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Developmental Lesson Plan

Teacher Candidate: Amber Daub Date: March 2, 2018

Group Size: 19 Allotted Time 9:30-10 Grade Level 1st grade


Common Core/PA Standard(s):
Subject
 or3.3.
Topic: Weatherseasonal
K.A5– Identify – Review & Testin the environment. Distinguish between types of
changes
precipitation.
 3.3Grade 2 – Explore and describe that water exists in solid (ice) and liquid (water)
form. Explain and illustrate evaporation and condensation.
 4.1. K.E – Identify how the changes of seasons affect their local environment.
 4.1.1. E – Describe the seasons and describe how the change of the season affects
living things.
 4.2. K.A – Identify components of a water cycle.
 4.2.1. A – explain the path water takes as it moves through the water cycle.
 3.3.1. A5 – Become familiar with weather instruments.
 3.5.4.C.2 – Identify weather patterns from data charts (including temperature, wind
direction and speed, precipitation) and graphs of the data.
 3.2.1.B3 – Observe and record daily temperatures. Draw conclusions from daily
temperature records as related to heating and cooling.
 3.1.1.B6 – Distinguish between scientific fact and opinion. Ask questions about
objects, organisms, and events. Understand that all scientific investigations involve
asking and answering questions and comparing the answer with what is already known.
Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations. Use simple equipment (tools and other technologies)
to gather data and understand that this allows scientists to collect more information
than relying only on their senses to gather information. Use data/evidence to construct
explanations and understand that scientists develop explanations based on their
evidence and compares them with their current scientific knowledge. Communicate
procedures and explanations going priority to evidence and understanding that
scientists make their public, describe their investigations so they can be produced, and
review and ask questions about the work of other scientists.

Learning Targets/Objectives:
 Students will be able to recall the information they learned by discussing what they
learned with the class.
 Students will be able to show their knowledge by completing the unit test.
Assessment Approaches: Evidence:
1. Asking students what they learned about 1. Asking students what they learned about
rain rain – students will raise their hands and share
2. Asking students what they learned about with the class some of the facts that they
the water cycle learned about rain
3. Asking students what they learned about 2. Asking students what they learned about
wind and air the water cycle – students will raise their
4. Asking students what they learned about hands and share with the class some of the
temperature facts that they learned about the water cycle
5. Asking students what they learned about 3. Asking students what they learned about
the seasons wind and air – students will raise their hands
6. Asking students what they learned about and share with the class some of the facts that
natural disasters they learned about wind and air
7. Unit Test 4. Asking students what they learned about
temperature – students will raise their hands
and share with the class some of the facts that
they learned about temperature
5. Asking students what they learned about
the seasons – students will raise their hands
and share with the class some of the facts that
they learned about the seasons
6. Asking students what they learned about
natural disasters – students will raise their
hands and share with the class some of the
facts that they learned about natural disasters
7. Unit Test -- students will complete a unit
test to show what knowledge they have
learned throughout the weather unit

