1. Topic-
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| The Water-Cycle/Hydrologic-Cycle |
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2. Content-
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Runoff
Evaporation
Condensation
Transpiration
Precipitation
Accumulation
Pollution
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3. Goals: Aims/Outcomes-
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1.Teach the students all the terms that have to do with the water-cycle.
2.Teach the students the negative effects of runoff.
3.For the students to visually see the water cycle taking place. |
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4. Objectives-
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1.Understand how crucial it is to prevent pollution.
2.The students will know how important the water-cycle is for our
existence on this planet.
3.The students will learn to appreciate the environment for what it
is, to better our future.
4.To properly teach the information to three students with special
needs.
5.Need to include learning techniques for a child with brain injure,
a child who has a hearing impairment and a child with ADHD |
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5. Materials and Aids-
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PowerPoint and Projector
Aids for the children with special needs
Materials for in class experiment
1. A large, clear bowl
2. Plastic Wrap
3. A weight
4. A smaller container (example: cut-down yogurt cup)
5. A rubber band or piece of string |
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6. Procedures/Methods-
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A. Introduction-
1.Explain what will be covered during the PowerPoint presentation
2.Go over the procedure for the in class experiment.
3.Pick out the groups and make sure the three students with special
needs are in three different groups. |
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B. Development-
1.The lesson will begin with a PowerPoint presentation
2.During the presentation key terms and topics are going to been gone
over.
3.The teacher will use examples that the students can compare to their
everyday life; example condensation on a soda can and when water evaporates
from cooking pasta with boiling water.
4.The teacher is to ask questions throughout the instruction to ensure
that all students are paying attention and understanding the material.
5.After parts have been defined and shown through pictures and literature
the experiment procedure will be gone over.
6.The procedure will be gone over step by step and each student will
be asked about what they are supposed to do.
7.The students will be asked question about what they have learned. |
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C. Practice-
1.To show that the students have learned the material a picture
of the water-cycle will be given to each student.
2.The picture will have blank lines for each section of the water-cycle
and the student is required to fill in the blanks.
3.The teacher will walk around the class and answer any questions. |
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D. Independent Practice-
1.For the in class experiment the students will be put into groups.
2.Each group the will have a captain picked by the teacher and a team
name chosen by the students.
3.Each group will be given the materials to build the water-cycle
apparatus.
4.The team will set the apparatus in the sun.
5.By the end of the day the teacher will measure which group's apparatus
has collected the most water by evaporation and they will win a prize. |
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E. Accommodations (Differentiated Instruction)-
1.While the key terms are being defined the teacher will be making
occasional eye-contact with the child with the hearing impairment.
The teacher will make sure that he is speaking into the microphone
that the student has transmitting to their ears.
2.The PowerPoint will have many pictures and diagrams that will help
visually stimulate the student with ADHD.
3.The PowerPoint will have many pictures and diagrams that will help
visually stimulate the student with ADHD.
4.Aids will be needed to help the students with ADHD and the student
with brain damage for the individual practicing of the assignment,
when the students have to fill in the blanks.
5.The child with ADHD will be made one of the group leaders, to better
help the student concentrate on the task.
6.While conducting the group exercise the Aids will be sitting down
with the groups that have students with special needs, while the teacher
roams the classroom.
7.By making the classroom more hands-on the students with learning
disabilities will learn how to teach themselves different key topics
in the curriculum.
8.Homework will be assigned for the students so the student with brain
damage doesn't feel pressured to understand the material right away,
and can do it at the students' own pace.
9.Make sure the teacher keeps a good pace so the children with special
needs understand the coarse material, and not slow down the pace so
that the other students don't get bored.
10.Make sure the students with special needs sit in front of the class,
to ensure that they are keeping up with the lesson. |
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F. Checking for understanding-
1.The teacher will grade the individual practice assignment that
the teacher gave them half way through the lesson.
2.Homework will be given from the textbook and will be collected the
next day.
3.Ask the students what they enjoyed or dislike about the lesson.
4.One of the homework assignments will be for the student to explain
an example of the water-cycle that they see in their everyday lives. |
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G. Closure-
1.Make sure each group assignment is labeled and all extra materials
are put away.
2.The students understand what is due the next day and what is required
from them. |
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7. Evaluation-
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1.See how well the students with special needs and those who don't
have special needs understood the material.
2.Ask the students who have special needs if this was a good pace
for them. |
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8. Teacher Reflection-
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| Great project, the students enjoyed it. |
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