Lesson Plan

Portfolio Project
Hannah Zetterholm

GLG 202
Summer Semester
Bruce Low
 Table of Contents
KINDERGARTEN

Content Area: Weather and Climate

Performance Expectation: K-PS3-1 Make observations to determine the effect of sunlight on
Earth’s surface.
-Learning about the Sun
Students will be exploring how heat can come from the sun by doing an
experiment with melting ice cubes. (includes worksheet)

Content Area: Interdependent Relationships in Ecosystems: Animals, Plants and Their

Environment
Performance Expectation: K-ESS3-1 Use a model to represent the relationship between the
needs of different plants or animals (including humans) and the places they live.
-Habitats
Throughout this unit, the students will learn about the animals that live in the
habitats that are in the ocean.

Content Area: Weather and Climate

Performance Expectation: K-ESS3-2 Ask questions to obtain information about the purpose of
weather forecasting to prepare for, and respond to, severe weather.
-What is the Weather?
The students will compare weather data to an actual weather forecast. (includes
worksheet)

First Grade

Content Area: Space Systems: Patterns and Cycles

Performance Expectation: 1-ESS1-1 Use observations of the sun, moon, and stars to describe
patterns that can be predicted.
-Objects in the Sky
The students will observe the objects in the sky and record their observations in
their science journals.

Second Grade

Content Area: Earth’s Systems: Processes that Shape the Earth

Performance Expectation: 2-ESS2-3 Obtain information to identify where water is found on
Earth and that it can be solid or liquid
 -Bodies of Water
The students will be able to define different types of the bodies of water that are
found on earth.

Content Area: Earth’s Systems: Processes that Shape the Earth

Performance Expectation: 2-ESS2-2 Develop a model to represent the shapes and kinds of land
and bodies of water in an area.
-Landforms
The students will differentiate between three different types of landforms.

Content Area: Weather and Climate

Performance Expectation: 2-ESS1-1 Use information from several sources to provide evidence
that Earth events can occur quickly or slowly.
-Wind
The students will determine why the wind blows and how it transitions from slow
to fast. (includes worksheet)

Third Grade

Content Area: Weather and Climate

Performance Expectation: 3-ESS3-1 Make a claim about the merit of a design solution that
reduces the impacts of a weather-related hazard.
-Rain
Students will learn about the instruments that a meteorologist would use to study
weather patterns, leading to more scientific forecasts. They will work in groups to make a rain
gauge to document rain precipitation. (includes worksheet)

Fourth Grade

Content Area: Independent Relationships in Ecosystems

Performance Expectation: 4-ESS2-1 Make observations and/or measurements to provide
evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
-Erosion
The students will discover how water erodes land. Also, they will learn about how
when the water erodes, it can change the physical environment around them. (includes
worksheet)
Fifth Grade

Content Area: Earth’s Systems

Performance Expectation: 5-ESS2-1 Develop a model using an example to describe ways the
geosphere, biosphere, hydrosphere, and/or atmosphere interact.
-Layers of the Atmosphere
The students will build a model of the layers of the atmosphere. (includes
worksheet)
Learning about the Sun

Content Area: Weather and Climate

Performance Expectation: K-PS3-1 Make observations to determine the effect of sunlight on

Earth’s surface.

Name: Hannah Zetterholm

Grade Level: Kindergarten

Time Needed: 40 mins

Source (s):
● https://betterlesson.com/lesson/640047/exploring-the-sun?from=search

Overview of Lesson Plan: Students will be exploring how heat can come from the sun by doing
an experiment with melting ice cubes. The lesson fulfills the NGSS by helping students learn
about the properties of the sun.

5E Instructional Model:

Engage: The students will start this lesson outside. The students will get into a circle and say one
description of the weather outside and how the sun is affecting them. Then, they will go back
inside and begin an investigation.

Explore: They will describe how the sun is a source of heat. The students will not receive
background information before this lesson, so that I can see what they will learn, specifically,
from this lesson. This will allow students to make connections to the ideas that will be taught
later in the lesson.

Materials Needed Per Group:

● 1 sunny day
● 1 ice cube per student in a zipper plastic bag
● Ice cube melting recording sheet

Safety Considerations: There are no safety concerns for this lesson.

