Scaffolded EEI Lesson Plan Template

Title Weather Grade Level 1

st

grade

_
Estimated Duration of Lesson 47

Components

min

Description of Plan

# of
mins

1. Content Standards
Choose ONE standard. Be sure to
write out the entire standard, not just
the number.

Concept 3: Changes in the Earth and Sky

Understand characteristics of weather conditions
and climate.
PO 1. Identify the following characteristics of
seasonal weather patterns: temperature type
of precipitation wind
PO 2. Analyze how the weather affects daily
activities.

2. Learning Objectives
Choose ONE objective that
leads toward mastery of the
standard
Must be specific, measurable,
and realistic.
Must have at least two parts:
learning and behavior

2
Student will be able to relate cloud
saturation with precipitation by engaging in min
hands on activity and record observations on
science log.

3. Anticipatory Set:
Sometimes called a "hook" to
grab the student's attention
Focuses student attention on
the objective and the
purpose of the lesson
Activates prior knowledge
Requires ACTIVE
PARTICIPATION from ALL
learners

*Teacher plays audio only for youtube video

https://www.youtube.com/watch?v=QP_ZCssCySw

4. Teaching-Input:
Using effective and varied strategies,
provide information for students to
gain the knowledge, strategy, or
skill.

4
Today we are going to be making our very own
min
rain clouds. We will be making some predictions
about what you think will happen.
During the experiment you will be recording
(writing down) your observations (the things you
notice, stand out to you). After the experiment you
will be confirming if your predictions were right or
wrong.

-Guess the sounds in the video?

-What do you think is happening?

Teacher goes over:

5. Teaching-Modeling:
Demonstrate and show examples of
what students are expected to do

5
min

Materials:
-pre-filled water jar
1

6
min

-shaving cream
-dropper
-water/food coloring mix

(how to solve the problem, answer

the question, do the activity etc.).

*Teacher models:
Procedures:
-Partners get materials.
-With help from teacher/student helper, teams fill
rest of the jar with shaving cream.
-Teams discuss/record predictions before adding
any drops of colored water.
-We predict that.
-Team adds 1 drop & discuss/record observations
-Team adds 3 drops discuss/record observations
You will be working with your partner,
6. Check for Understanding:
Various strategies that are
ongoing throughout the entire
lesson.
Enables teacher to determine
whether ALL students have
"gotten it."

Teacher tracks student understanding through

teacher observations, discussions, and guided
practice/independent activity, science journal
responses.

3
min

7. Guided Practice:
An opportunity for each
student to demonstrate
new learning by working
through an activity or
exercise with the
teachers guidance.

Students perform experiment for 1 drop & 3 drops,

respectively.
Teams make predictions, record 1-2 observations and
confirm if their predictions were correct or incorrect.

10
min

8. Closure:
Actions or statements
made by teachers AND
students that summarize
lesson objectives.
Essential for helping
students integrate ideas,
make sense out of what
has just been taught, and
to improve their chances
of retention and transfer.

Buddy Buzz
Share with your tablemates what the learning goal
was today what helped you achieve or not achieve
this goal.

2
min

9. Independent Practice:
AFTER proper closure, it is
important to provide time for
additional practice. It may be
group or individual work in class
or it might be homework.

Teams decide on 1-2 different drop amounts to add

(eg. 5 drops, 8 drops)
*Make/record predictions
*Test/record observations
*Confirm predictions

15
min

10. Assessment:
The formative and/or summative
assessments that are aligned
with the objective.

Unit assessment: Students will be assessed based on

teacher observations, classroom participation,
guided practice/independent practice, and student
science logs.

11. Differentiation:
How you will reach diverse
learners by varying the:
Content
Process
Product

Students are placed in heterogeneous

partners/groups where they are able to cooperate
with one another and engage in collaborative
discussions.
Students can use individual dictionaries and thematic
vocabulary wall. Teams can support their recordings
with illustrations to accommodate all students of
different abilities.

12. 21st Century Learning:

Includes technology as well as
the 4 Cs: Critical Thinking,
Creativity, Collaboration, and
Communication.

Technology includes:
P-board, Youtube, experiment supplies (pre-filled
water jar, shaving cream, dropper, water/food
coloring mix, recording sheet.
Students collaborate and engage in proactive
discussions in which they work on communicating
effectively and sharing of ideas within their
heterogeneous groups.