KEERAN SCHOOL OF EDUCATION LESSON PLAN

ACTIONS
Goals, Objectives, & Essential Questions

Teacher: Sarah Hambrick ID: 174309

School: Cannonsburg Elementary Date of

Observation:
Subject English District: Bpyd
area:
Ages of 8-9 Type of
students: classroom
Grade level: 3rd or 4th # of IEP
# of 504
Total # of GSSP
number
of students: # of ELL
Title of Cloudy With a Chance of Meatballs WebQuest
Lesson
Plan:
Title of Unit: Cloudy With a Chance of Meatballs Webquest

A. Broad Goal:
Students will complete a WebQuest based on the book Cloudy with a
Chance of Meatballs and learn about weather and nutrition

B. Objectives:

1. Students will read the book Cloudy With a Chance of Meatballs and
tell the difference between the weather in Chewandswallow and their
city.
2. Students will learn what weather is and what causes it.
3. Students will learn the difference between a watch and a warning.
4. Students will learn how to make a safety kit.
5. Students will learn how to make a weather disaster plan.
6. Students will learn about the food pyramid and its components.
7. Students will learn about living a healthy life.

A. Essential Questions:

1. What is the difference between the weather in Chewandswallow and your

city?
2. What is weather? What causes it?
3. What is the difference between a watch and a warning?
 4. What is a safety kit?
5. What is a weather disaster plan?
6. What is the food pyramid?
7. What are some ways that you can live a healthy life?

Student Assessment:

Procedure Objective Type of Description of Depth of Adaptations and/or

Number Number Assessment Assessment Knowledge Accommodations

1 1 Formative Journal 1, 2, 3 Extended time to

2 2
3 3, 4, 5
4 6
5 7
complete if needed
and aide if needed
Formative Journal 1, 2, 3 Extended time to
complete if needed
and aide if needed
Formative Journal 1, 2, 3 Extended time to
complete if needed
and aide if needed
Formative Journal 1, 2, 3 Extended time to
complete if needed
and aide if needed
Formative Journal 1, 2, 3 Extended time to
complete if needed
and aide if needed

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

2.29 Students demonstrate skills that promote individual well-being and healthy family
relationships.
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy
and to accept responsibility for their own physical well-being.
3.2 Students demonstrate the ability to maintain a healthy lifestyle.
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy
and to accept responsibility for their own physical well-being.
3.2 Students will demonstrate the ability to maintain a healthy lifestyle

Program of Studies:
EL-4-RRT-U-1
Students will understand that making connections involves thinking beyond the text and applying
the text to a variety of situations. Connections may be expressed as comparisons, analogies,
inferences, or the synthesis of ideas.
SC-4-EU-U-2
Students will understand that weather data can be organized and represented in ways that reveal
patterns needed for making predictions about the future, but the weather is so complex that it
cannot always be predicted beyond being more or less likely to occur.
SC-4-EU-S-2
Students will analyze weather data to make predictions about future weather
SC-4-EU-S-3
Students will assess the accuracy of weather predictions and the evidence used to support the
predictions made by each other and meteorologists
PL-4-PW-U-1
Students will understand that responsibility to oneself promotes health enhancing behaviors
PL-4-PW-S-PPH1
Students will describe the relationship between personal health behaviors and individual well-
being
PL-4-PW-S-PPH4
Students will describe how individual behaviors and choices of diet, exercise and rest affect the
body
PL-4-PW-U-6
Students will understand that positive health habits prevent the spreading of diseases and injuries
to self and others
PL-4-N-U-1
Students will understand that proper nutrition is essential to growth and development.

Core Content for Assessment:

SC-04-2.3.3
Students will make generalizations and/or predictions about weather changes from day to day
and over seasons based on weather data. Weather changes from day to day and over seasons.
Weather can be described by observations and measurable quantities such as temperature, wind
direction, wind speed and precipitation. Data can be displayed and used to make predictions.
PL-04-1.1.6
Students will describe how an individual’s behavior and choices relating to diet, exercise and rest
affect body systems (e.g., circulatory, respiratory, digestive)
PL-04-1.1.7
Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene
practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate
protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza,
measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma)
diseases.
PL-04-1.2.1
Students will identify foods containing nutrients (protein, carbohydrates, fats), which are important
in the growth and development of healthy bodies

B. National Standards:
C. Other Disciplinary Standards:
D. Statement Connecting the Standards to Your Objectives:
The above standards relate to my objectives because students will read
Cloudy With a Chance of Meatballs, and learn about weather and
nutrition.

Context
1. Unit
a. Lesson 1 of 1
b. Day 1: 15 minutes, Day 2: 30 minutes, Day 3: 45 minutes, Day 4: 35
minutes, Day 5: 25 minutes.
2. Students
a. Students will need to be able to read, write, and have knowledge on
how to use the Internet.
b.

Differentiation:
A. Accommodations:

Student Plan/Need Describe the type of plan for this student and the specific
needs that they need.
Identifier Accommodation Describe exactly how you are going to meet the needs of this
particular student.
Plan/Need

Accommodation
Plan/Need
Accommodation

Plan/Need
Accommodation
Plan/Need

Accommodation

Plan/Need
Accommodation

B. Individual Learning Styles:

Variations for: Description of Variation
Students will see the websites and the content on them.
Visual Learners Students will see the pictures of the book on the Youtube
video

Students will listen to the book being read to them from

Auditory the Youtube video and the video on nutrition.
Learners

Kinesthetic Students will complete a journal based on what they

Learners learned on the websites.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

1 KN CO AP AN 1, 2, 3, 4

2 KN CO AP AN SY 1, 2, 3, 4, 5

3 KN CO AP AN SY 1, 2, 3, 4, 5

4 KN CO AP AN SY 1, 2, 3, 4, 5

5 KN CO AP AN SY 1, 2, 3, 4, 5

Real-Life Connections:

Students will need to be able to read in everyday life. Students will need to
be able to know what to do in case a weather disaster happens in their
area. Students will need to know how to live a healthy lifestyle based on the
food pyramid and types of exercises.

Resources

Cloudy With a Chance of Meatballs book, PowerPoint (WebQuest), Internet, computer,

mouse, journal, pencil, coloring pencils or markers or crayons

Technology

PowerPoint (WebQuest), compute, mouse, Youtube video, Brain Pop video, multiple
websites, and Internet connection

Procedures (125 minutes total)

1. Day 1 (5 min to explain activity, 15 min. to complete)

 Explanation: I will explain the WebQuest to the students and give each a
copy of the journal. I will explain that they will do an activity for each day
based on the websites they visited that day.
Activity: Students will read Cloudy With a Chance of Meatballs along with
this the video provided. Students will complete the activity in their journal
for Day 1 answering questions about what happened in the book

2. Day 2 (30 min.) Students will begin reading at “In most ways, it was very
much like any other tiny town.” and end at “…Jell-O setting in the west.:
then visit websites provided to learn about weather in their city. Students
will complete the activities for Day 2 in their journal about weather.

3. Day 3 (45 min.) Students will begin reading at “Life for the townspeople
was delicious…” and end reading at “…no more school for the children.”
then visit the websites provided to learn about weather disasters and
safety tips during a weather disaster. Students will complete the activity for
Day 3 in their journal about weather disasters and safety tips.

4. Day 4 (35 min.) Students will visit the websites provided to learn about
nutrition. Students will complete the activities in their journal for Day 4.

5. Day 5 (25 min.) Students will visit websites provided to learn about living a
healthy life and tips on how to do so. Students will complete the activity for
Day 5 in their journal.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up