Self-Assessment:

Item Point(s)
When you don’t present)
Lesson plan includes all UAS template components and is organized and 2
well-written

Before and after discussions with host teacher are summarized 3

Three student work artifacts are posted 2

Lesson is self-evaluated including reference to student work 3

Present one lesson in practicum in class Na

Post visuals to course website Na

Total 10

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Adam Gullen Host Teacher Name: Clint Shultz

School: TSAS Grade Level: 3rd # of Students: 20ish
Date & Time of Lesson: 3/26/21 Length of Lesson: 1 class
Topic of Lesson: Weather Content Area: Science
Materials: Include all materials including types of technology used:
Computer, projector, student laptops, paper, pencils

ALASKA CONTENT STANDARD

3-ESS2-1 Represent weather data
Alaska Cultural Standard for Educators

E2 Understand students bioregion

TRANSFER GOAL(S) (transferability)

Students will be able to understand and appreciate some of the factors that make up their surrounding
weather patterns.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….
What elements are important when thinking
The weather can be measured and recorded. about the weather?

STAGE ONE: Objectives STAGE TWO: Assessments

 Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

That there are some major measuring elements we use Formative verbal assessment through class
when discussing weather, such as temperature, rainfall, conversation of the days weather data
and sunnyness
Skills - What students should be able to do……. Assessment(s)/Other Evidence:

Create their own weather journal once shown an example Completed weather journal

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook

I'll put on this video to familiarize students with what a weather journal is and what it records:
https://www.youtube.com/watch?v=Uo8lbeVVb4M
Processes and products for Learning Opportunities Strategies for Differentiation/
Multimodal Instruction/Universal
Design for Learning
I'll talk with the kids and explain that there is data we can Multi-modal delivery of information,
collect to illustrate the days weather. I'll explain the big from visual, to auditory, to artistic.
ones (temperature, rainfall, sunnyness, wind speed). Students have the opportunity to work by
their peers, allowing scaffolded learning.
I'll begin a conversation with students about the current
days weather; I'll ask for some input on the variables we
seek to record (sunnyness, temp, rainfall).

I'll then pass out our weather journal worksheets that I've
prepared. I'll project my weather journal & the website I'm
getting data from, and the students will follow along as we
fill in the days weather. I'll then tell the students that
weather varies wildly based upon the season; in the winter,
it can be cold and snowy, while in the summer it's typically
warmer and fair. We will discuss some of the different
types of outdoor activities we do in the various seasons.
After we've filled out todays data, I'll direct them to use
their computers to visit a weather website
(https://www.wunderground.com/calendar/us/ak/ketchikan/
PAKT)

Their task is find and record the weather on their birthday.

I'll show them what it was like on my birthday, then walk
around assisting them.

Closure:

(I'll collect the papers, then ask students to make predictions based upon what they collected on how
tomorrow might look. I'll write down some of the high/low predictions and we can see who's closest!)

*** DIDN'T DO **** Had planned on this closure, but didn't do it. Instead students who finished
before the others were allowed to go on BrainPop or Prodigy while I worked with students who
needed help.

Considerations prior to the lesson:

• What is the objective of the lesson? How will you know if the students have
met the objective?
The objective is to get students to understand some key weather variables,
and record their own data. I'll be able to know if they've met this objective by
how complete their own weather journal data is.
• What provisions are you making for faster and slower learners?
Faster learners will be able to record more data both from the past, as well as
forecasts from the future. Slower learners won't be expected to have as many
days recorded.
• How do you integrate local knowledge and cultural content?
The weather has a big tie-in with local culture, and we can discuss some of
the differences that winter & summer weather bring as far as activities.
• How do you use (or not use) technology wisely?
Student laptops are used to collect historical data, as well as for me to
illustrate what weather journals are.
• How does this lesson fit into the overall curriculum?
It fit's into the cultural curriculum, as well as meeting 3rd grade science
standards.
• Have you changed the lesson plan at all?
We will see!
Communications with my Host teacher
Again, there wasn't too much conversation about my lesson prior to teaching it. My
host teacher has been clear in the past that he's here to help me, and wants me to
teach what I'd like. After the lesson he approved of it, and said it was clear the
students were engaged and excited to find the weather from their birthdays.
Questions for reflection after the lesson:
• How did the lesson go?
It went alright. Not amazing, but not a failure either. Most students were
able to understand and complete the weather journal for their birthdays,
but some students just found it way too confusing. It would have worked
better if I'd walked them through it slower, using my projector the show
them how.
• Did the students meet the objective? How do you know?
 Most did, based upon their weather journals.
• Were there any unexpected events? How effectively did you respond?
I didn't expect so many students to have a hard time finding the website
and putting in Ketchikan as a city. I showed everyone from the front of the
class while they were at their desks with computers, but it still seemed like
5-10 students just couldn't follow along. I directed students to raise their
hands if they needed help and walked around the room helping them.
• Comment on one student who did particularly well and one who did not
meet your expectations. Why did this happen? What can you do to follow
up with the student who did not do well?
There was one student who included the drawing to go along with
"scattered showers", which impressed me. He also got the high/low
temperature & the total precipitation. I would say a number of students did
less well than I'd expected; I'd blame it on my lesson confusing them on
where they could find the information they needed.
• Are there any changes you would make in this lesson if you could do it
again? Why?
Yes. I think I'd slow things down and not have them look anything up on
their own. That seemed to really confuse a few of them.
• How did your lesson reflect culturally responsive teaching?
By tying it in to weather during the year and students past knowledge.
Student work samples will be shown below: