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Adapted Lesson Plan Sequence

Grade 10 Science - Weather Dynamics Unit


Learner Prole

Grade: 10/Senior 2
Length of Class: 75 minutes
# of Students: 26
Gender Ratio: 15 boys, 11 girls
Areas to Consider: Learning Modalities - Visual, Kinesthetic, Audio and Multiple
Intelligences

Introduction - Lesson Plan #1

I wanted to set a foundation for learning and knowledge using the rst class. I did
not jump directly into the SLOs but rather started by preparing students for them. I have
touched on some of the Senior 2 Science GLOs however;
C4. demonstrate appropriate critical thinking and decision-making skills when choosing
a course of action based on scientic and technological information
-This is touched on at the beginning of class when they have to use decision-making to
establish roles in their concept map groups and decide based on their knowledge what
applies to Weather.
C7. work cooperatively and value the ideas and contributions of others while carrying
out scientic and technological activities
-This happens during both the concept map groups and the jigsaw when they are
required to communicate and share ideas and information.
E1. describe and appreciate the similarity and diversity of forms, functions, and patterns
within the natural and constructed world
-During the videos and jigsaw they will be able to see that there are reasons we have
seasonal patterns and that they affect different parts of the world, in different ways, for
different reasons.
E2. describe and appreciate how the natural and constructed world is made up of
systems and how interactions take place within and among these systems
-Similar to E1, they will have to describe to their peers how all the reasons work and
affect the world.
My intentions behind taking them outside at the very beginning of class is
because it seems like a great way to get the ball rolling for the unit. It is also a chance to
get the students up and moving and get some fresh air into them. They will make
observations about the weather on that day and that will be a great segue into our
vocabulary where they might be able to put some words to their observations that they
didnt know before. This part also caters heavily to all modalities V, K and A as well as
the Bodily/Kinesthetic and Naturalistic learners who are sometimes easily forgotten. I
also wanted to rst assess their knowledge on the topic of Weather before we delved
into the unit. I did this by using a concept map where Weather will be the center and
the students (in their table groups) are asked to collectively write down any weather-
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related words they can think of. Once nished with these maps I will collect them and
put them away until just before the unit test where the student groups can revisit and
add to them to reect on all the material they have learned and see how far they have
come using AS assessment (This involves Interpersonal, Verbal/Linguistic and Visual/
Spatial Intelligences). We will dene the fundamental terms to start off the unit and get
the students familiar with the terminology, this will hopefully draw connections to what
they already know, correct misconceptions and shed light on things they do not. By
using the seasons as a starting point I believe this will benet students for future classes
because this is something they are already very aware of but might not fully understand.
So not only is it relatable but may facilitate curiosity and ignite deeper thinking from
Yes, seasons exist to and this is why they change and are so different. This provides
a great segue into Lesson #2 - Composition and Organization of the Hydrosphere and
Atmosphere and #3 - Earths Energy Budget.
We will ll in the Introduction to Weather notes together in the style of ll-in-the-
blanks. Instead of having them just copy or giving them notes, this requires thinking as I
will ask them as we go if they can anticipate what the word will be and it automatically
highlights important terms and areas, related to FOR assessment because it will give
me insight into the knowledge students have of the material already. I have chosen two
videos to show, the rst is a visual representation of continual season changes, very
visually stimulating. The second is a cheesy Bill Nye video that will get them laughing
and learning at the same time (benecial to the brain) and will set the foundation for our
next activity, Seasonal Variations Jigsaw. These videos involve multiple intelligences
such as Visual/Spatial and Verbal/Linguistic for obvious reasons, Naturalistic due to the
nature scenery and relativity to the natural Earth, Logical/Mathematical as there is a
system and pattern involved and Musical/Rhythmic as both videos use music to
enhance the intent of their purpose. The Jigsaw is used to get them up and moving and
interacting with different students, this will aid the Bodily/Kinesthetic learners by having
them reinforce the terminology and nding which table to make their way to.
They also have to discuss important aspects and explain their expertise to the
other students during this activity so it will require an actual understanding of the
material to explain it in an understandable way (Interpersonal Intelligence is added in
both the group discussions). They are likely to remember the variation they were given
which I plan to use on a future quiz or test by giving them the option to describe one of
the Seasonal Variations using words and/or visuals. Bringing me to my homework
assignment, the students will be asked to visually represent, using any medium they
choose, each of the six variations to the point that I should be able to tell which one
each is just by looking at it. This will require a connection between the input of words
and explanations they used into the output of this information into a picture. It also gives
students an opportunity to show their creativity and will benet those who are
Intrapersonally Intelligent.

