| Rationale Context: This document was created with the collaborative effort of Ka Vang and myself. It was completed under the advisement of Dr. Terry N. Carroll in the summer of 2008 for Science & Science Teaching in the Elementary School Impact: This five E lesson plan was created so that students will know the different stages of the water cycle and how the water cycle works continuously. They will watch a demonstration performed by their teacher as they learn the different stages of the water cycle. They will then do their own activity where they will record the water collection in their own water cycle activity. This lesson is designed for a fifth grade class and covers the North Carolina Science Standard 3.01, and goal 2.01 in the fifth grade Mathematics standards. Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. |
| Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas. |
| Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching. |
| Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons. |
| Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction. |
| Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills. |
| Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students. |
| Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills. Standard 7 indicators 1-7 are met because this artifact shows that I have implemented and developed the alignment and pacing for the science curriculum. This lesson contains a list of the NC SCOS goals and objectives that demonstrates how I met this standard. This lesson also incorporates math, science, language, and technology for an interdisciplinary approach to teaching. This lesson also used the students interests and knowledge about the water cycle and can clear up misconceptions they may have concerning this concept. There are also a variety of teaching methods that vary from demonstration, hands on learning, lecture, and questioning. Through out this lesson their are multiple learning strategies such as observation, hypothesizing, measuring, and communicating. Through out the lesson instruction is modified for visually impaired students and those with learning disabilities. There is also a variety of assessment strategies such as formal and informal incorporated throughout this lesson. |
| Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing). Standard 10 was met throughout this lesson plan because students are asked to measure the depth of the water, predict where the water may be coming from, make inferences about water vapor, interpret and analyze the data from the experiment and synthesize the results into a report.
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