Elementary Science Lesson Plan
Lesson Identification & Learning Goal Prepared by: Anna Montague Name of MT: Carolyn Dudley Date (lesson planned): November 10, 2011 Date (To be taught): December 1, 2011 Curriculum material sources: Title: Title of the curriculum material upon which the unit is based Author: Publisher: Lesson Title: What are the characteristics of severe weather? Grade Level: First grade Learning Goals to be addressed in the lesson from the Michigan Grade Level Content Expectations (GLCEs) and the related main ideas and practices within those learning goals • S.RS.01.11- Demonstrate scientific concepts through illustrating performances, models, exhibits and activities o Main Ideas: Demonstrating their understanding through hands on activities will help them understand, remember and think deeper about the scientific content being taught. o Sort pictures that have severe weather characteristics from those that do not. • E.ES.01.23- Describe severe weather characteristics o Main Ideas: Weather that can be dangerous has specific characteristics that can be observed o Observe a variety of severe weather examples, record and analyze the characteristics observed. • Learning Goals: For the children to be able to demonstrate their understanding of what severe weather is through either collaging or categorizing pictures during their final assessment. Driving/Key Question for Your Lesson: • What characteristics of weather should you look for to determine if the weather is severe and safety precautions need to be taken?
Elementary Science Lesson Plan EPE Table addressing your learning goal (s) embodied in your central question: Experiences • Students’ own reflections of their experiences with severe weather • Stories that have severe weather in them or that talk about what severe weather is—students should be watching for similarities between the different weather characteristics and watch/listen for patterns •Have children pay special attention to the characteristics of each video shown and draw or record their responses •After watching the video clips, have them brain storm what is driving the severe weather—Record student responses on the board. Hopefully they will see/recognize patterns and be able to say what the driving characteristics of severe weather are • Show video clips of severe weather, especially severe weather that we do not necessarily experience here in Michigan (hurricanes, earthquakes, etc.) Have students compare and contrast these types of severe weather to the severe weather that Michigan has Inquiry Application Patterns • Precipitation • High winds • Lightening • Thunder • Hail • One or more of these characteristics are always present in severe weather Explanations •Severe weather has certain characteristics that can be observed. It is important to be able to recognize these characteristics so that we can seek shelter when necessary.
Elementary Science Lesson Plan Post-Assessment Task Name: Are these pictures ‘severe’ weather? Task Description: I will hold up different pictures while the students will hold a sign that says ‘yes’ or ‘no’. They will have to decide if the pictures being held up are considered severe weather or not. Each of them will be able to raise the card that either says yes or no depending on the picture that is being held up in front. Rationale: This assessment adequately assesses the GLCE’s because it is a hands on activity that will give them the opportunity to think for themselves as well as a group. This will demonstrate their understandings of the topic and tell me whether or not I have accomplished what I set out to do which was to teach that severe weather has certain characteristics that can be observed. Task Response Features that you are looking for: Model responses: If I hold up a picture of sunny weather and someone says ‘No’. They have responded correctly and will then be asked why it is not severe weather. If someone says that it is severe weather they too will be asked to give a reason. If I hold up a picture of a tornado I will expect the children to respond with the ‘yes’ card. If someone says no they will be asked to give a reason why it is not severe weather just as they will be asked to state why it is severe weather. I will collect and record data by having a chart with each child’s name and will put a check mark next to their name if they got the answer correct. This will allow me to go back to see how many people and which ones learned what I intended for them to learn during the lesson.
