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Lesson Plan Guide

Teacher Candidate:

Ericha Brauer

Grade and Topic:

3rd grade science

Mentor Teacher:

Murdock and Phillips

Date: 4/3/15
Length of Lesson: ongoing for 1 month

School: Univ. of Memphis IDT 7061


This lesson is a part of a unit plan on the atmosphere.

TSW measure the precipitation over the next month using a rain gauge and document their measurements on a
chart with 100% accuracy.
TSW create a spreadsheet in excel displaying their measurements of precipitation from the month with 80%

Tennessee Science GLE 0307.8.2 Use tools such as the barometer, thermometer, anemometer, and rain
gauge to measure atmospheric conditions.
ISTE 3. Students apply digital tools to gather, evaluate, and use information.

3 Rain gauges
Chart for organizing collected data
Computer with internet and Microsoft Excel
Precipitation chart
Example precipitation spread sheet with graph
Think Sheet
The technology being integrated in a computer. The computer is being used first to watch a video that describes
rain gauges, its uses, and how to read it. Next, the computer will be used to create a graph in Microsoft Excel.
The students will create this chart to show the precipitation throughout the month.
The key concepts for this lesson are as followed:
1. How to read a rain gauge
2. The purpose of a rain gauge
3. How to create a simple spreadsheet/graph in Microsoft Excel
The academic language that must be addressed in this course is precipitation, rain gauges, measurement, inches,
atmosphere, Microsoft Excel, and collecting data.
This lesson connects to and builds on previous lessons that have introduced atmospheric conditions. Previous
lessons have introduced the basics of the atmosphere and measuring data.
I expect to build on this topic in future lessons by extending the students knowledge on different types of tools
that measure different areas of the atmospheric conditions.

For this activity, it creates an assignment that is great for differentiated learning. The students are able to do
hands on activities when measuring the precipitation in the rain gauge. Then they are doing some writing on the
Think Sheets given. They are also working with visuals with the charts and graphs. This lesson meets the needs
of different learners in these ways.


Introduction: Imagine you are a meteorologist that has to report the weather to the people of your city. They
want to know how much it has been raining, because it has been raining for days. You must use your rain gauge
to measure how many inches it rains each day. At the end of each week, you will report the total amount of rain
for the whole week to the viewers. You will have enough information at the end of the month to create a
spreadsheet and chart showing the rain from the month. (2 minutes)
1. TSW watch a video that explains how to use and measure water in a rain gauge. TTW already
have the video pulled up on (5 minutes)
2. TSW have a class discussion about the video they watched discussing what they know or
extending on what they already know. (7 minutes)
3. TTW ask probing questions during the discussion to extend the conversation. The questions
should include: How do you think a rain gauge can also be useful outside of the weather
station? Was there anything new that you learned from the video that you didnt know before?
(time stated in #2)
4. For the next month, TSW measure the precipitation using the rain gauge every morning during
the morning bell work. This will be done in small groups of 6, 2 per rain gauge. This information
will be documented on the precipitation chart. (15 minutes in mornings)
5. At the end of each week, TSW add up the total rain precipitation per week and document it on
their charts. (5 minutes)
6. TSW compare their data with other students, and then discuss anything out of the ordinary with
the entire class. TTW walk around and listen to students as they discuss to ensure everyone is on
task. (10 minutes)
7. At the end of the month, TSW create a spreadsheet in order to create a graph in Microsoft Excel.
This will be done in the computer lab, so every student will have a computer available. TTW
explain student step by step how to create an excel spreadsheet using the example. If a student is
done early, they will work on the Think Sheet given to them about the data they have collected
and graphed. (50 minutes)
8. TSW print out their graph and turn it in. There should be two copies, one for the student to hold
on to and one for the teacher. (time combined with #7)
Closure: To close the lesson, the students will write a short paragraph (3-4 sentences) on what they learned or
any interesting things they discovered during this activity. After writing this paragraph, the class will talk about
how they felt about this lesson and the data they found. (15 mins)
The formative assessments for this lesson are the discussions as a class and the observations made by the
teacher throughout the lesson.
The summative assessments are the precipitation chart filled out throughout the month and the Microsoft Excel
spreadsheet/graph created by the students. The rubric for the summative assessments is as followed:

Below Average
The student did not
complete the chart and/or
the information given is
The spreadsheet/graph is
labeled incorrectly with

The student completed the
precipitation chart and all
totals are shown correctly
with only minor errors.
The spreadsheet/graph is
labeled correctly with only

Above Average
The student completed the
precipitation chart and all
totals are shown correctly
with no errors.
The spreadsheet/graph is
labeled correctly with no

more than two errors.

The data is plotted
incorrectly with more than
two errors.

one or two errors.

The data is plotted on four
different points with one
or two errors.

The data is plotted on four
different points with no


I am aware that modifications will be made for students who did not master the objectives and for those ready for
enrichment. However, modifications are not covered in this course and are not part of this particular lesson.