5.

Instructional Design
In this document, I have included six lesson plans that I used and created for teaching the unit on
weather and the water cycle to my fourth grade students. The pre-assessment was given in the
first lesson. The post-assessment was given in the sixth lesson. One lesson includes EEDA
standards, and another lesson includes SSCA standards. All six of these lessons were used for
my unit.

Teacher Candidate: Stephanie Nicole Todd

Lesson # 1
Subject/Grade: Science/ Fourth Grade
Date and Time of Lesson: February 9,
2015
Learning Objective: Students will be able to summarize the processes of the water cycle,
including evaporation, condensation, precipitation, and runoff.
Alignment with Standards:
4-4.1 Summarize the processes of the water cycle (including evaporation, condensation,
precipitation, and runoff).
SSCA Standards: A person may not engage in: (1) harassment, intimidation, or bulling; or (2)
reprisal, retaliation, or false accusation against a victim, witness, or one with reliable information
about an act of harassment, intimidation, or bullying.
Developmental Appropriateness or Cross-curricular connections: This lesson integrates
music because the students sang the Water Cycle Song. This lesson also integrates ELA because
we went through an interactive PowerPoint on the SmartBoard and the students wrote
vocabulary.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
summarize the processes of
the water cycle, including
evaporation, condensation,
precipitation, and runoff.

Assessment(s) of the
Objective(s)
The students will be
responsible for taking notes
on the processes of the water
cycle as we go through the
interactive PowerPoint on
the SmartBoard. They will
also be responsible for
completing a matching
activity that requires them to
match the appropriate
process to the part of the
water cycle where it belongs
in their notebooks after we
have went through the
PowerPoint.

Use of Formative
Assessment
The completion and
accuracy of the
matching activity will
be used to see if the
students are comfortable
with the processes of the
water cycle and the
order of the processes.
If there is confusion, I
will do a small review
of the processes. If
there is not confusion,
then we will continue on
with the lesson on the
water cycle.

Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see. Students who need to get up and move around will be
allowed to move to the carpet or a front desk, so they do not disturb other students. I will repeat
information for the students if they need me to do so in a louder voice. If a student needs it, I can
print off the PowerPoint for them to have a copy of.

Materials: Pre-assessment, notebook paper, PowerPoint, lyrics to the Water Cycle Song,
science notebook, pencil
Procedures:
1. Today, we are beginning a new unit. This unit is on weather. We will be learning very
interesting information over the next couple of weeks. Before we begin our first lesson, I
would like you all to complete a pre-assessment. This pre-assessment will show me what
you already know about the water cycle and weather. This is not a grade, just do the best
you can. When we finish the unit, we will take this same assessment to see what you
have learned over these two weeks.
2. I will display the pre-assessment on the SmartBoard and give the students a piece of
notebook paper to write their answers on. I will give them plenty of time to answer each
question, collecting their papers as they finish.
3. Before we begin with our lesson, we are going to make a chart for weather observations
throughout this unit. Each day, we will record the weather. At the end of the unit, we
will go back and see how the weather changes daily.
4. We will record the weather in the chart for today. This activity will be completed every
day, mainly during Morning Meeting.
5. I would like everyone to take out their science notebooks and turn to the next clean
page. On the top of your clean page, we are going to write The Water Cycle. Today,
we are going to learn about the processes of the water cycle, including how they work
and which order they are in.
6. I will display the PowerPoint on the SmartBoard.
7. I will read through the PowerPoint for the students to view and copy notes. There are
certain underlined sections that the students are required to copy down because this is
information that is essential for them to know and learn.
8. As we go through each process, we will do hand motions that represent what each
process does. For example, for precipitation, we will wiggle our fingers and move them
in a downward motion so that the students see that precipitation falls from the sky.
9. Now that we have went through all of the processes and you all know the order and
what they are about, we are going to sing a song that will illustrate the water cycle for
you. Everyone should stand up and push their chairs under.
10. I will display the lyrics to the song.
11. To begin, I will sing the song for you so you can see how it goes and sounds.
12. I will sing the sound once.
13. Now we are all going to try it on the count of three.
14. The class will sing through the song a couple of times, doing hand motions for each
process.
15. It seems like everyone has these processes down. We are going to try a short matching
activity to see how much you understand this so far. Under your notes, list the letters A,
B, C, and D. I am going to display a diagram of the water cycle. I want you all to go
through and match which process goes with each letter. Complete this individually and
we will go over it as a class when everyone is finished.
16. I will walk around as the students are working on this activity. I will monitor the time to
make sure we do not spend too long on this.
17. We will go over the answers to the diagram.

