Lesson Plan Task Force

July 11, 2016

University of Nebraska Kearney Teacher Education
Lesson Plan Template Fall 2016

Name: Riley Denson Date/Time: 6-2-17/ 10:00am

Subject: Social Studies

Unit: Lesson 1 Unit A
Lesson: Weather

Setting and Assessing Student Learning Outcomes/ Knowledge of Resources

Learning Goals (1f-2) SS 0.3.3a Identify elements of weather (e.g. rain, snow, sun, fog, clouds)
NE Standards and/or Developmental Indicators

Learning Objectives: Content (1c-2) After reading Oh Say Can You Say What is the Weather Today? , the students will draw one type of element of
What do you want your students to know and do in weather.
content areas? (Remember, these must be
observable and measureable and contain the
conditions, behavior, and criteria required for
success)

How does the learning objective connect to previous The students will be able to connect this lesson with experiences that they have in their daily lives (they will
and future learning experiences? (1c-1) experience the weather daily). They will also begin to learn more in depth about the weather as they continue on in
their learning.
Essential Question (1a-1) Can you draw one element of weather?
Question for students to answer or demonstrate by end What are the different types of weather?
of lesson. What is your favorite weather element?
What vocabulary do the students need to learn in Meteorologist, forecast, element, temperature, magnify, hail
order to meet the learning objective?

Learner Characteristics (1b-1) (1b-4) The students in the classroom are from a various cultural backgrounds. They all an interest in the weather graph
Describe the relevant student characteristics (e.g., that we complete each morning. The students in the classroom learn best by having visuals, hearing the
races, ethnicities, nationalities, languages, gender instructions in multiple ways, and they like having an example of what to do.
identities/expressions, religions, political affiliations,
socio-economic backgrounds, and disclosed sexual
orientations) and any other relevant information
regarding the students you will be teaching.

Describe any students special learning and/or medical There are a few students who have disorders such as ODD. She will need to have very clear instructions and will
needs (e.g., IEP/IFSP, 504) (1b-5) (1c-4). have to have plenty of time to transition between activities.
 Students Prior Knowledge (1a-2) The students will have prior knowledge due to the fact that we complete a weather graph at morning meeting
How will you know what prior knowledge your each day.
students have in relation to these learning objectives
(e.g., data from previous lessons or conducting pre-
assessment as part of current lesson)?

On-going (formative) Assessment (1f-3) I will monitor to see if the children are able to draw the elements of weather during the group activity.
What will you do during the lesson to monitor
student understanding?

Post (summative) Assessment (1f-1) The assessment is congruent to the learning objective because the students will draw one element of weather by
How is the assessment congruent to the learning themselves and they will explain their drawing.
objective(s)?

How will you know that your students have If the students are able to explain their element of weather that they have drawn, they have achieved the learning
achieved the learning objective(s)? objective.

Materials (1e-2) Oh Say Can You Say Whats the Weather Today? By Dr. Seuss (Book)
List materials (including technology) and attach any Hows the Weather Today? By Dr. Jean (youtube video) www.youtube.com
activity and assessment sheet(s) used in the lesson.
Also include a reference for where you found the idea.

Justify the use of the materials used to engage P-12 The book will help the children learn about the weather and will introduce them to new vocabulary words. The
students in meaningful learning. weather song is a fun way to reinforce what will be learned from the Dr. Seuss book.

Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance.

Lesson Differentiation (1e-1) Student Engagement

Components 1. Within Core Instruction (minimum), list 1. Within in the Lesson Sequence and Delivery label
Time

