Developmental Lesson Plan

Teacher Candidate: Rebecca Cariola, Courtney O’Rourke, Shantell Boyer and Hannah
Snyder Date: 4/04/2020

Group Size: 20 Allotted Time 45 Minutes Grade Level 2nd Grade

Subject or Topic: What Makes Weather

Common Core/PA Standard(s):
Standard - 3.3.1.A5 Become familiar with weather instruments. Collect, describe, and
record basic information about weather over time.

Eligible Content - S.K-2.D.2.1.1 Identify weather variables (i.e., temperature, wind

speed, wind direction, and precipitation)
Learning Targets/Objectives:
 Students will be able to identify and classify weather instruments by matching
instruments to the correct weather component (air pressure, moisture, wind, and
temperature).

Assessment Approaches: Evidence:

1. Paint Card Check 1. Student points to paint color indicating
2. Inquiry sheets whether they understand and are on task,
3. Matching Instruments Worksheet or don’t understand and need assistance.
2. Student will hand in inquiry sheet in the
hand in bin.
3. Student places finished worksheet in the
exit bin.
Assessment Scale:
Paint Card Check
Light color- Student understands and is staying along with the lesson
Middle color- Student is confused but is staying along with lesson
Dark Color- Students is confused and not staying along with lesson
Inquiry sheets
Proficient- every section of sheet is filled out and attempted
Basic- 80% of the inquiry sheet is filled out and attempted
Below Basic- 50% of the inquiry sheet is filled out and attempted
Matching Instruments Worksheet
Proficient- Correctly identifies all four weather instruments
Basic- Correctly identifies three weather instruments
Below basic- Identifies two or less weather instruments

Subject Matter/Content:
Prerequisites:
Key Vocabulary:
Air Pressure- the weight of air pushing on the earth- Barometer
Moisture- the presence of liquid substances in the environment in form of the state of a vapor-
rain gage and snow gage
Wind- moving air- weather vane
Temperature- a degree of hotness or coldness that can be measured using a thermometer
Content/Facts:
 What makes up weather?
o Air Pressure, Wind, Moisture and Temperature
 What is used to measure temperature?
o Thermometer
 What is used to measure wind?
o Weathervane/ Anemometer
 What is used to measure air pressure?
o Barometer
 What is used to measure moisture?
o Rain gauge

Introduction/Activating/Launch Strategies:
 “Today we will be reading “The Meteorologist in Me” by Brittney Shipp
 “While reading the book I will stop and write down the different parts that make up
weather and the instruments that are used.”
 “Now I want you to look at this list that we made and turn and talk to the person next
to you about these instruments and the components of what makes up weather.”

