Lesson Plan Format RU Elementary Education Program Name: Lindsay Iseli Lesson Title/Topic: Water Flows Downhill Date:

3/24/2014 Grade Level: Kindergarten

Related SOLs K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include b) water flows downhill Specific Observable Objective(s): Students will be able to describe the natural downhill flow of water and predict where the stream of water will flow. Assessment: I know that my students will have mastered my objective by describing that water will flow from a higher level to a lower level. I know that my students have mastered my objective by accurately drawing their observations of where a stream of water will flow and end up. Essential Vocabulary: flow, water, downhill UDL Solutions: Engagement How will student interest be engaged?

Representation How will content be presented?

-demonstration or experiment -student predictions/observations

-experiment -smartboard -create a science notebook all about water

Expression How will students demonstrate and express their knowledge? -oral responses -drawings of observations

Materials, Resources, Technology: clear tub, water, blocks, cup, table, all about water investigation book

PROCEDURES: Shared Reading: (9:25 am) Read Water Poem and have students discuss water. Have students describe different places you can see water. What other experiences do you have with water? When do we use it? What else is important about water?

1:15 pm: Today, we will have a special visitor to talk to us about water safety. 1:45 pm The Beginning: Display scientific method outline procedure.

Use blocks in the classroom to raise one end of a rectangular clear plastic storage bin so the bin is angled. Say Today we are going to talk about how water flows. We are going to think like scientists. Say Our question is what will happen when we pour this water into the tub? Where will the water go when we pour it in? List the question on the SmartBoard scientific method chart. Say We are going to make a prediction, or say what we think is going to happen Have a student describe what they think is going to happen. Remind Just because _________ said they think _______ is going to happen, does that mean s/he is right? Explain that this is just what we think might happen. 1:51 pm The Middle: Say Now we will watch to see what happens when we pour the water. Say Watch closely as I pour the water from the high end. Ask What did you notice? Where did the water end up? Say Watch closely this time as I pour the water from the lower end. Ask What did you notice? Where did the water end up? Ask Can we get the water to move uphill? Any suggestions? Try student suggestions. Facilitate and guide student discussion. Ask students to turn to their elbow partner to share one thing they noticed or learned. Say On the scientific method chart, remember the brain stands for what you learned. What did you learn about how water flows? Ask Were our predicts or what we thought was going to happen right or wrong? Fill in chart on the SmartBoard with students verbal answers. 2:00 pm The End: Send students back to their tables to illustrate this experiment in their All About Water booklet. Guide them in drawing what they've just observed by modeling on the Elmo. Ask Where should we draw the water in the tub? Which way was it flowing? Conclude, Today we discovered, that water flows downhill. Tomorrow, we will be find out what objects do in water. We will talk about objects that sink or float.

Afternoon wrap-up: (3:00-3:15) Read Follow the Water from Brook to Ocean by Arthur Dorros and have students make connections to the experiment. The main idea behind the book is how (and where) water flows. The book begins with a rainstorm that forms puddles, which flow to brooks, then streams, then rivers, then to the ocean. Bring illustrations and examples in the book to make connections between the science concepts and everyday life. For example, Water always flows downhill. It flows from high places to low places, just the way you and your skateboard move down a hill. Have students think about other things that might flow from high to low.

Reflection Questions: 1. Describe learner outcomes in relation to your stated objective. How do you know and what data support your inference? 2. Which instructional strategies worked well? How can your instructional strategies be improved? 3. What did you learn about yourself as a teacher during this lesson?