Time

instructional tools, methods, and/or examples for fostering Student Engagement

strategies to meet differing student (SCOR) with S for Success, C for Curiosity, O for
needs/interests. Originality, and R for Relationships.
2. Explain your rationale. 2. Explain your rationale in the boxes below.
Introduction (1e-4) T- Today we will learn about the weather. The weather is Projector ( smart board), Student engagement will be fostering
Describe how you will how it feels outside each day. Some different types of pictures of different types of their need to be individuals. They will be
inform students as to what weather are rain, snow, sunny, and windy. The weather weather. The students will be allowed to create their own versions of
they will be doing and why
 it is important (e.g. is important because it lets us know how we should able to use a colored pencils, the weather elements within reason. I
statements/questions/other dress our bodies each day. After we read, Oh Say Can markers, or crayons to draw the will spark their curiosity by reading the
to present student-friendly
You Say What is the Weather Today?, we will draw and elements of weather. I will also Dr. Seuss book first. Their drawings will
objective)
different types of weather as a class. put actual pictures of the all be original to their own styles and
weather up on the smart board preferences. They will be completing this
or projector. I will draw my own activity as a whole group.
version of the activity on the
white board.
Develop background, The connections that I will implement along with this I will listen to the children and
foster connections, activity would be that they students are all able to use different techniques to
facilitate motivation for experience the weather on a daily basis. I will facilitate make sure that they stay
learning activity.
motivation by reading the Dr. Seuss book first. motivated.
Core Instruction (1e-4) T- We will read Oh Say Can you Say What is the Weather
Include appropriate lesson Today? By Dr. Seuss. The weather is how it feels outside
content, clear sequence, each day. Some days it could be raining or some days it
opportunities for practice
could be sunny. After we have read the book, we will
and application.
draw several different elements of weather.
T- What was one of the types of weather that you saw in
the book?
S- Rain
T- What does it look like when it rains outside? (Calls on
Andrew)
S- There is water that comes down from the sky and
everything gets wet.
T- Awesome! (Draw Rain element with the students)
T- What is another element of weather?
S- Sunny!
T- Of course! We see a lot of sun here in North Carolina,
dont we? What do you feel like when the sun is outside
and you are outside? (calls on Mady)
S- (Mady) I feel hot and I get sweaty sometimes.
T- It does get pretty hot! (Draws Sunny weather- talks
through it with the children)
T- What is another type of weather element that we read
about it our book?
S- Snow!
T- That is right- snow is a weather element! How does it
feel when it snows outside? Mark?
 S- It feels cold and we stay inside.
T- Yes, it does get very cold outside when it snows.
(Draws snow- talks with the children about how it gets
slick outside)
T- How do we dress when it snows outside? Angela?
S- We have to wear coats, gloves, hats, and long pants.
T- Yes, we have to wear a lot of warm clothes so we
dont get too cold when we are outside.
T- Now, I want you guys to choose one of the weather
elements that we have talked about and draw it on your
own. You can use colored pencils, markers, crayons, or
paint. I am going to let you decide what all you want to
put in your picture. The only thing that I am requiring is
that your picture looks like one of the weather elements
that we have talked about.
T- Please start drawing your weather element.

Closure (1e-4) I would recap on the different types of weather that we

Include what you will have learned about. I would also tell the students about
ask or say to my drawing of the element of weather that I chose. I
students to refocus
would also have each child tell me (or the class) about
students on learning
objective. their drawing.
T- Class, Class.
S- Yes, Yes
T- We are now going to share our drawings with the
class. I will share mine at the end. Jolene, would you
share yours first?
S- I have drew the sun, because I like when it is sunny
outside. I also drew flowers, birds, and trees because
that is what is outside when it is sunny.
T- Thank you Jolene! Your picture is beautiful.
T- Who would like to share next? (Student raises their
hand)
S- I drew the snow. I drew lots of white stuff and drew
me outside in lots of warm clothes.
T- That is awesome- we do have to wear a lot of warm
clothes when it snows. Thank you!
S- I drew the rain because it rains a lot here. I drew a lot
 of puddles. I like to play in them when I am at home.
T- Thank you! Your picture is beautiful!
Every student shares their drawing.
T- I drew the rain because I really enjoy the rain. I drew
birds and worms laying out on the sidewalk. I drew some
rain puddles because they form when it rains a lot. I also
drew myself smiling because the rain makes me happy.
Closure:
T- Thank you all for sharing your drawings! You all have
great ideas of what the elements of weather look like.
We are going to read Oh Say What can you say what is
the weather like today? One more time before we start
getting ready for P.E.

Post Lesson Reflection

What contributed to students meeting the instructional
objective(s)? Provide specific examples. (4a-1)
Given another opportunity to teach your lesson, what specific
suggestions for improving the lesson would you make? (4a-2)
The activity that the students completed will contribute to the objective. They will also have an opportunity
to tell me about their drawing. We will have vocabulary words such as meteorologist and hail. The students
will learn these words as well as learn what they mean.
I would implement a hands on activity. Instead of focusing on a couple of elements of weather- I could just
focus on one. This would help to keep the children engaged in the activity and prevent the students
becoming uninterested.

Teacher candidate comments regarding feedback (4e-2):