USF Elementary Education Lesson Plan Template (S 2014) Name: _Kellie

Mercurio___________________________________
Grade Level Being Taught: Subject/Content: Science/ Group Date of Lesson: 3/29/17
2 weather Size:
Whole
group

Lesson Content
What Standards (national
or state) relate to this SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways
lesson? to solve problems.
SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves,
such as weather conditions including temperature, and precipitation, day to day and
season to season
SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.

Essential Understanding
How is weather measured?

Objectives- What are you

teaching? SWBAT recognize that scientists use weather tools to measure clouds, temperature, and
precipitation.
SWBAT recognize that wind speed and direction are parts of weather.

Rationale
Weather is all around us and students need to be able to learn how to use weather tools
to predict the weather and tell what the weather is at that moment.
By learning how to see what the weather is like, students will be able to determine how
they should dress.

Evaluation Plan- How will

you know students have Formative The students will be answering questions about the different weather tools
mastered your objectives? and their uses. We will be having an entire class discussion.

Summative I will collect their drawings that they have created about the specific
weather tools and see if the information they wrote on there was correct.

What Content Knowledge

is necessary for a teacher The teacher must know what each weather tool is and what it measures. They also need
USF Elementary Education Lesson Plan Template (S 2014) Name: _Kellie
Mercurio___________________________________
Grade Level Being Taught: Subject/Content: Science/ Group Date of Lesson: 3/29/17
2 weather Size:
Whole
group

to teach this material? to know who might use these tools or where they might be found.

What background
knowledge is necessary for Students need to know what weather tools are, why we would need them, and who might
a student to successfully use them. They also need to know what the different types of weather are.
meet these objectives?
What misconceptions
might students have about The students might mistake the weather vane, wind sock, and anemometer for each
this content? other because they all measure wind.

Lesson Implementation
Teaching Methods
I will do whole group direct instruction then guided release as the students begin creating
their pictures of the weather tools.

Step-by-Step Plan Time Who is

responsibl
3 min e? 1. Ask students to recall that scientists use weather tools to
Teacher measure changes in weather. Have the students discuss some
of the weather tools they already know.
3 min 2. Read pages 32-33 aloud. Ask the students which image is the
Both thermometer and what it is used for.
2 min 3. Ask which image is the rain gauge and what it is used for.
2 min Teacher 4. Point to the weather satellite and tell the students that
Teacher weather satellites orbit Earth very high in the sky. Ask what
the weather satellite is used for.
3 min 5. Read pages 34-35 aloud. Ask which image is the anemometer
Both and what it is used for.
2 min 6. Ask what the weather vanes and windsocks are used for.
3 min Teacher 7. Ask what weather tool can we use to measure wind speed?
Teacher (anemometer) Ask what word would you use when describing
wind speed? (windy)
USF Elementary Education Lesson Plan Template (S 2014) Name: _Kellie
Mercurio___________________________________
Grade Level Being Taught: Subject/Content: Science/ Group Date of Lesson: 3/29/17
2 weather Size:
Whole
group

2 min 8. Ask which weather tool can we use to measure wind

2 min Teacher direction?
3 min Teacher 9. Ask what words can we use to describe wind direction?
Teacher 10.Ask HOT question, how is a weather satellite like and different
3 min from a thermometer?
5 min Teacher 11.Ask HOT question, why are weather tools important?
Student 12.Have students pull out the name of a weather tool at random
from a baggie. Have supplies distribute crayons and paper
20 passer distribute paper.
min Teacher 13.Explain that they will be drawing their weather tool, include
the name of the weather tool, label the parts, and write what
10 Student it does.
min 14.If there is enough time, one student from each weather tool
group will come up and explain to the rest of what their
weather tool is and what it does and show their picture to the
class.

What will you do if a student struggles with the content?

I have several printed copies of the different weather tools and they can only
have to focus on writing about it as opposed to having to draw and label their
picture.

What will you do if a student masters the content quickly?

They can draw, label and write about more than one type of weather tool.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Weather is always occurring no matter where students are from. It is in every
country and state and the weather tools being used are the same no matter
where you are from.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Kellie
Mercurio___________________________________
Grade Level Being Taught: Subject/Content: Science/ Group Date of Lesson: 3/29/17
2 weather Size:
Whole
group

If applicable, how does this lesson connect to/reflect the local community?
Weather is always occurring and students can now go out into the community
and see what the weather is like. They also can go out and see rain gauges,
weather vanes, wind socks, thermometers, etc. and know what they are used
for and what they are measuring.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need enrichment, I will challenge them to tell me where they
could possibly find all of the different weather tools in the community.

How will you differentiate instruction for students who need additional
language support?
These students will be paired with students who speak the same native
language as them to help them if they need additional assistance.

Accommodations (If
needed) C, JS, JK, J, and S will already have the weather tools printed for them so they just have to
add the words to their picture. They will have the option to draw it if they want.

Materials
Student weather textbooks
Paper
Crayons
Printed images of weather tools