Julie Modson

Objective/Outcome
1. Student will
know how to
make and
observe a mini
water cycle in a
closed system.

Objective/Outcome
2. Student will
know how to tell
the differences
between the
four seasons.

Objective/Outcome
3. Student will
understand that
clouds are
responsible for
producing
precipitation.

Objective/Outcome

1st Grade
Pre-Assessment
Strategy
Students were
given a preassessment sheet
where they are to
label the different
stages of the
weather cycle. If
they listed
0-1 things they
received a “1”, 2-3
things a “2”, and 4
things, a “3”.
Pre-Assessment
Strategy
Students were
given a preassessment sheet
and asked to list
the seasons. If
they listed 0-1
things they
received a “1”, 2-3
things a “2”, and 4
things, a “3”
Pre-Assessment
Strategy
Students were
given a preassessment and
were asked to
name different
types of
precipitation and
what a cloud is
made of. If they
listed 0-1 things
they received a
“1”, 2-3 things a
“2”, and 4-5+
things, a “3”
Pre-Assessment
Strategy

Weather Unit

Summary of
Results
20 students had a
limited or no
understanding of
the concept. The
rest of the
students had a
slight
understanding.

Implications for
Instruction
Most of the class
does not know
about the water
cycle so, I’ll need
to spend extra
time on this
subject area.

Summary of
Results
This is the
strongest area for
theses students.
Only 6 students
had very little
knowledge of the
seasons.

Implications for
Instruction
Most of the
students can
name the seasons
in order so I will
not need to spend
much time on this
topic.

Summary of
Results
Only 1 student
was able to list
more than 3
types of
precipitation. 23
students had no
or limited
knowledge.

Implications for
Instruction
Most of the class
did not know
what precipitation
is and seemed
confused. I will
need to review
different types of
precipitation
often.

Summary of
Results

Implications for
Instruction

Julie Modson
4. Student will
know
appropriate
safety
precautions
during severe
weather.

1st Grade
Students were
given a preassessment and
were asked to list
three types of
severe weather and
two safety
precautions for
each. If they listed
0-3 things they
received a “1”, 4-7
things a “2”, and 89 things, a “3”

19 students had a
limited
knowledge on this
concept. 9
students had little
knowledge on the
concept.

Weather Unit
This concept will
need to be
reviewed often for
students to
understand
vocabulary of
concept. Also,
students will need
to understand
that we’ll only
focus on 3
different types of
severe weather.

Pre-Assessment
Student
#
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16

Objective Objective Objective Objectiv
#1
#2
#3
e #4
2
1
1
2
1
3
1
1
1
3
3
1
1
2
2
1
1
3
2
1
1
2
2
1
1
1
1
1
1
3
2
2
1
3
1
1
3
3
2
2
1
3
1
1
1
1
1
1
1
1
1
1
1
2
2
1

1st Grade

Weather Unit

1
3
3
1
2
1
1
3
2
1
2
2
1
1
1
1
3
2
1
2
1
1
2
1
1
1
1
#6 was absent day of assessment

1
1
2
1
1
1
1
1
1

Julie Modson

17
18
19
20
21
22
24
25
26

Data Entry and Graph

#1

#2

#3

#4

1

21

6

12

18

2

1

7

9

5

3

1

10

2

0

1st Grade

Julie Modson

Weather Unit

Unit Pre-Assessment
25

20

15

1
2

# of Students

3
10

5

0

#1

#2

#3

#4

Objectives

Students of Special Concerns
There are five students for whom I have special concerns. One student is an ELL
student and had a hard time understanding what was being asked unless put into
simplified terms. Three students had a limited to no knowledge on any objective.
These students are our major players within the classroom. One of those three
students had potential for applying themselves, but only does with constant teacher
guidance/hovering. Another student is quite smart, but just does not like to apply
herself. She also is easily distracted and gets off task quite easily. I will need to
plan a way to keep my cluster of three students engaged and attentive throughout
any given lesson.

