Guided Discovery Science Lesson Plan Alysia Adams 2nd Grade

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Objectives A. Students will create questions relating to a scientific topic and form a hypothesis about the topics. B. Students will record observations of an experiment as they use the scientific process. C. Students will explain what severe weather means. D. Students will identify the impact severe weather can have on the environment. E. Process skills i. With the help of a science kit in the classroom, students will be given opportunities to expand their knowledge on weather and work together to come to new conclusions about weather. F. Purpose of the lesson i. Severe weather can be harmful to the environment, and by discovering some of these effects, we can learn about precautions and safety measures to take when severe weather is present. G. Assessment i. Formative Assessment 1. I will be informally monitoring students throughout the lesson. While students are in the Experiment Zone I will be informally assessing their ability to collect and record data, as well as their understanding. ii. Summative Assessment 1. This is the second lesson in the new weather unit, and I will continue to assess that this knowledge is being incorporated into other lessons. At the end of the unit Mrs. Everhart will be giving them a Unit Test. Concept Information A. Standards i. SCI.2.2.1 2010 Construct and use tools to observe and measure weather phenomena like precipitation, changes in temperature, wind speed and direction. ii. SCI.2.2.6 2010 Learn about, report on and practice severe weather safety procedures. B. Concept to be taught

i. This is the second lesson of the new weather unit, so I will connect to prior weather knowledge that we discussed. Last lesson students learned about the impact wind can have on the air and weather in general, and students will now see the impact severe weather can have on our environment. C. Teacher Schema i. I will need to know different types of severe weather, and the impact severe weather can have on the environment. III. Safety Concerns: A. Students will be seated at their desks during the experiment time, and I will be the one performing the impactful tasks to the environment. B. I will be the one in charge of changing the air speed on the fan so students are not given the opportunity to cause harm to themselves. IV. Materials: A. Model of environment made from graham crackers, frosting, and other snack materials B. Tub C. Fan D. Lightning bolt E. Pitcher of Water F. IPad G. YouTube video access H. Two-sided handout where students can hypothesize and record their findings on one side, and then write their precautions on the other I. Paper that is half lined and half free space to draw a picture to match V. Management: A. Space: i. Anticipatory Set 1. Students will be seated at the front of the room to watch YouTube video. ii. Instruction 1. Students will be at their individual desks. iii. Experiment 1. Students will be at their individual desks. iv. Assessment 1. Students will be creating a video in the hallway B. Time: 65 minutes i. Anticipatory Set: 5 minutes ii. State Problem: 2 minutes iii. Experiment: 15 minutes 1. Develop Hypothesis 2. Determine validity of hypothesis 3. Experimental investigations/data gathering

iv. Group time to create video idea: 5 minutes v. Recording / additional experimental investigations / Assessment: 20 minutes vi. Draw conclusions: 5 minutes vii. Closure: 13 minutes C. Flexible group organization i. Students will be creating a video where they can tell other students what precautions to take when there is severe weather. One table at a time students will create their videos, and while groups are doing this the other students will be continuing Experimental investigations by completing a chart and a coloring page in order to remain engaged in the topic. I will be monitoring these activities as well. D. Behavior i. Those students who do not remain on task throughout this process will be verbally warned. ii. I will monitor students as they converse in their groups about the service video they will be making, and aid them if they are having trouble coming up with ideas. iii. I will delegate my expectations of how scientists should behave during the different parts of the lesson. 1. Observe 2. Engage 3. Make purposeful decisions E. Adaptations i. For those students who easily forget directives, they will be on the SMART Board so that they are reminded. ii. ELL students will be assisted when necessary throughout lesson. iii. Those students who need help with creativity of creating their video will be given guidance during that time. VI. Anticipatory Set: A. This is the second lesson in the new weather unit, and students will be introduced to the idea of severe weather. i. Last week when I was outside, it was raining cats and dogs. Does that mean it was really raining cats and dogs? No. What does it mean then? It means it was raining really hard. When it rains really hard, what other types of things occur outside. Students will respond with answers such as: thunder, lightning, hail, strong winds, and tornadoes ii. Today we are going to discover what impact these types of severe weather can have on the environment. B. Having informally assessed student knowledge on the topic of weather, I will show them a video that deals with severe weather.