18. We learned a lot of information today. Does anyone have any questions about this
information?
19. I will answer questions that the students have.
20. When we are finished with questions, I will have the students put their notebooks away.
Activity Analysis: One activity that will be used for this lesson is the singing of the Water Cycle
song. This activity supports the objective because it will teach the students the order of the
processes in the water cycle. This activity does not require technology. However, I will display
the lyrics on the SmartBoard for the students to view while we are singing. A second activity
that will be used for this lesson is the matching activity after go through the PowerPoint on the
SmartBoard. This activity supports the objective because it quizzes the students on the order of
the processes of the water cycle. This activity does require technology because I will display a
diagram on the SmartBoard for the students to view, and they will write the answers in their
science notebook.
References:
PowerPoint created by grade level teachers

Teacher Candidate: Stephanie Nicole Todd

Lesson # 2
Subject/Grade: Science/ Fourth Grade
Date and Time of Lesson: February 10,
2015
Learning Objective: Students will be able to summarize the processes of the water cycle,
including evaporation, condensation, precipitation, and runoff.
Alignment with Standards:
4-4.1 Summarize the processes of the water cycle (including evaporation, condensation,
precipitation, and runoff).
Developmental Appropriateness or Cross-curricular connections: This lesson integrates
music because the students sang the Water Cycle Song. This lesson also integrates ELA because
we went through an interactive PowerPoint on the SmartBoard and the students wrote
vocabulary. This lesson integrates art because the students drew a picture of the water cycle and
colored it.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
summarize the processes of
the water cycle, including
evaporation, condensation,
precipitation, and runoff.

Assessment(s) of the
Objective(s)
The students will be
responsible for completing a
diagram of the water cycle to
place in their notebooks.
The students will also be
responsible for completing a
quiz on the water cycle that
has them draw the water
cycle, label it correctly, and
answer a few questions about
the processes of the water
cycle.

Use of Formative
Assessment
The completion and
accuracy of the diagram
for their notebook will
show that they are
comfortable with
matching where the
processes of the water
cycle are and how the
water cycle continues to
flow. The students will
be observed to make
sure they are labeling
correctly. If they are
struggling, then we will
go over this as a class
for extra review. If they
are comfortable with the
diagram, then they will
take the quiz that will
have them draw the
water cycle, label it, and
answer a few questions
about the processes of
the water cycle. If the
students do not do well

on this quiz, then there

will be another review
on this objective. If
they do well on the quiz,
then we will move on to
the next objective the
following day.
Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see. Students who need to get up and move around will be
allowed to move to the carpet or a front desk, so they do not disturb other students. I will repeat
information for the students if they need me to do so in a louder voice. If a student needs it, I can
print off the PowerPoint for them to have a copy of. The students will be allowed extra time for
the completion of the diagram and the quiz, if needed. The students may also receive a copy of
the diagram and/ or quiz in larger print if they have trouble reading it.
Materials: For this lesson, the materials that are needed are the PowerPoint, science notebook,
pencil, tape, crayons/ colored pencils, quiz, diagram, and science workbook.
Procedures:
1. Yesterday we learned the processes of the water cycle. Who can tell me the first
process?
2. I will call on a student to answer the question as I begin passing out the science
workbooks to the students.
3. Who can tell me the second process?
4. I will call on a student to answer the question. I will continue asking these questions until
we have finished with all four processes.
5. Today, we are going to read a couple of pages out of the workbook to review what we
learned yesterday. Everyone should turn to page 76 in their science workbook.
6. I will wait on the students to get to page 76.
7. I am going to read aloud to you. As I read, follow along.
8. I will read pages 76-77 aloud to the students. I will stop periodically to ask questions
while we are reading about the information. For example, I will ask questions such as:
a. What happens during evaporation?
b. What happens during condensation?
c. What happens during precipitation?
d. What happens during runoff?
e. What is another name for runoff?
9. Now that we have done a small review on the information, we are going to sing the
water cycle song again to refresh our memories. This song can be useful to you when
you are trying to remember the processes and the order of the water cycle. Everyone
should stand and push their chairs under. I will display the lyrics for you all to see.
10. I will display the lyrics for the students to view while we sing.
11. We will sing the song a couple of times. After we have sang the song two times, I will
have the students sit back down and close their workbooks.
12. I feel like we are all very comfortable with the processes of the water cycle. I am going