Procedure:
Before the experiment:
1. The students will each receive a recording sheet and will be told to put their names on the
top of the sheet.
2. At their table, they will each receive an ice cube in a plastic bag. They are not allowed to
touch the bag.
3. I will explain to the students that they should be looking at the ice and then should draw
what the ice looks like.
4. After the students are finished with their ice cube drawing, they will be told to make a
prediction about what will happen if this ice cube is placed in the sun for 30 minutes.

During the experiment:

1. The students will go outside.
2. Then, they will put their ice cube into the sun.
3. I will put one ice cube in the shade. I will explain to the students that while they are
putting their ice cube in the sun, I will be putting mine in the sun.
4. Then, as a class, we will all go back inside. During the 30 minutes, as a class, we will go
and check on the ice cubes a couple of times to see if there is any change to the ice cube.
5. After the 30 minutes are finished, the students will come back outside again to get their
bag.
6. The students will get their recording sheet back out and draw a picture of what the ice
looks like.
7. I will show the students the ice cube that I placed in the shade. The students will have to
write down why they think their ice cube melted when placed in the sun, and why my ice
cube did not melt when it was placed in the shade.
8. Students will analyze this data and use all of their observations, so that they can write
down an explanation.

Explain:
Discussion Questions:
● How does sunlight affect the earth’s surface?
● Is sunlight a source of heat?
● What was the difference between the sunlight and the shade?
They will be taught lecture material on how the sun affects the earth’s surface. Then, they will
discuss the activity and how sunlight is a source of heat. Also, they will discuss how shade is
different from sunlight and how the temperature might be different between the two.

Elaborate/Extend: Students will do the same experiment, but on a cloudy day, and they will
record their observations. The students then are able to see how the clouds protect the sunlight
from going directly onto the earth. After the experiment is done again, the students will discuss
this as a class and will figure out why this might be different from direct sunlight.

Evaluate: This will be a discussion and written assessment. They will discuss with a partner
which allows them to apply the knowledge that they have learned in a practical application. For
example, I will say to the students I picked up a lemonade to bring to the park. Where is a good
place for me to keep this lemonade so that it doesn’t heat up? Then, they will discuss this
question with their neighbor. After the students share with their neighbor, they will have the
chance to share with their class.
After everyone shares with the class, the students will go back to their seats and draw a
picture of their practical application. They will draw a picture of where I should keep my
lemonade to keep it cold. This will show what they learned throughout the lesson and will make
sure that they all paid attention during the class discussion.
Ice cube melting recording sheet:
Habitats

Content Area: Interdependent Relationships in Ecosystems: Animals, Plants and Their

Environment
Performance Expectation: K-ESS3-1 Use a model to represent the relationship between the
needs of different plants or animals (including humans) and the places they live.

Name: Hannah Zetterholm

Grade Level: Kindergarten

Time Needed: 45 Mins
Source (s):
● https://betterlesson.com/lesson/637551/oh-to-live-in-the-ocean?from=search
● Growing Up Wild

Overview of Lesson Plan: Throughout this unit, the students will learn about the animals that
live in the habitats that are in the ocean. This lesson fulfills NGSS by talking about what the
animals need to survive the habitats.

5E Instructional Model:

Engage: This section includes a song, discussion, and a book to engage the students.
1. Students will begin by singing a song about who lives in the ocean. This song is the tune
to “The Farmer in the Dell.” The song is:
A sea sponge lives in the ocean.
A sea sponge lives in the ocean.
Hi ho, did you know,
Does a sea sponge live in the ocean?

A jellyfish finds the sponge.

A jellyfish finds the sponge.
Hi, ho, did you know,
Do jellyfish find the sponge?

(Add other ocean animals in the same way, ending with the diver.)

A diver finds them all.

A diver finds them all.
 Hi ho, did you know,
A diver finds them all?

2. I will have all the students continue sitting down. I will draw on the whiteboard a big
circle with the word Ocean in the middle. The students will have to brainstorm as a class
what animals live in the ocean. After the kids think about some animals, I will have the
students think about some plants that live in the ocean. For example, they may say
seaweed and coral. Then, I will review the chart with the kids and tell them we will learn
more about this topic in a couple of minutes.