Development/Teaching Approaches
https://www.msnucleus.org/membership/html/k-6/wc/weather/k/wcwek_3a.html
 “Today all of you are now Meteorologists and will be doing different stations to learn
about what makes up weather!”
 “With your tables you will spend 10 minutes at each station, at the first station, you
will learn about temperature.”
 “At each station you will take your inquiry sheet with you and fill out the questions for
that station!”
 “At this station you will have three cups of water with three different temperatures. In
your group record the temperature of each cup on your sheet using the instrument
provided.”
 “For the second station you will learn about air pressure. You will first place a balloon
over the jar and attach the straw that is provided to the top. You will mark where the
needle points and place a number 1. Allow the jar to sit under the heat lamp for 2
minutes and see where the needle has moved.”
 “The third station is the wind station. You will use the instrument provided to measure
the amount of wind that comes from the fan. Try putting the fan on different speeds to
see how the amount of wind changes.”
 “The last station is the moisture station. You will pour water through a strainer, to
represent precipitation, for different amounts of time into a beaker. After time is up,
use the instrument provided to measure how much moisture is in the beaker.”
 *Each group is given ten minutes at each station, and they will end back at their
desks/first station
 “Great job my Magnificent Meteorologists, now I am going to go through each station
and go over how each weather instrument is properly used. I would like you to follow
along with your inquiry sheets to see if your measurements and ideas were correct.”
 “First, I will go over the temperature station, can anyone tell me what this instrument is
called?”
 *allow student to guess the instrument
 “That is correct! This is a thermometer, now let me check the temperature on each of
the thermometers, and you can see if your inquiries were similar or close!”
 “We read thermometers by looking at the degrees in Fahrenheit or Celsius. Here in the
United States we measure our temperature using F for Fahrenheit, but in other
countries as well as in science we look at C for Celsius. We read the thermometer like
a ruler, and where the red line stops, this is the temperature that we are looking for.”
 *teacher points to red line on each thermometer to indicate temperature
 “Next station is the air pressure station; can anyone tell me what this instrument is
called?”
 *allow students to guess/answer
 “Great job, now I will place the balloon over the jar and then attach the straw to the
top. We are going to allow this to sit under the heat lamp and we will come back to it.”
 “The third station is the wind station; can anyone tell me what this instrument is
called?”
 *allow students to answer/guess
 “Correct! Now I will use the weather to vane/ anemometer to measure the amount of
wind under each setting. Do you meteorologists see that the faster the fan the faster the
weathervane?”
 “When reading a weathervane or anemometer, meteorologists pay attention to the way
that the wind is blowing. This means that they can tell if the wind is going north, east,
south, or west, like hearing a meteorologist saying “strong winds from the North East.
“For our purposes we used the weathervane/anemometer to measure the force of the
wind, if it’s going fast the wind is strong, when it goes slower the wind is weak.”
 “Now let’s go back to our second experiment and see how the straw has moved from
the air pressure. During this experiment you have all made your very own barometer,
and this helps us understand how a real one would work. Wow look at that, it is now at
the top instead of the bottom!”
 “The understanding of the straw moving is similar to how meteorologists measure the
air pressure with a real barometer. High pressure means that the particles in the air are
really closed or bunched up, and we know that this means there are no clouds. As
opposed to our low air pressure when there are clouds and chances of precipitation.
Knowing this we understand that the straw moved because there was high air pressure
on it.”
 “Alright now let’s go through our last experiment! I will pour water through this strain
representing precipitation. Can someone be my timer, we will do three different times,
3 minutes, 6 minutes, and 9 minutes.”
 “We read the rain gauge by looking at the numbers on the side, similar to our ruler and
 thermometer. The higher numbers mean more rain has been collected and the lower
numbers mean that the area received less rain. Professional rain gauges have many
parts and can be more complicated, due to the fact that they must be very accurate. For
our purposes anything that can hold liquid and has numbers for us to measure will
work.”
 “Alright now we can see that the rain gauge is fuller when there is more time for
precipitation to fall!”
 “Wow my magnificent meteorologists you did amazing at using all of our weather
instruments today!”
 Have students go back to their seats and hand out Puzzle piece graphic organizer
(https://www.pinterest.com/pin/523262050457921099/)
 “Now let’s review all of the weather instruments today!”
 “At the first station you guys looked at temperature. Does anyone know what you guys
used to measure the temperature?”
 Have students raise their hands to answer the questions
 Show simulation of thermometer on the board and have them match the puzzle piece to
the correct picture.
 https://www.youtube.com/watch?v=K2CH1cUkMgs
 “The next station was the air pressure station. For this what did the instrument do?”
 “talk to the person next to you and share what you think.”
 “At this station the instrument was a Barometer, as you can see on the board this is
how a barometer is used!”
 https://www.youtube.com/watch?v=EkDhlzA-lwI
 “Make sure to fill out your puzzle piece sheet as we are doing this.”
 “The third station was all about wind, what type of wind speeds did everyone get, can
someone raise their hands and share?”
 “For this station you guys used a weathervane to measure the windspeed.”
 Show picture on board and have them match their puzzle pieces
 https://www.youtube.com/watch?v=jTWwnUIygc8
 “For the final station you guys looked at moisture, does anyone know what we used to
measure this?”
 “For this station we used rain gauge to measure moisture.”
 https://www.youtube.com/watch?v=GgLatKFXyXQ
 “Now your puzzle piece graphic organizer should be filled out and that is something
you can keep looking back at!”
 “Today we learned about the different components that make up weather, and we also
used different instruments at the stations.”
 "Now that we are done all our stations, we are going to do a quick individual activity.”
 “On the sheet in front of you match the instrument to the correct word. When you are
done you will hand it in!”

Closure/Summarizing Strategies:
Possible video- https://www.youtube.com/watch?v=Uo8lbeVVb4M
 “To end our day we are going to watch a short video about weather journals.”
 Show video- https://www.youtube.com/watch?v=Uo8lbeVVb4M
  “Now that we watched this video, I want you guys to create your own weather logs in
your journals.”
 “Since its Friday I want you to record the weather for the weekend. Make sure to look
up and record the temperature, wind speed and weather event for the day.

Accommodations/Differentiation:
 If student X has trouble with doing stations independently, then student X will be
purposely paired with another student throughout the stations. The other student will
be aware of their roll and tasks to work with student X. If further measures need to be
taken, student X will be given simulations to study and watch.

Materials/Resources:
 https://www.google.com/shopping/product/15577103286170253341?
q=book+about+weather+instruments+for+kids&prds=epd:6355189826807604502,prm
r:3,tpim:CPXYiYC_6OHxoAEQqfqxpaaV7qY6GPDe4QQiA1VTRCjgzej0BTC-
Tg,pdprs:6&utm_medium=tu_image&utm_content=eid-
lsjeuxoeqt&utm_campaign=10046&gclid=Cj0KCQjwybD0BRDyARIsACyS8mtqHm
K-9MUv0mBStwUlJSlpSMlALpbuiiHSE-M4BSJrI6-Hj_0XB2MaAsIBEALw_wcB
 https://www.pinterest.com/pin/523262050457921099/
 Barometer
 Rain gauge
 Thermometer
 Weathervane
 Water
 Strainer
 Balloon
 Jar
 Straw
 beaker
 Cups with water
 Puzzle piece graphic organizer
 Matching sheet
 “The Meteorologist in Me” by Brittney Shipp

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions
Were the students engaged during the stations?

Were they excited about the weather journal?

How was my pacing?

Additional reflection/thoughts