to give you a diagram for you to complete. When you are finished, raise your hand and I
will come check it and give you a piece of tape to tape the diagram into your notebook.
13. I will pass out the diagrams to the students.
14. As the students work, I will walk around and make sure they are getting the correct
answers on the diagram. As they finish, I will check the diagrams for accuracy and give
them a piece of tape if all of the answers are correct. This will continue until every
student is finished.
15. You all did excellent on your diagrams! I am going to give you a sheet now to draw
your own water cycle. Make sure you label each process, along with the extra stuff the
sheet tells you to label. Read all directions carefully. When you are finished drawing,
there are three questions at the bottom for you to answer. Answer these questions
completely and accurately. When you are finished with the drawing and questions, you
may color your diagram.
16. I will walk around as the students are working and observe them.
17. I will collect the quizzes as the students are finishing. I will grade them for accuracy to
see how the students are doing with this objective.
Activity Analysis: One activity that will be used in this science lesson is the completion of the
diagram for the students science notebooks. This activity supports the objective because the
students are responsible for being able to label the processes in the water cycle correctly. This
activity does not use technology because the students will receive the diagram on paper,
complete it, check it for accuracy, and tape it into their notebooks to study for the remainder of
the unit. A second activity that will be used in this lesson is the completion of the quiz on the
water cycle. This activity supports the objective because it will assess the students on their
knowledge of the water cycle after two lessons. It will require the students to complete the water
cycle and answer questions about the processes. This activity does not require technology
because the students will receive the document on paper, draw the water cycle, label it, color
their drawing, and turn it in for a grade.
References:
PowerPoint created by grade level teachers

Teacher Candidate: Stephanie Nicole Todd

Subject/Grade: Science/ Fourth Grade
2015

Lesson # 3
Date and Time of Lesson: February 12,

Learning Objective: Students will be able to classify clouds according to their three basic types
and how they form.
Alignment with Standards:
4-4.2 Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and
summarize how clouds form.
Developmental Appropriateness or Cross-curricular connections: This lesson also integrates
ELA because we went through an interactive PowerPoint on the SmartBoard and the students
wrote vocabulary. This lesson also integrates ELA because the students will create a tree map to
classify the types of clouds with their characteristics.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
classify clouds according to
their three basic types and
how they form.

Assessment(s) of the
Objective(s)
The students will be
responsible for paying
attention to a PowerPoint
that is presented to them and
taking notes on important
concepts, such as
characteristics of each cloud,
the type of weather it brings,
and how they form. The
students will also be
responsible for creating a
tree map with the three
different types of clouds with
their characteristics. The
students will be observed to
make sure they are getting
the correct answers and
filling in their map with
enough information to study.

Use of Formative
Assessment
The completion and
accuracy of the tree map
will show that the
students understand the
three different types of
clouds and their
characteristics. The
students will use this
tree map to study for
their test at the end of
the unit. If the students
are struggling with the
tree map or are not
putting enough
information in their tree
map to be able to study
efficiently, then we will
go over it as a whole
class at the end. If they
are understanding the
tree map and filling it in
correctly with enough
information, then we
will wrap up the lesson
and move on the
following day.

Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see. Students who need to get up and move around will be
allowed to move to the carpet or a front desk, so they do not disturb other students. I will repeat
information for the students if they need me to do so in a louder voice. If a student needs it, I can
print off the PowerPoint for them to have a copy of. The students will be allowed extra time for
the completion of the tree map, if needed. The students may also receive a copy of a tree map if
they cannot draw it or need it in large print.
Materials: For this lesson, the materials that are needed are the PowerPoint, science notebook,
pencil, and science notebook.
Procedures:
18. Have you ever been outside and noticed how there are several different types of clouds
in the sky? In fact, there are three different types of clouds that you can see at different
times. Each type of cloud has its own characteristics and forms in a different way. Each
type of clouds also brings different weather to us. We are going to go over a PowerPoint
so that you can see each type of cloud, how it forms, and what type of weather it brings.
I want you to take notes as we go through. You need to be sure to copy what I tell you to
copy, plus information that you think is important.
19. I will go through the PowerPoint with the students, allowing enough time for them to
copy their notes.
20. I have passed out workbooks to each of you. We are going to read the section on clouds.
Compare what we read to information that you got from the PowerPoint.
21. We will read the section in the workbook. I will stop randomly and ask questions to have
the students think about the information more intently. Some questions may include:
a. How do cirrus clouds form?
b. What kind of weather comes from stratus clouds?
c. What do cumulus clouds look like?
22. Now that we have learned about each type of cloud, I want you all to make a tree map in
your notebook to organize this information. You need to list information about each type
of cloud. Please list as many details as you can. This will be one of your study tools.
23. I will walk around as the students work on their tree maps and observe them. If the
students are struggling or are not getting enough information, then we will go over whole
class.
Activity Analysis: One activity that will be used in this lesson is the presentation of the
PowerPoint for the students. The students will take notes on the PowerPoint in their science
notebook to study at a later time for their unit test. This activity supports the objective because
the students will be learning the three different types of clouds and how they form. Technology
will be used for this activity because the PowerPoint will be shown on the SMARTBoard. A
second activity that will be used is the completion of the tree map. This supports the objective
because the students will be classifying the three types of clouds and learning their
characteristics. Technology will only be used for this activity if we have to go over it as a whole
class.

References:
PowerPoint created by grade level teachers
Science Workbook

Teacher Candidate: Stephanie Nicole Todd

Subject/Grade: Science/ Fourth Grade
2015

Lesson # 4
Date and Time of Lesson: February 16,

Learning Objective: Students will be able to summarize the conditions and effects of severe
weather and safety concerns.
Alignment with Standards:
4-4.4 Summarize the conditions and effects of severe weather phenomena (including
thunderstorms, hurricanes, and tornadoes) and related safety concerns.
Developmental Appropriateness or Cross-curricular connections: This lesson also integrates
ELA because we went through an interactive PowerPoint on the SmartBoard and the students
wrote vocabulary.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
summarize the conditions
and effects of severe
weather and safety
concerns.

Assessment(s) of the
Objective(s)
The students will be
responsible for paying
attention to a PowerPoint
that is presented to them and
taking notes on important
concepts, such as
characteristics of each type
of severe weather and safety
concerns that go with each
type. The students will also
be responsible for paying
attention to the video to
make sure they have
everything in their notes.

Use of Formative
Assessment
The completion of notetaking will be observed
to make sure the
students are getting the
notes they need for
studying for their test.
The students will pay
attention to the video
and compare their notes
to make sure they have
enough to study.

Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see. Students who need to get up and move around will be
allowed to move to the carpet or a front desk, so they do not disturb other students. I will repeat
information for the students if they need me to do so in a louder voice. If a student needs it, I can
print off the PowerPoint for them to have a copy of. The students will be allowed extra time for
the completion of notes from the PowerPoint and video.
Materials: For this lesson, the materials that are needed are the PowerPoint, science notebook,
pencil, science notebook, and video.
Procedures:
1. Today, we are going to learn about two types of severe weather. We are going to learn

2.
3.

4.
5.
6.
7.

about thunderstorms and tornados. I am going to show you a PowerPoint. It will be your
job to make sure you get the information that is important copied into your notebook. I
will point out information that is essential for you to know. You can also copy other
information that you feel is important.
I will go through the PowerPoint with the students.
Now that you know about these two types of severe weather, we are going to watch a
Bill Nye video on severe weather. Pay attention to what he tells you about thunderstorms
and tornados. Compare this information to what you already have in your notes. Jot
down additional information if you need to and feel it is important.
I will play the video for the students.
Are there any questions on these two types of severe weather?
I will answer any questions the students may have.
Tomorrow, we are going to learn about a third type of severe weather. This is
hurricanes.

Activity Analysis: One activity that will be used in this lesson is going through the interactive
PowerPoint for the students to view and take notes. This activity supports the objective because
the students will learn the conditions and effects of severe weather, along with safety concerns
for each type of severe weather. Technology will be used with this activity because the
SmartBoard will be used to show the PowerPoint to the students. A second activity that will be
used is the presentation of the video to the students. This supports the objective because the
students will hear the information again about severe weather and will be able to compare what
they learned already about severe weather to what they hear in the video. Technology will be
used for this activity because the video will be played on the SmartBoard.
References:
PowerPoint created by grade level teachers
Video

Teacher Candidate: Stephanie Nicole Todd Lesson # 5

Subject/Grade: Science/ Fourth Grade
Date and Time of Lesson: February 19, 2015
Learning Objective: Students will be able to summarize the conditions and effects of severe
weather and safety concerns.
Alignment with Standards:
4-4.4 Summarize the conditions and effects of severe weather phenomena (including
thunderstorms, hurricanes, and tornadoes) and related safety concerns.
Developmental Appropriateness or Cross-curricular connections: This lesson integrates
with ELA because the students will be viewing an interactive PowerPoint and taking notes.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
summarize the conditions
and effects of severe
weather and safety
concerns.

