Created by Hannah Carpenter

(CORE)
Date developed 6/12/2015

DAILY LESSON PLAN TEMPLATE

Preliminary Information
LESSON

Date of Lesson: 6/15/2015

Grade: Second

Course/Subject: Science and ELA

Number of Students: 22
Unit/Theme: Cloud Formations/Weather

Period/Time: Two Day Lesson

Estimated Duration: 45 Minutes both days

Where in the unit does this lesson occur?

Beginning of the unit

Structure(s) or grouping for the lesson (underline any

that apply):

Middle of the unit

End of the unit

Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught
The big idea for the lesson is for students to complete research on the different cloud formations
and what types of weather occur with the different formations. They will use an online graphic
organizer to help them brainstorm their ideas and keep track of the facts they find.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)
The students will read through informational texts on clouds to find facts on types of clouds and
the weather that relates to each type (see materials for list of informational texts being used).
I will communicate this goal to my students by introducing the idea at the beginning of the lesson.
We will hypothesize possible cloud/weather connections before beginning our research.
The students will organize their facts and information on the Web 2.0 tool bubbl.us.
I will communicate this goal to my students by setting up the bubbl chart whole group. This will
allow them to become comfortable with the webtool and see first hand what exactly will be
expected of them.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)
ISTE Student Standard 3. Research and Information Fluency: Students apply digital tools to gather,
evaluate, and use information.

Reading Standards for Informational Texts 2.5. Know and use various text features to locate key
facts or information in a text efficiently.

Elementary Science Core Curriculum: Ask "why" questions in attempts to seek greater
understanding concerning objects
and events they have observed and heard about.
S1.1a Observe and discuss objects and events and record observations
S1.1b Articulate appropriate questions based on observations

2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)

I will be walking around observing, assisting, and interacting with my students to assess how
they are doing. This will allow me the opportunity to check on their ability to manipulate the
webtool, their knowledge of cloud formations, and their ability to work in groups. Their final
bubbl chart will make it clear if they met the learning goals.

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)
I will begin the lesson by reviewing the anchor chart which lists the different types of clouds we
will be learning about during this unit from the previous day (Cirrus, Stratus, Cumulus,
Cumulonimbus, and Fog). I will ask the students what they think some of the differences and
similarities might be between these types of clouds. I will put students into research groups, each
with their own cloud type. Then I will pull up bubbl.us and have the students do the same on their

mini laptops/tablets. We will work together to create the foundation of their bubbl chart which will
include their cloud type in the middle and the different things they need to find coming off of the
center bubble. I have attached an outlined bubble chart as a possible example. After getting set
up and working in the program with the students for a few minutes we will enter into the next
phase of the lesson.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)
At this point in time the students will begin working on finding information about their cloud. They
will take the time to research the characteristics of their cloud type, interesting facts, and the type
of weather that correlates with that specific type of cloud formation. They will have access to a
variety of informational texts (some examples listed under materials) along with the online
database pebblego. They will add the information they find to their bubbl chart, using a separate
bubble for each feature. They will be required to work together as a group to find information,
sharing-out ideas to one another as they find things. After the students have gathered all of the
required information, we will create one large bubbl chart with all of the information as a class on
the SMARTboard.

Closure
(How will you bring closure to the lesson?)
I will close the lesson by having a discussion about the similarities and differences between the
different cloud types. I will print off copies of the completed bubbl chart for each student for future
reference within the unit. We will also discuss what they liked and disliked about the webtool to
get a judgement on how the tool worked for them.

Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)
Students will be placed in research groups with mixed abilities and background knowledge. This
will assure that each group is balanced and the students can help each other through minor
difficulties. If there are students who truly struggle with technology, working in pairs can also be
an option at my discretion.

Resources and Materials

Mini laptops/tablets

pebblego database access

Clouds by Erin Edison
Clouds by Maryellen Gregoire
A Cloudy Day by Robin Nelson
Clouds of Terror by Catherine Welch
Weather by John Farndon
previously made anchor chart of cloud types
bubbl.us webtool