Elementary Science Lesson Plan Knowing Your Students In order to get a better understanding of the prior knowledge that some of the students have on severe weather I conducted three interviews in which I asked a series of four questions followed by a task in which each student was asked to draw a picture of an example of severe weather and then describe what they drew. The purposes of these questions were to see whether or not the children knew what severe weather was and what characteristics accompany severe weather. The drawing portion of the interview was necessary as students that are able to create a picture that illustrates what I was looking for truly understand the question asked. It also gives those who know what severe weather is but cannot necessarily articulate in words what it is to express their understanding through their illustrations. In order to get a good sample of the class, I chose a student from each academic level. The first question that I asked was “What does severe weather mean?” Student 1, from the low academic level, replied “I don’t know”. I then asked, “What about ‘bad weather’?” He replied “It’s like a tornado or someone can get caught in a fire, or if it’s raining or when someone gets out of prison and breaks into your house and shoots you, that is bad weather!” This indicates that he is capable of coming up with some examples but at the same time might have some confusion. The last part of his statement is clearly not bad weather but it is definitely a bad situation. Since this student was able to give examples of bad weather I think that the last part has more to do with his desire to talk about something he witnessed on TV or something else rather than his lack of understanding of bad weather. Student 2, from the middle academic level said, “Uh I don’t know” but when asked what bad weather was she said, “rain, cloud, thunder, lighting……. that’s all I have!” as examples. Student 3, from the upper academic level said that she didn’t know what severe weather was either but when asked what bad weather was she said that it’s when you are stuck in a snow storm. All three students did not understand what the word ‘severe’ weather meant but were able to give me examples of bad weather when I asked them. This indicates that I will need to introduce the word ‘severe’ to the students before the lesson. The next question that I asked was “How do you know if you are in severe weather?” Student 1 said that he knows when his mom tells him that he is in bad weather or when a siren from town goes off. Student 2 said that you will know when you feel the rain and see the lighting. Student 3 said, “Um if it’s really windy and your hair is blowing very crazy and everything was blowing very hard, and if its winter snow and ice will fall a lot and it will get up to your knees”. The response from student one shows that he does not understand what characteristics to look for to know when he is in severe weather and he must rely on someone else to inform him. Student two’s response tells me that she knows there are certain characteristics to look for however she only mentioned rain and thunder. Student three seems to have the best response which was expected. What she said tells me that she knows that wind is a characteristic of severe weather, which was not mentioned by either of the other two students. I then continued the interviews by asking for more examples of severe weather other than the ones that they have listed. None of the students were able to come up with anymore examples of severe weather other than the examples they have already listed such as rain,
Elementary Science Lesson Plan thunder, lighting, tornadoes, and snow. This tells me that when I teach my lesson I need to be sure to give other examples such as hurricanes, tsunamis, etc. The last question that I asked was what kinds of characteristics severe weather has. Again, none of the students were able to come up with an answer. I think that this may have had more to do with the wording of the question rather than their actual understanding of the content. They simply listed the same examples of severe weather that they had already listed in previous responses. This also tells me that I need to be clear when I go over the different types of characteristics to look for to know that we are in severe weather. The activity that I am having them do during the videos should help with this. At the end of each interview I asked each child to draw me a picture of severe weather. The purpose of this task was to give those who cannot articulate as well through words the chance to articulate their understanding through illustrations. Student one drew a picture of himself in a tornado with rain drops. Student two drew a picture of a ‘rainstorm’ which included clouds, lighting and rain. Student three drew a picture of her and a friend in the snow storm unable to walk because the snow was past their knees. These illustrations were another indication that they were all capable of coming up with an example of severe weather. After observing and discussing with my mentor teacher, I have found that there are several students in the classroom that have special needs. There are a few students that have Attention Deficit Disorder and have problems concentrating and staying on task. I have taken these students into consideration and have made arrangements with my co-intern to help them stay on task and focused. There are also several students in this class that have issues going on at home that affecting their learning in school. These students have been struggling with behavior and staying engaged and often need extra attention. To help these children I have come up with ways to keep all students engaged in my lesson. For example, I will call on students via Popsicle sticks to ensure that all students are actively participating, not only the students that always get to respond. I have also made cards during the video so that students have an activity to do while they are watching which will help keep these students involved in what I am teaching. Last but not least, I have given time at the end of the lesson for students to discuss with a partner about their own experiences of severe weather. This will help these students that like to chat with their peers but at the same time will help move the information that I have just taught from their short term memory to their long term memory.