Student for Learning Analysis

Julie Modson

1st Grade

Weather Unit

The one student I picked for analysis is a bright student but only applies himself
when he wants to or when is praised for good behavior. He has issues at home and
at school. He is a bright student and is quite capable of doing well in school, but is
easily distracted by others. He is also quite young and is a twin; therefore he will
pout easily/shutdown if things are not going his way. I am interested to see how he
does during this unit. On the pre-assessment he received 1’s across the board, but I
feel like he will improve greatly once he learns the material and the vocabulary for
the unit. Plus since he has very conventional spelling, I’m still trying to interpret
what he’s trying to say; he also will use 1-2 word strings. He does have more good
days then bad; especially if we are on him to earn a star for good behavior/choices.

1st Grade

Julie Modson
Objective/Outcome
1. Students will know
how to make and
observe a mini
water cycle in a
closed system.

Objective/Outcom
e
2. Students will know
how to tell the
differences
between the four
seasons.

Objective/Outcom
e
3. Students will
understand that
clouds are
responsible for
producing
precipitation.
Objective/Outcom
e
4. Students will know
appropriate safety
precautions during
severe weather.

Student
#
1
2
3

Assessment Strategy
Students were given an
assessment sheet where
they are to list the
different stages of the
water cycle.

Pre-Assessment Strategy
Students were given an
assessment sheet and
asked to list the seasons.

Pre-Assessment Strategy
Students were given an
assessment sheet and
were asked to name
different types of
precipitation and what a
cloud is made of
Pre-Assessment Strategy
Students were given an
assessment sheet and
were asked to list three
types of severe weather
and two safety
precautions for each

Weather Unit
Summary of Results
9 students had a limited or
no understanding of the
concept. 10 students had a
slight understanding and 5
students knew all of the
different stages of the water
cycle.
Summary of Results
This is the strongest area for
theses students. Only 1
student had very little
knowledge of the seasons. 8
students had a slight
understanding, and 15 knew
all of the seasons.
Summary of Results
Only 4 students were able to
list more than 2 types of
precipitation and tell me
what a cloud in made of. 14
students had a slight
understanding and 6 had
little to no understanding.
Summary of Results
10 students had a limited
knowledge on this concept.
10 students had little
knowledge on the concept,
and 4 students knew three
types of severe weather and
their precautions.

Objective Objective Objective Objectiv
#1
#2
#3
e #4
3
2
2
2
2
3
2
2
2
3
3
2

1st Grade

Julie Modson

4
5
6
7
8
9
11
12
13
14
15
16
17
18
19
20
21
22
24
25
26

3
2
1
1
1
2
2
2
3
3
1
1
2
3
2
1
2
1
1
2
1

Weather Unit

2
3
2
2
2
3
3
3
3
3
1
2
3
2
3
3
3
3
3
3
2

2
2
1
2
1
2
1
2
2
3
1
2
3
1
2
2
3
2
1
2
2

2
3
1
1
1
2
1
3
2
3
1
1
2
1
2
2
3
1
1
2
1

Post Assessment
Data Entry and Graph Preparation
#1

#2

#3

#4

1

9

1

6

10

2

10

8

14

10

3

5

15

4

4

1st Grade

Julie Modson

Weather Unit

Unit Post Assessment
25

20

15

1
2

# of Students

3
10

5

0

#1

#2

#3

#4

Outcomes

Summary Statement for Student Learning
There was evidence of student learning in all three areas that were being assessed.
The first objective was for students to list the different stages of the water cycle.
Four students moved from little/no understanding to full understanding and one
student moved from a slight understanding to a full understanding. Nine students
moved from little/no understanding to slight understanding. The other students
made no growth and stayed the same. We did have one student regress and move
from full understanding to slight understanding.

Julie Modson

1st Grade

Weather Unit

There were huge gains in the second objective, which was to name the four
different seasons. Ten students remained at full understanding and 4 students
remained at a slight understanding. Three students moved from little/no
understanding to slight understanding and two students made the largest gain from
little/no understanding to full understanding. No students regressed in any fashion.
For the third objective, there were substantial gains. This objective consisted of
having the student understand what a cloud is made of and what a cloud produces.
Five students moved from little/no understanding to a slight understanding and one
student made a huge gain moving from little/no understanding to full
understanding. 16 students remained the same and made no growth.
For the fourth objective, students were to name three types of severe weather and
two precautions for each. This was the hardest section because it required the most
thinking and varies from family to family in regards to the precautions for each. Six
students progressed from little/no understanding to a slight understanding, one
student moved from a slight understanding to a full understanding, and three
students made huge gains and moved from little/no understanding to full
understanding. Thirteen students remained the same and didn’t have any growth.
While teaching the unit, I could tell that all of the students were learning even if the
post assessment showed that a few scores went down or stayed the same. The
assessment only focused on four objectives and did not show all of the other
learning areas that the students made throughout the entire unit.

