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Project Title: Lesson Plan 2 Lesson Title: The Rain Cycle (Partially adapted from ArtsEdge: http://artsedge.kennedycenter.org/educators/lessons/grade-k-2/Making_A_Rainstick.

aspx#nstruction) Curriculum Area (s): Science, Art Grade Level: 4th grade Estimated Time Required: 40 minutes Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Is there an opportunity to work individually if wanted? For this lesson, it will be primarily a whole group learning lesson, but at the end of the lesson, students will be working individually to create their own visual representation of the rain cycle. Standards: List the state or national standards that you are using in this unit/lesson. Cut/paste these from the DOE website. Indiana State Standard SCI.ES.4.2 2010 Describe the relationships among evaporation, precipitation, groundwater, surface water, and glacial systems in the water cycle. Discuss the effect of human interactions with the water cycle. National Standards for Arts Education Grade K-4 Visual Arts Standard 6: Making connections between visual arts and other disciplines National Standards for Arts Education Grade K-4 Music Standard 8: Understanding relationships between music, the other arts, and disciplines outside the Materials: What do you need to remember to get ready and organized? What do your students need? Computer paper Markers Scissors Colored Pencils Example visual aid List of terms with easy definitions Overview: What is the purpose of the lesson? This lesson aims to teach students about the water cycle and engage them in movement and visual arts activities. What will I differentiate? Content, Process and/or Product Who needs this differentiation? I will differentiate the product. For students that have a mild cognitive disability, such as Hannah, on her visual aid, I may allow her to just include the visual aspect of each stage, and provide her with a simpler definition of each of the terms, that she can either copy, or just glue onto her paper. I will also differentiate the process. For students such as Susie, who has a physical disability, I would try to find a way for her to still be able to participate in the rain game. Depending on how severe her physical disability is, she may be able to still be able to tap along on her lap, if she has control of her arms or hands. If she is more severely disabled, and has a clicker, I could also have her follow the rhythm that way as well. I

would also allow Susie to work with a partner, or an aid if she has one, while working on the visual aid, so that she can still participate in creating a visual representation that works for her, even if she cannot create it herself, due to her physical limitations. I have also differentiated the process from its original form for students like Mike, who has ADHD. I have tried to incorporate several different elements in the same lesson, that will allow students that have attention problems or hyperactive to be able to move around through the rain game and the song, and have portioned the lesson into short snippets of different activities, as opposed to having them sit through a long powerpoint or lecture about the rain cycle, which is much more challenging for students with ADHD.

Why will I differentiate? What are the differentiated needs? What are the cognitive, cultural, linguistic and gender differences that need to be approached? I will differentiate for the needs of students that have either a mild cognitive disability, a physical disability, or ADHD.

How will I differentiate? For readiness, interest, learning preference(s), affect/learning environment combination. How can I use assistive technology to support my students? I will differentiate for learning preferences in this lesson by including several ways to learn this information, including visually, through the use of the visual aid that students will view on the overhead screen, auditory through the use of the song about the rain cycle, and kinestitically through the rain game and by having students create their own visual aid. The multiple ways of presenting information will help students learn in the way that is easiest for them. As a result of this lesson/unit students will What is the goal? Understand (big ideas, principles, generalizations, rules, the point of the discipline or topic within the discipline) o Students will understand the big idea of the rain cycle and the basics of what it is and why it is important. Know (facts, vocabulary, howtos, information that is memorizable) o Students will know vocabularly connected to the rain cycle, such as the stages of the water cycle, such as evaporation, condensation, and precipitation. Do (Skills) (thinking skills, skills of the disciplineskills you will assess) PreAssessment (How will you find out about where your students are at for this lesson? What will your preassessment look like?) For my pre-assessment, after students have done the rain game with me, I will be asking them questions to see what they know about rain and the rain cycle, to gauge where I should focus my lesson on. My pre-assessment will be informal, with class discussion. What is the emotional hook? Emotion drives attention drives learning. How will I emotionally hook my students so that I have their attention and they are ready to learn? The hook for this lesson is to have them play the rain game, but they will not know the purpose of the game until after they complete it, and I am asking them why they thought we did what we did, and what sounds we were making. This movement activity will draw them in, and the mystery of why we will do this will hook their attention. Steps in the Lesson: Be specific. How will you address challenges with student engagement?

1. Ask students to sit in a circle on the floor and explain to them that they will be following the instructors movements. 2. Play the rain game. Seat students in a circle on the floor. Do not tell them what they will be doing. Wait until everyone is completely silent. Start by quietly tapping your fingertips together slowly. Signal to the students to do what youre doing. Slowly increase the frequency and intensity of the finger tapping. Clap your whole hands together. Become louder. Move the clapping to floor slapping. Get as loud and thunderous as you can. Reverse the process slowly, returning to an occasional finger tap. (You have simulated a rainstorm starting with a few drops and moving into a downpour and then diminishing.) ~Taken from ArtsEdge 3. After the students have completed the rain game, ask them questions about what they think they were doing. ~What did the sounds that you made remind you of? 4. After students have said that they were reminded of name, start asking them what they know about rain. 1. Why do we need rain? 2.What would happen if it didnt rain? 3.What other types of weather provides water to the earth? 4.How is rain made? 5. Introduce the water cycle to the students.(3-5 minutes) A. Put up visual on the board- use the website that is interactive. Go through all the stages of the water cycle. ~http://ga.water.usgs.gov/edu/watercycle-kids-int.html B. Sing song about the water cycle/ watch video with a song about it. (4 minutes) http://www.youtube.com/watch?v=4GcJeScKwrg 6. Send students back to their desks, and explain that they will be creating their own visual reminder of the art cycle. A. Show examples- Online example, and the one that I made B. Tell them they can decorate and design it however they want, but must include evaporation, condensation, precipitation, and collection. (show examples of each on chart) ~Make sure visual is still on the board for them to see. http://buzzingwithmsb.blogspot.com/2011/11/dont-look-up.html C. Put list of terms with definitions for students that want/need them 7. Give students time to create their water cycle visuals. Walk around, look at students work, help them if needed. Allow students to talk and share what they are doing for their visual with students around them. (15 minutes) 8. Have students share their work with others in a small group, and then a few to the entire class. (5 minutes)

Closure Activity/Wrap up: Will there be an opportunity to celebrate their learning? How will the students reflect about the process and the product? Students will be able to celebrate their learning and reflect about the product that they made by being able to share and collaborate with their peers while working on their visual aids. Students that wish to, will also be able to share their visual aids with the whole class at the end of the lesson.

PostAssessment: How will you reflect about the process and the product? How will you monitor continued growth? What do I want to remember for next time? I will reflect on the process and the product by gauging how engaged students are during the lesson, and by looking at the visual aids that students create, to see if they are grasping the important concepts of the lesson. Additional Resources: Any websites or materials that you used http://fisforfirstgrade.blogspot.com/2012/05/water-cycle.html http://buzzingwithmsb.blogspot.com/2011/11/dont-look-up.html http://www.youtube.com/watch?v=4GcJeScKwrg http://artsedge.kennedy-center.org/educators/lessons/grade-k2/Making_A_Rainstick.aspx#nstruction http://www.youtube.com/watch?v=7EM_nhiT5IE