1

First Grade Weather and

Climate
I Know What To Do

Brianna Donnelly
Unit Plan

Table of Contents
Rationale

p. 3

Content Standards

p. 3

Unit Goals

p. 4

Description

p. 4

Objectives

p. 4

Bulletin Board

p. 5

Summative Assessment

p. 6

References

p. 8

Lesson Plans
Direct Instruction
Concept Attainment
Cooperative Learning
Presentation with Advanced Organizer
Problem Solving - Inquiry Instruction

Rationale
We decided to choose a unit on weather because it is a topic that can be talked about
everyday. We first wanted to start out with the basics by making sure our students had
knowledge of the weather and seasons. Students should be able to know the different weather
descriptions, seasons, weather instruments, and hazards by the end of these lessons.
The content we really focused on was understanding weather and then being able to apply
it in real life situations. Some of the things we decided to cover was: the seasons, weather
patterns, the instruments used to measure weather, as well as weather hazards and how to prepare
and stay safe during severe weather. Our content was focused on vocabulary terms as well as
connecting content to literature and text. We included several books that would help students in
their discovery of information. This content should be building off of things they began to learn
about in kindergarten and will help them in second grade. With this unit we made our content
more about being able to give explanations rather than memorizing a bunch of information.
Therefore, we did a lot of clipboard cruising and assessments that dealt with writing as well as
acting things out or sharing information with the class.
Throughout these lessons the students will work on a lot of different skills. A main focus
in one lesson was working in groups. So children were expected and graded on how they listened
to their group, shared ideas as well as respected others, and were given specific responsibilities.
Members of groups were given jobs and had something different to do for the project, these are
all social skills. Some academic skills were working independently, learning how to explore and
investigate topics, as well as using content specific tools and instruments.
Our goal is to have the students attitude towards weather to be positive. We also want
them to be aware of certain weather conditions that can be hazardous. The disposition of this unit
is preparation. We want students to be able to identify the weather patterns, including weather
hazards and to what steps to take in order to stay safe and protected during this type of situation.
We decided to cover hazards that would be applicable to the students where we are currently
living, if we have students from other countries we would also see what types of weather they
experience as well.
Content Standards
Essential Concept and/or Skill: Understand and apply knowledge of weather and seasons.
(S.3-5.ES.4)
ESS2.D: Weather and Climate Climate describes a range of an area's typical weather
conditions and the extent to which those conditions vary over years. (3-ESS2-2)
The weather is always changing and can be described by measurable quantities such as
temperature, wind direction and speed, and precipitation.. 4B/E5 (ID: SMS-BMK-2044)
ESS3.B: Natural Hazards A variety of natural hazards result from natural processes.
Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.

Unit Goals
The goals for this unit are for students to gain an understanding of the different seasons
and what weather patterns occur during these seasons. Students will comprehend that weather is
different all around the world but they will focus in on the weather that occurs in our region.
Students will develop skills on how to use weather instruments and how to record measurements.
Finally students will understand the importance of preparation in cases of severe weather and
they will develop skills on how to handle severe weather situations. Students will also be
working on social skills in academic settings, working on listening, speaking, and presentation
skills through activities.
Description of Unit
The students will be working towards meeting all of these goals and if they do not meet
them during the individual lessons they will have a chance to meet these goals through the
summative assessment at the completion of this unit. Students will be meeting these goals to
fulfill the standards that are from both the Iowa Core as well as the Next Generation Science
Standards that were adapted by the Common Core. They will also be meeting these goals so that
they can be prepared to deal with weather and know how to apply the information they learned in
class in real life. These unit goals will be met through the activities and assessments that will be
ongoing through this lesson. They will learn about the seasons and be able to define them and
draw pictures of them, with this they learn the weather patterns: sunny, rainy, snowy, cloudy, etc.
The skills will be ongoing but will be focused on during the cooperative learning lesson plan
where students are given jobs and specific tasks. These will be met and explained to students
through the objectives of every lesson.
Objectives
Given pictures first grade students will label all four seasons with no errors.
Given the name of all four seasons first grade students will illustrate the weather patterns
with no errors.
Given the weather tools first grade students will be able to define the weather instruments
and its purposes by taking and writing down measurements with 90% accuracy.
After reading I'll Know What to Do: A Kid's Guide to Natural Disasters first grade
students will be able to illustrate what to do after a hazard to stay safe that contains color
and has no errors in the safety procedure.
Given a specific state, first grade students will be able to research and report the weather
conditions and be able to discuss their findings with 100% accuracy of the weather
conditions in that place.
Students will be able to work in a small group by sharing their ideas, listening
respectfully, and working cooperatively together in a friendly manner.
After the presentation about natural disasters the first grade students will be able to
identify ways to stay safe during a natural disaster by acting out a situation with no
errors.

Bulletin Board:
The bulletin board will be interactive for students to use every morning. We will go over
the month and the day by having a student add a date to our calendar. Each day a student will be
the weather reporter. They will be able to change the calendar and predict the weather. This
student will use the bulletin board to choose one of the weather pictures to show what the
weather is for the day. They may look out the windows and go check outside to tell us how it
feels. The options for the weather choices are sunny, windy, cloudy, rainy, or snowy. The student
will take one of the choices and bring it next to the word what is the weather like today? In the
beginning of each month the student will choose what season it is for the month. Last they will
explain what the temperature will be like for the day using the words, hot, warm, cool, cold, or
freezing cold.

Summative Assessment
Performance based assessment: Weather Book
Directions: Your task is to make a weather book. The book should include a season, weather
pattern, weather instrument, hazard and safety precautions, and last what you would do in
severe weather conditions. You should include pictures and a written description of what you
picked and why you picked it. You only need to list one for each section, for example you only
need to list one season for the section. Here is the rubric attached of what I will be grading you
on. It can be colorful and creative.
Rubric:
4

Season/
Weather
Condition

*A season is
listed with a
picture and a
detailed written
description
*A weather
condition is
listed that
includes
temperature

*A season is
listed with a
picture and small
description
*A weather
condition is
listed

*A season is
listed with little
to no description
*No weather
condition is
listed

* Season is listed
with wrong
description and
picture

Weather
Instrument

*A weather
instrument is
listed with a
detailed
description of its
uses.
*Includes unit of
measurement
and a picture

* A weather
instrument is
listed with
somewhat
detailed
description
*Includes unit of
measurement

*A weather
instrument is
listed with little
to no description
*Wrong unit of
measurement
included

*No weather
instrument is
listed
*No unit of
measurement

Hazard

*A weather
hazard is listed
*An area for
where this takes
place is listed
* There is a
description and
image to
accompany this
hazard

*A weather
hazard is listed
*There is some
description and
image of the
hazard
*No location

*A weather
hazard is listed
*Poor
description or
picture

*No weather
hazard is listed

What would
you do?

*3 or more steps
are listed on
what to do to
stay safe in a
hazard

*2-3 steps are

listed on how to
stay safe in a
hazard

*One step is
listed on how to
stay safe in a
hazard

*No steps are

listed on how to
stay safe in a
hazard

Written rationale for assessment:

We decided to do a performance based assessment instead of a unit test. This assessment
will show us what the students have learned during the weather unit. Students will be able to be
creative with this assignment. This summative assessment includes information from all five of
our lesson plans. We decided that a weather book allows students to use what they have learned
and apply it to one big overarching theme.
The students are able to make any type of weather book. It should be creative in how they
present their information. They are able to make a book by stapling paper together, or folding
paper to create a book, or do it digitally, it is up to their discretion. As long as the book is
organized, neat, and readable the students have the opportunity to be creative in a fun way. They
can draw pictures, use magazine pictures, or print pictures off of internet.
Students will prove their understanding by meeting the criteria. They should include a
season on one page. They will have to write the name of the season and spell it correctly. They
need to show us an accurate picture of that the weather looks like in that season. Then we will
know if they understand the weather condition for that season by the picture. They should also
have an explication of why they decided to pick that season. They will describe the temperature
and weather conditions the season could potentially have. This will show us their knowledge of
how well they know the season.
Next they will have a page about a weather instrument they learned about. They can
choose any instrument. The students must show us their knowledge of how that instrument is
used and what it measures. They can do this by telling a story about the weather instrument or
just writing a few sentences about the instrument. They should include a drawing or some sort of
picture of the tool and how it would be used. If they really know a lot about the instrument they
will know the unit of measurement for it.
On the next page the students should come up with a hazard they learned about in one of the
lessons. They should show what they have learned from the lesson by showing where this can
happen and have a few sentences about the hazard. They should have as much detailed
information they know about the hazard in this section. The students can also include a picture or
drawing of it as well. Last they need to have a section on what to do in the situation of the
hazard. They need to have a few steps on how to stay safe. All of these will show us what the
students have learned in a fun way to do a summative assessment.

References
http://www.central-csd.org/SiteContent/documents/Instruction/K-12%20Science.pdf
Past experiences with rubrics (Dr. Fairbairns class)
EDUC 122 Lesson plan examples
Pinterest
Images - Google images
Clipart
Lesson plan ideas from Environmental Science class
Ideas from practicum experiences
Differentiation ideas from ESL and TAG endorsement classes
Meteorologists or Local News Teams
Next Generation Science Standards
Iowa Core
For the instruments and definitions we used
http://www.weatherwizkids.com/weather-instruments.htm
Prior knowledge for the rubric
Science Literacy Maps for standard
Past Experiences
EDUC 122 packet page 38 for cooperative learning strategy
http://www.mona.uwi.edu/cardin/virtual_library/docs/1248/1248.pdf
I'll Know What to Do: A Kid's Guide to Natural Disasters
http://www.sciencekids.co.nz/
http://www.science4us.com/index.php
http://static.lawrencehallofscience.org/kidsite/
http://www.sciencebuddies.org/
National Science Teacher Association
Mystery Science
The Everything KIDS' Weather Book: From Tornadoes to Snowstorms, Puzzles, Games,
and Facts by Joe Snedeker
http://www.studentguide.org/the-ultimate-guide-to-weather-and-climate-resources-online/

Direct Instruction

Presentation w/ Adv Organizer

Concept Attainment

Cooperative Learning

Inquiry Teaching

Direct Instruction Lesson Plan

Lesson Background:
Your Name: Brianna Donnelly and Olivia Stutz
Grade Level: (circle one) K 1 2 3 4 5 6
Subject: (circle one) Language Arts Social Studies

Mathematics

Science

Lesson Title: Weather in different seasons

Content Standards:
Essential Concept and/or Skill: Understand and apply knowledge of weather and seasons. (S.35.ES.4)
Materials Needed:
Pencil
Markers/ crayons/ colored pencils
Pictures of seasons
White boards
Elmo
Two worksheets
Scissors
Calendar
Extra books
Prerequisite Skills:
Knowledge of the four seasons
Able to read simple books
Advanced- write a sentence
Draw images
Share background knowledge
Make and form connections
A B C D Lesson Objective:
Given pictures first grade students will label all four seasons with no errors.
Given the name of all four seasons first grade students will illustrate the weather patterns
with no errors.

10

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 2 mins
Today, we are going to learn about the different seasons of the year. You will able to write the
season under a picture you are given. You will also be able to draw what the weather looks like
in that season.
The objectives will be both stated orally and posted on the whiteboard as well.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 10 mins
Tell me what season we are in right now. What is the weather like in that season? Do you know
any other seasons? What is your favorite time of weather? Do you know what season that
happens in? There are four different seasons: they are summer, fall, winter, and spring. Weather
can be different in other parts of the world, but today we are going to learn about our weather
and seasons in Iowa.
We would use the Elmo or projector to show pictures of the season. Then underneath each
season write down the name.
After we would describe what the weather condition would be like in each season so we do not
give away what to draw. We will use examples the students should not use in their drawings
because we want them to be creative and come up with their own ideas.
In the summer I think it is very warm and sunny. I would draw a picture of a beach because that
makes me think of summer. In the fall I would draw an apple orchard because that is a time
where a lot of people go to the apple orchard. In the winter it is very cold so I would draw
mountains with snow on top. Finally the spring time is rainy so I would draw a picture of rain.
3. Provide guided practice: (Guided practice with the teacher)
Time: 12 mins
We will be passing out whiteboards and putting up one picture at a time, different than the ones
used in our example. We want you to write down the name of each season that goes along with
the picture. After you have written down the name please hold up your white board so that we
can see what you wrote. Try to make sure that your spelling is correct.
We will write on the board all four seasons. On your white boards come up with a list of
activities or images that you would do or think of with each season. You will be using one of
these ideas in our next section.

