Developmental Lesson Plan

Teacher Candidate: Kelsey Frary Date: January 12th, 2022 Group Size: 24 Students
Allotted Time: 30 Minutes
Grade Level: 4th Grade
Subject: Science
Topic: Weather Unit- Lesson One: Introduction to Weather/ Weather Measurements

Common Core/PA Standard(s):

S4.D.2.1 Identify basic weather conditions and how they are measured.

S4.D.2.1.3a Select the appropriate tool to measure the weather (limited to temperature, wind
direction, and precipitation).

Learning Targets/Objectives:

- The fourth grade students will be able to identify different types of weather through
answering a morning work question on Seesaw or writing their response and turning it
in and then sharing with the class through a think, pair, share activity.
- The fourth grade students will be able to give a basic definition of weather after
reading “Cloudy with a Chance of Meatballs” and completing/taking guided notes
during the lesson.
- The fourth grade students will be able to identify basic weather conditions and how
they are measured; including but not limited to temperature, barometric pressure, wind,
cloud conditions, and precipitation by completing/taking guided notes during the
lesson.
Assessment Approaches: Evidence:
1. SeeSaw/ morning work response 1. Collected work/ Observation
2. Think, pair, share 2. Observation
3. Guided Notes 3. Observation
Assessment Scale:

Morning work question: What is your favorite type of weather and why? What is one activity
that you like to do when this weather is happening outside?

3 points- The student answers both parts of the question accurately and the response makes
sense in regards to the question being asked

2 points- The student answers one question out of the two questions asked and the response
partly makes sense in regards to the question being asked

0/1 point- The student answers one or zero parts of the question out of the two questions asked
and the response does not make sense in regards to the question being asked

0 points- The student does not answer any parts of the question being asked and the response
does not make sense in regards to the question being asked.

Subject Matter/Content:

Prerequisites:
● Atmosphere- The huge blanket of gas that surrounds Earth or the air that surrounds
Earth.
● Different ways to describe weather conditions…
○ Sun, rain, snow, clouds, rain, hot, cold, etc.
● Prediction- A statement about future events or data
● Measurement- the size, length, or amount of something, as established by measuring.
● Basic understanding of weather
● Ability to read/write

Key Vocabulary:
● Weather: Weather is described as the condition of the atmosphere outside at any given
time and place. Weather is also known as what is happening outside at any given
time.The temperature and other outside conditions such as rain and cloudiness at a
particular time and place help us tell the weather in a specific area.
● Weather Measurements: The many different ways we can measure weather and predict
weather patterns
● Temperature: The measure of hotness or coldness
● Observations: The action or process of observing something or someone carefully or in
order to gain information
● Precipitation: Rain, snow, sleet, or hail that falls to the ground.
● Wind: Air as it moves naturally over the surface of the earth
● Cloud conditions: Condition of the clouds that indicate weather
● Barometric Pressure: The measure of the air pressure around us

Content/Facts:

● Weather:
○ Weather is described as the condition of the atmosphere outside at any given
time and place. Weather is also known as what is happening outside at any
given time. For example, sunshine, clouds, temperature, and rain all make up
the changing conditions that make up what we call weather. We can describe
the weather as hot, cold, snowy, rainy, sunny, foggy, rainy, windy, and cloudy
to tell what the weather is like!
● Weather Measurements:
○ Weather is measured in many ways using scientific observations. Observations
help us gain important information such as what the weather is like. We can use
many different things such as temperature, barometric pressure, cloud
conditions, precipitation, and wind to help us measure what the weather is like.
■ Temperature is used to measure how hot or cold it is outside. The
temperature can be taken by using a thermometer that will tell us the
 temperature of the outside weather. This helps us measure the weather
by telling us the temperature outside. Temperature is measured in both
fahrenheit and celsius. In the United States, we measure the temperature
in fahrenheit to give us the degree of the temperature outside. For
example, on a hot and sunny day, a thermometer could say “80 degrees
fahrenheit” and that would tell us the measurement of the temperature
that day! In other countries, people use the thermometer and measure
temperature in celsius but in the U.S, we measure in fahrenheit.
■ Barometric Pressure is a measure of the weight of the air above us, or
how hard the air is pushing against other objects. This object can be
used to measure the air. Air pressure is measured with a barometer.
Knowing if the air pressure is high or low can help us predict the
weather. For example, if a barometer tells us that the air pressure is
rising or stedy (staying in the same place over a period of time), we
could make a prediction that the weather might be clear skies with a
cooler temperature. If a barometer tells us that the air pressure is slowly
falling, we can predict that it is probably going to rain. Lastly, a
barometer indicates that the air pressure is rapidly or decreasing very
fast, we can predict that a storm might be on the way!
■ Precipitation is water that falls from the sky as rain, snow, sleet, or
hail. Precipitation helps to tell us what the weather will be like by the
type of precipitation that falls from the sky.
■ Cloud Conditions can help us make a prediction of what the weather
will be like. For example, if we look up at the clouds and see that the
clouds are very large and gray, it may be likely that it will rain. If the
clouds are small, fluffy and white, it is more likely that it will not rain
that day and the weather will consist of clear skies and pleasant weather.
■ Wind is known as moving air. Wind can move very fast and very slow!
The direction of the wind is the direction that the wind is blowing from.
Wind speed helps to tell us how fast the wind is moving! Wind can help
us determine the weather by how fast or slow the wind is moving. For
example, if it is a very windy day, this can sometimes mean that a storm
is on the way.

