along and participate effectively.

· Students with gifted abilities:

I will encourage more profound research and presentation on a connected topic:

· The purpose of this is to encourage students to explore the water cycle in more depth and present their findings so that there can be a higher level of thinking.

· Early finishers (those students who finish early and may need additional resources/support):

I will provide additional reading materials for the management of digital games:

· The purpose of this is to ensure early finishers can extend their learning and disrupt the class flow.

Time Needed

20 Minutes

Multiple Means of Engagement

· Activities:

· I will group students to conduct the water cycle experiment.

· I will use interactive whiteboards for students to draw and label the water cycle.

· I will facilitate group discussions on weather data collected from online resources.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

Pair with bilingual peers.

· Students with special needs:

Provide additional support from teaching assistants.

· Students with gifted abilities:

Challenge with higher-order thinking questions.

· Early finishers (those students who finish early and may need additional resources/support):

Engage in the creation of a digital presentation

Time Needed

30 Minutes

Multiple Means of Expression

Students will write a short paragraph or create a poster that explains the water cycle.

Formative assessment: For this, a formative assessment is done through a thumbs up/down for understanding stages.

Summative assessment: create a model of the water cycle and present it to the class.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

Allow oral presentations in native language with translations.

· Students with special needs:

Use sentence starters and visual supports.

· Students with gifted abilities:

Include more complex concepts like the impact of human activity on the water cycle.

· Early finishers (those students who finish early and may need additional resources/support):

Provide additional activities and resources to keep early finishers engaged and learning while the rest of the class completes their assignments.

Time Needed

20 Minutes

Extension Activity and/or Homework

A suitable activity is for students to observe and record the local weather conditions over a week and relate them to the water cycle stages. The objective of this process is to reinforce comprehension of the water cycle and its impact on local weather. Application of a technology-based process of use of a weather app or website to track and record data is proper.

Time Needed