11

4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)
Time: 3 mins (While
students are working)
While you are working on your whiteboards we will be walking around and making sure you
understand the concept.
We will walk around with a clipboard that has all the students names on it. If they are writing
down activities and images that go along with each season they will get a check placed next to
their name. If they are struggling we will answer any questions and give them some examples.
Otherwise they may need some more individualized instruction.

5: Provide extended practice and transfer: (Independent practice of the skill) Time: 20 min
We are going to give each one of you a worksheet. For this worksheet you will be using the
skills we just practiced together as a class. The first worksheet has pictures, you are going to
label each picture, write the name of the season. Use only the four names that we talked about in
class today.
The second worksheet contains the names of the seasons. You need to come get this once you
have finished the first one. For this worksheet you are going to use your whiteboard lists and
draw the weather that goes along with the season.
After you have completed both of these worksheets please turn them in on our desk.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) You MUST include rubric, checklist or assessment document. Time:
Students will turn in the worksheets at the end of the lesson. We will be using the two
worksheets completed in class as our assessment documents (Examples below)

12

Labeling

Many
Two seasons One season is All spelling
misspellings
are
misspelled
is correct
Labels are not
misspelled
and rest are
All the
correct
and rest are
correct
labels are in
correct
All labels are
the right
Two labels
correct
spot
incorrect

Drawings

Drawing of
weather does
not match
with season
Very messy
and cannot
tell what is
drawn

Two
drawings of
weather
match
seasons and
two do not
Not very
creative and
neat

Three
Creative and
drawing of
neat
weather
All drawing
match season
of weather
one does not
matches with
Somewhat
each season
creative and
neat

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?
Extra Help: Bring in picture books with few words and similar illustrations. Walk around and
talk to them individually to help them with more ideas. Make connections of holidays in each
season.
b. Extension for students of high ability? (Remember, assigning gifted students to be the
tutor for others is not sufficient academic challenging for students who have mastered the
lesson).
Advanced: Cut out the season they just drew pictures on. Then have a calendar and make them
match where they think that season would be on the calendar. Bring in more difficult books for
them to read when they are finished. When finished students can write one sentence containing
the name of the season and what activities they do in that season.
TOTAL LESSON TIME:_44 Minutes_
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
http://www.central-csd.org/SiteContent/documents/Instruction/K-12%20Science.pdf
Past experiences with rubrics (Dr. Fairbairns class)
Images - Google images
Clipart
Lesson plan ideas from Environmental Science class

13
NAME: ____________________

DATE:____________

___________________________________

___________________________________

___________________________________

___________________________________

14
NAME: _______________________________

DATE:____________

Fall

Spring

Winter

Summer

15

Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Brianna Donnelly and Olivia Stutz
Grade Level: (circle one) K 1 2 3 4 5 6
Subject: (circle one) Language Arts Social Studies Mathematics
Science
Lesson Title: Natural weather Hazards and Safety
Content Standards:
ESS3.B: Natural Hazards
A variety of natural hazards result from natural processes. Humans cannot eliminate natural
hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core
Idea is also addressed by 4-ESS3-2.)
Materials Needed:
Tambourine
Drum
Symbols
Golf ball
Paper
Pencils
Markers
Elmo
Whiteboard/ dry erase markers
Book I'll Know What to Do: A Kid's Guide to Natural Disasters
By: Bonnie S. Mark, Michael D. Chesworth, Aviva Layton
Extra books
Computers
Prerequisite Skills:
Ability to listen to and follow directions
Ability to listen to peers
Ability to act out situations
Ability to draw out steps
Knowledge on sequence of events and putting events in order

