‭Revised Integrated Lesson Plan‬

‭Name‬‭: Brooke Leong‬ ‭Date‬‭:‬ ‭Timeframe:‬‭70 minutes‬

‭School‬‭:‬ ‭Grade‬‭: Kindergarten‬ ‭Classroom #:‬

‭Topic:‬‭Predicting Weather‬

‭Goal:‬‭Students will use data to make predictions.‬

‭Student Objective‬‭:‬
‭●‬ ‭Students will be able to make predictions.‬
‭●‬ ‭Students will be able to read bar graphs.‬

‭Learning Targets/ Intentions‬‭:‬

‭●‬ ‭I can count to twenty.‬
‭●‬ ‭I can make observations about the weather (sunny, rainy, or cloudy).‬
‭●‬ ‭I can predict the weather.‬

‭Success Criteria‬‭:‬
‭●‬ ‭Students will fill in a bar graph.‬
‭●‬ ‭Students will make a prediction about the weather.‬

‭ athematical Standard‬‭: K.CC.B.5:‬‭Count to answer “how‬‭many?” questions about as many‬

M
‭as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a‬
‭scattered configuration; given a number from 1-20, count out that many objects.‬

‭ GSS‬‭: K-ESS2-1. Use and share observations of local‬‭weather conditions to describe patterns‬
N
‭over time.‬

‭NGSS Practice:‬‭Analyzing and interpreting data.‬

‭Conceptual & Procedural Knowledge:‬ ‭Resources/Materials:‬

‭●‬ ‭Making observations‬ ‭●‬ ‭Weather calendar observation‬
‭●‬ ‭Counting up to 20‬ ‭worksheet‬
‭●‬ ‭Reading bar graphs‬ ‭●‬ ‭Graphing worksheet‬
‭●‬ ‭Making predictions‬ ‭●‬ ‭Pencil‬
‭●‬ ‭Eraser‬
‭●‬ ‭Crayons‬
‭●‬ ‭Weather presentation‬
‭●‬ ‭Projector‬
‭●‬ ‭Laptop‬
‭●‬ ‭Checklists‬

‭Prior Knowledge:‬
 ‭●‬ B
‭ efore teaching this integrated lesson the students will have two lessons (one math and‬
‭one science) prior to this one. In the math one students will learn how to read bar graphs‬
‭and understand how to show numerical data through bar graphs. In the science lessons‬
‭students will practice making observations and learn the definition of an observation.‬

‭Introduction & Procedure:‬

‭1.‬ ‭Ask students to come to the carpet with their clipboard, pencil, and eraser.‬
‭2.‬ ‭“Every morning we have been going outside to observe the weather today we are going‬
‭to graph our information”‬
‭a.‬ ‭An observation is anything that you notice.‬
‭3.‬ ‭Share learning targets with students.‬
‭a.‬ ‭Read the targets to the student and have them repeat it back.‬
‭4.‬ ‭Do a recap on bar graphs‬
‭5.‬ ‭Use the projector to show the calendar and count the amount of sunny days‬
‭6.‬ ‭Pass out bar graph worksheet‬
‭7.‬ ‭Tell students to take out their yellow crayon and color in the amount of sunny days on‬
‭the graph.‬
‭a.‬ ‭Repeat the process for rainy (blue) and cloudy (gray) days‬
‭8.‬ ‭“What type of weather did we see the most, based on our bar graphs?”‬
‭9.‬ ‭Now based on our information we are all going to make a prediction on what the‬
‭weather will be tomorrow.‬
‭10.‬‭“Does anyone know what the word predict means?”‬
‭11.‬‭Go over definition‬
‭a.‬ ‭Ask students to predict what they will have for dinner tonight.‬
‭12.‬‭Begin corner activity‬
‭a.‬ ‭students can pick between sunny, rainy or cloudy weather‬
‭b.‬ ‭students stand in a corner to show which type of weather they predicted.‬
‭13.‬‭Have one student from each group explain why they all made that prediction.‬
‭14.‬‭Pass prediction worksheet out the students‬
‭a.‬ ‭Tell them expectations for a passing grade‬
‭15.‬‭When students are done, have them share in their tribes.‬
‭a.‬ ‭Tell them expectations (ex: Mutual respect.)‬
‭16.‬‭Conclude Lesson‬
‭a.‬ ‭Ask students to say the learning targets again but instead start it with: Today I‬
‭learned‬
‭b.‬ ‭Go over the word prediction again.‬

