Teacher Candidate: Allison Lawrence

Date and Time of Lesson: 2-16-15

School: Cherokee Trail Elementary
Subject/Grade Level: Science /2nd grade
Description of Lesson:
Students will discover what a meteorologist is and how they impact the
lives of people everyday. They will explain how we are meteorologists
everyday when we use weather pictures in our calendar to explain
what the weather is like.
Lesson Title: Barbara the Meteorologist
Curriculum Standards Addressed:
Indicator 2-3.2: Recall weather terminology (including temperature,
wind direction, wind speed, and precipitation as rain, snow, sleet and
hail)
EEDA Standard-Career Education
Over a two-day period students will be exploring what the career of a
meteorologist is like and how they impact their lives.
SSCA Standard-Bullying
I did not originally plan talking about bullying in this lesson plan, but I
believe this lesson would be a great way to incorporate it. Students
sometimes associate being smart with being uncool and because
they believe they are not cool, some students will pick on them. I
would have included that being smart is a great thing, because a
meteorologist could not do their job if they were not smart. Finally,
discussing how we could help others value their intelligence.
Instructional Objective(s) Criteria:
Antecedent: After discussing
whom a meteorologist is and what
they do, students will use weather
symbols correctly with a partner
and predict the weather on a map
using weather terminology.
Behavior: Students will then use
their prior-knowledge after the
lesson to complete a worksheet
discussing 5 facts of
meteorologists.
Content: Science
Degree: Student will have to
complete a paper discussing the

Assessment(s) of the objectives

I made a checklist of the students
who had trouble naming the
weather symbols, or using
weather words to talk about the
weather.
For completion students must
correctly write 5 facts.
Students must include two
weather words, two weather
symbols, and include five
sentences.

roles of a meteorologist with 80%

accuracy.
***This will be a two-day process. Students are already familiar with
the weather symbols because we use them to predict the weather
everyday. I am now going to assess them on if they are able to make a
connection of what each symbol means to what it means for the state
or location of people on the map. Students will also have a prompt that
will allow them to explain in writing why meteorologist are important
and what tools they use to make predicting weather effective for us.
***
Materials/Resources:
Weather symbols
Map
Worksheets
Pre-Requisite (prior-knowledge)
Students should be very familiar with the weather terms that I use in
the lesson and that they are required to include in their writing
because we have been talking about them for four weeks now. I made
sure that they received a C or higher on their terminology quiz before I
continued.
Procedures:
Review
Draw a picture of a sun, cloud, snowflake, and a raindrop on the
SB.
Ask students what comes to mind when you see these weather
symbols?
Record their responses under each picture
Who might use these weather symbols to tell about the weather?
Complete ws 1
We often see meteorologist on tv
What science tools might a meteorologists use to predict
weather?
Complete WS 2
Be a meteorologists
Start on Meteorologists paper-first read mine and the rules
Accommodations:
Early Finishers: Will read quietly until the rest of the class is finished
Late Finishers: Will finish one-on-one with me or in a small group during
free time

Absence Seizures: I will keep an eye on her and if she to be zoning out,
I will lightly tap on her shoulder or desk to refocus her attention.
Whenever I feel she has zoned out or is confused as to what the task at
hand is I will remind her. Also, we have been working on looking at the
clock. I will tell her try to finish before the big hand hits a number.
This has helped tremendously in keeping her on task in an efficient
manor.
ESOL: This student does not struggle with understanding English. She
does however have difficulty when having to read English and
comprehend the meaning behind the words. So, when there is material
that needs to be read independently I will ask her if she needs me to
read to her aloud. I will also ask after discussing important information
if she understands what I have said.

Worksheets: Evidence of Writing (separate content area)