Ed psych notes in purple on lesson plan, reflection and TA signature at the end. Lesson Title/Focus Subject/Grade Time Water Cycle 1 Date November 28, 2023 Level 3 science Duration |“ Pica nae General Matter: Understandings of the physical world are deepened by investigating matter and Learning Outcomes: Specific Learning Outcomes: energy. Penner Students will 1, discuss changes of state of water as it relates to the water cycle 2._be able to name the stages of the water cycle: evaporation, condensation, precipitation and describe what they do ASSESSMENTS (How | will know students have achieved the objective(s)) ‘© watch if they are acting out the water cycle correctly listen to their thinking on it Mcneela Ee ‘* load youtube video slides * load slides (httos://docs.google.com/oresentation/d/1k-72Z0YuUIcSSTaP IW.IMWQO3RhXSiT_iZwSivsLi7g/edit?usp=sharing) Een Start with a discussion about how water goes through the different changes of state Draw connections between changes in states of matter to it (building off prior knowledge/schema, making connections) =__What is water when it freezes? When it evaporates? What state of matter is water? 10 Adapted from a te te created by Dr K. Roscoe“What happens to the snow when it gets warm outside?” - “Where does that water go?” = Soitall melts from solid snow to liquid water, then what happens to it? = Looking for it forms puddles or something similar, - “It forms puddles. What happens to those puddles though? Do they just stay there forever, where do they go?” - Looking for puddles evaporate or soak into ground (slides with pictures only - pen principle 2: visuals and words) - What happens once the puddles evaporate? - "they become gas, what happens to that gas?” - “What do we think clouds are?” “What's the difference between these clouds?” “Today we're learning about the water cycle” ‘An introductory video (pen principle 2: visuals and words) ~ _ https://www.youtube.com/watch?v=xtViHOVTXH Talk about the video “according to that video, what is the water cycle?” - “What are the different steps in the water cycle?” - evaporation = condensation Precipitation - “What happens in them?” - “What happens to the water in lakes, rivers and streams?” - “So when the water rains down to the ground and either lands in puddles or flows into bodies of water, what happens to some of it?” - "So is water always cycling through different states?” “All water on Earth is really old and it gets recycled over and over in the water cycle” “The water cycle is all about the changes of state that water goes through in the environment” Learning activity - have the students act out the stages of the water cycle “You guys already know how to act like water in different states of matter, so let’s use that in something new. You will each be divided into groups, each person in the 20.25 Adapted from a template created by Dr K. Roscoegroup will take on one role and together you will act out how that water behaves as, it moves through the water cycle” = _ Steps explained then written on the board (dividing activity into smaller steps with clear language to reduce extraneous cognitive load with task): - get into groups = pick your roles - decide what change of state happens to your role - decide what order the change of state happens in - act it out with your group - The water droplet in a rain/snow cloud - The water droplet in a river/lake ~The water vapour in the air Gather everyone back together, and have them share their actions “So what did we learn in this science class today?” “What is the water cycle?” “What are the stages of the water cycle?” ‘Sponge Activity/Activities Reflections: This lesson was introducing a new concept to the students. To make for better understanding and greater likelihood that they would remember it, | began the lesson with a discussion that builds off what they have been doing in science. We talked about what water is in different states of matter and from there we discussed it changing state out in the environment. In the lesson | was not the person who first brought up the water cycle, we were talking about puddles evaporating into clouds and clouds raining down and the students caught on to what | was doing when one said “it's like a cycle". This entire intro discussion was done with the idea that | was having them make connections and activate their prior knowledge. Along with the words | was saying | also had slides with pictures so | could apply PEN principle 2 and activate multiple parts of their brains in their thinking, It really showed to be working when | showed them 2 pictures of clouds. One cloud was pretty and fluffy, and the other was grey and rainy. They brought up points about the water droplets in the clouds and how they were different and what that means in terms of rain and how the water is behaving. | made use of PEN principle 2 a second time in this lesson with a video that explains the water cycle. | felt a video was appropriate because it can show Adapted from a template created by Dr K. Roscoethe movement of the water through the cycle better than a diagram or me just explaining it on my own could. The next activity in the lesson was a chance for them to apply what they were just told about the water cycle. They had to figure out how water in different circumstances would behave in the water cycle. The activity also allowed for collaboration as students shared their thoughts and ideas when devising their actions. | broke the activity into small steps so they could focus more on thinking about the change of state and the order in the water cycle than having to organise themselves. They could use less cognitive load on figuring out how to do the activity efficiently and more load on what their water drop does in the water cycle and how to represent that. | used some principles of explicit systematic instruction by using clear language and providing immediate feedback, either affirming or correcting, when they showed and explained their representations of the different parts of the water cycle. At first the activity was not working because students were stuck at the initial organising phase. | pulled the class back together and went through each role, making sure each group knew who was playing what before letting them get back to it. After that it went really well, they really showed that they understood the stages of the water cycle when we did a showcase at the end. Adapted from a template created by Dr K. Roscoe