STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Haley Lorenz Grade: Kindergarten Topic: Science; Weather Observations

Brief Lesson Description:
In this lesson, students will be discussing and observing weather patterns. They will have a few activities to keep them engaged and
intrigued in the topic such as making their own snow, determining which clothing items go with which season, and even observing the
weather and recording that data on a calendar. (Time: 1-2 hours)

 Specific Learning Outcomes: Students will observe and identify daily weather conditions — sunny, rainy, cloudy, snowy,
windy, warm, hot, cool, and cold. Students will also be able to chart daily weather conditions.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
 I will make sure to include pictures and videos that include people of all ages, genders, and ethnicities.

Narrative / Background Information

Prior Student Knowledge: Students should recognize that there are four seasons, maybe even know the names of them. They will know
that there are certain things you wear in each season.

Science VA SOL Health VA SOL NGSS (You may have to look to a different
grade level for the connection)
K.9 The student will investigate K.2 The student will identify
and understand that there are healthy decisions. K-ESS2-1. Students who
patterns in nature. Key patterns demonstrate understanding can:
include l)  Describe sun safety practices.
Use and share observations of
local weather conditions to
a)  daily weather.
describe patterns over time.
b)  seasonal changes.

Science & Engineering Practices: (You must tie engineering practices into your plan)

Creating snow activity

Snow making video on youtube: https://www.youtube.com/watch?v=kJ0nGhxqkFw

Possible Preconceptions/Misconceptions:
One misconception I think students may have is that snow and ice make it cold. Second is that raindrops are shaped like tear drops.
Third, is that the seasons cause the weather to change.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

To introduce this lesson on weather, I think it would be fun to have students sit in a big circle and have a big box of clothing items in the
middle. I would have the students take the items out of the box and discuss with each other how they each might be used. I would then just
listen to their explanations and let them lead the discussion. This will tell me what the children already know about weather and it would be
a fun activity to get them interested in the lesson.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
After students have looked at and discussed the items in the box, I will start asking them questions like:
 What do we do with the items in this box?
 Why do we need these different items?
 What would happen if we used/wore _____ in the _____?
(example: what would happen if we wore a jacket in the summer?)

Weather observations part: We will be introducing a calendar chart that will be used to record weather observations daily. To help students
understand the purpose of this, I will ask questions like:
 What is the weather like today?
 What could one do to help remember our daily weather observations?
 What information about weather do we think is important to observe and record?
 How often should we record the weather and why?

(This is a link to a calendar chart like one I would like to use for this lesson) :
https://www.pinterest.com/pin/AcTqrwg36hGEJ9KApPhb9q0QtMet1dLlVBEynB3zVWQKNhrgYyivTQ1hRe5zd3Hd-
WeUpLLsdgzcvJt3VEcM4rw/
EXPLAIN: Concepts Explained and Vocabulary Defined:
To have the students see a difference in the seasons, I will show them a video on the four seasons and what they look like. We will then
discuss together the differences in the seasons. I will then discuss the purpose of recording weather and things that should be included on
the class calendar.

Vocabulary: Seasons, Change, Fall, Winter, Spring, Summer, Snow, Rain, Observation

ELABORATE: Applications and Extensions:

One extension I thought the students would enjoy is actually making some snow. I would have the supplies needed and I would have them
work in partners to make their own snow! This experiment involves mixing conditioner and baking soda together. I will have the tools and
portions the students need already out for them.

For the observation part, I would take the kids outside to record the first days’ weather on the class calendar. We will discuss how it feels
outside and how it looks. We will record if it is sunny, rainy, snowy, cloudy, or foggy and what it feels like (cold or hot). To include the health
SOL, I would make sure to give the students sunscreen before going outside and explain why they should use it.

EVALUATE:

Formative Monitoring (Questioning / Discussion): The questions and discussions used throughout the lesson in the above sections.

Summative Assessment (Quiz / Project / Report) (Include a rubric): To check for understanding, I think it is good to ask discussion
questions. I also think having students draw or create pictures of the four seasons with certain elements in them would be good.
(Rubric) :
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) These students will benefit greatly from the
part of the lesson where we go outside to observer and record the weather data. They will also be able to participate in the class
discussions with their peers. Hands on learning (making the snow) would be fun activity as well for them.
 ELL These students will also benefit from the more hands-on activities. Being able to touch and look at stuff on their own is
beneficial for them. Videos about the four seasons may be good to show them as well.
 Gifted learners These students may be given an extra worksheet that asks them to draw specific items for each season. Having
activities to test their knowledge a bit more. Maybe even asking them to create a KWL chart.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice? Discussion questions will be the main source of testing the students’ knowledge at this level.
Asking them about various weather types or conditions or what they observed on a given day.
 Where might/did learners struggle in the lesson? Understanding where these seasons come from.
 How can the lesson be strengthened for improved student learning? Maybe lengthening the time for this lesson, instead of having
this all-in-one day. This may be a little too time consuming.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? I will make sure to include pictures and
videos that include people of all ages, genders, and ethnicities.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 of each Clothing items for each season $50
1 Umbrella $5
1 Thermometer $5
1 Sunglasses $5
1 Box or Plastic container $10
1 Large blank calendar with space for $10
recording

(Most items can be brought from

home, not bought new)
Few Conditioner $3 each
bottles
1 box Baking soda $4