Assessment(s) of the
Objective(s)
The students will be
responsible for paying
attention to the PowerPoint
as it is presented to them.
They will be told what notes
to write in their science
notebooks. The students will
also be responsible for
completing an exit slip at the
end of the lesson.

Use of Formative
Assessment
The completion of the
note taking will show
that the students were
paying attention during
the presentation of the
PowerPoint. The
completion and
accuracy of the exit slip
will show me that the
students are learning
what they should from
this unit. I will know
whether or not I should
move on the next day, or
complete a small review
session from this unit.

Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see the video. Students who need to get up and move around
will be allowed to move to the carpet or a front desk, so they do not disturb other students. I will
repeat information for the students if they need me to do so in a louder voice. If a student needs
a copy of the PowerPoint, I will print them a copy in larger print to have.
Materials: For this lesson, the materials that are needed are science notebook, pencil,
PowerPoint, and notebook paper.

Procedures:
1. Yesterday, we learned about two types of severe weather. Who can tell me one of the
types of severe weather we learned about?
2. I will call on a student to answer the question.
3. Who can tell me the second type of severe weather we learned about?
4. I will call on a student to answer the question.
5. Yesterday we learned about tornados and thunderstorms. We have one last type of
severe weather to learn about today. This storm is called a hurricane.
6. I will pull up the PowerPoint and project it on the SmartBoard.
7. As we finish going through this PowerPoint, I will tell you what to write in your
notebook. You are more than welcome to write down additional information if you
would like to do so.
8. I will go through the PowerPoint, telling the students the information they are responsible
for knowing for their test. I will allow plenty of time for them to copy everything they
need. I will also pause randomly for questions.
9. Now that you have seen all the information on severe weather, we are going to answer a
few questions about everything we have learned. Clear your desks of everything but your
pencil.
10. I will pass out notebook paper to the students.
11. I will display the questions on the SmartBoard. The questions are as follows:
a. What are the processes of the water cycle?
b. What are three types of severe weather?
c. What is condensation?
d. In what motion does a hurricane move?
12. You will have ten minutes to answer these four questions. If you have a question for
me, raise your hand. When you are finished, flip your paper over and I will collect them
when everyone is finished.
13. When everyone is finished with their exit slip, I will collect them. I will allow time for
questions if the students have them. If not, we will move on to our next subject.
Activity Analysis: One activity that will be used is the presentation of the PowerPoint and the
completion of taking notes. This activity supports the objective because the students will
continue learning about severe weather and the safety concerns that go along with each type.
Technology will be used for this activity, because the PowerPoint will be presented on the
SmartBoard. A second activity that will be used in this lesson is the completion of the exit slip at
the end of the lesson. This activity supports the objective because the students will be quizzed
on their knowledge of this information so far in the unit. Technology will be used for this
activity because I will project the questions on the SmartBoard for the students to see.
References:
PowerPoint created by grade-level teachers

Teacher Candidate: Stephanie Nicole Todd Lesson # 6

Subject/Grade: Science/ Fourth Grade
Date and Time of Lesson: February 20, 2015
Learning Objective: Students will be able to summarize the conditions and effects of severe
weather and safety concerns.
Alignment with Standards:
4-4.4 Summarize the conditions and effects of severe weather phenomena (including
thunderstorms, hurricanes, and tornadoes) and related safety concerns.
EEDA Performance Standards
Performance Standard: Teacher candidates will use concrete, hands-on instruction and content
presentation with an emphasis on real-world application and problem solving.
Performance Standard: Teacher candidates will implement learning strategies that promote
cooperation.
Developmental Appropriateness or Cross-curricular connections: This lesson integrates
with art because the students are creating a poster to warn others of severe weather.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students will be able to
summarize the conditions
and effects of severe
weather and safety
concerns.

