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Teacher Candidate:

Amber Golembiewski


Cooperating Teacher: Dr. Varano

Coop. Initials

Group Size:

Allotted Time 45 Minutes

Grade Level

Wetlands Lesson # 2



Subject or Topic:




S4.D.1.3.4: Explain the role and relationship of a watershed or a wetland on water
sources (e.g., water storage, groundwater recharge, water filtration, water source, water
I. Performance Objectives (Learning Outcomes):
A. The third grade students will identify the purpose a wetland by constructing a
model wetland.
II. Instructional Materials
A. 4 foil roasting pans
B. 4 large sponges
C. 4 spray bottles
D. Clay (enough to cover half of each pan)
E. Potting soil
F. Handouts to place in science notebook
G. Brain POP Jr Video
H. Comparison Chart
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. The students should know that precipitation is.
B. Key Vocabulary
1. Wetland- low land covered by water at least part of the year
2. Filtration (water)- cleanses water
C. Big Idea

1. The Purpose of a Wetland

D. Additional content
1. None needed
IV. Implementation
A. Introduction
1. The students will fill in what they already know about wetlands in
the chart given to them. (see attached)
2. The teacher will play the Brain POP Jr video on freshwater habitats.
B. Development
1. The teacher will have the students fill out a chart to compare what
they thought wetlands were to what the video introduced. (see
2. The teacher will review what was written in the chart with the
students, writing their responses on the board.
3. The teacher will explain what exactly a wetland is and propose the
question, What is the purpose of a wetland?
4. The teacher will have the students sitting in their groups of four and
set up the materials for the experiment at their table. (foil roasting
pan, large sponge, spray bottle, clay, potting soil)
5. The teacher will introduce the inquiry by demonstrating to the
students how to set up their wetland model.
6. Use clay to build an upland in half of the pan. Be sure there is a hill
going down into the middle of the pan and the clay seals the sides of
the pan.
7. Place the sponge at the bottom of the hill. It should cover the width
of the pan.
8. Once the wetland is set up, teacher will ask the students to sprinkle
the potting soil on to the clay and take the spray bottle filled with
water and spray it onto the dirt before the sponge.
9. The teacher will ask the students what they think the water and
sponge might be in the model.
10. The students will observe what happens to the water and fill out the
worksheet that goes into their science notebook.
11. The teacher will ask the students to predict what they think will
happen if they make it rain and take away the sponge (wetland) and
write it into their notebooks.
12. After making it rain the teacher will have the students complete the
second part of their worksheet and make observations.
C. Closure
1. The teacher will start a discussion about the inquiry and ask the

a. Without the wetland, how might the water affect fish

and other animals?
b. How might this affect people?
2. The teacher will talk about what habitat they will be looking at the
next day.
D. Accommodations/Differentiation)
1. Z.B. has mild spastic cerebral palsy. He has poor motor control
which causes writing difficulty. To accommodate for these needs he
will have a larger utensil to write with. Z.B. also has difficulty with
perception which causes him to mix up letters and numbers so he
may draw pictures instead of writing out his observations.
E. Assessment/Evaluation Plan
1. Formative
1. The teacher will collect and check the science notebook
2. Summative
1. No Summative Assessment for this Lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. What can I do to engage my students more?

2. How can this lesson be improved?

VI. Resources (in APA format)

A. Freshwater Habitats. (n.d.). Retrieved October 2, 2014, from
B. Wet and Wild. (n.d.). Retrieved October 2, 2014.

Comparison Chart
Before Video

After Video

Science Notebook Worksheet

Make a Prediction:
What will happen to the
water that is sprayed on
the dirt? (with sponge)

What did happen to the

Make a Prediction:
What will happen to the
water then you take
away the sponge?
What did happen to the