16

Lesson Objective:
After reading I'll Know What to Do: A Kid's Guide to Natural Disasters first grade
students will be able to illustrate what to do after a hazard to stay safe that contains color and has
no errors in the safety procedure.
After the presentation about natural disasters the first grade students will be able to
identify ways to stay safe during a natural disaster by acting out a situation with no errors.
1. Present objectives: (What are students going to learn?) Time: 1 min
Today you are going to learn about natural weather hazards and how to prepare or stay safe for
these events. You are going to draw out the steps to stay safe in one disaster, as well as at the
end of this lesson you will be acting out or sharing a specific hazard and what you would do to
stay safe and reduce the impact it will have on you or your community.
2. Present advance organizer: (A metaphor or logical connection?) Time: 5 mins
Before we start I want to ask what you think some of these natural hazards sound like. What does
a hurricane sound like? What reminds you of an earthquake? What does a thunderstorm sound
like? Think of objects or instruments that sound like those weather conditions. (Wait for students
to give suggestions). When I hear the word hurricane, I think of large golf balls falling from the
sky.(drop golf ball on floor) A earthquake makes me think of a tambourine shaking back and
forth. (Shake a tambourine) A thunderstorm reminds me of drums and cymbals crashing
together. (Hit a drum) When you hear these sounds, you will know a natural disaster might be
happening. It is important to recognize a sign so you know what to do in that situation to stay
safe.
3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 mins
What is a natural disaster? What kinds of natural disasters have you seen or experienced? What
are ways to be safe in a tornado? What kinds of drills do we do at school? Today I am going to
read the book I'll Know What to Do: A Kid's Guide to Natural Disasters. Listen and pay
attention of what steps these kids took to stay safe.
After we finish reading this book I am going to make a chart on the board with markers labeling
the specific disaster and what the book said to do.

17

Disaster

Safety Steps

An Earthquake

Stay away from furniture that can fall

Stay indoors
Protect yourself

A Tornado

Go to a place with no windows

Cover your head and neck with your arms

4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?) Time: 10 mins
We will give the students a natural disaster and hand out paper and markers.
I will hand you a disaster and I want you guys to think about what steps I should take to be safe,
like what we read and talked about from the book. Then after you brainstorm some ideas, I want
you to draw and label each step on what to do. Make sure to use color in your drawings of the
safety procedures.
Walk around and make sure they are not forgetting any steps in the safety procedures in their
illustrations. I will lead students in conversations about why they picked these steps and answer
any questions or give support if needed.
5. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?)
Time: 15 mins
With the disaster I handed to you, I want you to now act out your drawings. Explain each step of
how to be safe in the situation and demonstrate what you are doing by acting it out. I will give
you a few minutes to practice how you will act out your scenario. Then each of you will be
presenting it in front of the class. At the end I want you to put up your drawing on the elmo to
show us what you completed.
Check List
____ Disaster and safety procedures match
____ Safety procedures are in the correct order
____ Took it seriously and did not goof around
____ Explained each step
____ Showed drawing at the end

18

6. Adaptation for students who need extra help, time, or attention?

and
Extension for students of high ability?
Extra Help: Students who need extra time, help, and attention will be given the opportunity to
use other books to create their procedures and images. They will also be allowed to act out their
procedures one on one instead of in front of multiple peers.
Extension: Students of high ability will be given the option to use the computers and Ipad to
research or watch videos on disasters that they are not directly affected by in Iowa. They will
learn about disasters in different parts of the country. Then they can write down the most
interesting fact they learned about it and turn it in.
TOTAL LESSON TIME:__41 mins__
7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc):
Next Generation Science Standards
http://www.mona.uwi.edu/cardin/virtual_library/docs/1248/1248.pdf
I'll Know What to Do: A Kid's Guide to Natural Disasters
Beisser, 2000

