LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St.

Georges

LESSON PLAN
Grade: 5 - Science _ Lesson Title: ___Wind and Air_______________ Lesson Duration 45 mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to
the POS, what students will learn and how the lesson will conclude. See example in Instructional video provided

This lesson serves as an introduction to methods for finding wind direction and describing patterns of air movement for
Grade 5 Science students, while developing foundational knowledge of First Nations through the use of three historical
stories that explain the origins of wind and why it was important to know its source. The purpose is to have students
describe what wind is and how to determine wind direction. Students will learn through discussing First Nations stories, and
through direct instruction where students are taught the relation between hot and cold air and how that relation correlates to
air movement and wind. Instruction will be reinforced through a worksheet comparing different methods of determining
wind direction, and a thermal experiment/demonstration. By the conclusion of this lesson students will identify how First
Nations determine wind direction and its meaning, other methods showing wind direction, and understand patterns of hot
and cold air movement.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just
because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO
2-3 SLO]

GLE SLE
5-8: Observe, describe, and interpret weather 2. Describe patterns of air movement, in indoor and outdoor
phenomena; and relate weather to the heating and environments, that result when one area is warm and another area is
cooling of Earth’s surface. cool.
3. Describe and demonstrate methods for measuring wind speed and for
finding wind direction.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference
Students will...
Students will identify the First Nations history on wind and ways they determined wind direction.

Students will compare techniques First Nations used to determine wind direction with techniques used today.

Students will determine patterns of air movement with consideration to hot and cold air.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself and are
specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video)

How did the First Nations accurately predict wind direction and how do people describe patterns of air movement today?

Guiding Questions:
What are some oral stories that First Nations tell to communicate the importance of wind? - understanding
How did First Nations determine wind direction and how do those techniques compare to today? - analyzing
How can you explain the pattern between hot and cold air movement? - evaluating

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express,
appreciate...be clear on what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the
resource is and why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson

Resource #1: http://www.native-languages.org/blackfootstory5.htm - Link to a Blackfoot story called “Buffalo and Eagle Wing” that provides an
origin of the wind. This will be read with discussion at the start of the lesson to provide a connection to local indigenous content. This is a common
legend, however the website used here is just to provide a telling of the story.

Resource #2: Taylor, H. P. (1997). When bear stole the chinook: A Siksika tale. Farrar Straus Giroux. - This is a book that tells a tale about the
Chinook winds and their importance for the Siksika as an indicator of winter's end. This will be read with discussion at the start of the lesson to
provide another example of the wind's importance to First Nations. This book was discovered while reviewing FNMI resources in the Curr Lab.

Resource #3: Caduto, M.J. and Bruchac, J. (1999). Gluscabi and the wind eagle, Keepers of the Earth: Native stories and environmental activities for
children). Fifth House Ltd. - This is a book with multiple Native American stories tied to different topics. The story we will use is from the Abenaki (East
coast) and will be read with discussion after the other two to provide a different example/belief as to the origins and importance of wind. This book
was discovered while reviewing FNMI resources in the Curr Lab and J. Bruchac is from the Abenaki Nation.

Resource #4: https://junior.edumedia-sciences.com/en/media/428-thermal-convection - a digital resource that shows animations of thermal

convection which will be used to show patterns of hot and cold air.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to
your lesson

Buffalo and Eagle Wing story printed out (or on the computer) - have the story printed out before class to be shared with the students.
The teacher can also use the whiteboard to save on paper

When Bear stole the Chinook book - borrow from the local library and have the story prepared to read to the class.

Gluscabi and the Wind Eagle story in the Keepers of the Earth book - borrow the book from the library and have the page bookmarked
and ready to read to the class.

wind direction worksheet - have the worksheet printed off before class ready to hand out to students. Make sure the photos are easily
visible and comprehensible to the students if printing in blank and white.

computer and projector - for showing the thermal convection animation from the eduMedia website

convection box demonstration - lighter, candle, prebuilt convection box, paper. Have all materials set to the side ready to be brought
to the front of the class and prepared in front of class.

Lesson Procedures

Introduction (2 min): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section.

● Welcome the students to Science class and ask them about what the weather was like when they came to school today?
● Ask them if there was wind? How would they describe the wind today?
● Share the goals for today’s lesson: learn the history of First Nations peoples with wind and air movement and then compare
that to how we understand wind and air movement today.
● Transition into first lesson activity by introducing the three First Nations stories that will be shared

Body (40 min): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson; will they be
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies,
organization of class etc. How and when are you using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson body Identify Teaching Strategies/Rational
there should be a least two activities and one transition. You may have 3 activities and 2 Example: Direct instructions, pair/share, jigsaw,
transitions. An activity can be reading - transition - partner dialogue (as an example). Each
activity and transition are timed.
whole group discussion etc. When will you use
these and why? You will list in your body, but you
* Style of writing is descriptive and concise. You are not narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
will explain your choice here.

