MOLLOY COLLEGE

DIVISION OF EDUCATION
Lesson Plan:
What is a prediction and how do they relate to weather?

Student: ​Jessica Trinidad ​Professor:​ Dr. Moroney

Course EDU: ​5 27 Date: ​August 6, 2018
Grade: ​Second Grade Content Area:​ Science

INSTRUCTIONAL OBJECTIVE
After keeping an online science journal, students in a group will predict coming weather based on their
recent observations and record their predictions in a scripted newscast performed and filmed in a FlipGrid
video receiving a 3 out of 4 on the rubric.

MOTIVATION
Students will watch a clip of a news channel weather report and will reflect quickly as a class on what
they see.

NEW YORK STATE STANDARDS

2-ESS2-3 Earth’s Systems ​Obtain information to identify where water is found on Earth and that it can
be solid or liquid. Patterns in the natural world can be observed.
Indicator:​ This will be evident when students learn about clouds as gaseous and liquid water
particles and that specific cloud patterns are reflective of the weather they bring.
NYS Next Generation ELA Standard 2SL5: ​Include digital media and/or visual displays in
presentations to clarify or support ideas, thoughts, and feelings.
Indicator: ​This will be evident when students use FlipGrid and drawn diagrams of cloud patterns
to predict and express a weather forecast.
ISTE 3.a:​ Students will curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
Indicator:​This will be evident when students use the data collected in their science journals to
make predictions and report the past and current weather patterns in a FlipGrid weather forecast.

INSTRUCTIONAL RESOURCES
● Students’ online science journals
● iPad or Laptop
● FlipGrid application
● Powerpoint presentation on “What are Clouds”
● Newsdesk(S) (Pre-made by teacher from cardboard box and other craft materials)

DEVELOPMENTAL PROCEDURES
1. While listening to a reading of ​The Kids Book of Weather Forecasting​ by Mark Breen, students
will fill out a graphic organizer classifying the types of clouds discussed by the characters in the
book and the weather they bring in the story. ​(What are clouds? What are clouds made of? What
 are four different types of clouds? Have you watched a weather forecast before? What is a
prediction?)
2. Students will participate in a group discussion regarding weather patterns, predictions, and why
meteorologists are important and will review their graphic organizers as a class.​ (How do we
make predictions? What type of weather predictions do we make? How does making weather
predictions help us?)
3. Students will review their collected weather data they have recorded on their online Edmoto
Google Classroom science journals in the previous days. (​What is data? What is an observation?
How do we record data? How can we make a weather prediction based off of the data we have
recorded?)
4. Students will be separated into predetermined groups of three, in which each student will be give
a role of scriptwriter, camera operator, and meteorologist in which they will be prompted to
retrieve their science journals and collaboratively write a script for a FlipGrid newscast reporting
on the week’s past, current, and future weather predictions. The instructions for this activity can
be found on the class’s Weebly E-Textbook. Students will also be required to explain to viewers
what a cloud is and how they are formed in their forecast. Students' FlipGrids will be graded on a
rubric on a numerical scale of 1-4. (​What does each role do in the group? What role are you?
How did you decide who is doing what?What cloud are you reporting on? What predictions are
you making on the type of weather they bring? What can we use to help us write our script? What
information do we need to correctly fill out the organizer?)
5. Students will film their FlipGrids using the application FlipGrid while performing their newscast
using a Green Screen application on the SMART Board. Students will consult the instructions and
associated worksheets on the Weebly E-Textbook website. (​How does a meteorologist present the
weather forecast? How do we hold the camera safely?Are you getting the main message across?
How can you keep your audience's attention? How do you come across; verbally and
physically?Are you speaking slowly and clearly? What tone of voice are you using? How are you
interacting with your graphics? Are you keeping to time?)
6. Students will upload their video to the classroom FlipGrid Newscast Channel. (​How do you
upload your FlipGrid?)

INSTRUCTIONAL STRATEGIES
Direct Instruction
Indicator: ​This will be evident when students review different types of clouds, weather
predictions and patterns, and the graphic organizer during classroom discussion after reading the book.
Cooperative Learning
Indicator:​ This will be evident when students, in a group, collaboratively write a script and film
their FlipGrid weather forecast.
Discussion
Indicator: ​This will be evident when students participate in brainstorming discussions on what
they think needs to be said in the script for the FlipGrid weather forecast.

ADAPTATIONS
● Teacher will provide redirecting and refocusing as needed by the student.
 ● For the ESL student, the teacher will provide the student with vocabulary a few days prior for
review.
● Assistive voice recording technology, such as Dragon NaturallySpeaking, will be provided for the
student with related learning or physical disabilities.
● The student who has weak motor skills will be provided with pencil grips when needing to write.

DIFFERENTIATION OF INSTRUCTION
● Students will be given differentiated roles based on their learning abilities and needs. These
redetermined groups of three will included the role of scriptwriter, camera operator, and
meteorologist.
● The visual learner will be given the role of camera operator.
● The auditory learner will be assigned the role of group speaker.
● The kinesthetic learner will be assigned the role of writer.

ASSESSMENT
● Students will be assessed informally through teacher observation during the activity.
● Students will be assessed formally on a teacher created rubric with a scale of 1-4. Students will be
expected to receive a score of 3 or higher on their FlipGrid videos and completed scripts.

INDEPENDENT PRACTICE
Students will be expected to complete and online search for a brief news weather forecast, list the source
information (network, date, and time of broadcast) on their Edmodo Google Classroom science journals,
and make a list of the different weather patterns mentioned in the video clips. Students will also make a
list of reasons that they would believe the weather forecast (such as being from a reliable network or
having an experienced meteorologist).

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention:​ The teacher will provide the student with a graphic organizer with images
of different types of clouds for the student to fill in with the associated information.
Academic Enrichment: ​The teacher will provide students individually research the weather in any
country of their choosing and will present their findings, including temperature and numbers of rainy and
sunny days, to the class in a Prezi presentation. Students, as a class in a teacher-led discussion will
compare this to the weather of where they live.

REFERENCES
Next generation science standards for States, by states (n.d.). Retrieved April 14, 2017, from

https://www.nextgenscience.org/search-standards​.

Smith, Ashley (N.D.) Weather Maps Lesson for Kids. Retrieved Sep 1, 2018, from

https://study.com/academy/lesson/weather-maps-lesson-for-kids.htm
Wicker, Crystal (N.D.) Clouds. Retrieved Sep 1, 2018, from

https://www.weatherwizkids.com/?page_id=64

STUDENT GRAPHIC ORGANIZER

STUDENT SCRIPT WORKSHEET
FLIPGRID WEATHER FORECAST RUBRIC