Individual Analysis
Calvin (a pseudonym) showed a full understanding in three of the four objectives
and showed a slight understanding on the fourth. I knew that he had it in him and
that he would do great with constant redirection and support (gets distracted easily
by others). I’m pleased that he made such great improvements from the preassessment to the post assessment. Calvin is an identical twin brother, and an
older sister. He and his siblings live with mom. He is also quite young and is a twin;
therefore he will pout easily/shutdown if things are not going his way.
There were a few adaptations made for Calvin during the unit. He really didn’t need
any extra time given to him unless it was during assessments and even then it was
minimal (pulled to side to work without distractions). The only other adaptations I
had to do throughout the unit was to constantly check-in with him and to
occasionally have close proximity to him if quite distracted.
Because Calvin is on a behavior plan, we would reward his good behavior and/or
ability to complete an assignment with a star. After three stars he would be able to
get a free choice (computer, magnets, math games, ect) for 5-10 minutes. This was

Julie Modson

1st Grade

Weather Unit

a major factor on the way that he would act during any given lesson in the unit or
not. He is easily motivated if another child is closer to their free choice than him.
He will work hard to earn a star.

Julie Modson

1st Grade

Weather Unit

The class made significant gain in objective 1, the water cycle. I am very
impressed with how well the kids did for the water cycle and with the improvements
they made from the initial pre-assessment.
After taking the post assessment, it was clear that 9 students improved on
the second objective, seasons. 3 students went from little/no understanding to little
understanding, 3 went from slight understanding to full understanding, and 2
students went from little/no understanding to full understanding. The students had
fun interacting in groups and individually during our collaborative lesson where
there were tasks for everyone within their season.
My unit was based on a lot of whole group lessons and a few hands on
activities to keep the students engaged and interested in the unit. The students
really enjoyed making their cloud flip book and creating a cloud out of paper. With
it being a first grade classroom, not all of the students are strong writers or can
physically write what they want to say, so we didn’t do a lot of writing activities with
the students for this reason. In addition to that, writing takes them a while to
compose; i.e. 2-4 sentences can take them up to a half hour or even more at times.
Overall I realize that I should have provided more pictures and have them write
fewer words on their assessments due to the time factor and their ability to
understand what they are to do on that assessment.
Every day we talked, in some fashion, about weather and what we had
covered up to that point and the students were engaged and excited every time
they would see science up on the board for our daily schedule. When I saw their
eyes light up and their faces have a huge smile just due to the fact of seeing
science up on the board made me feel like I was doing a good job interacting with
and teaching them about weather. It would make me smile as well! 
For some reason, I think that a few of the students may have forgotten, or
perhaps it slipped their minds that they knew the material before because a few
students actually did not do as well as they did previously for a given objective and
scored lower. Perhaps they just became mixed up.
The biggest issue I had during my unit was classroom management. I thing
that due to me not being there all day, every day, they would forget that I too am a
teacher this classroom and they cannot treat me with disrespect or disregard my
authority. In addition to that, I feel that the needs of our classroom are higher than
normal due to the fact that we have multiple behavior plans in effect and we have a
lot of low level students.
Overall my unit went really well. The students had a blast doing the activities
and leaned a lot at the same time.

Julie Modson

1st Grade

Weather Unit

List of Unit Teaching Materials















Butcher Paper (various colors)
Pencils
Glue
Crayons/Colored Pencils/Markers
Dry Erase Markers
Video: Water Cycle
Video: Magic School Bus: Kicks Up a Storm (optional)
Elmo/Document Camera & Projector
Water
Cotton Balls
Ziploc Baggie
Tap
Thermometers
Styrofoam Cups
Construction Paper
Various books about weather:
o Our Sun, Our Weather
o The Cloud Book
o Weather Words
o Storm is Coming!
o Wild Weather (pictures)
All hand outs are included with each lesson plan