DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Janice Cannata

Grade Level: 4th

Title: Science Unit The Water Cycle
Lesson: 5 How Do You Dew?

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:

Total Students: 18
Girls: 9
Boys: 9
Struggling Learners: Boy #1 Boy #2
Struggling Learners in Special Education: Boy #3
Advanced Learners: Girl #4 Boy#5, Boy#6, Boy#7, Girl#8 Girl#9
ELL: 0
Behavior Challenge Students: 0
Vision Need Student: Boy#10
Classroom Environment: This class is not my practicum classroom. The fourth grade team rotates for science. I
am teaching another fourth grade class at my elementary school. The students are respectful and well behaved.
According to the teacher, they are all great readers, but some struggle in math. This fourth grade teacher has one
special education student. (Boy #3). The vision challenged student is (Boy #10). Accommodations are made for
(Boy #10) by copying most worksheets and papers at 129% to help with his vision challenges. Six students are not
necessarily advanced students, but highly motivated and work very hard therefore, they do very well. The science
unit is being taught in my mentor teachers classroom. The desks are arranged in groups of five facing the front
that has a smart board, ELMO, and whiteboard. The mentor teachers desk is in the far right hand corner allowing
for a clear view of all students. Classroom behavior is managed with a computer app named DoJo. The students are
very motivated to receive points from the DoJo program in part because weekly prizes are given out. The
classroom is managed efficiently and effectively.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
B. Utah State Core or Common Core Curriculum Standard

Science/Standard 1: Students will understand that water changes state as it moves through the water
cycle.
Objective 1. Describe the relationship between heat energy, evaporation, and condensation of water on
Earth.
c. Compare the processes of evaporation and condensation of water on Earth.
.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Pre-assessment test
Observe for students being engaged in class discussions
Questioning students about vocabulary words and their meanings
Successful completion of the condensation experiment and proper record
keeping of their data.
Demonstrate an understanding that condensation is when water changes
from gas to a liquid. The opposite of this is evaporation. Evaporation is

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I will review with my

students and struggling
learners the vocabulary
words and their meanings.
Boy #10 will have all
worksheets and instructions

when water changes from a liquid to a gas.

Content Walk-Away Evidence (Summative):
I will compare the processes of evaporation and condensation of water.
Post-test of The Water Cycle at the end of the science unit.
Language Walk-Away Evidence (Summative):
I will be able to read, follow instructions, write, and collect data for the

condensation experiment.

Approx.
Time

copied in the size of 129%.

Boy #10 will be placed in a
seat close to the front so he
can see the smart board
well. The advanced learners
have been put in supportive
grouping configurations at
their tables that help with
students questions and
brainstorming. Advanced
learners will be asked to
conduct further research
about condensation and
share their findings with the
class.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
The content and language objectives will be printed out and posted on the whiteboard. We
will recite the content and language objectives.

5minutes

Boys and girls this is day five on our science journey The Water Cycle. We also are going to review what
we learned about in lesson one through four of this science unit plan. They will then turn to their shoulder
partner and recite the vocabulary word meanings. I now want you to reflect on what we have found out
about evaporation on the Earth? Guiding questions could be, What is the main energy source upon
the Earth that is responsible for evaporation?, How did the sun affect the condensation
chamber?, What data did you collect from your condensation chambers? What
happened when I blew on the mirror? I will give the students three minutes for discussion of these
questions. We will then sing our water song. The big idea of todays lesson will be introduced. Students
look at the vocabulary word Condensation. We have learned from our vocabulary words that
condensation means the change of substance from a gas to liquid.
(SIOP 3,4,6,7,8,9)
Formative assessment:
Learning Goal
Understand the meaning of
evaporation and
condensation.

Success Criteria
Guided questioning of the
vocabulary words.
Productive discussion of
review of yesterdays topics.

Assessment Strategy
Listening for correct
answers. Listening for
productive discussion of
review of past unit plan
instruction topics.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I will have copied the science booklet for Boy #10 at 129%. Boy #10 will be sitting in the desks that are
closest to the smart board. I will pair Boy #3 and Boy #5 and Boy #2 and Boy #6.