Assessment(s) of the
Objective(s)
The students will create a
poster to warn others of
different types of severe
weather. The posters will be
looked over to make sure the
students have chosen one of
the three types we learned
about so far this unit. The
students will also be
responsible for putting the
definition of the type of
severe weather they choose
on the poster for people to
know exactly what the type
of severe weather is.

Use of Formative
Assessment
The completion of the
warning poster will
show that the students
understand the different
types of severe weather.
It will show they
understand the safety
concerns associated
with each type of severe
weather. I will observe
and evaluate their
posters when they are
finished to make sure
they have this
understanding of the
objective. If not, there
will be a review session
on the types of severe
weather, along with the
safety concerns for each
type. If the students do
understand this
objective completely,

then I will move on to

the next lesson on the
following day.
Accommodations: If needed, the students with vision problems will be allowed to move to the
carpet or a front desk to be able to see the video. Students who need to get up and move around
will be allowed to move to the carpet or a front desk, so they do not disturb other students. I will
repeat information for the students if they need me to do so in a louder voice. If a student does
not feel comfortable working with a partner, then they will be allowed to work independently on
their warning poster. If a student is not comfortable with their assigned partner, then I will assign
them another partner.
Materials: For this lesson, the materials that are needed are construction paper, science
notebook, pencil, markers, and video.
Procedures:
1. We have been learning about three types of severe weather. Who can tell me one type of
severe weather we have learned about?
2. I will call on a student to answer.
3. Who can tell me a second type of severe weather we have learned about?
4. I will call on a student to answer.
5. Who can tell me a third type of severe weather we have learned about?
6. I will call on a student to answer.
7. So, we have learned about tornados, thunderstorms, and hurricanes. Today, we are
going to be artistic and creative! I am going to assign you a partner and you and your
partner are going to create safety warning posters for people when severe weather is
coming their way. You may choose to warn people of tornados, thunderstorms, or
hurricanes. You and your partner may choose. You must include the definition
somewhere on your poster of the type of severe weather you choose. You must also
illustrate safety concerns for the type of severe weather you choose. Does anyone have
any questions on this assignment?
8. I will answer questions if the students have them.
9. I will assign the partners and pass out the construction paper.
10. Once you have your posters drawn and ready, raise your hand and I will come look at it.
After I look at your poster, you and your partner may color it to make it look nice.
Remember to use colors and drawings that will warn people of the type of severe weather
you and your partner choose.
11. I will walk around as the students are working on their posters. I will observe them and
make sure they are staying on task. As students raise their hands when they are finishing
up, I will check their posters and tell them to color them. I will allow plenty of time for
the students to complete their posters.
12. As you are finishing up, you may read or study your notes until everyone else is finished
with their posters.
13. Once all the posters are completed and turned in, I will have the students clean up their
areas.
14. When your area is clean, and if you moved your seat to work with your partner, move

back to your original seat. We are going to watch a video to wrap up severe weather. If
you need to move to the carpet to see, you may do so at this time.
15. I will play the video for the students.
16. When the video is over, I will say: Please move back to your seats. Does anyone have
any questions on the three types of severe weather and the safety concerns that go along
with each type?
17. I will answer any questions the students may have.
18. Today, we are also going to take a post-assessment on this unit. At the beginning, we
completed the pre-assessment. This post-assessment will consist of the same three
questions. I want to check your understanding and see what you have learned throughout
this unit. Remember, this is not a grade. Do your best.
19. I will give the students the post-assessment. I will walk around and observe them as they
are completing this assignment. I will answer any questions the students may have. Once
they have finished, I will collect them, and we will move on to the next subject for the
day.
Activity Analysis: One activity that will be used with this lesson is the creation of the safety
warning posters. This activity supports the objective because it will show that the students
understand the types of severe weather and the safety concerns that come along with each type of
severe weather. Technology will not be used for this activity because the students will be given
construction paper to draw on. They will use their markers, colored pencils, and/or crayons to
make their posters colorful. A second activity that will be used for this activity is the viewing of
the Magic School Bus video. This activity supports the objective because the students will be
responsible for listening to the video to make sure they fully understand the types of severe
weather, along with the safety concerns for each. This video will be a reinforcement activity for
this objective. Technology will be used for this activity because the students will view the video
on the SmartBoard.
References:
Magic School Bus video (http://www.safarimontage.com/default.aspx).