C. Students will be seated in the front of the room on the floor to watch a YouTube video. i. http://www.youtube.com/watch?v=N_bqZDTBfFE D. What types of severe weather did you learn about? VII. Instruction: A. State Problem i. Different parts of the world have different types of severe weather. Can anyone think of a type of severe weather that Florida may have that Indiana does not? Hurricanes. Hurricanes happen when there are strong winds in the ocean that cause large amounts of water to flood towns and communities. Today we are going to look at how severe weather can impact an area, and different precautions we can take in order to keep ourselves safe when severe weather impacts an area we are in. ii. I will have my house model at the front of the classroom. It will be made of graham crackers and have trees and other normal house elements around it. B. Develop Hypothesis/Experimental investigations/hands-on activities/Data gathering/Data-process i. Write your name on the paper in front of you, and right below that you will see a line that says hypothesis. Does anyone remember what a hypothesis is? A hypothesis is a prediction we have as to what will happen. We need to create a hypothesis that will let me know what you think is going to happen in our experiment. ii. First, we are going to see what would happen to the area if there are severe winds. On your paper there is a line that says, When there are severe winds _________________ . You need to fill in the blank to make a hypothesis about what will happen when there are severe winds. Before doing this part of the experiment, I will ask for student responses in order to informally assess them. I will then turn the fan on full speed and the leaves on the tree will begin to move, and the trunk of the tree will begin to lean. The power lines will fall down, and I will tell them the power went out due to this. iii. Was your hypothesis right? Is it possible that your hypothesis could actually happen but did not occur during this experiment? iv. The next line on your paper says, When there is lightning _____________. You need to fill in the blank with what you hypothesize will happen when there is lightning. v. Before doing this part of the experiment, I will ask for student responses in order to informally assess them. I will then put my lightning bolt into the tree and the tree will split and fall on the house, creating a hole in the roof.

vi. Was your hypothesis right? Is it possible that your hypothesis could actually happen but did not occur during this experiment? vii. The last line on your paper says, When there is heavy rain ________________. You need to fill in the blank with what you hypothesize will happen when there is heavy rain. viii. Before doing this part of the experiment, I will ask for student responses in order to informally assess them. I will then pour water on the scene and water will begin to enter the house and the area will be covered in water. ix. Was your hypothesis right? Is it possible that your hypothesis could actually happen but did not occur during this experiment? x. If you were outside playing before this severe weather came into your area, what precautions should you have taken? With your table, on the back of your paper, you each are going to come up with a different action you can take to stay safe when there is severe weather. One group at a time, you will come out in the hallway, put on appropriate weather gear, and read your precaution. We will then watch them at the end of class today. xi. Students will then create their lists and I will call one table at a time to the hallway to record their video. I will leave the door open, and Mrs. Everhart will monitor the room. Students who are at their seats will have a piece of paper where they are to write three sentences about severe weather and then draw a picture to match their sentences. C. Draw conclusions i. Once all groups have completed this, I bring the class back together with 1, 2, 3 eyes on me to which they will respond, 1, 2 eyes on you. ii. There are many different types of severe weather. Severe weather is something we need to take seriously because it can have a big impact on the world around us. What are some of the effects you saw today of severe weather? D. Determine validity of hypothesis i. When we performed our experiment, did your hypothesis prove what you expected? Why or why not? E. Closure i. From our experiment we were able to discover that severe weather has the potential to greatly impact our lives. Now we are going to watch the videos you made that show precautions we can take when there is different types of severe weather. ii. The next few weeks we will continue to explore the concept of weather as we continue to hypothesize and predict while we are scientists.

VIII. Evaluation A. I will be able to evaluate students by monitoring class discussion, and seeing their integration of todays concepts throughout the rest of the quarter. i. Were children able to hypothesize? ii. Were children able to collect information? iii. Were children able to record results? iv. Were children able to reach conclusions? v. Were children able to verbalize findings? vi. Were children able to apply knowledge? IX. Self-evaluation A. Was the lesson successful? B. What would you do differently? C. Did I empower students to independently discover a conclusion? D. What learning styles did I incorporate?