Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: November 22, 2019
Lesson Title: STEM Measuring Weather: Weather Forecast
Context: Kindergarten Science
Central Focus: The purpose of this unit is for students to begin to understand weather and how it affects us.
Throughout this unit, students are exploring with the different types of weather tools and ways to communicate
weather to their families. In this lesson, students use their knowledge of weather forecasting as they work
together to draw and present a television weather broadcast. Each group is given a different scenario that
describes an activity dependent upon weather conditions. Students prepare a forecast for the activity that
includes the upcoming weather and suggested clothing.

Essential Questions: What do you need to know to be able to predict the weather? (Temperature, what
season). How will you work with your group to make a forecast?

NJCCCS Standards:
K-ESS2.D.2 Weather and Climate: People measure these conditions to describe and record the weather and to
notice patterns over time.

Learning Goals: Students will be able to work in groups and create a weather forecast. Students will be able
to identify weather conditions and what kinds of clothing they should wear on the day they are forecasting.

Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.
Identified Language Demands Planned Language Supports
Vocabulary (Forecast, temperature, weather condition) During whole group and anticipatory set.
Students will use this vocabulary during their
weather forecast.
Language Function These vocabulary words will be seen in the
videos and used throughout the presentation.
Syntax In whole group setting and during turn and talk.
Discourse Turn and talk and project work.

Procedure:
Duration Instructional Strategies and Learning Tasks Assessment
12:30-12:35 Anticipatory: Teacher will invite students to sit with her on the rug and will
remind students of all the work they have been doing with weather the
past week. We have been learning about temperature and different types
 of weather, but no boys and girls it is time for you to make your own
weather forecast with a group!
12:35-12:50 Whole Group: Teacher will explain the purpose of communicating weather
with the students. “Why is it important to talk about the weather?” turn and
talk with a partner.
Optional (based on student understanding) watch sample broadcast:
https://www.youtube.com/watch?v=tmO9cjsj1zc
Teacher will then explain the assignment. Today, we will be making out
own weather forecasts. What do you think the word ‘forecast’ means?
Have students turn and talk with a partner if they seem stuck or confused.
When people forecast the weather, it means they are telling people what
the weather will be like for the day or the week. They tell us if it will rain,
or snow or be windy. So to forecast (to tell about) our weather, we will be
breaking up into groups and working on our very own forecasts!
Teacher will have students identify different types of forecasts and if
needed, write them on the board. Try to help students understand that for
their forecasts today, we are not looking for: “today will be hot or cold”, we
need more. We need to know if it is sunny, cloudy, windy, rainy or snowy,
these are forecast examples.
Each member in the group will have an important job for the weather
forecast. I need a sun expert-who will tell me how much sun I need for an
activity, a water expert-a person who will tell me how much water or snow
I need for that day, a wind expert-who will tell me all about the wind for
that activity, a clothing expert-who will tell me what to wear and lastly, a
team leader who will help the group members get their information
together. Allow the groups time to talk about what kind of weather I will
need for what kind of activity I want to do. The group will also make a
poster about the weather and we will hang it up behind you when you
forecast your weather. When you make your poster, remember that is has
to be about the weather you are forecasting. So on your poster if you are
talking about a sunny day, should there be a rain cloud? Once you are
done with your poster and everybody in your group knows what to say, we
will record your weather forecast. We will be using Seesaw to show your
families what kind of weather you forecasted today! Remember friends,
when we get into our groups there are some important rules we need to
follow when we are making out poster and forecasting our weather.
Rules:
 It is important to work together to plan your presentation.
  It is important that each member of your team gets to talk during the
presentation.
 When you are talking it is important that you speak loudly and clearly
enough for everyone in the class to hear what you are saying.
 It is important that your picture or poster is large enough for everyone
in the class to see it.
Also friends, think about when we watch the weather, we see people
smiling and saying “Good morning!” or “Good afternoon!” so remember to
smile when you are on camera, just like real weather reporters.
12:50-1:00 Group Work: Students will break off into groups of 5 and the teacher will Informal
have the students select their scenario by having one member of the Assessment:
group pick randomly out of a hat. Teacher will then assign the students Teacher will
“Expert Roles” which consist of the Sun expert, Water expert, Wind expert, walk around
Clothing Expert and team leader by having the students choose a role and check in
from a hat. After the roles have been assigned, the students will break off on student
into their table groups and begin their group work. During this time, group
students will talk about what kind of weather they will be forecasting for a progress to
“Ms. Pedi activity” and who will be saying what during the forecast. make sure all
Students will have time to work on their poster and talk about the weather. members of
Make sure students write their names on the back of their poster. Allow the group are
time for each group to practice and present their forecast. Students need getting along.
to explain how the weather conditions they forecast enhance or benefit the
activity in their scenario. They must also identify weather-appropriate
clothing.
1:00-1:10 Present: Students will present their forecast and the teacher will record Formal:
their presentation using Seesaw. Each presentation should take 3-5 Teacher will
minutes. Students will hang their posters up behind them and talk about assess
what kind of weather will be perfect for their scenario. Once students are students via
done recording, they will place their posters in a pile on the back table and group
stay quietly in their seats until all of the groups are done presenting. participation
criteria rubric.
1:10-1:15 Closure: Teacher will invite students back to the carpet and tell them to
shake their fingers out, stretch out and congratulate themselves for a job
well done! Then, teacher will remind students that understanding the
weather help us to be prepared for our fun days inside or outside.
AFIRM Modules. National Professional Development Center. Retrieved November 21, 2019, from

https://afirm.fpg.unc.edu/afirm-modules
Accommodations:
Identified Support for ……
(ELL, advanced student, struggling
student, student with IEP or 504).
Kathleen (ADHD/OHI)
Kylie (SLD)
Specific Planned Accommodation(s)
Characteristic(s)
(Strength/Need)
Strengths: Kathleen is Kathleen will receive extra check in
always ready to be time from the teacher during
engaged in a lesson and independent writing time or small
enjoys contributing to the group support if she is struggling.
conversation when she is
familiar with the topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
 her attention must
be gained before
giving directions
 repetition of
instructions
expectations and limits
must be clearly defined.
Strengths: Kylie is very Kylie will receive extra check in
willing to participate in time from the teacher during
classroom discussions. independent writing time and small
She follows along and group support if she is struggling.
raises her hand when
she wants to contribute
something to the
discussion. Kylie has a
speech impediment,
which can affect her
confidence when
speaking to peers that
are not her two sisters
(Kayla and Kathleen)
Needs:
 Use of visual cues

