SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Miss Ellsworth
Science- Making Weather Predictions
1st Grade
11/07/2016 for 75 minutes
Meteorologists have different methods they use to
predict the forecast and to make sure it is accurate.
How do meteorologists predict the weather?
Are they usually accurate or inaccurate?
How do citizens hear the weather forecast?
3.2.1.B3: Observe and record daily temperatures. Draw
conclusions from daily temperature records as related
to heating and cooling.
During a classroom lesson, all first grade students will
be able to predict weather forecasts to the best of their
ability by creating there own weather forecast video
and predicting the weather themselves.

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Formative assessment: At the beginning of the lesson,

during the lesson, and after the lesson, I will ask each
student how they believe meteorologists predict the
weather. I will record their answers each time and
compare them.
Summative assessment: At the end of the lesson, I will
give students a lab sheet to complete. It will ask about
the different ways meteorologists gather information to
predict the weather and give different case scenarios
for the students to predict the weather themselves.
6 Creative Communicator: Students communicate
clearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.
6b: Students create original works or responsibly
repurpose or remix digital resources into new creations.
Accommodations and modifications for student with
cerebral palsy:
They could type their journals using a laptop or tablet
instead of writing them
Or, they could say their response out loud and have
someone record their answer for them.
Break down the lesson into smaller steps
Take breaks during the lesson

CK

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

Explicit
Instructions

Earlier in the week, students learned about all of the different

CK
types of weather, and how meteorologists use different
weather instruments to measure the weather. Now, students
can apply their new knowledge to a new idea by learning how
meteorologists predict the temperature and different weather
conditions. It ties into a PA SAS standard because students are
predicting weather trends and discussing heating and cooling.
Activating Prior Knowledge
Earlier in the week we have talked about a lot of
different weather conditions, the temperature, and how
meteorologists measure them.
It is great that meteorologists know the different types
of weather, and how to inform people of the weather
several days in advance. How do meteorologists do this?
Hook/Lead-In/Anticipatory Set
Students will get up and out of their seats to practice
making predictions. First, students will have to predict
what will happen when they try to stand on one foot for
30 seconds. Then, they will try it to see if their prediction
was correct or incorrect. They will also make predictions
to see what will happen when they run for a minute and
try to do 20 push-ups.
I will then explain how the same types of predictions can
be made when predicting weather. For example, if there
are dark clouds in the sky, it might rain and if there is
snow on the ground, then it is cold outside.
Big Idea Statement
Meteorologists have a way of predicting the weather and
the temperature to make sure it is accurate.
Essential Questions Statement
How do meteorologists predict the weather for the
future?
Are there predictions usually right or wrong?
How do people know what the weather is supposed to be
for the day?
Objective Statement
By the end of the lesson, you [the students] will be ale
to understand how meteorologists predict the weather
for days in the future by making your own predictions
and becoming meteorologists and creating a video.
Transition
Students will sing a song about predicting the different
types of weather. The lyrics go: Whats the weather?/

Lesson
Procedure

Whats the weather?/ Whats the weather like today?/ Is

it sunny?/ Is it windy?/ Is it rainy?/ Is it cold?/ Whats the
weather?/ Whats the weather?/ Whats the weather like
today?/ Is it snowy?/ is it cloudy?/ Is it stormy?/ Is it hot?
Students can then use my interactive bulletin board to
mark what the weather and temperature was for
yesterday, today, and predicting for tomorrow.
Key Vocabulary
Meteorologist
Prediction
Forecast
PreAssessment of Students
Independently, I will have students fill out a KWL chart
so I can assess what they currently know on the subject
before the lesson is in full swing and I can see what they
would like to learn in this lesson.
Modeling of the Concept
I will explain to students how meteorologists use
computers, observations and patterns to predict the
weather
They are able to see if clouds, rain, snow, and wind are
coming our way by tracking their progress on a
computer.
We will watch videos of local meteorologists giving their
weather report on television.
We do not have the technology like meteorologists to do
this, but we do have the ability to look at patterns and
trends to predict the weather.
We have been using our interactive bulletin board
everyday to observe the weather, and I have recorded
the results.
Students will be able to look at the records from the past
7 days to make their own weather predictions. This is to
be done independently.
Students will then write a script as if they were a
meteorologist about their weather prediction.
Then, using iPads and working with a partner, each
student will be a meteorologist and be filmed making
their own weather forecast.
I will write and share an example of what their weather
forecast should sound like.
We will share the videos with the class and see if people
had similar or different predictions.
Guiding the Practice
While students are working independently, I will be
answering all students questions if they have any, as
well as asking them questions such as, what are you
predicting the weather to be and why they think that will
happen. I will look to see if students are staying on tasks

and that their predictions are somewhat accurate. For

example, if it is 30 degrees and snowing, I would make
sure that no one is predicting that it is going to be 80
degrees and sunny. While they are filming with a
partner, I will assist them with using the technology if
needed and I will make sure they are staying on task. I
will be looking to see if students follow their script or say
something different.
Providing the Independent Practice
The script will be completed independently, and the
video will be filmed with the assistance of a classmate.
The end product will be the student pretending to be a
meteorologist, which is something that they will enjoy
making and watching. It is relevant to real life because
as they watch the weather throughout their lives, they
will remember being meteorologists themselves. The
videos will not have a rubric, but the assessment to go
along with it does.
Transition
Students will use the class set of chromebooks to look at
the weather forecast for the area that we live in. They
will discuss in small groups if they notice any patterns in
the prediction. They can get up and complete this
activity anywhere they want in the classroom, so they
are not just sitting at their desks.
Reading
Students will be using the class set of iPads to film the
Materials
videos.
Technology
An alternative would be to act them out in front of the
Equipment
class
Supplies
Supplies that would be needed are records of the
weather forecast from the previous days, paper and
pencil to write their observations and scripts on, iPads to
film, and chromebooks for the one transition.
Evaluation of
Formal Evaluation
the
Students will create a journal where they have to answer
Learning/Master
the question: You are a meteorologist, and need to
y of the
predict the weather. What are some ways you as a
Concept
meteorologist can predict the weather? The past 2 days
have been 75 degrees and sunny. What do you think the
weather will be the next day? Why do you think that?
Students can write and/ or draw pictures.
With the evidence I collect, I would see what students
are understanding and what they are not understanding
and reteach parts of the lesson as needed.
Informal Evaluation
I will have two different tally charts while watching the
videos: one tally chart will keep track of students
weather predictions are reasonable, and one for those
who can use some assistance. With the evidence, I will
be able to see if most of the students, have of the

students, or few of the students are grasping onto the

concept and see what I have to cover again to help them
understand it better.

Closure

Teacher
Self-reflection

Summary & Review of the Learning

I will have the students restate the objective, which was,
by the end of the lesson, you [the students] will be ale to
understand how meteorologists predict the weather for
days in the future by completing a journal and making
your own predictions.
Students can figure out how they met this objective by
writing down their response on an exit ticket. They can
also record any questions they might still have.
Students can then exchange an exit tickets with a friend
to read what they learned and also answer their peers
question to the best of their ability.
They can also write about different challenges they
experienced during the activity, and their classmate
could write back some advice to overcome that obstacle
or challenge.
Homework/Assignments
There will be no homework or assignments after this
lesson.
I will know what the students have learned after
watching their videos and reading their journals as well
as looking at their exit tickets, their KWL charts, lab
sheets, and through questions I ask them.
Students who were not paying attention to my directions
were not mastering the concept.
To address this lack of mastery, I can keep going over
examples with students individually or in small groups.
If I had to change the assignment again, I would stretch
it over a couple of days instead of just in one day.
I have evidence of the students learning from looking at
their assessments and having discussions with them. I
could also give a very small quiz to the students or take
running records to help see what they have learned.