Developmental Lesson Plan

Teacher Candidate: Amber Daub Date: March 1, 2018

Group Size: 19 Allotted Time 9:30-10 Grade Level 1st grade

Subject or Topic: Weather – Natural Disasters

Common Core/PA Standard(s):

 3.1.1.B6 – Distinguish between scientific fact and opinion. Ask questions about
objects, organisms, and events. Understand that all scientific investigations involve
asking and answering questions and comparing the answer with what is already known.
Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations. Use simple equipment (tools and other technologies)
to gather data and understand that this allows scientists to collect more information
than relying only on their senses to gather information. Use data/evidence to construct
explanations and understand that scientists develop explanations based on their
evidence and compares them with their current scientific knowledge. Communicate
procedures and explanations going priority to evidence and understanding that
scientists make their public, describe their investigations so they can be produced, and
review and ask questions about the work of other scientists.

Learning Targets/Objectives:
 Students will be able to assist each other in creating a blizzard in a jar by listening to
directions given and working together to mix ingredients together.

Assessment Approaches: Evidence:

1. Asking students what they learned about
seasons
2. Making a Blizzard in a Cup
3. Asking students what they learned about
natural disasters
1. Asking students what they learned about
seasons – students will raise their hands and
share with the class some of the facts that they
learned about seasons
2. Making a Blizzard in a Cup – students will
work together to make their blizzard, using a
check sheet
3. Asking students what they learned about
natural disasters – students will raise their
hands and share with the class some of the
facts that they learned about natural disasters

Assessment Scale:
 Students will be assessed on whether or not they work together when making the
blizzard in a cup, with the use of a check sheet (pass/fail)
o Pass = students worked together to complete the task
o Fail = students did not work together to complete the task
Subject Matter/Content:
Prerequisites:
 The rules of an experiment
 How to follow directions
Key Vocabulary:
 Natural Disaster – a natural event such as a flood, earthquake, or hurricane that causes
great damage or loss of life
 Tornado – a mobile, destructive vortex of violently rotating winds having the
appearance of a funnel-shaped cloud and advancing beneath a large storm system
 Hurricane – a storm with a violent wind, in particular a tropical cyclone in the
Caribbean
 Blizzard – a severe snowstorm with high winds and low visibility
Content/Facts:
 A natural disaster is a natural event such as a floor, earthquake, or hurricane that casues
great damage and loss of life
 Natural disasters happen for different reasons
o Some are weather related (hurricanes)
 Hurricanes are tropical storms that form over the ocean picking up speed and strength
as they go over the water
o If a hurricane hits land, its high winds and heavy rain cause a lot of damage
 Tornadoes are the most violent storms that nature sends our way
o Made with rotating funnel shaped clouds and winds reaching 300 miles per
hour
o Can do a lot of damage to large areas
 Winter storms (blizzards) bring snow, freezing rain, sleet, and temperatures that make
you want to run indoors
o Can cause icy conditions on the roads, fall on power lines, and extreme cold
 Natural disasters can catch us off guard or are more powerful than people expect
Introduction/Activating/Launch Strategies:
 Students will be told that we are going to review the seasons (spring, summer, fall,
winter), talk about different natural disasters (hurricane, tornado, blizzard), and that we
are going to make a blizzard in a cup.
 Ask students what they remember learning about the seasons
o Allow time for a Think, Pair, Share and a small class discussion
 Teacher will play the BrainPop Jr. video about the natural disasters (stop at 3:06).
Development/Teaching Approaches
 After the video is over, teacher will call students over to the black carpet and read The
Magic School Bus: Inside a Hurricanes
 Students will be asked to talk with their partners about what they saw in the video and
heard from the book before sharing with the class
o Allow time for students to talk to partners and sharing with the class
 After students share what they remember from the video and the book, share with them
some information about seasons and how the change in seasons affects living things
o A natural disaster is a natural event such as a floor, earthquake, or hurricane
that casues great damage and loss of life
 o Natural disasters happen for different reasons
 Some are weather related (hurricanes)
o Hurricanes are tropical storms that form over the ocean picking up speed and
strength as they go over the water
 If a hurricane hits land, its high winds and heavy rain cause a lot of
damage
o Tornadoes are the most violent storms that nature sends our way
 Made with rotating funnel shaped clouds and winds reaching 300 miles
per hour
 Can do a lot of damage to large areas
o Winter storms (blizzards) bring snow, freezing rain, sleet, and temperatures that
make you want to run indoors
 Can cause icy conditions on the roads, fall on power lines, and extreme
cold
o Natural disasters can catch us off guard or are more powerful than people
expect
 Explain experiment rules before sending students back to their seats
o Don’t touch anything until you’re told
o Do not put anything in your mouth
o Do not use materials in any other way than directed
o Do not pick up the cups filled with liquid
 Explain experiment to students
o Tell students that we are going to make a blizzard in a cup
o Tell students we will use several materials, so everyone needs to pay close
attention to what they are being told
o Pass some of the experiment ingredients
 Cups
 Baby oil
 Warm water
 White tempera paint
 Alka Seltzer tablets
o After students have their cup filled with baby oil, go around with paint/water
mix and pour into students cups
o Once everyone has their paint/water mix, give each group an Alka Seltzer tablet
(1/2) and have them drop it into the cup
o Tell them to watch as the magic happens as a blizzard begins in their cups!
Closure/Summarizing Strategies:
 Have students help clean up their areas after the experiment is over
o Take materials to the back counter and wipe up their desks if needed
 After the materials are all cleaned up, ask students what they saw happening in their
cups
o Allow time for student response
 Ask students what they learned about natural disasters and give time for them to think
about what they learned by talking to their partners before sharing with the class
 Call students to line up for a bathroom break by teams after hearing what they learned
about natural disasters
Accommodations/Differentiation:
 Student A will work with his aide and his device to assist him in participating in class
discussions.
 Student A will work with his aide to assist him in participating the Blizzard in a Cup
experiment.

Materials/Resources:
 The Magic School Bus: Inside a Hurricane
o Cole, J., & Degen, B. (2017). The magic school bus inside a hurricane. New
York: Scholastic.
 BrainPop Jr. video (stop at 3:06)
o https://www.brainpop.com/science/earthsystem/naturaldisasters/
 Blizzard in a Cup experiment
o Clear cup
o Baby oil
o White tempera paint
o Warm water
o Alka Seltzer tablets
o Silver/white glitter (optional)
 Harcourt Science Textbook (Earth Science)
o Jones, R.M. (2002). Harcourt Science. Orlando: Harcourt School.

Reflective Response:

Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
 Working Together Not Working Together
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S