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Lesson Plan For Weather Journal

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142 views

Lesson Plan For Weather Journal

Uploaded by

api-235824394
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BRANDEIS LESSON PLAN FORMAT Overview (brief description of students, subject, topic, and skills/concepts) - Description of Students o 21 Students

(2 IEP students 1 ELL student, two students with a shared aide, one student with an individual aide). - Every time somebody steps outside, people feel or experience the weather in some way, whether it might strong wind, or wet rain. Students will have a chance to explore and observe the weather around them. The will record how the weather influenced their choice of clothing, whether they might do certain activities or not. Daily observations can help them predict future weather. Students will get a better understanding of the importance of weather. Understandings (What big ideas do you want students to know/understand and be able to do/have the skill at the end of this lesson?) - Students will understand that o Scientific journals record what is observable. o Temperature describes how hot or cold the air is. o Five Human Senses sense of touch, smell, sight, sound, and taste o Wind moves clouds in the sky. o We can use clouds as hints to predict weather. o The weather changes Standards (What standards can you cite from CCSS, NGSS, MA History/Social Sciences Framework, other?) - Mentioned in Understanding by Design. Objectives (What skills and concepts must the students achieve in this lesson? To what degree? Think gradual release of responsibility.) - Student will observe, record, and predict the weather over the course of a few days (ideally a week but not enough time) - Skills needed o Predicting, observing, collecting data, interpreting data, drawing conclusions Assessment (What will you use to check for how well students achieved the objectives? How will students demonstrate achievement and understanding? How will they know that they have achieved their goal?) - Students will hand in their journals each day they finish Instructional Approach. (How will you introduce topic, explain/model/guide skill development, provide activities for practice/application, and differentiate instruction? What is your allotted time for each step and your plans for closure? Sequence this section with #s.) 1. Ask students if they noticed how the weather was like outside today (clouds, wind, and precipitation). The class has also been talking about weather for the past few days. Discuss with students how weather can affect their choices or outdoor activities.

2. Tell students that they will have a weather journal. Show and model how to fill out the weather journal on the ELMO. Go over each section of the journal. a. Temperature i. Students will circle the image that best represents how the air temperature feels to them. b. Clouds i. Students will circle the image that best shows the appearance of the clouds in the sky. c. Wind i. Students will circle the image that best show the strength of the wind, and the direction will be held back until after we learn about cardinal directions. d. Precipitation i. Students will circle the image that best represents the current precipitation. Define the word precipitation (water that falls from clouds, such as rain, hail, or snow). e. Clothing i. Students will draw or write what they wore today outside. f. Activities i. Students will list or draw what they did / will do / want to do outdoors today and see if they can describe how the weather affected their activity choice. g. Prediction i. Students will draw or write the following days weather. 3. Each student will have their own journal. Make sure they write their name and date. 4. Take the class about ten minutes before recess (right after snack). Make sure they fill all the pages (once you had the chance to go over the entire journal) before they go off to recess. Encourage them to write as much as they can. 5. Once inside, keep them for tomorrow. Materials needed. (Just a list here is fine.) - Weather Journal - 1 pencil and clipboard for each student Reflection. (How did it go? What did the students do to show that they learned? What would you shift for next time? What will you do next with your instruction for this skill/concept? To complete after teaching w/ or w/out CT or FI.) - Having a walking circuit that the class could follow each weather observation (out the front door, around a tree, etc) would have been ideal, however, there just was not enough time. The buffering time (even considering doing the activity right before or after recess) was still not enough.

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