Lander University Teacher Education Lesson Plan Template

Rev. 2013

Weather Unit
Week 2- Snow and Sleet Lesson Plan
Teacher Candidate: Allison Taylor Lawrence
Date and Time of Lesson: 2-3-15 8:45-9:15
Subject/Grade Level: Science/2nd grade
Students should be able to tell me one fact that they have learned about snow and
sleet. They should be able to predict using their senses what snow will look like, smell
like, feel like, and sound like. After they have made the prediction, students should be
able to make an accurate observations of their snow based on their senses.
Lesson Title: Sleet and Snow
Curriculum Standards Addressed:
Standard 2-3: The student will demonstrate an understanding of daily and seasonal
weather conditions. (Earth Science)
Indicator 2-3.2: Recall weather terminology (including temperature, wind direction,
wind speed, and precipitation as rain, snow, sleet and hail.)
Instructional Objectives(s) Criteria:
Assessment(s) of the objectives
Antecedent: Students should be
Students documented in their notebooks what
able to use their senses to describe they predict they will hear, see, and feel when
snow looks, sounds, and feels like
experimenting with snow.
after they have made snow. (fine
I will check their notebooks for completion of
arts)
a truthful fact.
Behavior: Students will be able to
Their worksheets must include a drawing of
write me a fact about sleet and
snow, rain, sunshine, clouds, storm, and wind
snow after the lesson in their
to receive at least 80% accuracy.
notebooks.
Content-Science: Weather
Degree-Students will be able to
complete their worksheets with
80% accuracy.
Materials:
Smart Board (weather review and Calendar)
Flag for Beaufort Scale
Elmo to view Beaufort Scale
16 diapers
8 cup filled with ice water
White board
Scientific Observation sheet on SB
8 buckets
Pitcher filled with ice water
Pre-requisite (Prior-knowledge)
Students do not have any prior-knowledge of this content material
References:
Picture 1:.(n.d.).RetrievedFebruary3,2015,fromhttp://ja.wikipedia.org/wiki/

Picture 2: Arbenche,T.(n.d.).Snow.RetrievedFebruary3,2015,fromhttp://dreamatico.com/snow.html
Procedures
1. Introduction: Yesterday we talked about different types of weather. We focused on wet
weather. What did we call that form of weather? Precipitation

Lander University Teacher Education Lesson Plan Template

Rev. 2013

2. Review: Tell me the definition of rain, sleet, snow, hail, and precipitation
3. Motivation Techniques: If we all follow directions, we will be able to make snow
today!
4. Content discussion:
What is sleet? Rain that freezes as it falls.
What season do you think we would have sleet? For rain to freeze what should the
temperature be? (winter, below freezing 32 degrees F)
Another type of precipitation is snow. What is snow? Snow is water that freezes high in
the air.
Snow takes the shape of snowflakes as it falls from the clouds.
5. Show pictures of both of snow and sleet
6. Because we have been discussing snow and sleet today, what do you think a blizzard
would consist of.
Discuss the meaning of a blizzard- snow falls and strong winds blow.
7. Scientific Observation (Predictions) sheet on BB.
8. Making Snow
Each student will be paired in groups of two.
Each pair will get a bucket, cup, scissors, and two diapers.
One person from each group will fill a cup with ice water.
Once everyone has all of their material I will call 1-2-3 eyes on me. I will then
demonstrate how to cut open the diapers.
Each student will take turns cutting the diaper until all of the insides are pull out
and the excess is thrown away.
Once I have check/helped everyone get their diapers cleared, one student will pour
the cup of water into the bucket, the other will mix it together.
Once the snow mixture is made, they will determine what the snow smells like,
feels like, and looks like.
9. We will record our observations on the Smart Board examining the similarities and
briefly discussing the meanings of observations and predictions.
Accommodations:
Early Finishers: They are to read a book or their study their vocabulary words.
Late Finishers: They are to finish during center-time.
Absence Seizures: I will keep an eye on her and if she to be zoning out, I will lightly tap
on her shoulder or desk to refocus her attention. Whenever I feel she has zoned out or is
confused as to what the task at hand is I will remind her. Also, we have been working on
looking at the clock. I will tell her try to finish before the big hand hits a number. This
has helped tremendously in keeping her on task in an efficient manor.
ESOL: This student does not struggle with understanding English. She does however
have difficulty when having to read English and comprehend the meaning behind the
words. So, when there is material that needs to be read independently I will ask her if
she needs me to read to her aloud. I will also ask after discussing important information
if she understands what I have said.
Activity Analysis:
Making snow: This allowed students to physically get to explore snow. Once a child
explores with their hands they are more likely able to remember its characteristics and
make a connection to the vocab definition. Many of my students need more practice
working in groups, so I try to give them lots of opportunities to work with others. This
activity allowed working in groups and taking turns, learning that each member of the

Lander University Teacher Education Lesson Plan Template

Rev. 2013

team is important. Also this activity helped the students who are visual and kinesthetic
learners. I did not use any technology in this segment of the lesson plan because I
wanted it to be strictly hands-on and discussion based learning.
Making predictions/observations: Students were able to give their thoughts about how
they perceived snow. All information was written down on the Smart Board to encourage
each student to try to answer the questions. Then students were able to test their
predictions by making snow. We later compared our predictions and our observations.
We discussed facts-based on experimentation and prediction-based on previous
knowledge. I used the smart board to write their responses to What does it feel like,
What does it look like, What does it smell like, and What does it sound like?