Tricia Horak

I. Standard E.FE.02.22 Describe the major bodies of water on the Earths surface (lakes, ponds, oceans, rivers, streams). II. Objective A. The teacher will teach the students about the characteristics of the five major bodies of water. B. I can draw and write facts about a major body of water. C. The teacher will observe student progress while they are working on their posters. III. Anticipatory Set A. The students will become interested in the lesson by observing various pictures of bodies of water shown on the computer. B. Students will discuss if they have ever seen any bodies of water that look similar to the pictures. C. Students will practice identifying lakes, oceans, and rivers on a map. IV. Input A. 1. Students will see the pictures on the computer of various bodies of water. 2. Students will create a list of all five bodies of water. 3. Next, students will identify lakes, oceans, and rivers on a map. 4. Teacher will lead students in listing some characteristics of the bodies of water. 5. The teacher will draw and explain the path of water from stream to ocean. 6. Each group of students will receive a card with a picture and information about one body of water. 7. Each group will become an expert on that particular body of water. 8. The teacher will demonstrate how students could create their poster on a body of water. 9. Students will create a poster with pictures and information on their body of water. 10. Students will share what they learned with the class. B. Synthesis-Students will create a poster of one body of water. Knowledge-Students will identify characteristics of bodies of water. Comprehension-Students will understand the difference between major bodies of water. C. Interpersonal-Students will be working in small groups to create posters. Verbal/Linguistic-Students will read about and write characteristics of their body of water. Bodily/Kinesthetic-Students will create posters by drawing a body of water. Naturalist-Students will identify characteristics of bodies of water.

Tricia Horak D. 1. Students will receive help from the teacher in identifying

characteristics of their body of water. Students will also receive help reading their card with information on it. 2. Students will be able to list lots of characteristics on their posters. If they have extra time they could create a second poster on a second body of water.

E. Students will be working in groups on their posters. The teacher will spend time with various groups assisting with reading and identifying the characteristics of their body of water. F. 1. Methods- discussion, lecture, group work, and demonstration. 2. Materials-Poster board, markers, pencils, bodies of water cards, computer, pictures on computer, white board, and map.

V.Modeling A. The teacher will show the students pictures of bodies of water and will tell them what each picture represents. B. The teacher will explain how the students should make their poster as well as what should be on the poster. C. The teacher will create a poster so students can visually see what their poster should look like. The students will also be told what information should be included on their poster. VI. Checking for Understanding A. What do you notice about this picture? Does anyone know what body of water this is? Can anyone list all five major bodies of water? What characteristics does a _____ have? Is the water in an ocean fresh or salty? Which bodies of water have moving water? Which body of water is the largest? B. Students will be taught the information before they start to work on their posters. The teacher will stop to check for understanding with each of the groups once they begin working. C. Students will be asked to show a thumbs if they agree with a student when they are guessing which body of water is in the picture. D. Formative assessment will occur when the teacher is having discussions with groups while they are working on their posters. VII. Guided Practice A. Students will practice identifying all the characteristics of their body of water on their poster. B. The teacher will first model how students should create their poster.

Tricia Horak
C. The teacher will assist groups with identifying characteristics of their body of water during the group activity.

VIII.

Independent Practice Students will be working with partners during this lesson.

IX. Closure A. The lesson will end with students presenting their body of water poster to the class. They will read their characteristics during their presentation. X.Assessment A. The teacher will know if the objective of the lesson is met by reading what students wrote on their posters and listening to students as they present. B. The teacher will see what students know by reading through their posters. C. The teacher will see if all groups were able to identify characteristics of their body of water. If certain groups have a difficult time with their body of water the teacher may spend time in the next lesson reviewing that particular body of water. XI. Reflection