Lesson Plan # 1
3
Lesson Outcomes/Purpose:
-Go outside and have the students make observations
-Introduce Weather unit
-As a class come up with a list of group discussion rules
-Find out students prior knowledge and conceptions surrounding topic
-Dene fundamental terms and concepts as primary new knowledge
-Seasons and why they exist
-Causes of seasonal variations (good segue into next lesson - Earths energy
budget and di"erent parts of Earths atmosphere)
Activity Plan Strategies
Resources Approximate
Materials Time
Prepare to
Learn
Activate
-Before class starts put large pieces of blank
poster paper on each table of 3-5, will hand
out markers right before activity.
-Have pictures of di"erent weather
representations in a picture splash on screen.
-Establish discussion group rules as a class.


-Go outside, I will use this opportunity just to
get the students active, get some fresh air
and have them make individual observations
of the weather on that day.
Concept Map
-In their table groups students will assign
one speaker for the end and a person to
record, list group names and collectively list
all words to their knowledge that correspond
with weather. (We will come back to these
maps at end of unit before nal test to see
what they have added to their knowledge and
refresh material)
-Depending on how long students stay on
task will determine length of discussion time.
Once nished we will go over groups terms
one by one (I will make list on board) until we
run out. Some of the terms will likely be ones
we dene shortly.
-Debrief the class on what they already know
about weather.

-6 sheets
poster
paper
-6
markers
-Multiple
weather
pictures
(google)

-Prior to
class

-

5 mins


5 mins


5 mins









5 mins



1 min
4
New
Learning
Direct Instruction with Class Interaction
-Hand out ll-in-the-blank note booklets
that will set the foundations, expectations and
knowledge basis for future classes. I will put
template on projector and ll it in with them
as we go seeing what they can ll in rst.
-Watch 2 videos about seasons
http://www.youtube.com/watch?
v=10Jzw1hjOv4 (gives students a visual of the
type of weather and changes that occur as
seasons change)
http://www.youtube.com/watch?
v=yQ34-2cuzfY (tells why this happens, how
it a"ects di"erent parts of the earth and will
also get kids laughing - cheesy Bill Nye video,
will likely skip over intro (~2 mins) due to
irrelevancy) depending on time.
Jigsaw
-I will hand out the worksheets and write ups
for 6 di"erent seasonal variations alternating
them between students and give them a few
minutes to read through.

-Booklets
for each
student



-Youtube











-Variation
slips
-Jigsaw
sheets







4 mins



4 mins







3-5
mins


5
Using
Learning
-Then its time to GET UP! So I will have them
organize in to corresponding groups to
discuss and become experts on their
variation.
-Once everyone seems to have a good grasp
on the knowledge I will have them reorganize
to have ~one of each variation in groups and
each student will ll in the parts of the
worksheet as the experts teach their
variation.
-I will project worksheet template on board
with my answers and quickly go over to make
sure students have all important points for
each section and debrief.
For Homework
-Draw a picture representation for each of
the 6 seasonal variations. Students will have
freedom to use any format they want
(computer, pencil, paint, etc.) I should be able
to tell just by looking at the picture which
variation it represents. This will require deep
thinking and understanding.










-Jigsaw
Template
10 mins



15
minutes




5 mins
Closure Reason for the Season
-Each corner of room will be one season.
Students will gather their things and move to
the corresponding corner of their favourite
season. Then in order to line up for break or
home time I will move from group to group
and by hands-up will choose a student to tell
me why its their favourite and give me a
reason for that season from what we
discussed in the Jigsaw. (Consecutive answers
must be di"erent from the last 2) If they cant
think of something I will keep going and
come back to them for times sake.