‭Timeframe:‬
‭8:20-8:25‬ ‭●‬ T ‭ ell students to bring their clipboards, pencil, and eraser and come to the‬
‭carpet.‬
‭●‬ ‭While students do this pull up materials (weather calendar and bar graph‬
‭worksheet).‬
 ‭8:25-8:40‬ ‭ ‬ I‭ ntroduce the activity (creating bar graphs)‬
●
‭●‬ ‭Begin bar graph worksheet‬
‭●‬ ‭Talk about the data in the bar graph.‬
‭○‬ ‭Ex: What type of days did we have the most.‬

‭8:45-9:05‬ ‭‬ S
● ‭ tart getting ready for recess (8:45)‬
‭●‬ ‭Students will go back out to recess (8:45-8:55)‬
‭●‬ ‭use the bathroom and settle back in (9:00-9:05)‬

‭9:05- 9:10‬ ‭‬ S
● ‭ hare definition of the word predict.‬
‭●‬ ‭Ask students to predict what they will have for dinner.‬

‭9:10-9:20‬ ‭‬ T
● ‭ ell students they will be predicting the weather‬
‭●‬ ‭Carry out corner activity‬

‭9:20-9:35‬ ‭●‬ A ‭ sk students to come back to the carpet and explain the prediction‬
‭worksheet.‬
‭●‬ ‭Tell students to go to their desk and have them work on the worksheet.‬
‭●‬ ‭When the majority of the students appear to be done, have them share‬
‭their predictions and what they drew.‬

‭9:35-9:40‬ ‭●‬ ‭Conclude lesson‬

‭Post-Lesson Reflection‬
‭Overall I thought my integrated lesson plan went okay, it was not stellar nor was it‬

‭terrible. My UH-Supervisor provided a plethora of helpful feedback, but I will only include the‬

‭most impactful ones. My UH-Supervisor reminded me of the importance of sharing the learning‬

‭target(s) with students, so they know the focus of the lesson and as a reminder for myself. If I‬

‭were to do this lesson again I plan to post the learning targets, so I can read it to the students and‬

‭they can repeat it back to me. Another piece of advice my mentor teacher advised was to close‬

‭my lesson with a conclusion. There are many ways I could conclude my lesson, but if I taught‬

‭this lesson again I will conclude the lesson by showing the learning targets again. Instead of the‬

‭learning targets starting with “I can” they will be started with “Today I learned”–– Example:‬

‭“Today I learned how to make a prediction”. Then I would ask them to share what a prediction is‬
‭and then close the lesson by asking them to make a prediction about something light hearted,‬

‭such as: “Who wants to predict what color top I will wear tomorrow?”.‬

‭Pointers that my peers provided during a different lesson, which focused on teaching‬

‭students how to add using numbers 0-5, were to implement more attention getters into my lesson.‬

‭As a result, I will not have to talk over the students as often. I agree I need to learn more‬

‭attention getters and I definitely should have asked my mentor teacher about all the attention‬

‭getters the students knew. Another piece of advice my peer gave was to go over instructions‬

‭again if you see the majority of the class struggling, rather than helping each student‬

‭individually. This was very helpful because I often forget I can backtrack and re-explain‬

‭directions to the class as a whole.‬

‭Reflection on Student Learning‬

‭Prediction Worksheet Checklist:‬

‭Students have chosen one of the weather predictions and wrote it down (1 point).‬

‭Students have drawn a picture of the weather they predicted (1 point).‬

‭The picture includes realistic details (1 point).‬

‭-‬ ‭Example: If the student predicts the weather will be sunny they draw other‬

‭details besides just a sun.‬

‭The primary formative assessment in this lesson was the prediction worksheet. The first‬