Activity #1: First Nations and Wind [Direct Instruction, Direct Instruction: Used to provide introduction
Think/Pair/Share, All Student Response, Partner Work] [28 min] and explanation of how First Nations people used
Through direct instruction, share with the class the importance of different techniques to determine wind direction
weather, especially before modern technologies. The weather played and meaning. This method will also be used in
a major role in how people choose to live and the wind is a significant activity #2 to explain the convection box
part of weather. Especially here in Southern Alberta where we are so demonstration and the eduMedia animations. This
accustomed to the wind. part of the lesson requires more instruction based
learning and direct instruction was the best way to
Introduce the first story to the class: Buffalo and the Eagle Wing (5 get the students all the information.
min total)
● background info: this is a Blackfoot origin story about how Think-pair-share: Used to get students engaged
the wind came to be and thinking about the topic on hand, followed by
○ the Blackfoot tribe lived on the Great Plains, moving pairing up and discussing to help brainstorm ideas.
place to place following buffalo herds The sharing after provides the teacher with
○ There are around 32,000 Blackfoot people in Canada knowledge that students understand the concept,
and the United States today and continues to keep students engaged.
○ The four tribes making up the Blackfoot nation are
the Southern Piegan (Piikani), Kainai, Siksika, and
Northern Piegan (Piikani). All Student Response System: Students will be
○ When pitching a new camp, the Blackfoot always able to share their knowledge with classmates and
built their teepees with the entrance facing east so the teacher will be able to formatively assess how
they could receive the morning sun, and block the the class as a whole is understanding the material.
strong winds from the west Popsicle sticks keeps it random so the teacher is
■ https://www.ducksters.com/history/native_a not just calling on students with their hands up,
mericans/blackfoot_nation.php but rather everyone is involved in the lesson. It is
● read the story: http://www.native-languages.org/blackfootstory5.htm important to allow time (3-5 sec) between asking a
● Ask using popsicle sticks (Didactic Questions): question and picking a student to respond, so the
○ Where did the wind come from according to the students have time to think.
story?
○ Why was the grandmother turned to wind?
Partner Work: Will be used to give students time
Introduce the second story to the class: When Bear Stole the Chinook to develop a better understanding through solving
(5 min total) problems together. This enables them to discuss
● background info: this is a Siksika tale about the meaning of solutions and help teach each other, allowing
Chinook winds weaker students to be supported by stronger
○ The Siksika people are a part of the Blackfoot tribe students. This also helps students learn to rely on
○ They also live on the plains and relied on the buffalo their peers for learning rather than using the
as a main resource teacher as a crutch.
● read the story

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction]
● Ask using popsicle sticks (Didactic Questions):
○ What is a Chinook wind?
○ What does it signify?
○ Are there any similarities/differences to mention
between these stories?
Introduce the third story to the class: Gluscabi and the Wind Eagle
story in the Keepers of the Earth (5 min total)
● background info: this is an Abenaki tale about the cause of
the wind and its importance to survival
○ the Abenaki are originally from the Northeastern
States and Southeastern Quebec
○ Approx 3000 Abenaki living on the reserve
○ Hunters, fishers, and gatherers
○ Adapted quickly to the fur trade as a source of
economy
● read the story:
● Ask using popsicle sticks (Didactic Questions):
○ How does the Abenaki story differ from the
Blackfoot?
○ Why do you think there are these differences?
○ What do all three stories have in common?
Direct Instruction (Lecture) (2 min):
● Explain the importance of wind direction
● Wind direction has different meanings and the First Nations
people had different techniques for determining wind
direction and it’s meaning. Use the following as an example
of some of the techniques used:
Activity (5 min): Pair up with the person beside you and brainstorm a
list of different ways we can determine wind direction. Try to think
up as many as possible and be creative!
After students have had 2 minutes to brainstorm ideas begin asking
them to share different ways we can determine wind direction.
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Fall 2020 St. Georges
Assessments/Rational (minimum of two)
Type/Name:
Where Assessment Occurs:
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list,
worksheet, discussion, or other techniques from
your evaluation text book. When will you
administer these and why?
Type: Formative Assessment
Where: Activity #1 Partner Worksheet
Students will be given premade worksheets to be
completed with their partners. The teacher will be
moving around the room assessing the students as
they complete the worksheet together. By
listening to the conversations and rationale for
answering the questions the teacher will know if
the students are understanding how we use
different forms to measure wind direction. These
worksheets will also be reviewed by the teacher to
check for accuracy in answering the questions, and
to determine if further instruction is necessary at
the start of the next lesson.
Type: Formative
Where: Activity #2
We will use a KWL chart that will be handed in
after completion that we can use to formatively
assess students' comprehension of the lesson. By
reading over the W and L sections of the chart we
can measure how well we answered some of the
students’ questions about wind and air movement
with today’s lesson plan. If we find instances
where students had good questions in the W
section that they wanted to learn about but did
not mention anything in the L section, then we will
know that we may need to review sections of the
lesson plan or further explain. If we are noticing in
the KWL charts that for the most part the
questions in the W section were addressed in the L
section and students felt they were learning about
the questions they had, then we can feel confident
moving forward with the next lesson. We like
using a KWL chart because it allows both the
 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
student and teacher an opportunity to assess
With their same partner pass out 1 copy of the worksheet per learning. By filling out the KWL chart the student is
partnership. Have the students work through the problems together assessing their own learning. The teacher
(5 min). This is a formative assessment to determine what areas need reviewing the charts will provide valuable
to be covered again in the next class. The teacher will remain formative assessment opportunities.
available for additional questions and support while walking around
the class and observing students work.
● The worksheet has 3 questions to be answered for each
example picture of a way to determine wind direction.
○ Where might you see this?
○ How can you use it to help determine wind
direction?
○ Is it an effective way to determine wind direction?
Explain why or why not
● example pictures:
○ wind sock
○ licking your finger and holding it up in the air
○ a flag
○ birds gliding in the wind
○ grabbing a handful of dirt and throwing it in the air
○ weather vane (typically found on barn roof)