10 mins
6

Assessmen
t Plan
AS
-The use of the Jigsaw allows students to
compare their knowledge and understanding
of seasons with other students and self assess
their own knowledge level and to expand it as
they are taught by other students.
-Having the students participate in making
the rules for discussion groups gives them a
say in how things will be conducted and add a
sense of responsibility because they are
following their own rules.
FOR
-The use of the concept map allows me to see
where the students knowledge base is at
regarding the Weather topic. From this I will
know the areas they are already comfortable
with and what we need to spend more or less
time on.
-The answers they give me at the end of class
for Reason for the Season will tell me what
they took from todays lesson and their level
of understanding for the material presented.
-When building the list of rules for discussion,
their answers will tell me the level of maturity
and understanding on the purpose of
discussion and conduct.
OF
-They will apply what they learn from this
class to their future understanding of related
topics in lessons to come such as the Earths
Energy Budget and by the di#culty of
transitioning I will be able to tell what was
absorbed and what still needs to be solidied.
ONGOING
-While the students are in their groups and
asked to participate in group and class
discussions I will be looking for level of
participation.
-Their answers from the Reason for the
Season will help in determining higher order
thinking for WHY seasons exist, not just what
they like/dislike about them.
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DISCUSSION RULES (My target set of rules I hope to pull from students)
1. Stay on task (the longer you do this, the longer you will have to discuss)
2. Ears open mouth closed when someone else is speaking
3. Be respectful of each others ideas
4. Encourage everyone to participate
5. Use appropriate language and respectful conduct
6. Hands to yourself

Introduction - Lesson Plan #2

This lesson I wanted to start getting into the SLOs and introduce an SSI. The
Disintegration of Shuttle Columbia was a perfect way to incorporate an SSI into the
lesson. Doing an SSI this early in the unit emphasizes the importance of the topic in
everyday life and will hopefully help perk their interest and curiosity. This lesson hits a
lot of the GLOs in the science curriculum, multiple ones from each section due to the
complexity of the SSI and specically D5 and E2. Having the diagram papers at their
spots when they sit down will immediately perk their interest and they will be able to
make connections as they will be able to see the earth and the different sections. By
having them ll it in while the video is playing encourages some multitasking and will
prompt a deeper attention and connection to the picture for what they need to write
down. I play the video to introduce the topic and give them some background before
delving into the SSI so they will be able to make connections between what they briey
learned in the video to how this affected the shuttle.
This lesson does cater more to the Visual and Audio modalities but the nature of
the SSI does allow for some Kinesthetic connections because of the physicality and
movement involved with Shuttle Columbia. As far as the intelligences go this hits
everyone except for Musical/Rhythmic. Weather is easy to relate to the Naturalists
because it essentially has to do with the natural world and because it is made up of
patterns and systems it favours the Logical/Mathematical also. The activities Ive
implemented help hit the other ones, such as working in groups and reading aloud
(Interpersonal, Verbal/Linguistic), showing the videos and pictures (Visual/Spatial) and
doing individual questions (Intrapersonal).
Ive used an exit slip for the end of class because of the amount of information
they are receiving during this lesson and because it involves deeper thinking and
making connections to the curriculum material so I really want to be able to have some
feedback on what exactly they took out of this lesson to be able to see where their
levels of thinking capabilities are and if we should be incorporating more classes like
this.


Lesson Plan #2
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Lesson Outcomes/Purpose:
-Illustrate the composition and organization of the hydrosphere and
atmosphere. (S2-4-01)
-Introduce a related SSI, The Disintegration of the Shuttle Columbia and have
students be able to make connections between the characteristics of the
Earths atmosphere layers and how they were involved in the disaster.
Activity Plan Strategies
Resources Approx
Materials Time
Prepare to
Learn
Activate
-Prior to class I will hand out blank diagrams
of the Earths atmospheric layers.
-When class begins they will be briefed to ll
in as much applicable information on the
diagram from the video.
-Then I will start this video:
http://www.youtube.com/watch?v=WaikvaAw2nk
It is an excellent, up-beat, educational tool
for our purposes and contains a very good
description of the Earths atmospheric layers.
It also has small pieces of information that
will connect this lesson to upcoming ones
within this unit.
SSI - Shuttle Columbia (notes attached)
-We will then start to discuss as a class,
Shuttle Columbia. (This item is recommended
by the implementation guide from the
curriculum). I will ask who knows anything
about it and based on their knowledge will
determine discussion length.

