Samantha Brown 1

Baldwin-Wallace College Division of Education Lesson Planning Form (Attach supplemental materials) I. Major Topic: Hydrologic Cycle Date:11/15/13 Grade Level: 7th

II. MATERIALS: White Board, dry erase markers, Reading and questions by Sharon Fabian, and the textbook III. CANDIDATE Resources: Required Science textbook Guided Imagery- https://www.youtube.com/watch?v=62pVQrJS1mQ http://www.kidsgeo.com/geography-for-kids/0146-ocean-tides.php http://www.youtube.com/watch?v=mIPdrDY7H6A (Life as We Knew It)

IV. STATE/Local Standards: The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. IV. (a) National/State technology standards (if applicable) Promote and Model Digital Citizenship and Responsibility Facilitate and Inspire Student Learning and Creativity Design and Develop Digital Age Learning Experiences and Assessments V. Objective(s): - By the end of my class period (45mins), the students will be able to finish a worksheet of the different stages of the moon and be able to describe to the class a couple of facts (around 2) about the different moon stages and its relationship to the tides and gravity.

VI. PROCEDURES: Introduction Hello everybody! How are we all doing today? So, who has ever been to the beach? That includes Lake Eries beach? Well for those of you who have, who can tell me

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what is constantly happening in the water? Starts with a Tthere are low and high ones? Yes, tides. Did anyone know that the moon, sun and gravity create these? Well since we have been on this topic of water, we are going to talk about tides today. According to KidsGeo.com tides are, by far the most important factor affecting the movement of water across the ocean. Tides are great bulges of water caused by the gravity of the Moon and Sun. Attracted by gravity, these bulges move around the Earths oceans, causing water levels to rise and fall. When we go to the Great Lake Science Center next Friday, we will get the chance to stand on Lake Eries shore and do a couple of activities including observing the tides. Transition/Focus Attention: Ask how everyone is doing and ask about their experiences with the beach and tides. Start out with letting the students know what exactly a tide is and let them know that they will be observing tides later on in the future. Motivation/Hook: We will get to observe tides on Lake Eries beach next Friday and the trailer for Life as We Knew It will show the extreme effects the moon has on water. Set Behavior Expectations: Students will want to talk about their experiences and become involved with our discussion. After the students watch the video they will become intrigued that the moon could possibly have this large of an effect on water and be excited to hear the readings. When in group work I expect everyones participation. The students will be quiet when I read them a chapter. Set Purpose: Students will practice group work while fulfilling part of the standard learning about the stages of the moon and the tides. Students will also see that books about science can be interesting and make them think. Strategy and Grouping Pattern Used: Class discussion Group work Class read aloud

Group Size:

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5 groups of 4 to 5 (depending on absences)

Steps/Learning Activities/Differentiated Instruction: 1. Introduction (5mins) 2. Alright, first I want to start off with a guided imagery of a book we are going to be reading at the end of each class. I know you all just learned about what a guided imagery is in language Arts last week. This book shows how the moon affects the water in an extreme way. A girl named Miranda and her family must struggle along with the rest of the worlds survivors to stay alive. I hope you can make connections of the material you will be learning and the readings. Please keep quiet and watch the video. *Play the video* I hope you all got a good idea of the book and are at least a little excited to hear the readings. (5 mins) 3. Now that we are fairly familiar with the moon and tides, I want you all to gather into five groups. I trust you all are able to pick a group that will be productive. Please keep the voices down and not out of hand. Now I want your group to open your books to page 81 and look through this chapter for facts about tides. I want five facts for each group. Try not to pick out the most recognizable facts. After we are down we will write them on the board and discuss each. *walk around to each group to check their progress(15 mins) 4. After the students are done with their groups I will ask one member out of each group to come up one at a time to write their facts on the board. If a fact is up their already they will put a check mark next to the fact written on the board already (showing how important everyone thought this fact was). I will have a few facts of my own and if I dont see them up there already I will write mine up there as well. (5mins) 5. Now each group will be assigned with a topic regarding the sun, moon, and/or tides. I want you and your group to develop 10 facts this time about this topic and be prepared to present them to the class tomorrow. Each student will have to speak about two of the facts that their group came up with. If you have only 4 students in your group because of an absence you must decide who will present more than two. Please feel free to use the internet, but make sure it is a reliable source, such as a .org or .gov. website * assign groups their topics* (5mins) Closure: Read the first chapter of Life as We Knew It by Susan Pfeffer. That is it for today. Please put the desk back to their originals spots. Nice job today. (10 mins) -Groups: - Solar eclipse

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- Lunar eclipse - Types of tides - Phases of the moon - Gravitational pull and tides Assessment Activities: By walking around and checking each of the students answers to the worksheet I will be able to tell a little about their understanding of the reading. I will be able to tell that the students have read some of the chapter to develop the answers their group has come up with and while walking around I am able to check their progress and understanding of the material. The homework for tomorrow will show if the students did their work properly and gave a well effort to find out reliable information about their subject. Having each student present at least two of their facts will show me that not just one person did all of the homework. Transition: Reading Chapter and asking to put the seats back into order.

Differentiated Instruction: Multiple Intelligences- Interpersonal (Group work/homework, class review of questions, and class review facts) Intrapersonal(Reading and answering on their own and being able to present part of their group assignment tomorrow) Modalities- Auditory (class reviews, guided imagery, and presentations); Visual (Facts wrote on the board and readings); Kinesthetic (Writing the facts on the board and presenting) Individual learning needs- I have a student who is emotionally disturbed. He is often depressed and does not like to participate in group work. I plan to put him in a group where his teammates will be patient with a positive attitude. I will keep a close eye on his group and I will ask him to participate and to do his part when he is not contributing to his team. After class I may even talk to him about why people need to know how to work in groups and give him support.

VII. REFLECTION How do you know that learning took place? How does the data support your conclusion?

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What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students?

Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make?

Signature of Cooperating Teacher: _____________________________ Date: __________