DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Daven Trammell

Grade Level 4th

Title: Precipitation

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
Gender: 12 boys 12 girls
1 ESL Students: Damion (4),
2 Speech Students: Scott (Pronunciation, IEP not available), Cailey (Stuttering IEP not available)
Advanced Learners: Bailey (Reading, Writing), Angel (Reading, Writing, Math), Reese (Reading), Cole H. (Reading)
Behavioral Issues: Beau (Likes to talk a lot without raising his hand), Scott (Has trouble staying on task), Trinity (Falls
asleep), Nevaeh (Likes to talk a lot without raising her hand, will distract others, ADHD IEP not available), River (Gets
bored easily and will Check out mentally)
Emotional Issues: Anniyah (Will cry if she does not understand a concept), Bailey (Gets stressed easily, perfectionist)
Classroom environment:

The students are at desks. These desks are in rows facing the white board and smart
board. The students are assigned a number. The students must write their name date
and number on every assignment. The numbers correspond with their mailboxes, clips
(Behavioral classroom management), and jobs assigned weekly. There are computers in
the back available for student use. There is a computer up front at the teachers desk.
There is an Elmo and Smart Board for instruction. There are many resources available
around the room. The students are aware of expectations/rules; they are posted on the
wall. There are two tables available in the room for small group instruction or centers.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Students will understand that water changes state as it moves through the water cycle.
Objective 2 b: Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Walk-Away: I will draw and describe the different types of precipitation.
Language Walk-Away: I will describe the different types of precipitation.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Discussion
throughout the lesson. Questioning. Buddy talk.
Content Walk-Away Evidence (Summative): The creation of their precipitation
foldable describing the types of precipitation.
Language Walk-Away Evidence (Summative): The creation of their precipitation
foldable describing the types of precipitation.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I have a picture of each

type of precipitation on
each slide, a definition,
and a video to help my
struggling students to
really understand what
the different types of
precipitation there are
and what they look like.
For my students that
need extension, Bailey,
Isaac, I will have water
magazines in the back

that are connecting the

water cycle to their
everyday lives. These
magazines also have
activities.
For my behavioral, I will
make sure that Beau is
facing forward the
whole time. I will use
plenty of buddy talk to
help my students to
stay engaged.
Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

We have been learning about the water cycle.
Have students help to answer the diagram going over the steps of the water cycle previously learned.
When water evaporates and becomes water vapor, what happens when it cools? Condensation occurs. Clouds
are then formed and when they become heavy enough what happens next? Get it in your head.
PRECIPITATION.

Activator: What types of water fall out of the sky? Discuss the answers with a buddy then as a
class and talk about how some types of precipitation are liquid (rain) and some are solid
(snow, sleet, and hail). Then discuss what types of precipitation are most common during
different times of the year, making connections between types of precipitation and
temperature. When does it snow in St George or Salt Lake? How does it feel outside when it is
snowing? What about sleet? Hail? When does rain occur? Does it need to be cold for it to
rain? How can you tell when a rainstorm might be coming? Does the air feel humid (damp and
heavy)?
Formative assessment:
Learning Goal
Students are reviewing the steps
of the water cycle and
brainstorming the different types
of precipitation.

Success Criteria
Students are able to discuss with
their buddy and as a class.

Assessment Strategy
Questioning and observation.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I have the students connecting the different precipitation types they know to the time of year. They are
building on what they know. To build on previous learning I have visual aids to help my struggling students.
SIOP 7, 8, 9, 23, 29, 16, 17, 18, 19
Focus Lesson (I do it)
We are going to learn about all of the types of precipitation. Go over Objectives. Students will read them with
me.
I have created a slide show with pictures definitions and videos for each type. As I am going through the
slides we are answering questions. Students will discuss each prompt with their buddy.

1.
From the previous lesson, students should know that water in the atmosphere (from the
water cycle) falls back to the earth as precipitation. Water evaporates from the earth to forms
clouds that create precipitation. Discuss the different types of precipitation as a class, using the
pictures provided as a visual aid. Precipitation can be either liquid (rain) or solid (hail, sleet, or
snow).
a.
Rain falls when growing water droplets become too heavy to remain in clouds, and fall

toward the earths surface. Rain can also begin as ice crystals that come together to form large
snowflakes. As the falling snow comes into contact with warmer air, the flakes melt and
collapse into raindrops.
b.
Hail is a large frozen raindrop produced by intense thunderstorms where snow and rain
can coexist. As the snowflakes fall, liquid water freezes onto them forming ice pellets that will
continue to grow as more and more droplets are accumulated. The hailstone reaches the
ground as ice because it is not in contact with the warm air below the thunderstorm long
enough to melt before reaching the ground.
c.
Sleet is frozen raindrops that bounce when they hit the ground or hit something else.
Sleet begins as snow high in the atmosphere and then partially melts in warmer layers of air
but then refreezes in colder areas of air as it falls.
d. Snow is ice crystals that form into flakes. Snow forms at temperatures below freezing.
For snow to reach the earth's surface the temperature in the troposphere needs to be at or
below freezing. It can be slightly above freezing in some layers if the layer is not warm or deep
enough to melt the snowflakes too much.
Formative Assessment:
Learning Goal
Students will participate in the
discussions for each slide for each
type of precipitation.

Success Criteria
Students are able to explain what
each type of precipitation is and
compare them to one another
with their neighbor.

Assessment Strategy
I am questioning and observing
students as they discuss each
slide.

Modification/accommodations:
On each slide I have a video that gives another perspective of each type and also the sound and image of
each. This is allowing my students that need extra support to have another review of the precipitation.
The videos also extend the learning for my advanced students to keep them engaged.
SIOP 1, 2, 3, 4, 16, 17, 18, 23, 24
Guided Instruction (We do it)
This is tied in with each slide. Every slide will have prompts for the students to discuss with one another and
we will come back together to discuss as a class.
Formative Assessment:
Learning Goal
Students are able To discuss each
type of precipitation and compare
them to each other.

Success Criteria
Discussing what each
precipitation type is.

Assessment Strategy
Observation.

Modification/accommodations:
Students are discussing but my notes are on the board for reference and there are pictures on the slide.
SIOP 16, 17, 18, 19, 29
Collaborative/Cooperative (You do it together)
Discussion with one another. Throughout the lesson. Buddy talk.
Formative Assessment:
Learning Goal
Success Criteria
Students are able To discuss each Discussing what each
type of precipitation and compare precipitation type is.
them to each other.

Assessment Strategy
Observation.

Modification/accommodations:
Students are working with one another using the vocabulary words that are referenced on the slides and
board for struggling students.
Independent (You do it alone)
Now that we have discussed all four types of precipitation I want you to use your definitions and paste them
to match correctly with its name. On the inside of the foldable, there should be a drawing of the precipitation
type, definition, and whether it is a solid or a liquid. When you are done you can read an article about water.
Monitor students and provide feedback or support when needed.

Summative Assessment: Foldable with all four types of precipitation, drawing, and definition.
Modification/accommodations:
The definition is already typed out. They are only matching it with the right name and drawing a picture for
each one.
SIOP 20, 21, 22, 29
Closure/Review of walk-aways, vocabulary, and essential questions
Closure: Discuss the following questions buddy talk. Which type of precipitation is water in
its liquid form? Which types of precipitation are made of water in its solid form? How is sleet
different from hail? How is rain different from snow? How are rain, sleet, snow, and hail
similar? Ask students what happens if there is too much rain? Too little?
SIOP 27, 28, 29, 30
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Foldables
PowerPoint
Videos
Pictures

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?