Blended Learning Lesson Plan

Lesson Title: Weather Patterns

Objectives:
- Students will understand that weather is the combination of sunlight, wind, snow, or rain,
and temperature in a particular region at a particular time
- Students will understand that people measure these conditions to describe and record the
weather and to notice patterns overtime
State Standards:

Earth’s Systems (ESS2)

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over
time.

Context: This lesson is being taught to have students understand the concept of weather and by
it changes at various times throughout the year. Before this lesson, previous discussions of
weather should have taken place to introduce students to the idea that weather can change day by
day. Some previous knowledge students should discuss during this lesson are their ideas about
the seasons, diverse types of weather, and the correlation of weather types and seasons. After this
lesson, students will be able to understand why the seasons and weather change in correlation to
the Earth's rotation.

Data:
The students will be divided into 3 separate groups for the stations. The students could be placed
in these groups at random or based on a previous reflection of what each student knew about
each season. After examining each reflection the teacher could then put students with seasons
they knew less information about to expand their ideas and thought processes about each season
going through each station. For example: The green group could be for students who struggle
with identifying spring/summer qualities, the blue group could be for students who struggle with
identifying winter/fall qualities, and the orange group could be for students who understand a
grasp on all 4 seasons' weather qualities. The teacher will gather data from these groups for
future assignments on how the students work collaboratively with each other and build on each
other's ideas.
Materials:
Part Of Lesson Materials Used Links
Introduction Blank poster paper with a https://www.youtube.com/
“season” written at top (by watch?v=Iisj2kTZIFs
teacher), markers, crayons,
Teacher Directed Poster paper, markers, laptops https://www.youtube.com/
watch?v=IZCHM7Yn5Wk
Collaborative A bin with many diverse N/A
types of clothing and props
for a variety of weather types
EX: rainboots, mittens,
sunglasses, jackets, snow,
goggles, beach towels, fake
flowers, etc.
Independent Digital Individual laptops/tablets https://www.tinytap.com/
activities/g4604/play/types-
of-weather
Closure N/A N/A

Introduction (20 Minutes)

Students will come into the classroom and be directed to a specific table. Four tables will have a
poster with a seasonal label on the top. With markers and crayons, the teacher instructs the
students to draw the types of weather and symbols the season at their specific table correlates
with. Students will use previous knowledge and ideas to produce the drawings on the posters.
After all students are done with the drawings, the teacher will hang up the posters on the wall
and present them to the class asking each group why they decided to put those specific symbols
on the poster. The class will then be redirected to the carpet and Jack Hartmann's Four Seasons
Song will be played expanding on the idea of how the weather changes during the seasons. The
teacher will then put the students into their correlating three groups of either green, blue, or
orange. The green group for students who struggle with identifying spring/summer qualities, the
blue group for students who struggle with identifying winter/fall qualities, and the orange group
for students who understand a grasp on all 4 seasons' weather qualities.

Teacher Directed Station (20 minutes)

This specific station will sit at the teacher’s table and listen to an online read-aloud of the book
Four Seasons Make A Year . The book will be on individual laptops facing the students.After the
book is finished playing the teacher will ask the students to list all the types of weather they saw
throughout the book, write down each type on poster paper EX: rain, rainbow, sun, snow, wind,
etc. The students will then work together with the teacher to categorize each weather quality they
wrote into a time of season. This station is especially important to the children who are having a
difficult time identifying the weather qualities in specific seasons because the teacher has an
opportunity to work one-on-one with the students who are struggling.

Collaborative Station (20 minutes)

When the students get to this group they will each pick a piece of paper with either a different
weather type or season written down with a number on the other side. The first student to do this
activity (the student who has number one) will go into a costume bucket filled with different
clothes for different weather types and dress according to the season written on their paper.
When dressed accordingly, they will show their outfit to the group as they guess the
weather/season the student is dressed for. The students dressed up will then explain why they
chose the specific articles of clothing and how they relate to their season. The student with the
number two on their paper will get to dress up next with a new season/type of weather. This will
continue until all students in the group have had a turn dressing for each season/weather type or
until the teacher has rang a bell to indicate a group switch.

Independent Digital Station (20 minutes)

The students will sit down at the designated table for this station and open laptops/tablets, if the
school does not provide individual technology the students in this group will be redirected to the
computer lab. Once on an individual piece of technology, the student will open the Types Of
Weather Game with tiny taps and complete the course. Through the online activity, students will
be meteorologists and correlate the weather types shown in a picture with an icon of 1 of the 6
different weather types shown. The students will complete this online course and write down on
a reflection paper The students will complete this online course and write down on a reflection
paper about how they identified each quality of the weather patterns. The teacher will then look
at these reflections to see how the students who struggle with identifying weather qualities have
improved or have stayed the same. They will work until they hear the teacher ring the bell to
switch groups.

Closure (20 minutes)

After all stations are completed the students will be redirected to the carpet to sit all together as a
group. Each student will go around the circle stating their favorite type of weather and what
season the weather is found in. After all the students have shared the teacher will then give a
summary of what the students have learned touching upon the idea that each season has its own
weather, there are many types of weather, weather is always changing, and appropriate dress for
different weather types.

Rational:
Four Seasons Song

The Four Seasons Song by Jack Hartmann is an example of multimedia due to the auditory
experience of vocals and instruments to create an engaging way to convey weather and seasons
to students. The song is educational with accurate graphics of weather that are visually appealing
to students. The song relates to the K-ESS2-1 standards due to its ability to convey a correct
description of multiple types of weather. Closed captions could be used on the song for hearing
impaired students.

Four Seasons Make A Year

The Four Seasons Make a Year online read-aloud is an example of multimedia due to its use of
audio, visual, text, and background music. The book Four Seasons Make a Year is useful for the
K-ESS2-1 standards due to its ability to further dive into different weather types allowing
students to easily follow along due to a chronological storyline. This is an accessible to visually
impaired students due to the in-depth and expressive storytelling.

Types Of Weather Game

The Types of Weather game is an example of multimedia due to the online connectivity,
graphics and visuals, user interface design, and interactivity. The online game relates to the
standards of K-ESS2-1 due to its ability to visually convey diverse types of weather having
students think deeper into what weather is being shown. The Types of Weather Game promotes
positive reinforcement by creating a chime when students get the answer correct and redirecting
students to try again when they get an answer wrong.