Elementary Science Lesson Plan
Overview of Activity Sequence for Lesson Activity Number Activity Title Activity Summary Rationale
Story time (10 minutes)
Stories that have severe weather in them or that talk about what severe weather is— students should be watching for similarities between the different weather characteristics and watch/listen for patterns
Establish a question: What characteristics of weather should you look for to know if weather is severe and safety precautions should be taken? Explore experiences and ideas for patterns
Brief Teacher Tells (5 minutes)
Video Clips (5-10 minutes)
Students’ own reflections of their experiences with severe weather. This will be done through a class discussion. I will ask questions such as “What is severe weather?” I will call on people and ask “what kinds of severe weather have you experienced?” Have children pay special attention to the characteristics of each video shown and draw or record their responses. Each student will be given an envelope of pictures of the characteristics (Precipitation, High winds, Lightening, Thunder, and Hail) During the video they will hold up the picture that they hold up the picture in front of them. Be sure to show video clips of severe weather that we do not necessarily experience here in Michigan (hurricanes, earthquakes, etc.) Have students compare and contrast these types of severe weather to the severe weather that Michigan has
Elicit student’s initial ideas about what characteristics are present in severe weather.
Explore experiences and ideas for patterns
Group Discussion (5 minutes)
After watching the video clips, have them brain storm what is driving the severe weather—Record student responses on the
Students explain patterns
Elementary Science Lesson Plan board. Hopefully they will see/recognize patterns and be able to say what the driving characteristics of severe weather are. The activity during the video clips should help students be able to answer these I will hold up different pictures while the Students explain patterns students will hold a sign that says ‘yes’ or ‘no’. They will have to decide if the pictures being held up are considered severe weather or not. Each of them will be able to raise the card that either says yes or no depending on the picture that is being held up in front.
Assessment (5 minutes)
Lesson I-AIM functions: Establish a question Elicit student’s initial ideas Explore experiences and ideas for patterns Students explain patterns Total time for lesson: 35 minutes Materials Needed: Teacher Materials: Stories that have severe weather characteristics within them, video clips, marker and white board to record responses after they have watched videos, pictures for assessment. Popsicle sticks with each child’s name on it. Flash card for each child during story time. Student Materials: Envelope with pictures of the characteristics of severe weather, yes or no signs for students to hold up during assessment.
Elementary Science Lesson Plan Lesson Procedures Table Learning Goals: For the children to be able to demonstrate their understanding of what severe weather is through categorizing pictures during their final assessment. Objective: Understand that weather that can be dangerous has specific characteristics that can be observed Activity Element & Time Activity 1 (10 minutes) Procedures and management Students Academic, social & linguistic resources and support • I will support students by helping them find a place in a timely manner. • If students are not able to tell me what severe weather is, I will help them by explaining that severe weather means unsafe weather • During the story, I will call on people that raised their sign to tell the class what they are thinking and why they think it is severe or unsafe weather. • I will help students remember the examples that were in the
• Story time • I will gather children on the rug and say “Today we are going to learn about severe weather. I’m going to put you in pairs. While you are with your partner, you need to talk about what severe weather is or could be. In 2 minutes I will draw a popsicle stick with a name on it for someone to answer.” • “Very good, severe means very unsafe weather.” • “Now I am going to start by reading a book about weather. While I am reading, think about and look for ways in which the weather is severe or unsafe in the story. I am going to give you a card and when you hear or see unsafe or severe weather, I want you to raise that card so that I know that you are all thinking about what severe weather is.”
• Students should quietly and calmly find a place on the rug. • Students should be thinking about this question and collaborating with their peers/partners about what severe weather is. • While I am reading students should be paying attention to the story and looking for examples of severe or unsafe weather
Transition (2 minutes)
• “What severe weather did you notice taking place in the story?”
