Monica Keating

Learning Segment Central Focus: Phenomenon: This is a paragraph describing the backdrop and
context of the lesson described in the ESA below. Must include attention to NGSS and phenomenon-
based learning.

The phenomenon is that there are varying weather conditions world wide. The teacher then
proceeds to demonstrate the different types of weather that occur using pictures and slides. The
students then investigate the phenomena through personal knowledge and what the students know
about the weather where we live.

Time Allotted: 20 to 30 minutes Classroom organization/ groups/ labs?: Students will be in their
assigned seats during the lesson.

Lesson plan format:

Unit name: All About Weather
Class/Grade: Kindergarten
NGSS Content Standard(s):
K-ESS2-1. : Use and share observations of local weather conditions to describe patterns over
time.

The standards used in the lesson are highlighted.

Science and Engineering Practices: Analyzing and Interpreting Data. Scientific investigations
produce data that must be analyzed in order to derive meaning. Because data patterns and
trends are not always obvious, scientists use a range of tools- including tabulation, graphical
interpretation, visualization, and statistical analysis- to identify the significant features and
patterns in the data.

Disciplinary Core Ideas: ESS2.D: Weather and Climate Weather is the combination of
sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People
measure these conditions to describe and record the weather and to notice patterns over time.

Cross Cutting Concepts: Patterns. Observed patterns of form and events to guide
organization and classification.

Language Supports: be specific regarding strategies you are choosing to support the
access of science language

 Teacher will label the pictures and provide definitions of key terms on the PowerPoint.
 Teacher will go through the Mini Book with the students and have them fill out the
blanks as we go. The PowerPoint will have the pages from the mini book on there in
English and for ELL student their Mini book will have Spanish and English in their own
book.
 ELL students will also be asked to work closely with an English-speaking classmate
who can help demonstrate what needs to be done during the lesson.
 Using appropriate vocab words that will help support Academic Language.
 Monica Keating

Materials Needed (indicate any safety measures that need to be considered):

 All about Weather Mini Book (1 for each student)

o Mini book will not be passed out until we are about to start that portion of the
lesson
 Crayons or colored pencils (to share at their tables)
o will not be passed out until we are about to start that portion of the lesson.
 Pencils
 PowerPoint or poster with the information would work in a regular kindergarten
classroom as well!
 Brain break (if used)
o “Movement and Mindfulness for Kids.” GoNoodle, www.gonoodle.com/.
 Weather cloud coloring page

Objective(s)(be sure these are Possible Challenges /Misconceptions:

measurable and observable and aligned
with the NGSS and the assessments): Children may not understand that weather
differs worldwide.
 Students will be able to identify
different kinds of weather they have
previously experienced.

 Student will be able to indicate and

label the types of weather we have in
Pleasant Hill, California.

 Students will be able to identify the

four different types of weather: sunny,
windy, rainy, snowy and how they
differ.

Formative Assessment strategies (indicate WHY these are chosen – WHAT are you
assessing – concepts, skills):

Formal Assessment: I will be asking the students to fill out blanks in the Mini Book together
as a class where they will be able to demonstrate their understanding of the different types of
weather. This also is an assessment if students are paying attention and focused during the
lesson.

Informal Assessment: I will be asking questions throughout the entire lesson to teach
concepts, check for understanding, also the review questions at the end of the lesson will
show what they learned from the lesson.

LESSON PLAN STRUCTURE: (could include the use of the 5Es as indicated)

