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Name Kaysie Zeches

edTPA Indirect Instruction Lesson Plan

Central Focus/Big Idea: The big idea of this lesson is that students will understand that weather
can be measured and predicted by different weather instruments. The lesson could be a multiple
day lesson by having the students look at the real life tools and then have a class discussion
where the students make predictions about what the tools do. The next day the students could
learn about how the tools are used and what they actually do.
Subject of this lesson: Weather Tools
Grade Level: 2nd Grade
NC Essential Standard(s): 2.E.1.4 Recognize the tools that scientists use for observing,
recording, and predicting weather changes from day to day and during the seasons.
Next Generation Science Standard(s): 2-ESS2-3 Obtaining, evaluating, and communicating
21st Century Skills: Critical thinking, creative thinking, and communicating are a few 21st
century skills for this lesson. The students will have to predict what each tool does which
involves critical and creative thinking. The students will work in a group where they will have to
communicate with others.
Academic Language Demand










The students will need to identify and explain and describe each of the 5 weather tools that they
are exploring during the lesson.

Scientific Vocabulary: Meteorologist, thermometer, wind vane, barometer, rain gauge,


Instructional Objective:
The objective of the lesson is that students will learn each of these five tools: thermometer,
barometer, anemometer, wind vane, and a rain gauge. Students will learn what these tools look
like, and also their functions. I will check the students understanding by asking questions

throughout the lesson. There will be an assessment at the end of them lesson. Students must earn
at lease 4 out of 5 point to have met the objective.
Prior Knowledge (student): Students should know the basics of weather and that weather can be
Content Knowledge (teacher): The teacher needs to be familiar with each tool that the students
will be exploring. The teacher should be familiar with theses tools, along with concepts of
weather, so that the students receive correct information.
Accommodations for special needs (individual and/or small group): During this lesson, there is
group work, so accommodations for special needs are made. The students will work together and
help each other out. I will circle the room while the students work to help students that need it.
Materials and Technology requirements: Video on weather, five printed off pictures of
different weather instruments, 20 matching worksheets for the students, power point on the
weather tools, Smart Board
Total Estimated Time: 50 minutes
Source of lesson: I came up with this lesson on my own.
I received information about the topic from: http://www.weatherwizkids.com
Safety considerations: There are no safety precautions that are necessary for this lesson.

Content and Strategies (Procedure)

The lesson will begin with questions for the students. The questions will be about weather in
order to see what they already know. Although students may know the answer, they are
encouraged make their own predictions based on what they do know. The questions will be:
-What is weather? (The condition of the outside air or atmosphere at a particular time and place).
-What does a meteorologist do? (Answer: They study weather and predict the forecast)
-What are some elements/characteristics of weather? (What different types of weather can we
have) (Answer: windy, rainy, warm, cold)
-How can we predict the forecast and determine the weather? (Answer: By using
instruments/tools that measure the different parts of weather such as the rain, the wind, and the
After the students answer the questions, I will show them a short video that introduces weather
and may answer some questions that they have. After the students are finished watching the
video, I will ask them questions (similar to the first set of questions). The questions will come
from the information that the students learn about in the video.
-What is weather? (Answer: The condition of the outside air or atmosphere at a particular time
and place)
-What are some elements of weather? (Answer: Precipitation, clouds, wind, air temperature, air
pressure, and humidity are all possible examples)
-How can we measure these elements? (Answer: We can use different instruments to help us
measure and predict the weather)
Video: http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weatherand-climate.htm

Students will now explore the main objective of the lesson in groups. The students will be in 5
groups of 4 (20 students). Each group will receive a picture of a different instrument that they
will be learning about today. The five pictures are: a barometer, an anemometer, a wind vane, a
rain gauge, and a thermometer. After each group receives their picture they must discuss the
picture of the instrument. The students will be asked to make predictions of what their tool may
measure. I will come around to each group while they are discussing to listen to their thoughts. I
will ask each group questions to get them thinking. The questions will be:
-Describe the features of this tool (what it looks like).

-What could this tool be used for? Why?

-How would a meteorologist use this tool?
After I have gone to each group, I will then pick one student from each group to share the ideas
that their group discussed. I will ask the student that I choose from each group to show the
picture to the class. The student will be asked to tell the class what the weather instrument looks
like and the groups prediction of what this tool measures.
I will ask each group:
-Why do you think your prediction of what the tool measures is correct?
-What can you tell us about how the tool looks that led you to this prediction?
I will now have the students come up to the front carpet in front of the Smart Board. I will now
show the students the power point. The power point starts off with one picture per slide of each
of the 5 weather instruments. The pictures in order are: thermometer, barometer, rain gauge, wind
vane, and an anemometer.
For each picture I will ask the students what they think each tool does. After we discuss each
picture and make predictions, I will then continue the power point to show the students each tool
with the correct name and definition. The first one is a thermometer, I will have all students say
each word out loud so that they know how to pronounce it. Then I will call on a student to read
each definition that is written on the slides. After we have gone through all 5 of the instruments, I
will then go back to the beginning of the power point where a picture of each tool is shown
without the name or the definition.
For each tool I will ask:
-What is the name of this tool?
-What does this tool measure?
-How do you use this tool?
After we have discussed the tools as a class, I will hand out a worksheet to the students. The
worksheet is a matching worksheet to see if the students can correctly match the name of the tool
to its picture.
After the students finish, we will go over the worksheet as a class. I will ask:
-Which picture shows a(n): anemometer, barometer, wind vane, rain gauge, and thermometer
-How can we tell the difference between the anemometer and the wind vane? (Answer: An
anemometer has cups that catch the wind, the wind vane has an arrow which points to which
direction the wind is blowing)
-How can we identify the rain gauge? (Answer: It has a measuring tube for the water and it sticks
in the ground to catch the rain)

-What can we tell from a barometer? (Answer: It shows the air pressure, which determines
whether there are sunny and dry conditions or stormy and wet)
-What about the thermometer? (Answer: It shows what the temperature is outside)
Next, the students will be given lined paper to work on the questions that I have made (which are
at the end of the power point). These questions will be the assessment of the lesson to check
whether the students have met the objective or not. The questions are:
-To check the temperature outside, which instrument will I use?
-Tell me what you know about a rain gauge.
-What does an anemometer measure?
-How can a barometer be used?
-What can a wind vane tell us?
The students will be instructed to work on these questions silently and individually. They will
write their answers and then turn their paper over when they are finished. Students must receive
at least 4 out of 5 questions correct to have met the objective.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
The students enjoyed this lesson and did very well on their worksheets and questions (which
counted as an assessment). This lesson would have been more engaging and fun if I were able to
show the students the tool in real life.
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

Match each word to the correct




Rain gauge


Wind vane