Transition (1 min): Collect worksheets by having students pass

them forward, while providing a KWL sheet to each student
(assuming they have used them before and do not need explanation).
As part of the start to the next section of the lesson, allow the
students 2 minutes to complete the K section of the KWL by filling in
what they already Know about wind and air movement, as well as
the W section, what they Want to know about wind and air
movement.

While students are working on the partner activity and after on their
individual KWL charts, the teacher will be gathering the materials
needed for the convection box demonstration and prepping the
computer for the eduMedia animation.

Activity #2: Air, Temperature, and Wind [All Student Response

Systems, Direct Instruction & Demonstration] [12 min]
The students will have received their KWL charts after handing in
their partner worksheet from the previous activity. Allow students 2
minutes of silent work time to think about what they know about
wind and air movement and more importantly what they want to
know about it. When the students have had time to fill in their
charts;
● use popsicle sticks to randomly call on 2 students to share
what they already know about wind and air movement and 2
students to share what they want to know about wind and
air movement (2 min).

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
Show the eduMedia animations and explain how when air is heated it
rises. Once hot air rises, something has to take the place of where the
hot air used to be, so cooler air moves in (1 min).
https://junior.edumedia-sciences.com/en/media/428-thermal-convection

Using the convection box (simulation), light the candle and place
inside (3 min).
● Ask students to predict what they think might happen to the
air inside the convection box with the candle inside. How can
we know when air is invisible?
● Using a piece of paper folded up multiple times, light it on
fire and hold the smoking part of the paper near the hole on
the convection box opposite the candle.
● Students will be able to see the smoke being sucked down
the hole into the convection box and pushed out the other
hole near the candle as it is heated.

Direct Instruction (Lecture) (4 min):

● Provide an explanation to the relation between hot and cold
air and air movement.
● Reiterate that because hot air rises there has to be
something to take its place, so cooler air takes that space.
○ Relate this to how First Nations in the area used
teepees and how the air movement within a teepee
was similar to that of a convection box
● In simple terms explain that this process is what creates wind
patterns. Temperature changes move the air in different
directions. Refer back to the eduMedia animation about the
air moving from sea to land during the day and land to sea
during the night.
○ Using the think-pair-share method, ask students to
hypothesize why the air moves differently in the day
than the night.
■ allow 1 minute to think to themselves
■ 1 minute to discuss with a partner
■ then ask using the popsicle sticks for 2-3
students hypothesis
○ Explain why the air movement is different in the day
than the night.

Transition:
Have the class take their KWL’s back out and instruct them to
complete the L section for what they learned about wind and air
movement, as in the conclusion.
Consolidating and Closure: (3 min) *beyond 'clean up'
In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear
steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 depending on the lesson

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges

To close the lesson, allow students 2 minutes of silent time to complete the L section for what they learned about wind
and air movement on their KWL chart from today’s lesson. Collect the completed KWL’s by having the students pass them
toward the front of the class. These will be used to formatively assess the students learning and understanding. While
collecting, inform the students that next class we will explore wind speed and elaborate on wind direction. Also offer to
students that they can come during lunch time and further explore the materials used in class such as the books/stories
shared in the class, the eduMedia animations, and how the convection box works.

Tell students it is time to put science aside as they will now change subjects to...