19

Direct Instruction

Presentation w/ Adv
Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Cooperative Learning Lesson Plan (10 pts)

Lesson Background:
Your Name: Brianna Donnelly and Olivia Stutz
Grade Level: 1
Subject: Science
Lesson Title: Weather Around the World
Content Standards:
The weather is always changing and can be described by measurable quantities such as
temperature, wind direction and speed, and precipitation.. 4B/E5 (ID: SMS-BMK-2044)
Materials Needed:
Computers
Pencil
Paper
Books
Prerequisite Skills:
Know how to research
Ability to take turns while talking
Ability to listen to each other
Know how to record
Know how to find key facts
Know how to follow directions
Know how to work in groups
Lesson Objective(s):
a.
Academic in A B C D format:
Given a specific state, first grade students will be able to research and report the weather
conditions and be able to discuss their findings with 100% accuracy of the weather conditions in
that place.

20

b.

Social Goals for your lesson:

Students will be able to work in a small group by sharing their ideas, listening
respectfully, and working cooperatively together in a friendly manner.
Cooperative Learning Grouping Structure: Group Investigation
Students will be working in small groups of 3 to investigate the measurable quantities of
weather and then present them to the class in the form of large group discussion.
--------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Present objectives: (Tell students what they are going to learn?)
Time: 5 mins
Today we are going to learn about how the weather is always changing and is different in
other states. We will learn about the measurable quantities of weather (temperature, wind
direction and speed, and precipitation) and practice taking turns sharing your ideas in groups
and then you will share out your report with the class.
2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 15 mins
Raise your hand if you have travel to a different state. (Choose 10 people to share the
states and write them on the board) What season are we in right now? What is the weather like?
Is there a lot of rain, snow, wind? Explain what the weather is like around this time. (Have
students explain) Now think about another state you have been to around this time and think
about what the weather conditions are like there. How is it different? In the winter what is the
weather like in Texas? Can you give me some examples of these? Now I want you guys to do
some research yourselves. I will be giving each group a specific state they will have to research.
You will learn about the weather conditions in that state and share your findings with the whole
group. Your group needs to make sure their information is current and accurate when they
present. You can use books and the internet to help you learn about this information.
3. Organize students into learning teams:
Time: 20 mins
a. Explain how theyll practice the social goal?
I want each of you to keep in mind how we should share information with each other. What are
some things we can do to respect each other while someone is talking? (have them answer
questions) I hope you are listening to others while they are speaking to be respectful. We need to
make sure we take turns while sharing our ideas and information we find with our classmates.
Think about how you feel when someone interrupts you while you were speaking, or puts down
an idea of yours. How does that make you feel? It is important during group work that everyone
works together respectfully and takes turns contributing ideas.

21

b. How will you organize the groups?

We will organize our students by what season their birthdays fall in. We will ask each
season to stand up and then we will make groups of three from that. Each group will be sent to a
different area of the room once they have received their materials. If your birthday falls in winter
please stand (December, January, February). Please grab the materials at the front of the room
and go to this spot (point).
c.What group roles will you have?
Recorder: Responsible getting the materials before they begin as well as for writing down the
groups ideas and answers.
Reporter: Responsible for sharing out the group's information during whole group discussion.
Researcher: Responsible for handling the books and computer to look up and investigate the
specific states weather conditions.
4. Assist team work and study:
Time: during group work
a. How will you monitor academic progress?
During the small groups I will walk around and listen to make sure everyone is contributing and
working on the assignment. I will listen for ideas, responses, and contributions of each student. I
will look to see if each student is actively engaged in the assignment.
b. How will you monitor the social goals?
During group work time I will walk around with a clipboard and listen to the conversations the
students are having. I will check off the make sure that they are listening to each other, taking
turns speaking, and being respectful of others ideas and thoughts.
5. Provide recognition:
Time: during small group time
(How will students know they have met both academic and social goals?)
During small group work I will walk around and give verbal feedback to each group. I will give
positive reinforcement if the students are staying on task in their groups and actively sharing
their ideas respectively (good job, thanks for..., great ideas, I like how you guys are staying on
task and working together etc.). If I have a student who is off task, I will remind them their job
and how their group needs their help. I will also aid groups who are struggling with finding
information by giving them websites and books to look at.
After the large group discussion comment on at least one observation or thought shared by each
group. Explain why you found their observation interesting, meaningful, etc. (Time: 5 minutes)

