Project T6-1 - PA Task PDF

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General Information Lesson Title: The Water Cycle Goes On and On Subject(s): Earth Science Grade/Level/Setting: 4th Grade My class is a fourth-grade general education with a variety of students with different abilities and backgrounds. I have 28 students total, 16 boys and 12 girls. 19 of my students are on-grade-level readers, 5 students are two grades above reading level, 2 are identified as gifted and talented, 2 students are English learners at the intermediate level, and 2 students who are identified as having special needs. The classroom is set up with 28 desks facing the SMART board and whiteboard and four circular tables behind the desk. My desk sits on the left front corner of the classroom. The desks are used for instructional and individual work while the tables are used for group work and activities. The grouping of my students is very diverse and student participation is highly encouraged.  Group 1 consist of 4 students on grade level, 1 student above grade level, 1 English learning student, and 1 student with special needs.  Group 2 consist of 5 students on grade level, 1 gifted student, and 1 English learning student.  Group 3 consist of 4 students on grade level, 1 gifted student, 1 student with special needs and 1 student above reading level.  Group 4 consist of 6 students on grade level, and 1 student above grade level. Prerequisite Skills/Prior Knowledge: Students understand change in weather and temperature during certain times of the year. Students understand the importance of water to people, animals, plants, and land. Students also have learned that water can be a solid, a gas, and a liquid. Standards and Objectives Science Georgia Standards of Excellence S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle. a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation). (Clarification statement: Students should understand that the water cycle does not follow a single pathway.) https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Fourth-Grade-GeorgiaStandards.pdf Learning Objectives: Hands on: Given multimedia sources and videos to help with instruction, students will participate in an experiment showing the different forms of water and create and label a model of the water cycle in their groups. Summative Assessment: Given a 15-question multiple-choice test, students will demonstrate

knowledge of the phases of water, identify the stages of the water cycle, and achieve a grade of 80% or higher (12 out of 15) to determine proficiency of the lesson. Materials

Technology

Science Book Digital Science notebook (iPad/Tablet) Writing utensils Large sheets of paper or poster boards Markers Construction paper Scissors Ice Water Heat Source (Hair Dryer and Hot Plate) Generation Genius Water Cycle Video https://www.generationgenius.com/videolessons/water-cyclevideo-for-kids/

SMART Board Projector Computer Student laptops (1 per group) Internet (Generation Genius and YouTube websites)

Blazer Fresh Water Cycle Video (GoNoodle) https://www.youtube.com/watch?v=KM-59ljA4Bs

Augmentation: Use of multimedia videos found online to show the water cycle visually and learn vocabulary

Study Jams Water Cycle Game https://studyjams.scholastic.com/studyjams/jams/science/weatherand-climate/water-cycle.htm Legends of Learning Water Cycler https://www.legendsoflearning.com/learning-objectives/thewater-cycle/ Brain Pop Water Cycle Game https://www.brainpop.com/games/watercyclegame/

SAMR Model Substitution: Use of the SMART for the students to label different stages of the water cycle. Allowing students to take digital notes using their tablets.

Modification: Use of tablets for my EL and special needs students with additional visual and text to speech capabilities to assess student’s understanding. Redefinition: Use of NASA’s Water cycle website to see the global effects of the water cycle around the world.

Language Demands Language Function: Students will be able to identify and describe the stages of the water cycle. Students will be able to observe and analyze water as a solid, liquid, and gas.

Students will be able to explain the water cycle and elaborate on how it affects weather. Discourse and/or Syntax: Discourse: After watching the assigned videos, students will work in assigned groups to discuss the water cycle using their vocabulary words. Syntax: Students will create and label a water cycle model and complete the hands-on activity about the different forms of water.

Planned Language Supports: The lesson begins with an informative, fun video the students can participate with to give a brief introduction to the lesson. Each student will access their digital science notebook on their tablets and take notes from multimedia sources and class discussions. The students will also define vocabulary available on their digital word wall. The students will perform a group experiment and record their observations and other important facts throughout the lesson. Students will participate in a group activity that models the water cycle by identifying and labeling each stage.

Instructional Strategies and Learning Tasks Activity Description/Teacher The teacher will open the lesson by having a class discussion on the importance of water and the water cycle. On the main projector, the teacher will show students the GoNoodle Blazer Fresh Water Cycle Video and allow students to move around and participate with the video. Engage:

The teacher will give students the choice to select an interactive educational website to review the water cycle from the available choices.  Study Jams Water Cycle Game  Legends of Learning Water Cycler  Brain Pop Water Cycle Game 

Generation Genius Water Cycle Video

Student Actions Students will get with their assigned groups and will access their digital science notebooks on their tablets. Students will have a class discussion based on their prior knowledge about water to explain the water cycle. Students will watch Blazer Fresh Water Cycle Video and be allowed to dance and move with the video. Students will access interactive educational games with the links provided by the teacher and take notes in their digital science notebooks.

