STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Topic: Weather
Name: Jamie Hooper Grade: 4
Measurements

Brief Lesson Description: Students will spend time acting as a "meteorologist," and
will be required to create their own weather forecast. Students will show
understanding of the weather and how to measure it. They will create a forecast
based on a location of their choice, and then present the weather forecast to the
class. This lesson will take 3-4 days (1 hour a day) total.

Specific Learning Outcomes:

● Students will be able to identify weather instruments
● Students will be able to accurately measure weather and make accurate
predictions
● Students will be able to understand the process of recording weather

How did this lesson develop as a result of your examination of research and
data about employing culturally sustaining pedagogical strategies? (Think equal
opportunity, student interests, race, gender, disabilities etc.)
This lesson is one that students can experience daily, and they can use the
information for the rest of their life. Weather is always occurring and it is something
that any student can go outside and explore. No matter ones gender, race, or their
interests, they are able to explore the weather. This lesson will give them more
information on what instruments they can use to measure the weather that they are
able to witness.

Narrative / Background Information

Prior Student Knowledge: Students prior knowledge may vary depending on

experiences. The student may be familiar with different types of weather, as well as
their instruments.

Science VA SOL Health VA SOL NGSS (You may have to

4.4 The student will
investigate and understand
that weather conditions
and phenomena,
a) weather measurements
create a record that can be
used to make weather
predictions;
4.2 The student will look to a different grade
describe health concepts level for the connection)
and behaviors that prevent 3-ESS2-1. Represent data
illness, disease, and injury in tables and graphical
and that promote positive displays to describe typical
relationships. weather conditions
j) Explain the health expected during a
consequences of not particular season
 following safety practices
for recreational activities.

Science & Engineering Practices: (You must tie engineering practices into your
plan)
● Obtaining, Evaluating, and Communicating Information
● Planning and Carrying Out Investigations
● Developing and Using Models

Possible Preconceptions/Misconceptions:
● Students may falsely record measurements
● Misinterpreting a weather instrument
● Students may not know how weather is caused

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant
events are awesome to use here)

Opening Questions: What do the weathermen tell you on the weather channel? Do
you know what a person is called when they study weather?

Science Journal Entry: Write any words down that you know correlate with weather.
https://www.pinterest.com/tishasermons/science-weather/

Show a Brainpop on all of the weather instruments.

https://www.brainpop.com/science/weather/

Make connections between what a meteorologist does and what needs to be done
before they can make their weather predictions.
This will engage students into the information and help them make connections with
all of the weather instruments and weather forecasts.
Weather Instrument worksheets:
https://www.teacherspayteachers.com/Product/Weather-Instruments-Worksheet-
Sorting-Activity-PRINT-AND-DIGITAL-4932382?
st=5d8ff8d4ae6ce41653d989289649a00c

https://www.ncps-k12.org/cms/lib8/CT01903077/Centricity/Domain/338/
WeatherInst.pdf

Day One: 1 Hour

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying

Questions:
Start day two (1 Hour) with an intro video of a meteorologist making a weather
prediction/forecast.
https://weather.com/forecast/national/video/national-forecast
Introduce the assignment, and explain that students will be making their own weather
predictions, using weather instruments.

Foldable worksheet on weather instruments:

https://www.teacherspayteachers.com/Product/Weather-Instruments-Interactive-
Notebook-Page-3103099?gclid=CjwKCAjwoduRBhA4EiwACL5RP7gj2yJh0-
JzB57QSmxRya16AYM_8RaP2hSSTNE0KbQkXzpuj-YAnhoCKs0QAvD_BwE

Students should spend the rest of class picking an area that they want to do their
forecast on, they should take notes in their science journals about their area, the
weather that typically occurs there, and the weather forecast for the next week.

What is a weather forecast? What does a barometer measure? What county/city will
you be making weather predictions for?

EXPLAIN: Concepts Explained and Vocabulary Defined:

Concepts of measuring weather and the importance of weather instruments.
Students will be able to explore with the weather instruments, and how each of them
are used. Teachers will have students create weather forecast using the knowledge
they have learned about weather instruments, and how weather occurs.
Vocabulary:
Meteorologist: an expert in or student of meteorology; a weather forecaster.
Forecast: predict or estimate (a future event or trend).
Weather Instruments: thermometer, hygrometer, anemometer, barometer, rain gauge,
and the wind vane.
ELABORATE: Applications and Extensions: Students will be recording their
forecast using their

Chromebooks and other materials they may add. If needed, a student can choose to
report on more than one area. Their original recording should be in between 3 and 6
minutes, once they have that information, then they may add more. (1 Hour)

EVALUATE: Students will be evaluated on their final presentation of their weather

forecast.

Formative Monitoring (Questioning / Discussion): Formative grades include

completed worksheets, and entries in science journal. Continue to discuss what is
expected, and the use of the weather instruments, and how their used to produce a
weather forecast.

Summative Assessment (Quiz / Project / Report) (Include a rubric): A report/video

recording of students presenting a weather forecast, referring to weather instruments
and ways that they are predicting said forecast.

https://docs.google.com/document/d/
1Xwa7DEijHBSWweN5Fmcjqb_4myKJEUXmXSPKkJCMWb0/edit?usp=sharing

Plan for differentiation: (Be sure to specifically address the following learners)
Students with high-incidence disabilities (e.g., autism, ADHD, mild learning
disorders) Students may draw weather patterns, and measurements instead of
having to record a forecast. If the public speaking sparks anxiety, students may
just let me see their forecast instead of letting the whole class see it. Students
with learning disabilities may submit photos of said weather instruments and
the weather that they measured.
ELL Students may watch weather forecasts in their understood language, and
present to their ability. Pictures and translated vocabulary will be provided for
those who need it. Brainpop ESL is also provided for those they may need a
translation.
Gifted learners Once gifted learners have completed their assignment, they
may further research other ways to track weather, like weather maps, and
research other responsibilities meteorologists have.

Elaborate Further / Reflect: Enrichment:

How will you evaluate your practice? I will evaluate my practice by seeing how
much effort is put into students' video recordings, as well as their notes and
worksheets. Students will show their interest in the weather, and if they are not,
they may find interest in recording/editing their video for the presentation.
 Where might/did learners struggle in the lesson? Learners may struggle telling
the difference between the different weather instruments. There are certain
ways to measure weather patterns and students may struggle measuring
correctly.
How can the lesson be strengthened for improved student learning? This
lesson could be strengthened by testing on weather instruments before
introducing students to forecasting.
Did the lesson reflect culturally sustaining pedagogies? If not, how can this be
enhanced? If not, this lesson could be enhanced with more reading, for greater
understanding.

Materials Required for This Lesson/Activity

Estimated
Quantity Description Potential Supplier (item #)
Price

30 (Class Clip Boards Amazon 35.95

Set)

20 (2 Thermometers Amazon 16.46 x 2

sets of
10)

24 (2 Hygrometer Amazon 21.99 x 2

sets of
12)

4 Rain Gage Amazon 12.49

4 Barometer Amazon 13.99

1 Anemometer Amazon 29.99

1 Wind vane Amazon 26.89

48 Pencils Amazon 10.99

1 Paper Amazon 12.29

School Brainpop Subscription Brainpop 1,695

Wide

School Brainpop ESL Brainpop 545

Wide