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)
10 mins

Time:

22

Academic Goal:
Check list
Social Goal:
We will have a self evaluation for the students. We will use the same evaluation as the teacher to
assess the students individually while we do the clipboard walk through.
Include documents for assessing both the academic and social goals. (on bottom)
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
For students or groups who are having trouble we will provide them with a list of websites and
places in the books for them to look at so they don't have to spend as much time researching. We
will also provide them with a premade report sheet so that it is easy for them to see what they
should be looking for.
b. Extension for students of high ability? (Remember, gifted students need challenge).
High ability students will be given the option to work together in groups of 2-3 so that they
would be able to work at a quicker pace and share more ideas with each other. They may also be
allowed to look up the weather conditions outside of the United States in other countries. The
students may also research what kind of instruments are used to get these measurments and share
those with the class as well. Students could also look up different seasons in other countries and
compare them to how they are in Iowa.
TOTAL LESSON TIME:______
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
Science Literacy Maps for standard
Past Experiences
EDUC 122 packet page 38 for cooperative learning strategy

23

Group Self Evaluation:

Season:
Role

Group

Reporter
Researcher
Recorder

Yes

______________________
______________________
______________________

No

Respected others
ideas
Took turns talking
Listened to everyone

Group Report Checklist:

Season:
Role

Reporter
Researcher
Recorder

______________________
______________________
______________________

* Each box is worth 2 points unless noted

State (1 point)
Day
Season
Measurable temperature
Wind speed and direction
Precipitation
Humidity
Condition/ description (sunny, cloudy, overcast)
Score: _______/15
Comments:

Comments

24

Direct Instruction

Presentation w/ Adv
Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts)

Lesson Background:
Your Name: Brianna Donnelly and Olivia Stutz

Grade Level: 1

Subject: Science

Lesson Title: Weather

Content Standards:
ESS2.D: Weather and Climate
Climate describes a range of an area's typical weather conditions and the extent to which
those conditions vary over years. (3-ESS2-2)

Materials Needed:
Paper
Pencil/Pens
Whiteboard
Whiteboard markers

Prerequisite Skills:
Listening
Speaking
Sharing
Writing
Recording

Lesson Objective: Given the weather tools, students will be able to define their names and
uses by writing the correct unit of measurement of that tool with 90% accuracy. (the
measurement number being a little bit off)

Concept Label: Weather Tools

25

Critical Attributes: [yes]

Barometer
Thermometer
Wind Vane
Anemometer
Weather Balloon
Weather Satellite

Non-critical Attributes [no]

Tire pump
Cold
Tornado
Dust Storm
Hot Air Balloon
T.V Satellite

Definition of Concept: The instruments that are used to measure and predict the weather
conditions. Meteorologists usually use these.
---------------------------------------------------------------------------------------------------------------------
----------
Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)

Time 15 mins
(Before class begins write YES and NO on the board and have the attributes written out on
individual notecards to be placed up on the board) Today we are going to do things a little
bit differently. Today I am going to have all of you figure out what topic we are going to be
talking and learning about today. Do you see the two words on the board? I am going to use
these columns to help you figure out the topic. I have some words here to help you. If I place
the word in the YES column that means it describes the concept we will be talking about, and
if I put it in the NO column that means it does not. If you think you might know what we are
talking about keep it to yourself so everyone gets a chance! It is okay if you do not get it right
away! (Place the words barometer, thermometer and wind vane in the YES column and tire
pump, cold, and dust storm in the NO column).