The teacher will prepare for the hands-on activity that demonstrates how water transforms from solid to liquid to gas. The teacher will setup the hands-on experiment for each group. The teacher gives verbal and written instructions for the experiment. The teacher explains that an ice tray filled with water was placed in freezer early in the morning. The teacher passes out the ice and askes the students to predict what happened to the water that was placed in the freezer? Explore:

Students will work within their groups to make predictions and create a hypothesis that tells what will happens to water when it freezes and what happens to water when it is heated. Students will go other safety procedures for the experiment. Students will perform and participate in the hands-on experiment about the phases of water.

The teacher then tells students to place the ice in a beaker and apply heat to it. Next, the teacher assists each group with placing a beaker of water on a hot plate.

Students will observe the ice and use the hair dryer to see the effects of heat on ice. Next, with the teacher’s help, students will apply heat to water using a hot plate until it begins to boil.

The teacher monitors students for safety protocol and helps students with completing the experiment.

Students will document their observations in their digital science notebook on their tablet.

The teacher instructs students to record their findings and observations in their digital science notebook. After the experiment is completed, the teacher will have an open class discussion about how water changes forms.

Students will join in the science talk class discussion about how water changes into three different forms: solid, liquid, and gas.

Explain:

The teacher will ask students if they understand the process of the water cycle and answer any questions the students may have. The teacher will instruct students to get their tablets and access their digital science notebooks and predict the meanings of their vocabulary words based on the video they just viewed.

Students will listen to and share their interpretation of the meaning of vocabulary words within their groups.

The teacher will use the SMART board to show the four stages of the water cycle, evaporation, condensation, precipitation and collection.

Students will view the example of the water cycle shown on the SMART board.

The teacher explains and answers questions after each stage. The teacher asks inquiry questions to increase the student’s critical thinking as it pertains to the water cycle and the phases of water. Elaborate :

  

What has the weather have to do with the water cycle? How does temperature affect water? How does Earth's water change form?

The teacher provides a model of the water cycle including labels of each stage. The teacher instructs each group to make a water cycle chart using a large posterboard and markers.

Students will summarize the information learned from the videos and interactive websites to the class, asking the teacher for clarification if needed.

Students will identify the four stages of the water cycle. Students will use their notes from their digital science notebooks to answer the inquiry questions from the lesson. Students will go to their group’s designated area and use their creativity to create a model of the water cycle using materials given by the teacher. Students will label each stage correctly. Once completed, students will present their model to the class.

The teacher will place materials for the water cycle model at each table from groups to create and label together.

Evaluate: The teacher will have a review with the class

Students will ask questions if they do

to see if they are obtaining the concepts of the lesson and are ready for their assessment. The teacher will give each student a 15question multiple choice test for their summative assessment. The teacher will grade their assessment and determine if students reached 80% accuracy.

not understand any information from the lesson and review. After the review, students will take multiple choice test, reaching 80% accuracy (12 out of 15) or higher on test to determine proficiency

Differentiated Instruction Gifted and Talented: Allow gifted students to be self-pacers. Offer modified lessons that include more problem solving and critical thinking. Offer a pre-test to help tie their prior knowledge to the lesson that is being taught. Introduce gifted students to academic based extra-curriculum activities and clubs like STEM and the Science Club. Include a learning library that has science-based academic journals, readings, and books to encourage independent reading. Provide enrichment activities to offer a more complex look into science. Offer extended assignments for extra credit such as a PowerPoint presentation of the water cycle and allow them to present to the class. ELL: Have ELL students grouped with English speaking students to help with the language barrier and encourage learning. The teacher would also have copies of lessons and assignments available in student’s native language. Having an aide or paraprofessional that speaks the student’s native language available to help will also be an accommodation that benefits the ELL learners. Give ELL students the vocabulary in advance and personally go over the material with them to make sure they comprehend. Provide hands-on materials and manipulatives to help with understanding. Students with Other Special Needs: Allow students to use assistive technology (Screen readers, voice recognition software) and work on collaborative activities with their peers. Also have visual and audio copies of the lesson available and provide extra time if needed. For a student with autism, the teacher will take time to explain the objective and instructions, going step by step if needed. Keep the directions simple and concise. Have the student’s paraprofessional assist with lessons if needed. Assessment Formative: The teacher will monitor the students by circulating throughout the groups, asking questions, giving feedback, and making sure students are on task and understand the lesson. The teacher will check their digital science notebooks and use guided questioning the make sure students understand the material throughout the lesson.