-1
diagram
per
student



-Youtube

-Prior to
class
-1 min


-5 min







-5 min
9
New
Learning
-I will project the article in slideshow format
as to be able to display the necessary
pictures/video with the literature. Ill ask for
volunteers to read by paragraphs so the
students will have a chance to be active in
reading/listening to the story as well.
These are the 2 videos I will show within the
slideshow:
http://www.youtube.com/watch?
v=1oBTzbKx0jo (0:54 - live footage of shuttle
disintegation)
http://www.youtube.com/watch?
v=xxpDbT74VI8 (1:05 - NASA footage)
-Then we will do the Think-Group-Share
activity provided with the text with time for a
class discussion on the outcomes. At this
point Ill reorganize the groups because it will
be time to GET UP! I will ask them to get back
into their season groups from the class before
and group them randomly at di"erent tables
to make sure everyone has to get up and they
will have to stand for a minute as well.
-Back to the slideshow where we will follow
the same process with di"erent students
reading until nished.
-As per the instructions of the activity, Ill ask
students if they have any questions once we
conclude the reading.








-Youtube


-Youtube





15-20
minutes











10-15
minutes







5 min


1-2 min
Using
Learning
(the Think-Group-Share activity ts in Using
Learning as well)
Concluding Questions
-There is a list of questions with the story of
Shuttle Columbia they will be given at this
point. They will work on these independently
and nish for homework if necessary.



-1
Question
sheet per
student



15 min
10
Closure Exit Slip
-The last 10 minutes of class I will put my
version of the video-diagram of atmospheric
layers from the beginning of class up on the
screen for them to compare and add (in a
di"erent colour or distinguishable way) any
important ideas they may have missed. Then
once they have nished comparing use the
remaining time and back of the same paper
to tell me 1 thing they learned, 1 thing they
want to know more about and 1 thing they
dont understand yet, using happy, neutral
and sad faces and hand them in before they
leave class.

10 mins
11

Introduction - Lesson Plan #3

This lesson focuses mostly on SLO S2-4-02: Outline factors inuencing the
Earths radiation budget. Includes GLOs: D4, D5, E2 and E3 among a few others due to
activities and demonstrations within this lesson. I use a demonstration at the very
beginning because it is extremely thought and curiosity provoking. It deals with
discrepant events involving the effects of temperature change on density and how this is
involved in the behaviour of weather. I favour using topics that are not obviously linked
Assessmen
t Plan
AS
-The Think-Group-Share activity allows the
students to assess their learning in
comparison to other students and share their
assumptions. They also have to all agree on a
cause of the disintegration of Shuttle
Columbia which will hopefully teach them
some reasoning and group skills.
FOR
-I will use the exit slips to nd out where
theyre at with the lesson and understanding
the SSI. Seeing what they rst picked up from
the video will give me a good idea of whether
or not it is an e"ective teaching tool for
certain students. Then the exit slip style
answers they will write on the back will tell
me what they are taking from the lesson and
what I will still need to cover in more depth
for next class.
OF
-When they write their upcoming quiz on this
material I will know if I am doing an e"ective
job of relaying the material to them.
-The set of questions at the end, once
marked, will also give me an idea of their
e"orts, work ethic and understanding as they
are for homework and for marks.
ONGOING
-I will be able to see how they are improving
at working in groups from the class before as
this will be the second time. I will also be
checking to see who volunteers easier to read
or speak as to try to encourage the others to
participate in some way.
12
because it encourages the students to really dig deep to make the connections and I
enjoy seeing that A-HA moment when it all comes together. When the connection
makes an impact to them, they are much more likely to remember what they learned.
This will cater to all 3 modalities as they have to watch and listen but it involves physical
movement and transitions.
Again we will do another set of ll-in-the-blank notes to help create some routine
for the students so they can get into a ow in the class and is also helpful for the
students who really do get a lot out of notes. This time they are 2 small sets dealing with
the Earths Energy Budget, getting the new vocabulary into their heads. This lesson, like
the previous one, involves all intelligences except Musical/Rhythmic. I struggled to nd
a way to try and t it into this lesson as it was only briey touched in the rst but I
couldnt nd anything that didnt feel out of place. I have some ideas for lessons that
would come later on when we get into the disaster weather like hurricanes and tornados
as there are lots of songs involving talk about severe weather so I was going to involve
it as an option for a future project or assignment when we got into that part of the unit.
The Logical/Mathematical students will likely be interested in our worksheet
activity (along with our Bodily/Kinesthetics because of the physical manipulation
needed) because of the math and logic needed for that particular assignment. I nd it
extremely easy to involve items within a lesson for the Visual and Audio modalities and
the Visual/Spatial, Verbal/Linguistic, Inter- and Intrapersonal as we discussed in our
Principles and Processes class so I have strived to involve the others as much as
possible while also keeping things relevant. For our closure in this lesson Ive put my
own spin on an end of class activity I found on a teachers website with Dene-Line. The
students will likely see this as an easy activity but unknowingly they will be asked to put
something they have learned into their own words which will likely solidify the material
and open up opportunities for continued learning. By putting it into their own words they
will really have to think about what theyre going to say and understand it. For those
who cannot come up with anything are the ones I will pay close attention to and try to
reect on why and what they are having trouble with.
The next class I would likely prepare them for a quiz and as exit slips I may think
about giving them an activity where they would ll out a potential cheat-
sheet (standardized size) for their upcoming quiz to see what prior lesson information
they see as important or valuable and use the collective class responses to come up
with the quiz and see if they need to be reminded of important parts if many of them
miss out on something that I would like to stress.

