STRUCTURED DISCOVERY INSTRUCTION (INDIRECT INSTRUCTION)

Name: Sarah Edison Lesson #: Lesson Title: Weather Grade Level/Subject: Kindergarten/Science NCES/CCSS Standard and Objective (1) Revised Blooms level of thinking/type of knowledge (1)

Topic: Weather and the four seasons

K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year. K.E.1.3 Compare weather patterns that occur from season to season. Identify the four seasons. Give examples of different types of weather. Draw a picture of what has happened during the experiment. Categorize the different types of weather into the different seasons. Hypothesize what will happen in the experiment.

Behavioral Objective (2) Objective Rationale (1) Prerequisite Knowledge and Skills (1) Key Terms and Vocabulary (1)

Learning the weather provides a basis for any study on weather in the future and it relates to everyday life. Before this lesson, students should know what rain, clouds and the sun are. They should have gone outside and felt the rain on their skin and heard thunder, as well as seen lightning. Winter, Fall, Spring, Summer, Clouds, Sun, Thunder, Lightning, Rain, Snow, Hail, Precipitation, Sleet
Content and Strategies Instructional Strategies

Engage (prepares students for the lesson) (2)

Read the book What Will the Weather Be Like Today by Paul Rogers. Have a class discussion about the book. Students will be divided into groups of 5 and stations will be set up for them. At Station 1, students will have a worksheet to complete. At Station 2, students will play a game. At Station 3, students will complete a smartboard activity. At Station 4, students will make and decorate a kite. At Station 5, an adult will need to assist. The adult will prepare a clear glass cup with boiling water filled about 1/3 full. Then the adult will place a small plate with ice cubes on top and the students will observe what happens. Afterwards, they will write a paragraph about what happened. Early finishers will be given a wordsearch to complete.

Reading a book, Involving the students in a discussion, Explaining key terms

Involving the students in a discussion, Asking questions to informally assess the students, Answering students if they have questions.

Explore (Students get the content in this section of the lesson in a student-centered manner.) (3)

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Explain (Students debrief what they have learned in Explore. This helps them to process the information and make meaning out of it for themselves.) (3) Elaborate (Provides an opportunity for students to be engaged in studentcentered, inquiry-driven application activities that allow them to use higher order thinking skills.) (3)

The teacher will walk around the room, asking Asking questions, Providing answers, students questions about concepts and Challenging students. vocabulary they have learned. The teacher will ask a student why he or she answered a certain question the way they did and have them discuss their answers with other students. Have the students participate in a closure class discussion to tell what they learned, liked and disliked about the stations. In the discussion, ask students what kind of new vocabulary they used during their stations. Ask students questions to informally assess them.

(Lesson closing) Evaluate (How will you Formative: assess students learning so During the exploration part of the lesson, the students will be assessed that you can determine if based on their answers to the worksheet, answers to the smartboard they met the objective of the activity, answers to the games questions and during the class lesson?) (3)

discussion. Summative Briefly describe the summative assessment or the task students are doing in Elaborate that will be the summative assessment. Give the criteria you will use to determine individual mastery of the lesson objectives. Be sure this is aligned with the behavioral objective. The teacher will provide a wordsearch to keep early finishers busy. The teacher will put the students in groups to have students explain concepts to other students. Worksheets, SmartBoard program, wooden dowels, twine, ribbon, large canvas paper, glue, tape, crayons, markers, pencils, dice, glass cup, ice, water, small dish, Moms Crafty Space: http://www.momscraftyspace.com/2013/04/kids-craft-diy-paperkite.html I Can Teach My Child: http://www.icanteachmychild.com/2011/06/making-it-rain/ ISL Collective: http://en.islcollective.com/worksheets/worksheet_page?id=5418 English Well http://englishwell.info/esl-weather-vocabularyworksheets.html
Smart Exchange: http://exchange.smarttech.com/details.html?id=31b0b33b-3089-411c83a4-b5a4ad7b4567

Plans for Individual Differences (differentiations needed for students) (1) Materials used in the lesson; Resources used in developing the lesson (1)

21st Century Skills (must be in three lessons)

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Learning and Innovation Skills: critical thinking, communication, collaboration, creativity Life and Career Skills

 Global Awareness (must be in two lessons) Culturally Responsive Teaching (must be in three lessons)

Core Subjects Information, Media and Technology Skills Students learn global awareness through different weather patterns. It is important to know where a person lives in relation to the hemispheres to know what kind of weather they are experiencing. This lesson is culturally responsive because it teaches different vocabulary words. For example, if I have an ESL student, the worksheet I have provided will help the child understand the word by looking at the picture.

Overall alignment in the lesson (2) The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not. Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints, slides from SmartBoard programs, etc.) (2)
Smartboard Activity: http://exchange.smarttech.com/details.html?id=31b0b33b-3089-411c-83a4-b5a4ad7b4567

Worksheet:

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Game:

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Wordsearch:

NAME:_____________________________ DATE:__________

O S P M M O F S L I A H G V D

O P E E H G N A T R C U N L H

T LR H KM G QO I EI L ZS NET U EU S RR L BE OLE V RE WC M O JE E BE O TN

E H E R U T A R E P M E T M I

T Y N N U S R Q R E D N U H T

N O I T A T I P I C E R P M C

I H S E A S O N V O T E W Y R

WS F D NU B O V L G C NU I M NB T R H E G L I L L A E H

C S R L E E ME MT U G S N K I S R Y P WS OZ NQ S E T A

N I A R C M W I N D Y Z R F E

X P D R Y O D A N R O T I F W

WINTER SUMMER FALL SPRING WINDY CLOUDS

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TEMPERATURE WEATHER MOISTURE SLEET HAIL PRECIPITATION

RAIN SUNNY SNOW SEASON THUNDER LIGHTNING STORM HOT COLD

SUNLIGHT UMBRELLA WET DRY BREEZE TORNADO

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