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Waynesburg University
3.3.3.A5: Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a
particular place and time.
1.6.3.A: Listen critically and respond to others in small and large group situations.
• Respond with grade level appropriate questions, ideas, information, or opinions
Lesson Objective(s)
(Stated in observable and measurable terms)
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
The students will create a poster based on the rubric topics.
The students will self-assess their work using the teacher created rubric.
Materials:
Computer
Glogster tutorial
Textbooks
Teacher made rubric
Paper
Pencil
Inclusion Techniques for Students with Special Needs:
A student may be provided additional time if they need. Students with special needs may also require a special education teacher,
paraprofessional, or teacher beside them to walk them through the process. Students with special needs may also be given
frequent breaks if needed.
Enrichment Techniques:
The students may create an additional Glogster poster about the whole water cycle if they have additional time or would like to.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
If a student requires additional assistance, a special education teacher, paraprofessional, or peer will be assigned to help them.
The student may be provide additional time to complete the assignment. A paper copy of the flier and rubric will be given to the
student prior to starting the lesson.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
The teacher will divide the student up into groups. One group will be called condensation; one group will be called evaporation;
one group will be called precipitation. Each group will research information on the involvement of their vocabulary word on the
water cycle. The groups will be given 10-15 minutes to find out as much information as they can. When the time is up each group
will given 2-3 minutes to present the information they found.
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
Closure:
Each group will be provided 5-7 minutes to present their posterer and vocabulary word. After the presentations the students will
be given a rubric to complete on their poster and participation in the group.