Reflection: Backwards Planning Day One of Landen Has Hydro-Logic! - Section 4: Instruction


One of the biggest reasons that I use Backwards Planning (Understanding by Design) to plan my units is because of the extensive need to plan for vocabulary instruction.  Words and the concepts they represent are the gate-keepers to content area learning.

In Making Content Comprehensible for English Language Learners:  The SIOP Model (pg. 63) Echevarria,Vogt, and Short cite research (Blachowicz & Fisher, 2000) that identifies the four main principles that should guide vocabulary instruction:

  1. Students should be active in developing their understanding of words and ways to learn them (e.g. semantic mapping, word sorts, concept definition maps, and strategies for word learning).
  2. Students should personalize word learning (e.g. through Vocabulary Self Collection Strategy, mnemonic strategies, and personal dictionaries).
  3. Students should be immersed in words by rich language environments that focus on words and draw students' attention to the learning of words. (e.g. word walls, personal word study notebooks, comparing morphemic elements, and using the words around them).
  4. Students should build on multiple sources of information to learn words through repeated exposures. (e.g. draw on multiple sources of meaning for vocabulary development).


In this lesson, I have provided both a video for important concept area words that I have identified, as well as teaching them via the use of a graphic organizer.  These words were chosen with the assistance of Marzano's Vocabulary for the New Science Standards Reproducibles.  This list is free at the link, however you will need to register.  It gives specific vocabulary, referenced to the Disciplinary Core Ideas, Cross Cutting Concepts, and Science and Engineering Practices of the Next Generation Science Standards.

  Vocabulary Instruction: Using Marzano's Vocabulary for the NGSS as a Guide
  Backwards Planning: Vocabulary Instruction: Using Marzano's Vocabulary for the NGSS as a Guide
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Day One of Landen Has Hydro-Logic!

Unit 2: Plaid Pete Discovers What Matters in Ecosystems
Lesson 6 of 20

Objective: SWBAT identify and describe the steps in the hydrologic (water) cycle.

Big Idea: What are the steps in the hydrologic (water) cycle? Students construct a closed system, diagram the hydrologic cycle and learn a new chant to help them understand the process.

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