Lesson Plan Guide

Teacher Candidate:

Emily Waggener

Date: 4/25/15

Grade and Topic:

3rd grade Geography Weather Forces___ Length of Lesson:

Mentor Teacher:

Dr. Cornelius

______

50 minutes___

School:__University of Memphis___

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson will cover the basis knowledge about weather forces. This specific lesson will cover information
about storms, tornadoes, hurricanes, and the students will get an intro about lightning.

LESSON OBJECTIVE:
Given information at the beginning of class, TLW fill out the information hand out with 95% accuracy.

After watching the videos online, TLW fill out the chart in a Microsoft Word document with 90% accuracy.

STANDARDS ADDRESSED:
TN.SS. 3.12 Discuss how unique weather forces impact the geography and population of a region or
continent (hurricanes, earthquakes, floods, tornadoes, drought).

ISTE Standards

1: Creativity and innovation: Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology.
B: Create original works as a means of personal or group expression.

MATERIALS:
Computers
Microsoft Word software
Weather Forces! worksheet
Information recording sheet
Internet
Headphones
Pencils
Paper
http://kids.nationalgeographic.com/
Technology integration The students will use http://kids.nationalgeographic.com/ after the
instruction time to review the information learned from the teacher. They will then use
Internet Explorer to look up a picture of a tornado, hurricane, and lightning.

BACKGROUND and RATIONALE:

Students will show an understanding about what weather is and the different forces that we deal with all of the time. They
will show this by filling in their recording sheets and researching online.
Academic Language is not addressed in IDT 3600.

This lesson connects with the previous lesson that was about weather and what it is.
Students will learn about other natural disasters including earthquakes, floods, and droughts.

PROCEDURES AND TIMELINE:

Introduction: TTW engage the students by asking them if they have ever sat through a storm. TTW go on by
telling the students that every time is storms, there is lightning. Sometimes there are even tornadoes. TTW show
the students different pictures of lightning, tornadoes, and hurricanes.
Procedures:
Prior to the computer: (15 minutes)

Teacher
Procedures:

1: The teacher will go through the different

forces.
2: The forces will be described to the
students with definitions.
3: The teacher will draw out what the
forces look like.

Student Procedures:
1: The students will listen to the teacher
talk about the weather forces.
2: They will fill in their recording sheet.
3: The students will use the extra space on
their recording sheet to draw what they
think the weather forces look like in real
life.

At the computer: (25 minutes)

Teacher Procedures:
1: The teacher will have the students open
up the link
(http://kids.nationalgeographic.com/videos/
wacky-weather/) that will be written on the
board for them to copy.
2: The teacher will instruct the students to
watch the four videos with their
headphones on.
3: The teacher will tell the students to fill
in their recording sheet with any extra
information that they learned from the
videos.
4: After the videos, TTW ask the students
to open Microsoft Word.
5: The teacher will show the students
where to go to open their chart up.
6: TTW go around the room to make sure
that all of the students are on task and are
not having any problems.
After the computer: (10 minutes)

Student Procedures:
1: The students will open up the National
Geographic Kids website.
2: TLW put their headphones on and watch
the four videos.
3: When they are done, the students will
fill in their extra information from the
video.
4: The students will open up the Word
document chart.
5: The students will open up Internet
Explorer and look up the pictures
(hurricanes, tornadoes, and lightning) for
their chart.
6: The students will use their recording
sheet to fill in the definition part of their
chart.
7: When the students are done, they will
print their chart.

Student Procedures:

Teacher Procedures:
1: TTW instruct students to get with their
shoulder partner.
2: The teacher will let the students discuss
their definitions on their chart to make sure
they are right.
3: TTW discuss with the students what
their chart says.
4: If needed, TTW give the students the
correct answer so they can refer back to the
sheet.

1: The students will get with their shoulder

partner.
2: They will discuss what they put on their
chart and change any wrong answers that
they put.

Closure:
The students will get a sticky note from the teacher and use it as an exit ticket. The students will all write down
two things that they learned. They will also write anything they had problems with. They will put it on their
number on the wall when they are leaving class for lunch.

ASSESSMENT EVIDENCE:
Weather Forces! Rubric (attached)
MODIFICATIONS:

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.

Weather
Forces!

Tornadoes
Lightning
Hurricane
s

Descriptio
Picture
n

SAMPLE

Weather
Forces!

Picture

Descrip
tion

Tornad
oes

a violent and
destructive storm in
which powerful
winds move around a
central point

Lightni
ng

the flashes of light

that are produced in
the sky during a
storm

Hurric
anes

an extremely large,
powerful, and
destructive storm
with very strong
winds that occurs
especially in the
western part of the
Atlantic Ocean

RUBRIC
Category

Information and drawn

pictures on recording
sheet

The information on the

worksheet and the pictures
were all correct.

Most of the information was

correct but some was
wrong. Not 100% accurate.

Most of the answers were

wrong or not filled in at all.

Information found for

chart

The information placed on

the chart is correct and
placed in the correct box.

2 out of 3 definition boxes

were correct on the chart.

Only 1 or none of the boxes

were filled in correct on the
chart.

Picture found for chart

The picture placed in the

chart was correct and
appropriate for the term.

2 out of 3 picture boxes

were correct on the chart.

Only 1 or none of the boxes

were filled in correct on the
chart.

Name: _____________________________

WEATHER FORCES
1) The places where cold and hot air clash are called _____________.
2) A cold front happens when ______ air wedges underneath _________,
lighter air.
3) About ____________ thunderstorms occur every day.
4) About ____________ twisters come through the United States every
year.
5) From Texas to South Dakota are the (hardest/lightest) hit states in
the United States.
6) An average________________ makes as much energy in one day as the
explosion of half a MILLION small, atomic bombs.
7) Hurricanes form in the (summer/fall/winter/spring).
8) If the winds reach _______ mph it is considered a hurricane.
9) _________________ is a common occurrence during summer.
10) Most lightning happens _________________________, but other times
it
11)
12)
13)

strikes the ground.

What state does lightning occur most in? ________________________
Why?? ______________________________________________________________
Draw a picture of a tornado, hurricane, and lightning!