Opening: (engage)
Activate prior knowledge and
student interest- teacher
presents an interesting situation,
phenomenon, or dilemma/
controversial issue that helps
students connect to the content.
Introduction:
Getting students ready - teacher
introduces the task and makes
sure students understand what
they are trying to accomplish,
but not how they are to do it
Monica Keating
Teacher Actions Student Actions
Teacher will cover class rules
(this should be review), have
students read them aloud one
by one.
1. Raise your hand to speak.
2. Get out of your seat only
when dismissed.
3. Keep eyes and ears open
4. Have fun.
The teacher will have
questions on the slides to
introduce the topic to the
students.
1. Can anyone tell me Students will recall types of
what weather is? weather they may remember
Weather is the and answer the question.
Condition of the outside
air
2. What kind of weather Students will state the types
do we get here in of weather they see in
Pleasant Hill? Pleasant Hill. Such as, hot or
3. Today we are going rainy.
to learn about the 4
different types of
weather!
After the Introductory slide I Students will answer the
will go over the 4 types of questions asked by the
weather individually 1 by 1, teacher, such as what they
with a slide for each type of like to do in the different types
weather with a definition as of weathers.
well as pictures with
examples. The students may respond
with answers like swimming
1. Rain: Read the whole when it is hot or staying near a
slide to them fire when it is rainy and cold.
2. Sunny: Read slide then
ask, what do you like to
do when its sunny Students will then state what
outside? Then show they think of when they hear
them 2 pictures of these words; sunny, rain, and
examples wind, snow. Students may
3. Wind: Read slide then respond with hot, ice cream,
ask, what do you think of hot chocolate. Things that they
when you hear the word

Body of lesson: (explore,
explain, elaborate)
Students working on content -
teacher observes students,
monitors their progress, and
provides clarification as
necessary
Closure (evaluate):
Wrapping Up - teacher facilitates
group discussion, helps students
share their work/progress, helps
students make connections, and
ensures that big ideas are
brought forward. Have you
connected your lesson back to
the overarching phenomenon?
What skills (SEPs), concepts
(DCIs) and overarching
connections (CCCs) have you
included and assessed?
wind? Then show them 2 may do due to the specific
pictures of examples. weather type.
4. Snow: Read the slide
then ask, what do you
like to do when it’s
snowing? Then show
them 2 pictures of
examples.
Break: Video off Go noodle’s
website
https://www.gonoodle.com/.
After the brain break I will use
an Attention Getter and have
all the students sit back
down. Explain that we are
going to complete this Mini
Book that is about the 4
different types of weather we
just learned about. The
teacher will pass out the Mini
Book to each student. After
passing out the Mini Books
we are going to go through
the pages together 1 by
1. After we have completed
all the pages in the Mini
Book, the students are now
going to color the pictures in
the Book.
Teacher will ask students
what types of weather they
learned today. What types of
weather do we get here in
Pleasant Hill? Can someone
tell me what happens for one
of the types of weather we
learned today?
Monica Keating
1. Students need to color the
pictures using at least two
different colors
2. Allow as much time as
needed for the students to
color the pictures.
Next the students will color
the Weather Coloring page.
1. First put their name on the
paper
2. You can color however you
want but make sure you add
hair of some sort like I did to
represent wind!
Share my example, give
them about 10 minutes to
color.
Students will share and
answer what types of weather
they have learned throughout
the lesson. Students will look
back on their coloring pages if
they need assistance with
answering the given
questions.
 Monica Keating

REFLECTION ON RUBRICS:
Review the rubrics connected to this lesson. Below, indicate HOW you have addressed each one and
include this with your lesson plan/ unit outline.

RUBRIC # and corresponding reflection:

(see below and see EdTPA handbook on Blackboard, Course Materials):

a. Rubric #1 (See syllabus for rubric details)

The teacher addressed the vocabulary that was introduced in the lesson. The students become
aware of new types of weather, such as the sun, wind, rain, and snow. Teacher proceeded by
asking the students questions to engage them in inquiry of the varying types of weather. The
students then evaluated their prior knowledge on weather types they see where they live or may
have visited. The students will see patterns within the class and where these types of weather
occur in the world. The students will see the weather that occurs in Pleasant Hill versus other
places in the world. Both the teacher and students were able to address the patterns of the
weather seen in the varying parts of the world.

b. Rubric #2 (See syllabus for rubric details)

Teacher will specify the different types of weather and what we see where we live. This will
support the phenomenon given in the lesson and identify the common errors that students may
have. The teacher will identify the misunderstandings of the students and address where we may
see different types of weather and why we do not see some where we live. The students who
may have prior knowledge on weather will be able to support this concept as well.

c. Rubric #3 (See syllabus for rubric details)

Teacher was aware that students were knowledgeable about the weather conditions where we
live. The teacher allowed the students to engage in active learning, so that they were able to see
the similarities and differences themselves. This was carried out in a classroom discussion
where students shared their prior knowledge on weather conditions.
Monica Keating
Monica Keating
Monica Keating