DIXIE STATE COLLEGE – DEPARTMENT OF ELEMENTARY EDUCATIONLESSON PLAN TEMPLATE – Semesters 3 & 4

Grade Level: 4 Title: Weather Jonathan Edie Standard 2: Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. (State standard)

Objective 1: Observe, measure, and record the basic elements of weather. a. Identify basic cloud types. (State objective)

Step 1 – Desired Results (what I want students know, understand and be able to do)Enduring/Understanding-big idea: Students will know how clouds are formed as part of the water cycle and identify the three different cloud types: Cirrus, Cumulus, and Stratus.

Content Objectives: (Use Bloom's Taxonomy) (SIOP 1)Students will be able to:

1. Explain how clouds are formed as part of the water cycle. 2. Distinguish between basic cloud types (i.e., cumulus, cirrus, stratus clouds).3. Observe and record data using a cloud journal.4. Analyze cloud types by graphing results from observations.

Language Objectives: Students will record the three cloud types in their journals, explain to a partner how clouds are formed, listen to their partner explain how clouds are formed, and read out loud the cloud types listed on the board. (SIOP 2)

Walk-AwayStudents will know and present how clouds are formed and a part of the water cycle and how they can identify the three main cloud types.

A. Differentiation Plan (enrichment, IEP objectives, or other plans for individual student learning).Based on Contextual Factors and SIOP Components

ELL students will be given pictures on their pre/posttests to help them visually understand the questions on the worksheet (SIOP 4)

Pictures of clouds with corresponding names will be on handout. (SIOP 4) Vocabulary-stratus, cumulus, cirrus, weather, water cycle, condensation, etc.

will be posted in class to see during lesson and introduced at beginning. (SIOP 9)

Gifted and talented student - can create additional questions related to clouds and predict weather by cloud types.

Weather groups will include students that are mixed with high and low abilities Special needs students will be grouped in pairs with other students.

Step 2 – Assessment Evidence (summative check for understanding)A. Performance Task (What will students do to demonstrate learning?).B. Performance Criteria (How good is good enough? Provide rubrics/scoring guides, checklists, or

criteria.).Assessments (Must Match Objectives)Students will

1. Pre-Test-students will identify the three main cloud types and answer questions about how they are formed.

2. Observe, measure, and record cloud types each day for 1-week in their science lab notebook

3. Analyze cloud types and weather associated with the clouds. 4. Create a weather foldable that shows three main cloud types. A rubric will be

used to grade their foldable and information included on it. 5. Post-Test- same as the pre-test.

Step 3 – Active Learning Plan (detailed enough for another teacher to follow) A. Steps for Students (use active verbs)

Lead activity (introduce desired results/walk-away; ask essential question; connect with students’ prior knowledge/experiences).

Student-centered learning steps (Detailed sequencing of lesson; guided practice; specify summative assessment during practice and summative assessment in conclusion).

Closure (Revisit enduring understanding/walk-away/essential question).

Lesson Procedures TimePacing

Differentiation Plans/SIOP for Diverse Learners

1. Pre-Test 2. Write content and lang. objectives on the

board.3. Lead Activity: Introduce clouds by showing pictures of

the three main cloud types. Have class record information in their journals. Introduce new vocabulary having students say, write, and read them as I say them.

4. Give students handout of cloud types. 5. Go over each type, having all the students say them as

they are discussed. 6. Tell the students they will be observing the clouds over

the next five days and will record the information on their observation sheets.

7. Take students outside to start first day of observations.8. Activity- Do activity to demonstrate water cycle.

Fill pot with water and boil on hot plate. Fill frying pan with ice cubes and old 4 inches

above pot. Have students write down what they think is

happening and how. Draw a picture of the water cycle and show how

clouds are part of it. Explain condensation.

9. After 1 week- have students review data observed with their group. 10. Make a chart and record the class data for the entire week.11. Have students look for patterns in the clouds and the weather.12. Have students make a foldable. Fold paper into three equal parts and label each one one of the cloud types. Students will use cotton balls, markers, glitter, and glue to make the clouds. On the back they will write a paragraph about what they observed on their observation sheet and explain how clouds are formed. Refer to rubric for grading.

1. Post-Test- same as the pre-test

8 min

10 min

20 min

1–week

25 min

1 day (15 min in class)

SIOP 1 and 2Pictures. SIOP 4

SIOP 9

Use pictures of water cycle.Vocab-condensation SIOP 6

SIOP 6

B. Notes for Teacher What do I need to remember to do?

Pacing of the lessonSIOP lesson componentsOrganize materials and groups ahead of time

Materials to have ready.Handout of cloud typesObservation handoutPre-PosttestGlue, cotton balls, glitter, markers, blue construction paper for foldable.

Approximate time needed for lesson.1-week

Step 4 – Reflection (focus on student learning results)A. How effective was my lesson design and teaching?B. How effective was my assessment plan for getting information about my students’ learning?C. How did I do in meeting my desired results for this lesson? What are my next steps to improve

student learning?

Adapted from: Tomlinson, C.A., & McTighe, J. (2006). Integrating understanding by design & differentiated instruction: Connecting content and kids. Alexandria, VA: ASCD