Candidate: Allison Zumbach Date: 1/18/2018 Grade Level: 5th

Subject: Science School: Nashua-Plainfield Intermediate School

Student #: 24 Cooperating Teacher: Shelley Lehman Lesson Title: Wind

Iowa Common Core Standard(s):

Comprehension and Collaboration, SL.5.1

Engage effectively in a range of collaborative discussions (one–on–one, in groups,

and teacher–led) with diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed–upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions.

MS. Weather and Climate, MS-ESS2-5

Collect data to provide evidence for how the motions and complex interactions of
air masses results in changes in weather conditions.

MS. Weather and Climate, MS-ESS2-6

Develop and use a model to describe how unequal heating and rotation of the Earth
cause patterns of atmospheric and oceanic circulation that determine regional
climates.

Objectives:
 After instruction on land and sea breeze, the fifth-grade students, will be able
to use all five members in their group to act out the hot air rising, cold air
blowing, sea, land, and sun or moon.
 After the completion of the lesson on land and sea breeze, the fifth-grade
students, will be able to correctly fill in 7 out of 8 sentences using the words
provided on their Investigation Review #2.
 After the completion of the lesson on land and sea breeze, the fifth-grade
students, will be able to use their processing skills to determine the given
scenario to be land breeze and explain why using words or a picture.

Pre-Req Skills:
 How to fill out a weather chart
  Hot particles move up (lab 1/12)
 How the radiometer moves when under a heat source (lab 1/17)

Materials & Supplies LISTED:

 Computer
 Weather Program
 Weather Chart
 Name Cards of Students
 Textbook (pages E21-22)
 Blank Sheets of Paper (pre-test)
 Definition of Wind, Sea Breeze, and Land Breeze
 Vocabulary Sheets
 Whiteboard/Markers
 Investigation Review #2 Worksheet
 Chapter 2 Review (if time allows)

Anticipatory Set/ Enticement: (5 minutes)

Students will come into class and put their MacBook’s in the computer cart.
They will then sit in their assigned seat and get out their weather charts.
Draw who will be the “weather man/woman” for the day.
________ was drawn to be the weather man for the day.
________ will tell the class: day, date, time, temperature, wind speed, wind direction,
wind chill (temp feels like), current air pressure, current humidity, cloud cover,
cloud type, and any comments.
Once the weather has been documented, students may put away their charts.

Pre-Test: (10 minutes)

Ask students if they remember what they learned in the Radiometer lab. Have the
students apply what they learned as they look at the three pictures on page E21 and
try to uncover which landscape would give off the most heat. Once students have an
idea have them discuss with their elbow partner what they chose and why. After the
discussion dies down have students raise their hand to share with the class which
they chose and why. Answers may vary:
 Rainforest because it is dark and the black blade in the radiometer lab
attracted light and heat.
 Canyon because heat rises and the photo is taken at the top.
 Wheat field because the white blade in the radiometer lab reflected the light
and heat.
After students have shared their answers ask the following questions and have
students write their answers on the blank sheet of paper you hand out:
 Heating the air in a paper bag causes the bag to move which direction?
 True or false: Air over land heats up faster than air over water
 Are particles in warm air farther apart or closer together?
 What is a land breeze?
 What is a sea breeze?
 To make a hot-air balloon rise, one should cool or heat the air?
 What is wind?
 When air cools, what happens?
 Can air temperature be cold and hot on the Earth?

Collect the sheets of paper from all the students.

Modeling/ Explanation (I can): (10 minutes)

Proceed to read pages E 21- 22 in their textbook. Have students read one paragraph
and then popcorn to the next.
How to explain sea breeze:
 Draw the sand, water and sun
 Ask if the sun is out what does that mean – it is day time
 Ask if the students are standing on the beach on a really hot day does the sand
burn their feet? Does the water cool them down?
How to explain land breeze:
 Draw the sand, water, and moon
 Ask if the moon is out what does that mean – it is night time
 Ask if the students are standing on the beach at night does their clothing
choice change?
Have students write these definitions on their vocabulary sheets:
Land Breeze- at night, the warm air over the sea rises. Cool air from over the land
moves out to take its place.
Sea Breeze- during the day the warm air over the land rises. Cool air from over the
water moves into take its place.

Guided Practice/ Engagement & Exploration (We can): (10 minutes)

Split students into groups of 5. There will be one group of 4. Assign the groups to
either act out sea breeze or land breeze. Give the students 5 minutes to plan how
they will reenact the breeze they were given. The groups must show land, water,
cool and warm air, and the moon/sun.
(If the gym is free put one group in each corner to discuss and practice.)
Once the five minutes is up, have each group act out what they have been planning.
They should say what breeze they are and explain the part they are acting as. After
they are finished give two claps for their efforts.
(If a part is unclear be sure to explain what they did to the other students.)

Independent Practice/ Elaboration (You can): (10 minutes)

Students will show their understanding of wind, sea breeze and land breeze by
completing the Investigation Review #2 on their own.
Teacher should remind students to put their names on the paper and then read
through the instructions for each set of questions.
 1a-e – Underline the word or words that correctly complete each sentence.
 2a-c – Circle the letter of the word or phrase that best completes each
sentence.
 Process Skills – Using the given scenario, name the breeze and what causes it
using either pictures, words, or both.

Closure: (5 minutes)
Have students turn in their Investigation Review #2 once completed. If a lot of time
remains pass out Chapter Two Review. If not have students read their free reading
book until the bell rings.
Remind students to bring their textbooks to tomorrows class.
Assessment/ Evaluation
Students will be assessed over their pre-knowledge and the knowledge gained
throughout the class period.