‭time I did this lesson I forgot to create a rubric to evaluate the students’ prediction worksheet.‬

‭Above is a checklist I have created to evaluate the student’s understanding. The main focus of‬

‭the lesson was to teach students about the word prediction in the science realm, and have them‬
‭predict the weather. During the lesson I had assessed students' knowledge in various ways, and‬

‭from this lesson I am certain the majority of the students understood the word prediction. The‬

‭first indicator of their understanding was when I asked the students to predict what they will have‬

‭for dinner. All of the students wanted to share their guesses or predictions of what they may‬

‭possibly be having for dinner. After, I had the students do the corner activity to grasp whether or‬

‭not they were able to apply the word predict to science. For the corner activity we had three‬

‭corners; each corner represented a weather prediction (sunny, rainy, or cloudy). Unfortunately, all‬

‭of the students had predicted the weather would be sunny. This made me uneasy as it could‬

‭potentially have meant the students were just following what the majority did, or they were too‬

‭embarrassed to have an answer different from their peers. Although it was clear some students‬

‭understood what it meant to predict the weather, as I overheard some students providing‬

‭reasoning for why they predicted the weather will be sunny while conversing with their peers.‬

‭Since, I was unable to complete the corner activity due to all of them choosing the same answer I‬

‭adapted the activity, and I pivoted to a class discussion. From the discussion it was clear most of‬

‭the students understood the concept of making predictions, because many of those who‬

‭volunteered to share their predictions provided an explanation for their answers. For instance one‬

‭student had said they predicted the weather will be sunny because most of the days were sunny.‬

‭In addition, there were also a variety of predictions added to the mix rather than all the students‬

‭simply agreeing the weather will be sunny; some of the students had even predicted a‬

‭combination of the weather such as sunny with clouds. Another student predicted that it would‬

‭rain because there had been no rain for a long time.‬

 ‭Three Student Work Samples‬

‭Prediction Worksheet Checklist:‬

‭Students have chosen one of the weather predictions (sunny, rainy, and cloudy) and‬

‭wrote it down (1 point).‬

‭Students have drawn a picture of the weather they predicted (1 point).‬

 ‭The picture includes realistic details (1 point).‬

‭The sample above received full credit (3/3) and it is considered “high”‬‭.‬‭The student‬

‭filled in their prediction with one of the weather options given, and exhibited correct spelling.‬

‭Secondly, the student's picture matched their prediction– the student predicted sunny weather and‬

‭drew a sun. Thirdly, the student added a realistic detail to the picture, which portrayed her‬

‭swimming at the beach. This was a good detail to add because people like to go to the beach‬

‭when the weather is sunny.‬

‭Prediction Worksheet Checklist:‬

 ‭Students have chosen one of the weather predictions (sunny, rainy, and cloudy) and‬

‭wrote it down (1 point).‬

‭Students have drawn a picture of the weather they predicted (1 point).‬

‭The picture includes realistic details (1 point).‬

‭The sample above received a 2/3 making it a medium‬‭product.‬‭The student did pick‬

‭one of the predictions and her picture correlated with her prediction. However, the details were‬

‭not realistic, as it did not include elements you would see on a sunny day. For example, when it‬

‭is sunny there are no hearts or leaves in the sky.‬

 ‭Prediction Worksheet Checklist:‬

‭Students have chosen one of the weather predictions (sunny, rainy, and cloudy) and‬

‭wrote it down (1 point).‬

‭Students have drawn a picture of the weather they predicted (1 point).‬

‭The picture includes realistic details (1 point).‬

‭The sample above received‬‭a 1/3 and it identifies as a low product.‬‭The‬

‭student did pick one of the weather options and wrote down their prediction. However, their‬

‭picture did not match the prediction written down. In addition, the details added to the picture‬

‭besides the sun were not realistic. I asked the student what she drew to be sure I was not‬

‭misinterpreting anything and she explained how she drew a meteor that goes boom and a scary‬

‭thunderstorm along with the moon.‬