3. I will start by having the students participate in a “picture walk” through the book,
“House of a Hermit Crab.” By doing this, they can focus on the meaning of the words
when they are read to them, instead of just focusing on the pictures. I will then ask, “How
do you think everything we saw in these ocean pictures helps to make the best habitat for
the animals we saw?” The class can then discuss the question. The book will be read to
the students. After the book is read, the students will discuss as a class what some certain
animals need to survive the habitat.
Explore: For this activity, students will be asked to sort animals into the correct pile and to
create an animal and their habitat.

Materials Needed Per Group:

● An envelope filled with animal pictures
● Construction Paper
● Paint
● Crayons
● Googly Eyes

Safety Considerations: There are no specific safety concerns.

Procedure:

Each group will receive an envelope filled with animal pictures. There will be two piles
that the students will need to sort the pictures into the ocean and not the ocean. The students in
the group will take turns of who gets to decide if the animal lives in the ocean or not. Before the
student decides, the table should discuss the features of the animal and why the ocean is the ideal
habitat for them. After each group goes through the animal pictures, I will go through them with
the entire class and will take time explaining why the animal lives in the ocean.

After the group activity, each can be challenged to sort the pictures and then create their
own animal and that animal’s habitat. ( This will be part of the evaluation)

Explain:
Discussion Questions:
● Why do animals and plants need habitats to survive?
● What do animals and plants need to survive?
● How do animals and plants adapt to their environment?

The students will be taught this through activities and books. The books will be able to help
teach the students the relationship between the needs of different plants or animals (including
humans) and the places they live. We will talk about humans later on in the elaborate section.

Elaborate/Extend: During this phase, students will be asked the questions, “How have humans
adapted to the earth?”, and “What do humans need to survive?” They will compare this to the
ocean animals.
After the students are asked this question, they will have 5 minutes to discuss this with their table
group. The entire class will then discuss this topic.

Evaluate: This will be a project assessment. The students will create an ocean scene and they
will receive a sheet of animals. Some animals will be ocean animals and some will not. The
students will then glue the animals in the proper place, where they would be if they were in the
ocean. For example, a crab would be glued to the ocean floor. As the students are working on
this project, I will ask them individual questions about what they are in the process of doing.
After everyone is done, I will go over the ocean scene animals one by one to make sure everyone
fully understands the material. This activity will show their understanding of the lesson through
practical application.
What is the Weather?

Content Area: Weather and Climate

Performance Expectation: K-ESS3-2 Ask questions to obtain information about the purpose of
weather forecasting to prepare for, and respond to, severe weather.

Name: Hannah Zetterholm

Grade Level: Kindergarten

Time Needed: 40 mins
Source (s):
● https://betterlesson.com/lesson/636219/exploring-weather-one-two-three-forecast?from=s
earch
● https://betterlesson.com/lesson/639475/exploring-weather-one-two-three-forecast-part-2?
from=search

Overview of Lesson Plan: The students will compare weather data to an actual weather
forecast. This fulfills the NGSS by teaching the students how a weather forecast can help us
survive.

5E Instructional Model:

Engage: This section of the lesson includes a video and a discussion.

1. Students will begin this lesson by watching the video, “Introduction to Weather'', made
by generationgenius.com. This video explains that weather can show us what the sky and
air around us are like, the different types of weather, and how scientists can predict the
weather by understanding patterns.
2. After watching the video, students will be participating in a class discussion. I will ask
them the five questions that are linked underneath the video on the website. We will
discuss each question as a class.

Explore: For this activity, students will be asked to compare weather data to an actual forecast.

Materials Needed:
● Data set worksheet
● Pencil
Safety Considerations: There are no safety concerns for this activity.