Thomas (SLD)
Modifications for Students with Disabilities:
Identified Support for ……
(see list above and include
ONLY those with disabilities)
Kathleen
 Manipulatives
 Multisensory cues
Gain student direction
before directions and
then provide repetition of
directions
Strengths: Thomas is a Thomas will receive extra check in
very happy and bubbly time from the teacher during
child with a lot to say. He independent writing time or small
is not afraid to contribute group support if he is struggling.
to a conversation and
enjoys talking with his
peers.
Needs: Thomas has no
modifications or
accommodations listed in
his IEP, however, based
on observation he does
receive Core Plus More
which entails a push
in/pull out support for
reading and math.
Thomas needs to
occasionally be reminded
of the directions and what
his task is.
Specific Planned Modification(s)
Characteristic(s)
(Strength/Need)
Strengths: Kathleen is SWBAT: work cooperatively with group
always ready to be members.
engaged in a lesson
and enjoys
contributing to the
conversation when she
 is familiar with the
topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
 her attention
must be gained
before giving
directions
 repetition of
instructions
expectations and limits
must be clearly
defined.
Kylie Strengths: Kylie is very SWBAT: actively participate in group work
willing to participate in during project.
classroom
discussions. She
follows along and
raises her hand when
she wants to
contribute something
to the discussion.
Kylie has a speech
impediment, which can
affect her confidence
when speaking to
peers that are not her
two sisters (Kayla and
Kathleen)
Needs:
 Use of visual
cues
 Manipulatives
 Multisensory
cues
 Gain student direction
before directions and
then provide repetition
of directions
Thomas Strengths: Thomas is SWBAT: remain focused during group work
a very happy and and help his group members.
bubbly child with a lot
to say. He is not afraid
to contribute to a
conversation and
enjoys talking with his
peers.
Needs: Thomas has
no modifications or
accommodations listed
in his IEP, however,
based on observation
he does receive Core
Plus More which
entails a push in/pull
out support for reading
and math. Thomas
needs to occasionally
be reminded of the
directions and what his
task is.
Materials / Use of Instructional Technology:
 Teacher Materials-scenarios for students, team roles, scoring rubric
 Student Materials-Poster paper, crayons, markers and pencils.
 Technology-SMART board for sample videos, iPads for Seesaw app

Homework / Assignment for Next Class: Look outside your window tonight and see if the weather changes.
Scenarios for Students:

1 - Ms. Pedi wants to go sledding this Saturday. Create a weather forecast that will

tell her what kind of weather she will be able to sled in and what to wear.

2 - Ms. Pedi wants to go to the park to fly a kite on Saturday. Create a weather

forecast that will allow her to fly a kite. Ms. Pedi wants to know what the perfect

weather will be like to fly a kite.

3 - Ms. Pedi wants to go to the beach this Saturday. Create a weather forecast that

will allow her to go to the beach. Ms. Pedi wants to know what she should wear for

the beach, and what kind of weather she should go to the beach in.

4 - Ms. Pedi needs her garden to be watered this Saturday without using water from

a hose. Create a weather forecast that will allow the garden to get water. Tell what

kind of weather she needs, and what she should wear if she goes outside.

Roles for Students

Sun expert,

Water expert,

Wind expert

Team leader
Clothing Expert.
 The purpose of this lesson was to expand on students knowledge of measuring weather and

communicating their measurements. Throughout this unit, the students have been working on identifying

weather measurement tools, measuring weather temperatures and finally being able to take what they have

learned and make their very own weather forecast. Students have been learning to understand why we should

talk about the weather and why should weather be important to us. This lesson ties in what students have been

learning for the past 2 lessons and showing them how they can communicate what they have been learning.

In terms of my students as learners, I know that my students understand weather and the different

weather conditions, and they had a slightly difficult time preparing their posters for their presentation.

However, once they had their script and drawing complete, then communicating their forecast was an enjoyable

activity. I chose to implement a very hands on activity and have the students take on roles as leader, water

expert, wind expert, sun expert, and clothing expert so that way every student in the group had an important task

that they can work with. I know from my past lessons that my students respond well to hands on tasks that keep

them constantly working in a fun environment. Throughout the lesson, all students were engaged and working

cooperatively with their team members. Group work is something my students are fond of and they enjoy being

able to work with their friends and make something together.

If I were to change one thing about this lesson, I would have provided a model for my students to see. I

should have created a sample model for the students to work with so they can see my expectations for them. I

noticed that my students tend to work well when they have a model to work with and that the implementation of

a more concrete model may have helped the execution of the student work go smoother. I feel that with a

stronger model it would have gone smoother. I would have also liked to expand upon the information I was

giving the students: what is a weather forecast? Who reports the weather? Once I expanded upon these topics I

would have continued to repeat the topics over and over that way the students would understand the importance

of the information I am trying to give to them.

These changes would affect student learning outcomes because the students would have received a

clearer takeaway. This would have helped students understand what was being asked of them and how they can

apply this information throughout their lives to promote lifelong learning.