Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachel Vos

Date

November 2016

Subject/ Topic/ Theme

Grade 3rd

Weather Overview

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introduction to my unit on weather and climate. This lesson will give a basic overview of the concept and begin to introduce the content we will
study.
cognitiveR U Ap An E C*

Learners will be able to:

Define weather.
Explain why we should study weather.
Organize ideas about weather into categories of Know and Want to Know in KWL chart.
Discuss how weather affects their lives.

physical
development

socioemotional

R
U
C
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
No standards addressed in this introductory lesson.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will need a basic understanding of weather and what things weather involves.
Pre-assessment (for learning):

Students will fill out the Know and Want to Know section of a KWL chart. This will allow me to
see what my students already know about weather and what they are curious about. This will allow me
to tailor my unit to my students interests.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

We will make a concept map on the board of what students already know about weather. This will also
allow me to see what my students know about weather and what theyre curious about. This will also
give my students a chance to see what their classmates already know.
Formative (as learning):

Students will turn and talk to partners about what they learned during the lesson and what they are still
confused by. They will be able to verbalize what they have learned, and they will have a chance to talk
about what they are confused by.
Summative (of learning):
Students will write what they have learned and what they are still confused by on a sticky note for me
to view. I will be able to see the sticky notes my students write and know what things they have
mastered, and what I may need to spend more time teaching.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Speaking and writing definitions of
terms we discuss.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Clarify the definition of

weather: give them a definition
that we will use.

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Optimizing relevance of the topic:
discussing why we study weather.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Activate students background

knowledge of weather.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Goal setting: the Want to

Know section of their KWL.

Self-Assessment with the turn

and talk and sticky notes.

KWL charts for each student.

Flip chart for each student.
Weather forecast video. (Grand Rapids forecast)
Bartholomew and the Oobleck by Dr. Suess book
Document camera
Students will be sitting in their desks facing the board.
Students will come to the rug for the reading of the story.
Assigned partners/groups for the discussion.

How will your classroom

be set up for this lesson?

III. The Plan

Time
1
5

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Call students to the rug.
Go to the rug
Read the story, Bartholomew and the
Listen to the story.
Oobleck.
Ask the students what they think were
Raise their hand if they have an idea about
going to be learning about in science.
what well be learning about.
We are going to spend the next couple
Raise their hand if they think they know
weeks talking about weather. Quietly raise
something about weather.
your hand if you think you know
something about weather.
Have students go back to their desks.
Go back to their desks.

Development
(the largest
component or
main body of
the lesson)

5
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Use document camera to show KWL

chart.
Im going to pass out this chart to you. In
the K section, I want you to write anything
you know right now about weather. For
example, I know that rain has something
to do with weather. So in the K section, I
might write rain.
Write Rain in the K section on the board.
Then, in the W section, I want you to
write any questions you have about
weather or anything you Want to know
about weather. For example, I want to
know why there are different kinds of
clouds. So I would write that in my W
section.
Write Why are there different kinds of
cloud? in the W section.
Dont write anything in the L section. We
will use this section later.
Pass out the KWLs.


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Walk around to monitor and answer

questions.
Now that youve filled out your chart, we
are going to make a map on the board that
shows all of the things we know about
weather.
Call on students to share things they wrote
in the K section of their chart.
Now, I want to hear about things you
want to learn about weather.
Call on students to share things they wrote
in the W section of their chart.
Wow third graders, this is awesome. We
know a lot about weather, and we also
have lots of questions!
Show weather video.
Im going to pass out a tool for us to use
as we learn about those questions. This is
called a flip chart, and we are going to
have several different sections of our chart
to write down things we learn.
Pass out flip charts.
On the cover of your flip chart, I would
like you write Weather in big letters.
Underneath that, please write your name.
Please open to the first tab on your flip
chart. Demonstrate this, and then put the
flip chart under the document camera.
We are going to define weather. You all
had some excellent ideas of what weather
is, and we want to agree on a definition of
weather so we all know we are talking
about the same thing. We are going to
define weather this way: Weather is what
it is like outside, including temperature,
precipitation, wind, and clouds.
Im going to write the definition in my
flip chart, and I would like you to do the
same thing.
Write the definition in the chart on the
document camera.
Now, I would like you to flip the page.
We are going to use the back of the page
we just wrote on. But for now, please put
your pencils down and look up front.
If we are going to study weather for the
next couple weeks, we should know why
we are studying it. I want you to turn and
talk to your table about why you think we
should study weather. When you have

Fill out the K and W sections of their

KWL.
Answer questions about the K and W
sections of their chart.

Write weather and their names on the

cover of their charts.
Open to the first page of their chart.

Write the definition of weather on the first

page of their chart.
Flip the page.
Put pencils down and look up front.

finished, please put your hands on top of

Discuss with their table why we should
your head.
study weather. Hands on head when done.
2
Give students time to discuss.
Call on groups to share what they talked
about.
Those are all excellent ideas thirdgraders. We are going to write some of
those ideas down in our flip charts. Im
Write down ideas about why we should
going to use the top half of this page.
study weather.
Write down student ideas, making sure to
include making predictions and staying
5
safe.
Good work friends. Now, I would like
you to put your pencils back down.
Theres one other thing we should talk
about. I want you to turn and talk with
your group about how weather affects our
lives. What do you notice about weather
Discuss with their group how weather
every day?
affects our lives.
Give students time to discuss.
Call on groups to share what they talked
about.
2
Excellent job! We are going to write
Write down ideas about how weather
some of these ideas down on the bottom
affects our lives.
half of this page.
Write down student ideas, making sure to
include how it affects our clothing and
what we can play outside.
Great work today third graders! Please
turn and talk to your table group again. I
want you to answer these three questions.
(Write the questions What did you learn
2
today? What are you still confused by?
What do you want to learn more about?
Closure
on the board.)
(conclusion,
Discuss the three questions with their
Give students time to discuss.
culmination,
groups.
wrap-up)
When you are finished discussing, take

Write their answers on the sticky notes

out a sticky note and write down your
and put their KWLs on the back table.
answers to these questions. Put this sticky
3
note on your KWL in the L section. Then
please put your KWL on the back table.
Friends, as we keep learning about
weather, keep adding questions to the W
section of your chart. As we learn, you
might think of more questions, so please
write those down!
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, this lesson went well. I ended up getting interrupted several times while I was teaching, which made the lesson more
challenging. The story took longer than I expected, but the students were very engaged while they were listening to the story.
I could tell by the way that they were asking and answering questions about the story after I finished it. I think I could have
been clearer with my instructions for the students when they were filling out their sticky notes because some of them seemed
very confused by that. One of the students copied the questions instead of answering them. I think the KWL charts were very
successful. The students came up with great ideas, and we made a great list as a class.

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