Procedure:
1. The students will be given a data set worksheet. They will have to fill out this worksheet
based on the weather conditions that have happened throughout the three days.
2. After all the students finish filling out the worksheet, I will go over each day and what
weather conditions happened. This would be a good thing to do because some students
may have forgotten what the weather was like.
3. Once as a class we have gone over the worksheet, I will pull up the big screen on what
the weather has been like each day for the weather forecast. *The teacher will have to do
some planning before, and make sure to screenshot the weather forecast each day. As a
class, we will go through the weather each day to see if it has matched up to what the
meteorologist has said.
Explain:
Discussion Questions:
● What does a weather forecast do to help us survive?
● How does a weather forecast make my environment safer?
● Why is it important to know about future weather?

We will answer these questions during the engagement and exploration activity. Also, there will
be class discussions following each of the activities. There will be themed books available for the
students to read.

Elaborate/Extend:

The students will be given a weather forecast chart to take home for the weekend. They will
record the morning, afternoon and evening weather. To record the weather, they will simply draw
a picture of what it looks like. For example, it is sunny, they will draw a sun and if it is stormy,
they will draw dark storm clouds. Everyone will bring them back to school on Monday and we
will compare the different charts each student made.

Evaluate:

This will be a project based assessment. The students will create a weather scene out of
construction paper and colored pencils. Each student will be given a cutout person. Based on the
weather scene that they chose, they will color how the person should dress appropriate to the
weather. For example, if it is sunny out, they may color shorts and a shirt onto the person.
Objects in the Sky

Content Area: Space Systems: Patterns and Cycles

Performance Expectation: 1-ESS1-1 Use observations of the sun, moon, and stars to describe
patterns that can be predicted.

Name: Hannah Zetterholm

Grade Level: 1st grade

Time Needed: 70 mins
Source (s):
● https://betterlesson.com/lesson/632116/our-sky?from=search

Overview of Lesson Plan: The students will observe the objects in the sky and record their
observations in their science journals. This fulfills the NGSS by having the students do the
investigations by themselves and the students will be using hands-on observations.

5E Instructional Model:

Engage: The students will be referring to an anchor chart about the earth and solar system. As
the class looks at this chart, I will be asking them questions.
The question is:
● In the solar system, what objects do you think you might see?

Then, I will go over a list of what scientists do. I will ask the students if I missed anything. After
we go over the list, I will explain to the students that we will pretend to be scientists today by
observing and asking questions.

All things that the students observe should be recorded in their science notebooks.

Explore: The students will observe the sun by using their five senses.

Materials Needed Per Student:

● Science Journal
● Pencil
● Sunglasses
Safety Considerations: The students are told not to look directly at the sun because it could hurt
their eyes.

Procedure:
1. The class will bring their science journal with them outside. I will explain how we are
going to observe the sky during the day.
2. I will explain to the students that we are going to use our sight for this observation.
Before they look at the sky, they should all put on their sunglasses and I will explain to
them why it is important that we do not look directly at the sun. This will protect their
eyes.
3. They are going to record in their science journals what they see in the sky during the day?
4. After they record in their journals, they will compare with their assigned group what they
saw in the sky. If they forgot to add anything, they should do this at this time. All of these
drawings should be accurate of what the day sky looks like. They should be noticing
where all of the objects are located and what they look like.

Explain:
Discussion Questions:
● Why are these objects in the sky important?
● What is in the sky that surprised you?

We will answer these questions during a class discussion. The class will work together to make a
sky observation chart, one side will say day and the other side will say night. There will be books
available for the children to look at to further their understanding.
Elaborate/Extend:
Each student will have an at home assignment. They will each fill out an observation sheet for
the night sky. The next day, they will bring these observations back to class, so that as a class we
can fill out the chart.
Evaluate:
For this section, the students will be doing a written assessment. After the students have learned
everything they need to know about what is in the sky, I will have them do another journal entry.
They will answer the question again, “What objects can you observe in the sky?” When writing
this journal, they should have words and illustrations included.
Bodies of Water

Content Area: Earth’s Systems: Processes that Shape the Earth

Performance Expectation: 2-ESS2-3 Obtain information to identify where water is found on
Earth and that it can be solid or liquid.

Name: Hannah Zetterholm

Grade Level: 2nd grade

Time Needed:
Source (s):
https://betterlesson.com/lesson/631459/the-earth-is-mostly-water?from=search

Overview of Lesson Plan: The students will be able to define different types of the bodies of
water that are found on earth. The Next Generation Science Standards is fulfilled by having the
student know the distribution of land and water on our earth.

