DID Lesson Plan

Part 1: Getting to Know the Learners

This science lesson is designed for kindergarten students at Maryville Elementary
School, a Title 1 school located in Georgetown, South Carolina. The class consists of
18 students, ages 5-6. 91% of students in Maryville come from low-income families. Of
these 18 students, two are from non-native English speaking families and receive 60
minutes of ESOL support per week. I also have three students that receive 30 minutes,
per day, of small group intervention. The ability levels of the students differ significantly,
especially in reading ability. According to data collected from running records and MAP
assessments, students reading levels range from non-readers to first grade.
At the beginning of the year, parents receive a kindergarten survey to complete and
return. The survey is to be completed with the help of the students. This survey asks
questions about my students and the family. This helps me to better know and
understand my students and their interests and hobbies. This will also give me a clue of
how they might best learn. I also have a learning styles inventory that I complete with
students within the first weeks of school. This is a simple picture style questionnaire that
helps to better learn my students learning styles. Along with the survey and inventory, I
also take the first few weeks of school to informal conferences with each student. All the
information gathered will better guide instruction for my future lessons.

Part 2: Performance Objectives and Lesson

Standard K.E.3: The student will demonstrate an understanding of daily and seasonal
weather patterns.

Performance Indicators: Students who demonstrate this understanding can:

K.E.3A.1 Analyze and interpret local weather condition data (including precipitation,
wind, temperature, and cloud cover) to describe weather patterns that occur from day to
day, using simple graphs and pictorial weather symbols.

Performance Objectives: Students will

Observe and identify types of clouds (Blooms Remembering)
Chart the types of clouds they see in the sky over a week (Blooms Applying)
Compare observations and use to predict future weather (Blooms Analyzing)
Discover what is involved in a television weather report (Blooms Understanding)
Collaborate and compose a weather report (Blooms Creating)

Lesson 1: Intro to Weather. What are Clouds?

Explain to students that now we will learn all about clouds! Clouds are named by the
way they look. Clouds come in different sizes and shapes. They are formed and glide
along at different heights in the sky. These things help us name them and know what
kind of weather they may bring. Some clouds indicate good weather and others tell us a
storm is coming. Introduce students to the main types of clouds they might see in the
sky. Cirrus: thin wispy and white. They are located high in the sky and are almost
entirely made up of ice particles. These types of clouds often are seen before rain or
snow. Cumulus: white, fluffy and round. They are seen on nice days. Stratus: low
hanging clouds that are in layers that look like a gray blanket. These types of clouds can
become fog if they get low enough in the air.
*Students will be watching a BrainPOP video on the basics of weather and types of
clouds.

Lesson 2: Observing the Clouds

The students will be observing the weather each day for one week and recording their
observations in a chart. After the students have collected data for a week, in
cooperative groups, they will predict the weather for the next days.
*Students will be using science journals to document the weather, but also have the
option to use an online tool, such as PowerPoint.

Lesson 3: Cloud Patterns

Whats the weather going to be like today? The weather affects what we wear, what we
need to take with us, and what we do. Will we need to wear shorts, or a sweater and
warm pants? Will we need to take an umbrella or a heavy coat? Can we play outside
for recess? You can learn to predict the weather. You dont need a lot of equipment or
fancy stuff, just use your eyes! Go outside and look at the clouds. Clouds come in
different shapes, sizes, and colors. You can use what you know about clouds to find
out what the weather will bring.
*Students will be observing a PowToon video on Weather Patterns.

Lesson 4: What Makes a Good Weather Report?

The students will learn how to predict the weather, how information on the weather is
gathered, what is involved in a typical television weather report, and gain experience in
speaking in front of a group or to a video camera. In addition, the students will be able
to comprehend the local weather reports on television.
*Students will be observing online weather reports via YouTube or Teacher Tube.

Lesson 5: How to Make a Weather Report

After watching a typical television weather report, students will have a good idea of what
is involved in a weather report. This will assist in the construction of their own weather
report. In class, the basic methods of predicting weather will be presented. If one is
available, a weather reporter could come as a guest speaker to explain how weather
data is gathered as well as to describe the job of reporting weather and what is
involved. He or she may give some tips on how to arrange their own weather reports.
Groups of two, three, or four should work together to prepare their own weather
broadcast. Most data should come from newspapers, the previous evening's news,
and/or from internet weather providers. Over the next several days, students will use
Camtasia to record their weather reports. Depending on class size and available time,
two or three groups can present their report each day, so that weather reports for
several different days will be presented.
*Students will be using a PowerPoint Mix and Camtasia or another video/audio tool to
create their weather reports.
Part 3: Teaching and Learning Strategies
Kindergarten students are just beginning their science exploration and getting
introduced to this content. That is why a slow progression of information is necessary. In
the beginning, students will be introduced to what weather is and what clouds are. By
the end of this instructional plan, students will understand weather patterns and make
weather predictions while also creating and recording their own weather reports.

The content for this unit will be deployed using digital and direct instruction. All content
that is directly and digitally introduced to students will also be displayed on my Weebly
site. Weebly works with any internet ready device but it most efficient when viewed
using a PC or laptop. Students will access the content through laptops and the
Promethean board. The content will not be delivered in a blended learning method.
Students will progress through the unit as a class; however, small group and individual
instruction will be provided for those struggling students. Students are expected to
complete the lessons and tasks during class time, however, if a student has trouble,
they will have the ability to access and complete any necessary parts at another
available time.

Part 4: Present and Analyze Technologies Used

For lesson one I will use BrainPOP for students to observe an introduction video for this
weather unit that will introduce students to the topic and give a brief explanation of what
weather is and what clouds are. Lesson two uses PowerPoint for students to track and
record weather observations. Lesson three will involve a PowToon video that introduces
and describes cloud patterns and how to track cloud patterns to predict future weather.
For lesson four I will use YouTube or Teacher Tube (or other online video resources) to
introduce to students weather reports and what makes a weather report effective.
Lesson five will use PowerPoint Mix to view lesson reviews and assessments. They will
also use Camtasia for students to produce their own weather reports.
In all, I will use PowToon, Camtasia, YouTube, Audacity (option) and PowerPoint
throughout the unit. A Promethean Board and Dell laptops will also be technologies
used.