Lesson Plan #3
13
Lesson Outcomes/Purpose:
-Discrepant Events Density: Hot vs. Cold - From this demonstration I want
them to be able to understand how temperature a"ects air density and in turn
our weather. Also provides good segue into explaining the Hydrosphere.
-S2-4-02: Introduce the Earths Energy Budget fundamental terms and
concepts to familiarize them before we delve into the material.
-Spreading out the Sun: Worksheet, an interactive activity that will
mathematically prove how di"erent seasons and their weather is a"ected by
the suns position to the Earth. The conclusion will prove if they understand
and have correctly done the activity.
Activity Plan Strategies
Resources Approx
Materials Time
Prepare to
Learn
Activate
-I will set out all the materials for the
demonstration ahead of class time and have
them set out on the front table. This will
intrigue them and get their curiosity going.
-When they get to class I will ask them to
take out a piece of paper and to record the
results of each event demonstrated as we go
through. I will have them gather around the
front table within reasonable safe distance as
I will be working with hot water. This will get
them ready for something interesting/
exciting.

-Materials
list is in
instruction


-Prior to
class


2 min
14
New
Learning
Discrepant Events
-As we go through the demonstration they
will notice and record how water at di"erent
temperatures interact and how the
temperatures a"ect and alter the density
slightly. This slight change causes noticeable
interactions that they should be able to make
the connection with once we conclude and
debrief.
-When demonstration is nished we will go
through each event together, what students
noticed and what it means and they will add
to their paper.
-We will then watch an introductory video
that makes relatable real-world analogies
about Earths Energy Budget to help students
understand and is entertaining.
http://www.youtube.com/watch?
v=D_Qmue54W14
-Because this demonstration relates to the
rst 3 SLOs it leaves a good foundation to
lead into S2-4-02. So we will do our ll-in-
the-blank notes for the Energy Budget section
here in the same fashion as lesson #1.













Youtube




Note
booklets
for
students

20 min







10 min


4 1/2
min



10-15
min
Using
Learning
Spreading out the Sun Worksheet
-They will work their way through the
interactive worksheet that displays how the
suns rays are more spread out during certain
seasons compared to others. If we are short
for time I will have them save the calculations
and conclusion for homework. The conclusion
will be a formative assessment of that days
learning.

Sun
Activity
Worksheet





20 min
15
Closure Dene-Line
-I will give the class a few minutes to talk
about the new vocabulary they have learned
that day and choose one word they will dene
to me in order to get in line for their break or
end of the day. Those who volunteer rst will
get to leave rst. If they cannot choose a
specic word to dene I will let them use one
word to dene todays class.

5 min
Assessmen
t Plan
AS
-The students will reect on their learning
during their end of class discussion with the
other students about the vocabulary they
have learned.
FOR
-This is another lesson full of new
information with lots of deep thinking
required so I want to know if it is actually
sinking in. I will assess during the
demonstration by the types of answers and
interactions Im getting from the students. Ill
use a similar style of assessing throughout the
new set of notes and the dene-line will let
me know what students are getting out of the
lessons.
OF
-When they write their upcoming quiz on this
material I will know if I am doing an e"ective
job of relaying the material to them.
-The Spreading out the Sun worksheet Ill
take for marks so the conclusion section from
this especially will tell me how they are each
doing and if theyre understanding the
connections of the material.
ONGOING
-I will be using the students responses
constantly as feedback to how they are taking
in the class. Also how they respond to certain
styles of my teaching, whether their attention
is more apt to videos, labs, demos, notes etc.