5E Instructional Model:

Engage: The class will begin a TQL chart. *(T: Think we know, Q:Questions, and L: what was
learned in the unit) Students will begin this chart by sharing what they think they know about the
oceans and the continents. Then, a video will be shown.
https://jr.brainpop.com/socialstudies/geography/continentsandoceans/

After the video, students will research the continents a little more by looking at books and
websites. They should be comparing and contrasting the different continents and oceans. Each
student will find 3 facts that they would like to share with the class.
The class will finish filling out the chart later in the lesson.

Explore: In this section of the lesson, the students will be learning about the ocean and
continents while cutting them out and glueing them in the correct place on the construction
paper.

Materials Needed Per Group:

● Scissors
● Oceans and Continents to cut out
● Blue construction paper
● Glue stick

Safety Considerations: The students will be taught how to be careful with scissors.

Procedure:

1. Each student will receive a map worksheet that will include the oceans and the continents
and a piece of blue construction paper.
2. The students will cut out the oceans and continents, and then put them onto the blue
construction paper. They should be able to glue the oceans and continents into the correct
place.
3. Then, the students will talk with their tablemates about the placement of their maps.
4. After this is discussed, the students will glue the oceans and continents on the blue
construction paper.
5. Finally, the students will color each ocean blue and pick a different color for each
continent. This will be done, so that it is each to differentiate between the continents.
They will label a key with the different colors matched with the continent.

Explain:
Discussion Questions:
● What might be the same or different about different continents?
● Do they all look alike or different?

As a class we will learn about these topics during class. The class will work together to make a
TQL chart to learn about the oceans and the continents. The students will watch a video that will
share more about this topic.
Elaborate/Extend:

I will have the students pick out one continent. Each student will get to research the one
continent they choose with books or an IPad. Then, they will pick five interesting facts about
their continent to share with their groups of four.

Evaluate: Each student will be asked to draw an illustration about something they learned about
an ocean or a continent. This will be a project-based assessment, so I can see if the student
understood the lesson.
Landforms

Content Area: Earth’s Systems: Processes that Shape the Earth

Performance Expectation: 2-ESS2-2 Develop a model to represent the shapes and kinds of land
and bodies of water in an area.

Name: Hannah Zetterholm

Grade Level: 2nd grade

Time Needed: 65 mins
Source (s):
● https://betterlesson.com/lesson/631670/shapes-of-the-land?from=search

Overview of Lesson Plan: The students will differentiate between three different types of
landforms. The NGSS are fulfilled by creating a model of the shapes of the land and bodies of
water in an area.

5E Instructional Model:

Engage:In this section, the students will be learning a song about how maps can show us where
to find land forms, and then they will be watching a video about the different types of landforms.

Song: https://www.youtube.com/watch?v=5Kgpo_YD7xI

Types of landforms: https://www.youtube.com/watch?v=wQnCyCAF_BY

Then ss a class, we will be coming up with a list of landforms.

Explore: The students will be making a clay landform map to show the three different types of
landforms.

Materials Needed Per Group:

● 1 cup of flour
● 1/2 cup of water
● 2 tablespoons of cream of tartar
● 1/2 cup of salt
● 2 tablespoons of oil
● Ruler
 ● Measuring Cup
● Spoon
● Bowl
● Geophysical Map

Safety Considerations: There are no safety concerns for this exploration activity.

Procedure:

1. The students should be split into groups of four.

2. Each table will receive a bowl, a measuring cup and a spoon. I will show them each how
to use the measuring cup with the marks on the side of it.
3. Each of the students will have a recipe in front of them while they make the clay. We
will read the recipe in the class, each student will get to put an ingredient into the bowl
that is within their table group.
4. I will pour in the water after all the ingredients have gone in, since it is going to be too
hot.
5. Once the water is poured in, the students should begin taking turns to stir the ingredients.
6. Once the dough is like play doh, the students are going to leave the clay on the table.
7. The students will look at the list of landforms that we have created: mountains, hills,
shoreline, islands, lakes, peninsulas and valleys. If the students choose to create an island
or peninsula, they should think about whether there might be any hills on the landform. If
they are creating a shoreline, there might be cliffs or hills and it could be flat or rocky.
8. Each group will then start to create their own landform. They will think of a state, and
then look at a geophysical map of that state to see what landform they could create within
that state.
9. They will use rulers to measure how big they want their mountains, islands, etc. to be.
The landform should be true to size.