Summative: Given a 15-question multiple-choice test, students will demonstrate knowledge of the phases of water, identify the stages of the water cycle, and achieve a grade of 80% or higher (12 out of

15) to determine proficiency of the lesson.

B. During the exploration section of the lesson, the students will be performing a hands-on experiment that demonstrates how water changes forms and can go from solid to liquid to gas. Within the elaboration section of the lesson plan, the students are working in groups to complete a hands-on activity of creating and labeling the water cycle on a posterboard. The science experiment aligns with the learning objective by teaching students to form a hypothesis and follow up with their predictions about how the different forms of water change. The hands-on activity aligns with the learning objective by providing students with a visible and tangible representation of the water cycle they created themselves. I chose to use hands-on learning during this section because I believe the best way to keep a student engaged in a lesson is to include them in the lesson. For elementary school students, their attention span is shorter and sometimes it is easy for them to get off task. By including hands-on learning and activities, the student is less likely to become bored or be distracted. According to Methods for Effective Teaching: Meeting the Needs of All Students, it can be very effective to “use more handson experiments and group activities and less teaching by telling and lecturing” (Burden & Byrd, 2013). This book also states that hands-on learning is one of a variety of techniques to make concepts of learning clear and understandable. It allows students to have a greater comprehension of the concepts being taught (Burden & Byrd, 2013). The California State University article, Developing Strategies that Encourage Hands-On, states that “Everyone enjoy hands-on learning experiences. Hands-on refers to getting involved in the process. Students learn from each other; they learn from their mistakes, and they learn from actually participating in the activity” (Ziff, n.d.) C. During the exploration and explanatory sections of the lesson, the students are having group and class discussions on the different forms of water and the stages of the water cycle. For a formative assessment, the teacher is rotating from group to group asking questions, providing feedback, and clarifying any information from the lesson the students need help with. The teacher is also checking their progress in their digital science notebooks and using guided questioning the make sure students understand the material throughout the lesson. Performing formative assessment during instruction is a powerful tool for learning. It helps the teacher to better understand where students are in their learning. By rotating to each group, the teacher has an understanding how the students are learning within their groups and receiving insight about how to continue future instruction. Through the formative assessment, students can be provided

instant feedback to help improve their learning. This formative assessment aligns with the handson learning objective by allowing students the opportunity to self-learn through group discussions and multimedia sources (videos and interactive games) and perform a scientific experiment in a student-based learning environment with monitoring from the teacher. The formative assessment gives the teacher a chance to observe and see firsthand how students are thinking and processing their learning objectives. By spending time monitoring the students, the teacher can see what concepts students are learning and determine if any modifications are needed for the lesson. If the students are doing well, the teacher can move on with the next portion of the lesson. If it seems that students are struggling with the content of the lesson, the teacher may include scaffolding in the lesson and provide differentiate instruction by making accommodations for students. D. At the conclusion of the lesson, students will be given a 15-question multiple choice summative assessment on the different phases of water and the water cycle. The learning target for this assessment will be 80% or higher grade (12 out of 15) to determine proficiency. This summative assessment aligns with the summative learning objective by evaluating the students’ performance in the lesson and ensuring the students can recognize terms, facts, and concepts about the forms of water and stages of the water cycle. The summative assessment also aligns with the learning objective by showing how well students have learned the material from the teacher’s instruction and if they have achieved their learning goals. The outcomes of the summative assessment provide the teacher with a guideline to see if students reached the learning target for the lesson. Students who did not reach 80% may need additional learning and clarity on the lesson with different modifications to fit their learning style. E. References Byrd, D. M. (2013). Methods for Effective Teaching: Meeting the Needs of All Students (Sixth ed.). NY: Pearson. Georgia Department of Education. (n.d.). Science Georgia Standards of Excellence (GSE). Retrieved September 02, 2021, from https://www.georgiastandards.org/GeorgiaStandards/Pages/Science.aspx

NGSS. (n.d.). MS-ESS2-4 Earth's Systems. Retrieved September 02, 2021, from https://www.nextgenscience.org/pe/ms-ess2-4-earths-systems Ziff, B. (n.d.). Developing Strategies that Encourage Hands-On Learning. Retrieved September 1, 2021, from https://www.calstatela.edu/sites/default/files/centers/spedintern/hints09DevelopingHands...