5minutes

Focus Lesson (I do it)

The following information will be presented in a power point presentation. Water is made of molecules
that are always moving. It can be found in different states, solid, liquid, or gas. Adding or taking away
heat causes the molecules to speed up or slow down. When moisture-laden air is cooled, the water vapor in
the air is cooled, the water vapor in the air changes into its liquid state and forms water droplets. This is
evident when water condenses on the cool surface of a mirror or window in the bathroom while you are
taking a shower or when chilled car windows fog up on the inside. Condensation is generally associated with
warm water vapor in contact with cold surfaces or other relatively cold solid particles. Condensation is
when water changes from a gas to a liquid. The opposite of this is evaporation. Evaporation is when
water changes from a liquid to a gas. When water is in the state of a gas it is called water vapor. We cannot
see it because the molecules are too far apart. As the molecules collect together during condensation, we
can see evidence that this process takes place. A common misperception is that when we see water droplets
on the grass early in the morning, that we are seeing condensation. What we are really seeing is the
result of condensation called dew. Dew is made of small drops of water that form in night air and collect
on the ground or another surface. The dew point is the temperature at which condensation occurs.
Temperature, humidity, and wind are factors that cause these processes to occur. A you-tube video will
follow: Condensation vs. Evaporation.
(SIOP 4,6,)
Formative Assessment:
Learning Goal
Students will be able
understand how
condensation works.

Success Criteria
Students when questioned
can answer correctly about
the condensation process.

Assessment Strategy
Listening for correct
answers.

Modification/accommodations:
I will ask my advanced learners to review the information with the class. Girl #4 will share how the
temperature effects the condensation cycle. Girl #9will share what is the result of water molecules
collecting together. Girl #8 will share how dew forms at night. (SIOP 16)
Guided Instruction (We do it)
The condensation experiment investigation will then be preformed. Instructions of how to perform the
condensation experiment will be posted on a power point slide. Guided instructions and questions could
include and will be posted

What is the temperature of the empty jar, half-full of cold water, and after adding ice? (Students
will record the temperature of each in their Science Journals)
How does the ice affect the temperature? (The temperature dropped)
Is condensation the drops of water on the jar? ( No, the water droplets are a result of the
condensation process)
What did we do to get the water droplets to evaporate?( We used the blow-dryer as our heat energy
source)

( SIOP 8, 9,16, 20)

Formative Assessment:
Learning Goal
Students will be able to see
the affect that the ice and
heat source (blow-dryer)
has on the condensation and
evaporation process.

Success Criteria
Students will successfully
perform the experiment,
collect data and participate
in the guiding questions.

Assessment Strategy
I will observe the students
performing the experiment
and collecting data
successfully and answering
the guiding questions
successfully.

Modification/accommodations:
The vocabulary words with their meanings will be posted during the entire lesson. I will pair Boy #2 and
Boy #5 and Boy #2 and Boy #6 together
Collaborative/Cooperative (You do it together)
Students will be paired with their A/B partner and discuss the condensation experiment..
(SIOP 16,4, 6)
Formative Assessment:
Learning Goal
Students will be able to
discuss their understanding
of the condensation
investigation and how
condensation and
evaporation are evident.

Success Criteria
Students will successfully be
able to discuss their
understanding of the
condensation investigation
and how condensation and
evaporation are evident.

Assessment Strategy
I will walk from group to
group assessing if their
group is having a successful
discussion.

Modification/accommodations:
My grouping configurations will reflect structures that are conducive to the success of the activities. Each
group will have three members. I will pair will Boy #2 and Boy #5 and Boy #2 and Boy #6 together.
(SIOP 16,17)
Independent (You do it alone)
Each student will successfully complete their independent data record keeping. Students will also draw
models of the condensation experiment.
Summative Assessment:
I will walk from group to group monitoring conversations answering any questions that the students may
have. A post-test will be given at the end of the Water Cycle unit.
Modification/accommodations:
I will be available for any struggling students. The advanced learners will be given some ideas for research
about condensation that they will be required to share with the class tomorrow.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
We will return as a class. We will recite our content and language objectives again. We will determine as a
class if these objectives have been met. We will review todays vocabulary words. From my summative
assessments I will assess which students need re-teaching and provide that to them in a timely manner.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have the water cycle folders/science journals
Have condensation investigation ready. (glass bottles, ice, blow-dryers, thermometers)

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?