Explain:
Discussion Questions:
● What are the different landforms?
● What do the landforms look like?
● What are the landforms made of?

We will answer these questions during class while teaching the lesson. The class will work
together to make a list of the landforms and to research geophysical maps to create the accurate
landforms.
Elaborate/Extend: The class will look at the landforms, specifically of Michigan. Each group
will come up with a list. After the list is formed, they will each share out with the class. Each
group will pick one landform on the list. They will research this landform together; what it looks
like, where it is in Michigan, and how it was formed. After the groups research this, they will
share out to the class.

Evaluate: The words mountain, river, lake, shoreline and island will be written on the
whiteboard. The students will pick three of these words to write in their science journals. The
students will write their own definition of the word, what it means, and then they will draw a
picture of what the word it represents. These journals will be a written assessment and they will
show me what the students learned from today’s lessons.
Wind

Content Area: Weather and Climate

Performance Expectation: 2-ESS1-1 Use information from several sources to provide evidence
that Earth events can occur quickly or slowly.

Name: Hannah Zetterholm

Grade Level: 2nd Grade

Time Needed: 85 mins
Source (s):
● https://betterlesson.com/lesson/632831/what-is-wind?from=search

Overview of Lesson Plan: The students will determine why the wind blows and how it
transitions from slow to fast. The NGSS would like the second graders to be able to understand
that wind can change the face of a landform, either quickly or slowly over time.

5E Instructional Model:

Engage: In this section, the students will discover what wind is and create a TQL board.

First, the students will share with the class what they think they know about wind. Second, the
students will share with the class questions that they have about wind. These are the questions
that we will pay attention to as we go through the lesson.

Each group will get assigned a question that they will have to research using the internet or book.
After the students are able to answer the question, everyone will share their answers with the
class. This will get them interested in what wind is, so they will want to explore the topic more.
Explore: The students will be making a wind gauge.

Materials Needed Per Student:

● Tag board
● Ruler
● Pin
● Glue
● 2 cups
● Eraser
● Sand
● Directions Sheet

Safety Considerations: There are no safety concerns for this explore section.

Procedure:
1. Each student will be asked to get 4 tagboard strips that are 1X12, 2 different colored
small paper cups, 1 unsharpened pencil, 1 push pin, and 1 large paper cup that is filled up
with sand.
2. After each student has all the materials, they will be asked to sit back down at their desk
to wait for the next step.
3. Each student will receive a direction sheet that they will be responsible for following.
4. I will show the students how to build it first using the directions provided.
5. Next, the students will build it on their own using the directions.
a. The directions are listed below.
Explain:
Discussion Questions:
● What causes the wind to blow?
● How does the wind change intensity?
● How fast does the wind blow?

The students will answer the questions through researching the wind and making the wind gauge.
Also they will test the wind gauge outside, that will show the intensity.

Elaborate/Extend:

In this section, the students will use the wind gauges that they have built to measure the intensity
of the wind. The students will find a partner to work with. Then, the students will set their wind
gauge on the cement and count how many times the colored cup goes around, while their partner
counts to 20. Overall, we will record the wind speed in three different locations: two sheltered
and one wide open field. Then, as a class we will come inside to look at the data that we recorded
during the experiment.
Evaluate:

The students will be given a paper wind assessment. They will have to check off the facts that
have to do with wind. The facts that don’t have to do with wind, the student will leave blank.
This will show if the students understand what wind is.
Rain

Content Area: Weather and Climate

Performance Expectation: 3-ESS3-1 Make a claim about the merit of a design solution that
reduces the impacts of a weather-related hazard.