Now that we have seen a few of the description words we are going to do some together. I am
going to read you a few of the cards out loud. If you have an idea or know which column the
words should go in please raise your hand. You will get the chance to put it in that column and
explain why it belongs there. Since this is a new topic I do not expect you to get everything
right, please do not be afraid to try. (Correct the students if they are wrong, and provide
them with an example) After I have placed all of the instruments on the board I will first ask
the students to give definitions to the YES column if they know any. The ones they do not know
will be covered more in depth before beginning the lesson. Students will also be able to see the
instruments before they use them.

26

2. Test for attainment: (Do the students understand the concept?) Time: 10 mins
I would like you to put thumbs up if you understand the concept. If you think you kind of
understand I would like you to put your thumb sideways. If you do not understand give me a
thumbs down. (If many student shave thumbs down go over concept) Now I would like you
to share with a partner what you know about weather instruments. (listen to the students
conversations in order to see if they understand the concept)

3. Analyze student thinking processes and integration of learning: Time: 10 mins
(Are they able to provide additional examples and non-examples?)
Great job! I do not have any more words. Now I would like you to come up with some weather
instruments you know or heard about. What are some instruments that we could put in the
YES column? (Have students raise their hand and give a few examples and write them on
the board. Aid them if they are struggling to come up with ideas. Then ask them to explain
their reasoning and placement of why they think it is a yes.) Excellent! Now I would like you
to come up with some NO examples to put in the column. (Write students ideas on the board
and ask them to explain their reasoning.)

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 mins
Now that we have spent some time learning about the tools we are actually going to get to
use these instruments to make our own measurements of weather. Since we learned
meteorologists often use these tools we are going to work in small groups. We will be doing
this in the classroom as well as outside. You will be able to use your measurements as well as
look at regular measurements for this time of the year. In your small group I want to write
down and record the unit of measurement that instrument uses. I also want you to describe
how it is used in your own words.

5. Procedures for Using the Concept in a meaningful way?
Now we are going to go over each instrument. I will hold up the instrument and I want you to
tell me the name and how to use it. (hold up all instruments, barometer, thermometer, wind
vane, anemometer, weather balloon, weather satellite, and listen to them describe how to
use them. If they do not understand how to use one, demonstrate how to use it). Now I want
you guys to try it on your own in groups and write down the measurements.

6. Assessment / Closure (How do you evaluate student progress or provide closure for
this lesson?) Include rubric, checklist, assessment documents. Time: During procedure

The assessment of this lesson will be the student's final measurements they found using
the instruments. During the students work time in their groups they will write down the

27

instruments and the measurements they received. They will do each the measurements
two to three times. The students will hand me their sheets as exit tickets when they leave.

7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Students will be given sheets of paper that list the measurements for a day similar to today
so that they are able to have a point of reference. They also may want to work with myself
or another volunteer/ helper instead of a group of students to have more attention and
time to grasp the concepts.
b. Extension for students of high ability? (Remember, assigning gifted students to be
the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).
Students will be allowed the option to take their measurements and compare them to
another city or state in the United States. Some students may be more comfortable doing a
place in the same state or a place that has similar conditions or they could do a place with
opposite conditions.

Students may also be given the opportunity to go more in-depth on one specific instrument
instead of just looking surface level at all of the different ones.

TOTAL LESSON TIME: 45 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own initiatives, etc):

Next Generation Science Standards
For the instruments and definitions we used
http://www.weatherwizkids.com/weather-instruments.htm
Prior knowledge for the rubric

28

Rubric for Weather Measurements Using Instruments

1

Incomplete or
wrong definition of
the instrument

Some parts of the

definition of the
instrument were
correct

Most parts of the

definition of the
instrument were
correct

Correct definition of
instrument

Incorrectly used the

instrument (using it
for the wrong
purpose)

Somewhat used the

instrument correctly
(correct number but
wrong unit)

Mostly used the

instrument correctly
(number a little off
but correct unit)

Used instrument
correctly
Correct unit of
measurement

Inaccurately
measured data

Poorly measured
data

Moderately
measured data

Accurately
measured data

29

Whats The
Weather?

Weather Report