They will first be given a blank sheet of paper in which they will have to answer nine
questions. Once the questions have been answered the students will hand in their
pre-assessment.
Students will then be assessed at the end of the lesson by receiving a paper with the
same questions as prior.

The purpose of this assessment is to see if learning took place throughout the lesson.

Enrichment/ Extension
If time allows at the end have students start working on their Chapter Two Review.

Modification/ Differentiation:
If students are struggling with the land breeze and sea breeze acting then pair up
two groups and have them give each other suggestions before acting them out in
front of the whole class.

Resources:
Diagrams of Land and Sea Breeze: https://www.brisbanehotairballooning.com.au/sea-land-breezes/
Discovery Works Textbook
 Data Analysis Chart

Name of Student Pre-Test Score Post-Test Score Results

Trevor 3 9 +6

Kaiden 1 7 +6

Maverick 3 7 +4

Dalton 5 6 +1

Faith 3 6 +3

Paige 4 9 +5

Grace 2 9 +7

Dillon 2 8 +6

Isaac 5 9 +4

Rebecca 2 7 +5

Kristin 3 7 +4

Callahan 2 9 +7

William 2 8 +6

Calista 3 8 +5

Avery 3 8 +5

Luke 4 9 +5

Destiny 1 9 +8

Jayden 5 9 +4

Tucker 6 7 +1

Michael 2 6 +4

Quinton 4 7 +3

Braedin 3 8 +5

Jeffery 1 7 +6

Madison 1 6 +5

Lanee 3 8 +5
 Pre-Test Post-Test

Mean 2.92 7.72

Median 3 8

Mode 3 8

Sample Standard Deviation 1.38 1.1

Variance Standard Deviation 1.91 1.21

Range 5 3

Reflection:
Overall, I felt this was a very successful lesson. My cooperating teacher had
planned out her units due to trying to fit everything into the year. Therefore, it was
nice to have a game plan that I could add my own teaching style to. It was even nicer
when Mrs. Lehman added notes to change her lessons to what I added because it
showed that she respected what I did with her lessons and saw that no matter how
long you have been teaching one can always make additions.
Throughout the lesson, I felt there were more ups than downs. I feel like a
down was the time wasted from getting my students in from recess, changed into
regular shoes, put their computers away, and get their weather charts out. One
would think these tasks are simple enough to finish under five minutes but today
seemed as though no one wanted to move faster than a snail. In order to improve this
the next time I could be in the hallway as soon as they get in from recess reminding
them to hurry up and get to science.
I felt teaching the vocabulary words through the text was beneficial because I
was able to get the exact same definition and examples to all the students. In order
to help the students remember the vocabulary word I had them act it out in groups in
the gym. I felt allowing the students to act it out will help them remember the vocab
words better and gave them a chance to control their learning. Although, a few
students had to be reminded why we were in gym and that the privelege could be
taken away I felt they were very engaged in acting out the word given to them.
Throughout the lesson it is seen through the pre- and post-assessment that
learning occurred. In addition to the evidence, I did a review the day after the lesson
to see if what we discussed the day before stuck. I was surprised by the amount of
students who could act out land and sea breeze still, define wind, and tell me about
the cold and warm air particles.
 Overall, I felt this lesson was successful. I feel as though I used good time-
management between each activity and felt confident in my classroom management
style when needed. Therefore, if I did this lesson again I would be sure to get my
students in and ready from recess faster. As well as discuss my expectations for the
gym prior to giving them their groups and allowing them to move. I feel these
changes would be beneficial for the future because it would by using our time more
wisely in all aspects of the lesson.

Area of Improvement:
Overall, I was really excited for this lesson because Mrs. Lehman enjoys using
the textbook in order for all students to understand the content. Therefore, anytime
we were able to use groups or the gym space to change things up we took
advantage of this opportunity. I feel as though for this lesson and my time at Nashua-
Plainfield the area I needed to improve on was time-management. I did good after
getting the students rallied in from recess but got a little lost in the text due to good
discussion and questions. On occasion I may have allowed to many stories to be
shared as well.
The articles I found to support the area I need to improve on are over
classroom time-management.
Web Articles:
https://www.scholastic.com/teachers/articles/teaching-content/time-management-
strategies/
http://www.nea.org/tools/time-management-tips-for-educators.html
https://system.na1.netsuite.com/core/media/media.nl?id=61394&c=713075&h=593
08ace6df3fee662de&

Student Development:
Intellectual development is the measure of how individuals learn to think and
reason for themselves in relation to the world around them. Therefore, this lesson
relates as students need to be able to understand the world around them by better
understanding the weather. I feel that this was reached through the assessment
process. Blooms Taxonomy allowed my students to apply their different levels of
thinking to the questions being asked of them.
Social development involves learning the values, knowledge and skills that
enable children to relate to others effectively and to contribute in positive ways to
family, school and the community. Emotional development refers to a child's
growing ability to regulate and control emotions and to form secure relationship
with others. Therefore, this lesson relates on a social level because the students had
to be able to work with their group members to act out their vocabulary word in
front of their peers. I feel the overall lesson represents different inquiries one can
use in their classroom and how people can learn through Gardner’s Multiple
Intelligences.
Physical development is the process that starts in human infancy and
continues into late adolescent concentrating on gross and fine motor skills as well as
puberty. Therefore, Dewey’s method of learning by doing was seen as students had
to take their knowledge of the vocab word given and act it out.