Name: Hannah Zetterholm

Grade Level: Third grade

Time Needed: 51 mins
Source (s):
● https://betterlesson.com/lesson/635366/how-much-has-it-really-rained?from=search

Overview of Lesson Plan: Students will learn about the instruments that a meteorologist would
use to study weather patterns leading to more scientific forecasts. They will work in groups to
make a rain gauge to document the rain precipitation. This fulfills the NGSS by showing students
that they can take steps to reduce the impacts.

5E Instructional Model:

Engage: This section of the lesson, I will show the students a song about precipitation and then
ask them a question. Also, the students will discover how a rain gauge works, and they will pay
close attention to the design.

The students should watch the video one time through. After they watched the video once, they
will watch it again, while singing it.
Link to the song: https://www.youtube.com/watch?v=jofRqD7m4tQ

The question that I will ask to the students is, “Did you ever wonder how much it has rained?”
I will choose one student to lead the class discussion. I am hoping that the whole class will get
involved in this conversation. I will lead the students to not just talk about Michigan, but the
entire country.
*Fun fact it rains the most in Hawaii.

The class will work together to see how a rain gauge works. We will look into how it helps us
measure precipitation. I will have them use their Ipads and books to research more about how a
rain gauge helps us. Also, we will watch a video that explains this topic better. This will help the
students understand the design of this instrument, so that they are able to build and design their
own.

Link to video: https://www.youtube.com/watch?v=JVOxLrMaWA8

Explore: The students will be challenged to make a design of a rain gauge. They will be given
materials and then will have to decide how to make the instrument.

Materials Needed Per Person:

● 1 plastic water bottle
● Scissors
● Small bowl
● Ruler
● Marker

Safety Considerations: The students will be told scissor safety before participating in this
activity.

Procedure:

1. I will not be providing instructions on how the rain gauge is made. The students will have
to be able to make their own based on what the class discussed and by the different
videos we had watched.
2. When giving out the water bottle, it should be uncut. This challenges the students to think
critically on what the shape of the rain gauge should look like.
3. The students will start this challenge by filling out a focus page worksheet, this lets the
students write down any ideas they may have in order to make it.
4. They will need a ruler and marker to write any measurements on the bottle.
5. If the design does not come out to the students liking, they are able to rework the design.
Explain:
Discussion Questions:
● How does a rain gauge measure precipitation?
● How do meteorologists use these instruments to observe and document weather patterns?

The students will answer the questions in class though the discussions. Also, the students will be
watching videos and reaching through their IPas and books that are given to them.

Elaborate/Extend:

I will look ahead at the weather to see when it will rain next. The students will put their rain
gauge out the night before it rains. In the morning, we will retrieve the rain gauge from the grass.
The students will each get a chance to measure how much rain we received. After the students
measure the precipitation, as a class we will compare the answers.

Evaluate:

I will be having the students fill out a rain gauge evaluation. They will draw their final design
and label the different parts of it. After they draw the design, they will answer the questions that
are given on the worksheet. This is a good self evaluation for the students to do after the work is
done and is a good written evaluation to show what they learned throughout the unit.
Erosion

Content Area: Independent Relationships in Ecosystems

Performance Expectation: 4-ESS2-1 Make observations and/or measurements to provide
evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Name: Hannah Zetterholm

Grade Level: 4th Grade

Time Needed: 60 mins
Source (s):
● https://betterlesson.com/lesson/619746/rain-on-land

Overview of Lesson Plan: The students will discover how water erodes land. Also, they will
learn about how when the water erodes, it can change the physical environment around them.
This fulfills the NGSS by showing how living things affect the physical characteristics of their
regions.

5E Instructional Model:

Engage: In this section of the lesson, students will be discussing any experiences that they have
had with the rain with their group. If they would like to share with the class, they will be given a
chance to do so.

After the discussion, the students will watch a short video explaining how water erodes land.
This will help explain what happens in complete detail, while showing examples of land that this
has happened too.

Link to video: https://www.youtube.com/watch?v=qqsTS67BKmA

Explore: The students will create a model of rain in their stream tables.

