KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: _________Jessica Kurtz____________________________
_______________________
Cooperating Teacher: _________________________________________________
________________
Group Size: _______19____________ Allotted Time: _______45 min._____
_____1st_________
Subject or Topic: ____Weather: Stormy Weather____________________
_____________________

Date:
Coop. Initials:
Grade Level:
Section:

STANDARD:
3.3.K.A5: Record daily weather conditions using simple charts and graphs. Identify
seasonal changes in the environment. Distinguish between types of precipitation
I. Performance Objectives (Learning Outcomes)
A. The first grade students will be able to distinguish between the different
types of stormy weather by correctly identifying the major components of
each type of weather.
II. Instructional Materials
A. Storm Is Coming by Heather Tekavec
B. Stormy Weather Prezzi- http://prezi.com/ucq01txu55ku/?
utm_campaign=share&utm_medium=copy&rc=ex0share
C. Stormy Weather Work Sheet (see attached)
D. Balloons
E. Static Electricity Inquiry sheet (see attached)
III.

Subject Matter/Content
A. Prerequisite skills
1. Basic understanding of how clouds are made
2. Basic understanding of types of weather we experience in our
region
3. Understand that too much water vapor in a cloud creates
precipitation
B. Key Vocabulary
1. Flood- an overflowing of a large amount of water beyond its
normal confines, especially over what is normally dry land.
2. Hurricane- a storm with a violent wind, in particular a tropical
cyclone in the Caribbean.
3. Thunderstorm- a storm with thunder and lightning and typically
also heavy rain or hail.
4. Blizzard- a severe snowstorm with high winds and low visibility.

C. Big idea
1. We can experience stormy weather in our region such as: floods,
hurricanes, blizzards, and thunderstorms.
IV. Implementation
A. Introduction
1. "Today we are going to be talking about stormy weather. Can
anyone remind me from yesterday, what in the sky helps to create
stormy weather?
2. Read Storm Is Coming by Heather Tekavec aloud to the class.
B. Development
1. The teacher will write the four types of stormy weather that we will be
talking about on the board and hand out the Stormy Weather work sheet.
2. Teacher will go through the Prezi PowerPoint with the students.
3. After each video the teacher will ask a student for their thoughts or if they
have experienced this type of weather before.
4. After the Prezi, the teacher will go over the Stormy Weather work sheet.
5. Teacher will blow up a balloon for each table.
6. The students will rub the balloon onto their clothing.
7. The students will then explore the electricity they have created.
8. The teacher will have students see if they can raise the hair on their heads
with the electricity, or see if their balloon will stick to the wall.
9. In groups the students will discuss why they think the balloon is able to
raise hair or stick to the wall.
10. Students will fill out inquiry sheet
11. Students will then discuss in groups why they think this is related to
thunderstorms.
12. The teacher will then go over the correct answer with the students.
C. Closure
1. Talk about how you can prepare properly for each type of stormy weather
2. Have the students play the memory game of remembering a list and then
having to add an item to the end. Have the theme be Its a blizzard
outside and Im in a shelter inside. I would bring a flashlight. (the next
student goes) I would bring a flashlight and a blanket etc. Continue
through all of the students.
D. Accommodations / Differentiation 1. Large print of definitions for visually impaired
2. Pictures of what each type of stormy weather looks like
E. Assessment/Evaluation plan

Formative
1. Collection of inquiry sheets

V. Reflective Response
A. Report of Students Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
B. Personal Reflection(Question written before lesson is taught.)(Reflective
answers to questions recorded after lesson is taught.)
1. Was I able to pace my lesson to fit the time?

2. Were the students engaged?

3. What did I like from this lesson?

4. What is one thing I would change?

VI. Resources
Tekavec, H., & Spengler, M. (2002). Storm is coming! New York: Dial Books for Young
Readers.
Prezi.com
Teacherspayteachers.com