Introduction/Activating/Launch Strategies:

● The teacher will pose a question to the students, “What is your favorite type of weather
and why?” for the students' morning work. The students will answer using either the
SeeSaw App or they will write their response to the question on paper provided by the
teacher and will turn it into the classwork bin. After the students complete their
morning work, the teacher will transition into science.
● The teacher will ask the class the same question as they answered independently for
morning work to the whole class. The question will be projected on the smartboard and
the students will have one minute to turn and share with their partners.
● The teacher will ask the students to share with the class what type of weather is their
favorite and why! After having a few students share with the class, the teacher will tell
 the students that today we are starting a very fun and exciting unit on weather!
● The teacher will read the book, “Cloudy with a Chance of Meatballs” to get the
students excited about the weather unit.
○ The teacher will point out areas of the story that are fiction and will relate the
events to real, non-fiction weather facts. For example, when meatballs and
other foods are falling from the sky, the teacher will explain to the students that
this can’t actually happen but this is a great example of weather! Although food
can't fall from the sky, weather is what is happening outside at any given time!
■ The teacher will ask the students for some real examples of weather,
prompting weather such as snow, rain, sleet, hail, etc.
○ The teacher will also point out the TV on page _____ where the news is
showing people weather patterns! The teacher will explain to the students that
the meteorologist on the news is explaining how the weather patterns help them
predict the weather! The teacher will tell the students that we will be learning
about how we can predict/measure weather today and later on during the week
in our lesson!
● The teacher will finish the read aloud and will transition to the content for the day
through a google slides powerpoint and the students will follow along with guided
notes.
Development/Teaching Approaches

1. The teacher will tell the students that they did a great job listening to our read aloud
this morning and will tell the students that this week we will be learning all about
weather! The teacher will introduce today's lesson, “Introduction to Weather and
Weather Measurements” through a google slides presentation.
a. The teacher will pass out the guided notes to the students prior to the lesson
during morning work to prevent loss of instructional time.
b. The students will be given guided notes with fill in the blanks to fill in as we
are going through the slides together.
i. The teacher will remind the students that the guided notes serve as a
great study guide! The teacher will explain to the students that they can
use these guided notes as a study guide when studying for their unit test
next week.
2. The teacher will start by explaining the basic definition of weather to the students…
a. “Weather is described as the condition of the atmosphere outside at any given
time and place. Weather is also known as what is happening outside at any
given time. For example, sunshine, clouds, temperature, and rain all make up
the changing conditions that make up what we call weather. We can describe
the weather as hot, cold, snowy, rainy, sunny, foggy, rainy, windy, and cloudy
to tell what the weather is like!”
i. Guided notes start on this slide, slide #4 of the attached google slides at
the bottom of the lesson plan. Words that are underlined are “blank” on
the students’ guided notes where they will fill the words in.
b. The teacher will add that the weather controls our everyday moves! The
weather helps us decide what clothes we will wear before we come to school
like if we need a coat or if we should wear shorts or pants, long sleeves or short
 sleeves; the weather is very important!
i. The teacher will ask the students for examples of how the weather has
influenced them. For example, the students could say that one day it was
snowing outside so school was cancelled for the day.
3. The teacher will then introduce weather measurements. The teacher will explain to the
students that scientists can measure weather in many different ways to help us measure
and predict the weather! The teacher will explain that scientists make many
observations based on weather patterns and measurements to help us predict what type
of weather we will have.
a. The teacher will ask students to raise their hands if they have ever heard of an
observation before
i. The teacher will prompt student response of actively
examining/listening/learning to describe an observation.
b. The teacher will introduce each way that weather can be measured/predicted.
While the teacher is explaining each way that weather can be measured, the
students will follow along by filling in their guided notes.
i. The teacher will say.. “We can measure weather through a couple of
different observations/ tools! Today we will be going over a few ways
to measure weather and then in a few days we will learn about actual
tools that we can use to measure weather! Today we will be discussing a
thermometer, barometric pressure, precipitation, cloud conditions, and
wind. All of these things can help us measure and predict the weather.
1. “The first way we can measure weather is through the
temperature. Temperature is used to measure how hot or cold it
is outside. The temperature can be taken by using a thermometer
that will tell us the temperature of the outside weather. This
helps us measure the weather by telling us the temperature
outside. Temperature is measured in both fahrenheit and celsius.
In the United States, we measure the temperature in fahrenheit to
give us the degree of the temperature outside. For example, on a
hot and sunny day, a thermometer could say “80 degrees
fahrenheit” and that would tell us the measurement of the
temperature that day! In other countries, people use the
thermometer and measure temperature in Celsius but in the U.S,
we measure in fahrenheit.”
a. To give students a real life example, the teacher will
show the students a physical thermometer! The teacher
will walk around with the thermometer to show students
at their seats.
ii. The teacher will stop and ask for questions while walking around to
monitor the progress of the students filling in their guided notes.
1. “The second way we can measure weather is through barometric
pressure. Barometric Pressure is a measure of the weight of the
air above us, or how hard the air is pushing against other objects.
This object can be used to measure the air. Air pressure is
measured with a barometer. Knowing if the air pressure is high
 or low can help us predict the weather. For example, if a
barometer tells us that the air pressure is rising or stedy (staying
in the same place over a period of time), we could make a
prediction that the weather might be clear skies with a cooler
temperature. If a barometer tells us that the air pressure is slowly
falling, we can predict that it is probably going to rain. Lastly, a
barometer indicates that the air pressure is rapidly or decreasing
very fast, we can predict that a storm might be on the way!”
a. The next slide is a photo of a barometer. The teacher will
explain how the barometer works in correspondence with
the air pressure and how we can predict the weather.
iii. The teacher will stop and ask for questions while walking around to
monitor the progress of the students filling in their guided notes.
1. “Another way that we can measure weather is through
precipitation. Precipitation is water that falls from the sky as
rain, snow, sleet, or hail. Precipitation helps to tell us what the
weather will be like by the type of precipitation that falls from
the sky.”
a. To engage the students, the teacher will ask what type of
precipitation could cause ice on the roads in cold
temperatures?
iv. The teacher will stop and ask for questions while walking around to
monitor the progress of the students filling in their guided notes.
1. “The next way we can measure weather is by looking at
different cloud conditions. Cloud Conditions can help us make
a prediction of what the weather will be like. For example, if we
look up at the clouds and see that the clouds are very large and
gray, it may be likely that it will rain. If the clouds are small,
fluffy and white, it is more likely that it will not rain that day
and the weather will consist of clear skies and pleasant weather.”
a. To engage the students, the teacher will ask if anyone has
ever seen any dark clouds in the morning and then later
in the day it starts to rain.
v. The teacher will stop and ask for questions while walking around to
monitor the progress of the students filling in their guided notes.
1. “The last way we can measure weather is by the patterns of the
wind. Wind is known as moving air. Wind can move very fast
and very slow! The direction of the wind is the direction that the
wind is blowing from. Wind speed helps to tell us how fast the
wind is moving! Wind can help us determine the weather by
how fast or slow the wind is moving. For example, if it is a very
windy day, this can sometimes mean that a storm is on the way.”
Closure/Summarizing Strategies:

● The teacher will start to close the lesson for the day and transition the students to their
special.
 ● The teacher will also briefly introduce the science unit text set for in class reading
○ The teacher will tell the students that they did a great job today with all of our
new content! To get the students excited for the next day, the teacher will say…
“Now that you know a little bit more about weather, we are going to take our
knowledge to another level! Tomorrow, we will be learning about how we can
map different weather patterns and how we can predict the weather over a
period of time! Just like a meteorologist, tomorrow we will practice mapping
some of our own weather patterns!”
○ The teacher will say, “Please put your guided notes in the in-class section of
your binder. These guided notes are a great study tool for your test next week
so please make sure you keep them in your in class folder.”
○ The teacher will say, “Please show me a quiet line up in line order so that we
can go to gym. Once we are all quiet and ready to go we will head over, great
job today everyone!”
Accommodations/Differentiation:

● Follow all IEPs

● In my mentors class there are two students with IEPs who benefit from accommodated
guided notes. I have attached two versions of guided notes, one copy of notes
accommodated for those students who need them and the other copy given to the rest
of the students in the class.
Materials/Resources:

● Morning work- SeeSaw question or written response question

● “Cloudy with a Chance of Meatballs”By: Judi Barrett Book
● Google Slides presentation (link attached)
○ https://docs.google.com/presentation/d/11jN_H0pL-0S_tFB5wz8Ub-
UUgBVnmw-5eSEBlAqQ7ao/edit?usp=sharing
● Thermometer
● Guided notes (21)
● Accommodated guided notes (3)

Reflective Response:
- Report of Student Learning Target/Objectives Proficiency Levels
 While teaching this lesson, I found that the students responded very well to the content being
taught. The students were able to make connections to their lives and how they can relate to
weather on the daily. The students and I held a conversation about the different weather types,
the way they are measured and why this is so important. Although there was not a performance
assessment to determine the students’ proficiency levels, through formative assessment and
effective questioning I was able to determine the students’ understanding of the target learning
objectives in which they all reached.

Remediation Plan (if applicable)

N/A

Guided Notes Link:

https://docs.google.com/document/d/
1skbTtABZzcebonENPwL1Grg1IOCjWjlXDeFlsKLeokA/edit?usp=sharing
 Accommodated Guided Notes Link:
https://docs.google.com/document/d/
12SY3YR5yZYLd0ypiJbX8RY6FTSMLdN5AxVshXEmVnrc/edit?usp=sharing

Google Slides Link:

https://docs.google.com/presentation/d/11jN_H0pL-0S_tFB5wz8Ub-UUgBVnmw-
5eSEBlAqQ7ao/edit?usp=sharing