• Students should list the example/s that were in the story
Elementary Science Lesson Plan story if they were unable to come up with them on their own I will help students by giving an example of severe weather (snow stormice) I will help students to begin thinking about the characteristics that are present in severe weather by saying, yes you are right, a thunderstorm was severe because it had rain, lighting, thunder, etc.
Activity 2 (5 minutes)
• Teacher tells-As I ask these questions I will make sure that all children are involved by using Popsicle sticks for students to respond to the questions that I ask. • “What kinds of severe weather have you experienced?” • “What made these experiences unsafe?”
• Students will think to themselves as well as collaborate with classmates about the different experiences that they have had with unsafe/severe weather. • I am looking for examples such as snow storms, flooding, tornado, etc. • When I ask what made these experiences unsafe or severe I am looking for students to respond about how high winds, rain, lighting, hail or thunder were present in their experiences. • Students will go to their assigned seats and take out the pictures from the envelopes that I have placed at each of their desks
Transition (3 minutes)
“Now I want you young scientists to head back to your seats.” “Now we are going to watch some videos of examples of severe weather. I will pass out an envelope and in the envelope with be pictures of the different characteristics that are often present in severe weather. When you see that picture in the video, put the picture out in front of you” • Video clips 9
I will help students by walking around and helping them get the pictures out of the envelopes and in front of them so that they are prepared for the activity. • I will help
While I am
Elementary Science Lesson Plan (7 minutes) • I will show short video clips of a snow storm, hurricanes, tsunami, thunderstorm, hail storm and a tornado. showing the videos students should be putting cards that have pictures of hail, thunder (the word ‘boom’ since you cannot see it), lighting, hail, high winds and precipitation out in front of them when they see them present in the video clips. • Students should remain at their seats and begin to think about the patterns. All children will be engaged in brainstorm by writing down or drawing examples of possible patterns on a piece of paper. This will allow me to assess that all children are thinking about the question that was asked. • Students should be listing the characteristics that they held up on their cards during the video when their name is called. students by also holding up pictures of the different characteristics if they do not hold anything up. I will also have another intern there that will go around making sure that each student is participating. • I will help them by quickly starting the discussion.
Transition (1 minute)
• “Now we are going to brainstorm the driving factors or the patterns that are present in severe or unsafe weather”
Activity 4 (5 minutes)
• “What characteristics or patterns did you notice in the videos of severe weather?” Students will be called upon by the use of the Popsicle sticks to ensure that all students are engaged.
Transition (1 minute)
• “Now we are going to do one last activity” • I will pass out ‘yes’ or ‘no’ 10
• Children should remain in their seats waiting for the
• If students are unable to come up with the answer I will help them by telling them to think about the pictures that they held up during the video clips. • I will help students by quickly getting
Elementary Science Lesson Plan signs to each child cards these cards passed out. Also, the other intern will help by passing the cards out and picking up the cards that were used during the video to refrain from too much clutter and confusion of too many cards. • I will help students by recording their answers on a sheet of paper so that I will be able to see who understands the topic and who will need more instruction. • I will help students by reviewing the different characteristics that may be present in severe weather to make sure that they go away from the lesson with the understanding that one or more of these characteristics are always present in severe weather. (hail, thunder,
Activity 5 (5 minutes)
• I will hold up pictures of all different kinds of weather (sunny, snow storm, tornado, etc.)
• Students will hold up a ‘yes’ or ‘no’ sign when they see the pictures. This will tell me if they understand what characteristics can be present in severe weather. • Students will converse with their peers about what they have learned from the lesson. This should be about the different patterns
Well now that we have discussed severe weather, we have learned that severe weather has certain characteristics that can be observed. It is important to be able to recognize these characteristics so that we can seek shelter when necessary. Please take 5 minutes to talk with your partner/peers about the different patterns that they know can accompany severe weather. Then I would like you to talk about a time when you have seen these severe patterns in your own lives.
Elementary Science Lesson Plan lighting, precipitation, high winds)