1 Hook: Teacher will show national geographic for kids site about 5 reasons why water rules.
This is a great way to introduce the topic through visualization (VTS). It leads students to discover what they will be learning about rather than writing the topic on the board. It is also a great way to engage the ELL's right from the onset of the lesson.
2 Direct Instruction:
Teacher will introduce (pronounce them) vocabulary words on the smart board, which students will see and hear during the Brain Pop video, The Water Cycle.
Teacher will show the video.
Students will copy the vocabulary words into their Science notebooks, from the smart board.
Students will leave space next to each word to add in meaning of the words they gained through the video content.
Students will watch the video, taking note of meaning of vocabulary words from video context, and new information learned, as well as questions they have.
3 Guided Practice:
The teacher will demonstrate the Make-a-Map feature of Brain pop to create a visual representation of the water cycle. She will show the ways to search for images, view the video in the graphic organizer, and draw arrows to connect each visual stage of the water cycle. She will also model how the notes tool is used as a written explanation /description of the visual presentation. During this demonstration the teacher will elicit responses from the students to create a cooperative finished product. This will serve as a model for students to refer to, as they work on the iPads to create their own. The students will submit their final products electronically for the teacher to comment on, for next steps, revisions or an enrichment activity.
Students will participate in creating a cooperative make -a -map visually depicting the water cycle.
Students will give feedback to the teacher to include in the written description through use of the notes tool.
4 Independent Instruction
Teacher will instruct students to work on the iPads to create their visual of the water cycle with written accompaniment using the make-a-map tool and notebook feature independently.
Teacher will remind students to add their name and click on the submit to teacher upon completion.
Log in to brain pop, using your account name.
Navigate to the water cycle video, select the make-a-map tool, and work on your own graphic organizer with written explanation of the diagram using the notes tool.
Click o the Submit to teacher button, upon completion .
5 Group Work
Students will return to their reading groups and be given leveled articles to read with some reading comprehension, short and extended response questions.
While teacher works with one group, students complete their worksheets in the other two groups. Teacher will continue to circulate from low to middle group. Upon completion, the high group will be instructed to move to laptops/iPads with a partner in their group to access the interactive water cycle diagram. Teacher will look over their completed work while they move on to the iPads.
This is a great differentiated tool, so students can mouse around and explore the different aspects of the water cycle, at an appropriate reading level. This will give students an enrichment opportunity to gain more in depth information about each of the steps of the cycle.
Students will be given differentiated articles on the water cycle to read. (integration of ELA and Science)
Students will be instructed to read the article, and use the text to complete the worksheet.
Teacher will regroup the class, collect the worksheets, and focus students on the aim. She will elicit responses from the students to ensure that they are understanding the big ideas of the water cycle.
She will instruct students to navigate to the water cycle quiz on brain pop. Each student is to take the quiz, submit it upon completion to the teacher.
Navigate back to the brain pop website to the water cycle featured video. Find the online quiz option, complete it and submit it .
Visit the Water Cycle resources in the digital center, during free choice time.