Materials Needed Per Group:

● Stream table
● Water bottle
● Sprinkler head for water bottle
● Lab report form
● Bucket
 ● Absorbent pads
● Pencil

Safety Considerations: There are no safety concerns for this lab.

Procedure:
1. The students will be given a rain on land recording sheet. Also, I will show a copy on the
document camera.
2. I will review the procedures for the lab.
3. The students will follow the directions that are given to them. The teacher will help them
along the way if they have any questions about it.
4. There will be questions for the students to answer individually after the lab is over with.
Explain:
Discussion Questions:
● How does water alter the land?
● How does erosion affect the physical environment?

The students will be answering these questions through watching videos and a class discussion.
They will also be participating in a land erosion experiment.

Elaborate/Extend:
The students will be doing the same activity, except they will be using sand and gravel instead of
soil. They can change up the atmosphere as they see fit and design it how they choose too.
This will give the students a chance to see how water not only affects soil, but how the water can
affect sand and gravel too.

Evaluate: The students will be completing a written assessment to show what they have learned
throughout the lesson. The students will review some vocabulary that was used during the lesson
and they will review the water cycle definitions.
In the front of the class, I will display the vocabulary words:

1. Precipitation
2. Condensation
3. Transpiration
4. Collection
5. Evaporation
6. Percolation
7. Surface Runoff
8. Erosion
9. Deposition

Each student will receive dice. They should roll the dice one time for each vocabulary word that
is displayed. They will look at the dice vocabulary game chart to correspond to what they have to
write down for the vocabulary word. They will be writing everything in their science journals.
Layers of the Atmosphere

Content Area: Earth’s Systems

Performance Expectation: 5-ESS2-1 Develop a model using an example to describe ways the
geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Name: Hannah Zetterholm

Grade Level: 5th grade

Time Needed:
Source (s):
● https://betterlesson.com/lesson/631863/1-up-up-and-away-exploring-the-layers-of-the-at
mosphere?from=search

Overview of Lesson Plan: The students will build a model of the layers of the atmosphere. This
lesson fulfills the NGSS by having the students assimilate the components and interactions
between the atmosphere and the hydrosphere that cause weather systems to occur. Also, what
causes them to change in specific areas.

5E Instructional Model:

Engage: The students will be participating in a discussion, and a card sorting activity.

I will explain to the students what the atmosphere is made up of. The students then will
participate in a card sort activity, they will have to identify the five main layers of the
atmosphere. This will be good, so that I can see what they know before I teach them the rest of
the unit.

Next, they will each get a layer of the atmosphere worksheet and a bag that has atmosphere
descriptors cards. They will arrange the cards under the layer of the atmosphere that they think
matches up too.

The students will talk with their table mates about the placement of their cards and why they
placed it in that atmosphere. This will then lead into the exploration activity.
Explore: The students will create a model of the five layers of the atmosphere.

Materials Needed Per Group:

● 5 different colors of rice
● Cylinder Container
● Worksheet
● Pencil

Safety Considerations: There are no safety concerns.

Procedure:
1. Each group of students will be given a worksheet with the different layers of the
atmosphere measured out.
2. They will place this sheet into the cylinder that is given to them.
3. Then, the students will take turns pouring the different layers of colored rice into the
cylinder.
4. The students will record their observations in their science notebooks.

Explain:
Discussion Questions:
● What are the different layers of the atmosphere?
● Where does the weather take place in the atmosphere?
● Why is the temperature different between the different atmospheres?

The students will answer these questions during the different activities planned out for them
during the lesson. There will be books available for the students to have a chance to learn more.

Elaborate/Extend:
The students will be asked, “Imagine going to space. How do you think the atmosphere
changes if you pass though it to reach space?” This question will get the students to think back to
the model that they previously had and it now applies to a real life situation.
The students will be asked to create a vertical profile graph. Students will identify the
heights on their graph by using their model, this is good because they are able to locate each
altitude level numerically. They will be asked to write the distances between each layer. Also,
they will be asked to write, label or draw the features on the graph using the atmosphere
descriptor cards.
Evaluate:
The students will be completing a written assessment. They will be answering the
question that was asked to them previously. After, they will be analyzing their graph. Then, they
will be writing a summary based on the discussion questions.