Assessment Scale:
 Students will complete a pretest that has questions about weather.
o Fill in the blank, 1 point per blank
o Weather changes from day to day, and season to season. (2 points)
o Temperature is how hot or cold it is.(2 points)
o Wind is moving air. (1 point)
o Earth’s water moves in a water cycle (1 point)
o Wind changes direction and speed. (1 point)
o A season is a time of the year. (1 point)
o Clouds are made up of many tiny drops of water. When the drops get too heavy,
they fall as rain. (1 point)
o Water vapor is water that you cannot see. (1 point)
o You can look at a thermometer to see how hot or cold it is. (1 point)
o A blizzard is when there is a terrible snowstorm with strong winds. (1 point)
o 10/12 - 12/12 = above average
o 7/12 - 9/12 = average
o 4/12 - 6/12 = below average
o 1/12 - 3/12 = poor
Subject Matter/Content:
Prerequisites:
 How to take a test
 How to follow directions
Key Vocabulary:
 Precipitation – the liquid and solid water particles that fall from clouds and reach the
ground
 Weather – what the air outside
 Temperature – the measure of how hot or cold something is
 Wind – moving air
 Water cycle – when water moved from Earth to the sky and back again
 Evaporation – when the sun heats up water in rivers or lakes or the ocean and it turns
into vapor or steam
 Condensation – water vapor in the air gets cold and changes back into liquid, forming
clouds
 Water vapor – water that is in the form of a gas; part of the water cycle
 Wind – the flow of gases, here on Earth it refers to the movement of air
 Weather – what the air outside is like
 Temperature – the measure of how hot or cold something is
 Thermometer – used to measure the temperature
 Degrees Fahrenheit
 Degrees Celsius
 Season – part of the year that has the same kind of weather patterns
 Spring – the weather begins to warm up
 Summer – the hottest season
 Fall – the weather can get pretty chilly
 Winter – the coldest season
 Natural Disaster – a natural event such as a flood, earthquake, or hurricane that causes
great damage or loss of life
 Tornado – a mobile, destructive vortex of violently rotating winds having the
appearance of a funnel-shaped cloud and advancing beneath a large storm system
 Hurricane – a storm with a violent wind, in particular a tropical cyclone in the
Caribbean
 Blizzard – a severe snowstorm with high winds and low visibility
Content/Facts:
 Precipitation is when something falls from clouds, whether it is liquid or solid
 Weather changes from day to day, and season to season.
 Temperature is how hot or cold it is.
 Wind is moving air.
 Earth’s water moves in a water cycle.
 Wind changes direction and speed.
 A season is a time of the year.
 The air is warmer in summer than in spring.
 Fall has cooler air than summer.
 Winter has fewer hours of daylight than fall.
 Summer has the most hours of daylight.
 Precipitation is when something falls from clouds, whether it is liquid or solid.
 Precipitation can be drizzle, rain, snow, snow pellets, ice crystals, or hail.
 Evaporation is when the sun heats up water in rivers or lakes or the ocean and it turns
vapor or steam.
 Condensation is when water vapor in the air gets cold and changes back into liquid,
forming clouds.
 The water cycle is when water moves from Earth to the sky and back again.
 Water vapor is water that is the form or a gas and is part of the water cycle.
 Water vapor is water that is the form or a gas
 It is part of the water cycle
 When liquid water is heated to boiling temperature, it turns into vapor
 Can be produced directly from ice
 Steam is water vapor
 Found in most of the air
 Weighs less than air, which is part of the reason clouds float high in the sky
 Water vapor is transparent
 Moving air is called wind
 Wind can push things
 It can push a sailboat across a lake or blow a wind vane
 Sometimes it blows gently and sometimes it blows hard
 A flag can show how hard the wind is blowing
o When the wind blows gently, a flag ripples
o When it blows hard, a flag flies straight out
 Show flag pictures after talking about facts
 Strong wind turns windmills to make electricity
 Sometimes wind can be too strong
 The strong winds of a tornado can break up buildings
 Temperature is the measure of how hot or cold something is
 A thermometer is used to measure the temperature
 Some thermometers have a special liquid, like mercury or alcohol, that rises and falls
as it gets warmer or cooler
 The hotter the temperature, the higher the liquid climbs up the thermometer
 The lower the temperature, the lower the liquid goes down on the thermometer
 Use thermometer to measure the temperature outside and inside, and to check the
temperature of our bodies
 Temperature is measured in units called degrees
 There are different temperature scales
o Degrees Fahrenheit
o Degrees Celsius
 The symbol for degrees is a tiny circle at the top right corner of the number that is then
followed by an F or C, depending on which temperature scale is used
 Thermometers can be different from each other, so you need to look at them carefully
when using one
o Many thermometers show the temperature in both degrees Celsius and degrees
Fahrenheit
o Some thermometers have the numbers going up by ten, some you have to skip
count by twos
o To find the temperature, look at where the red liquid stops on the number line
 When measuring temperature, give the thermometer a minute to do its job
 After the special liquid stops moving for a bit, you can read the temperature
 A season is a part of the year that has the same kind of weather patterns
 There are other places to split the year into seasons
o Some places have a rainy season and a dry season
o Other places divide the year into four seasons: winter, spring, summer, and fall
 It snows a lot where in the winter where we live, that’s why we wear heavy coats, hats,
scarves, and mittens
o Many plants stop growing in the winter
 Some animals hibernate, or go into a deep sleep, in the winter because food is hard to
find
 The weather begins to warm up in the spring, and it rains a lot, so we wear raincoats
and boots to stay dry
 Plants begin to grow in the spring and many baby animals are born
 Summer is the hottest season where we live, so we wear shorts, t-shirts, and plenty of
sunscreen
 You can go on vacations in the summer
 In fall, or autumn, the weather can get pretty chilly, so we wear sweaters or light coats
o The leaves of some trees change colors and fall off
o Some animals eat a lot and store food so that they can last through the winter
 As the temperatures get lower, it becomes winter all over again
 What makes the seasons change?
o Each year has the same cycle of seasons
o Our planet goes around, or orbits, the Sun once a year
o Earth is tilted at an angle
 During different times of the year, when out part of the Earth is tilted
toward the Sun, the weather is warmer, like in the summer
 As the Earth moves around the sun, the seasons change
 A natural disaster is a natural event such as a floor, earthquake, or hurricane that casues
great damage and loss of life
 Natural disasters happen for different reasons
o Some are weather related (hurricanes)
 Hurricanes are tropical storms that form over the ocean picking up speed and strength
as they go over the water
o If a hurricane hits land, its high winds and heavy rain cause a lot of damage
 Tornadoes are the most violent storms that nature sends our way
o Made with rotating funnel shaped clouds and winds reaching 300 miles per
hour
o Can do a lot of damage to large areas
 Winter storms (blizzards) bring snow, freezing rain, sleet, and temperatures that make
you want to run indoors
o Can cause icy conditions on the roads, fall on power lines, and extreme cold
 Natural disasters can catch us off guard or are more powerful than people expect
Introduction/Activating/Launch Strategies:
 Students will be told that we are going to review all of the information that we learned
about weather (rain, the water cycle, wind and air, temperature, the seasons, natural
disasters).
 Ask students what they remember learning about weather this week
o Allow time for a Think, Pair, Share and a small class discussion
Development/Teaching Approaches
 Students will share different things that they remember about each of the things that we
learned throughout the week
 After completing our class discussion, the teacher will pass out the unit test
 Students will be told that they are taking this test and the teacher will read each of the
questions with them
 Students will be given time to take their tests
Closure/Summarizing Strategies:
 Once students are done with their tests, the teacher will go around to collect them
 Once students tests are collected, they will be told that they can put their walls down
and called to line up for a bathroom break
Accommodations/Differentiation:
 Student A will work with his aide and his device to assist him in participating in class
discussions.
 Student A does not take tests, so he will work with his aide on other things.

Materials/Resources:
 Pencils
 Unit test
 Walls for test taking
 Harcourt Science Textbook (Earth Science)
o Jones, R.M. (2002). Harcourt Science. Orlando: Harcourt School.

Reflective Response:

Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

Amount Percentage
Correct
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S

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