Developmental Lesson Plan

Teacher Candidate: Ashley Petre Date:

Group Size: 20 Allotted Time 40 mins Grade Level 3rd

Subject or Topic: How is weather predicted?

Common Core/PA Standard(s):

3.3.3.A4 Connect the various forms of precipitation to the weather in a particular place and
time.

3.3.3.A5 Explain how air temperature, moisture, wind speed and direction, and precipitation
make up the weather in a particular place and time.

Learning Targets/Objectives:
The third grade students will be able to identify a type of weather prediction by creating,
drawing, and explain the measureable tool in their science journals.

Assessment Approaches: Evidence:

1. Verbal confirmation 1. Thumbs up/thumbs down
2. Inquiry sheet 2. Students will complete the inquiry sheet
3. Exit slip 3. What are the three things that are measured
in weather?
Assessment Scale:
Advanced- correctly lists the three things measured
Basic- correctly lists two
Below Basic- lists one or none

Subject Matter/Content:
Prerequisites:
Students will know what weather is
Students will know types of weather
Students will know how to observe and take notes
Key Vocabulary:
Forecast- prediction of the weather
Air temperature- how hot or cold the air is
Wind speed- air moving from high pressure to low pressure
Humidity- the amount of water vapor in the air
Thermometer- an instrument for measuring and indicating air temperature
Anemometer- a type of weather instrument that measures wind speed
 Hydrometer- measures the humidity in the air
Content/Facts:
Scientific understanding about how to predict weather
Introduction/Activating/Launch Strategies:
1. Ask students What does the tv weather reporter do? How do you think they get allt
that information?
2. Ask What kind of tools do you think they use to predict the weather?
3. Play the Weather Song
4. Tell students There are many different types of tools that help predict the weather and
were are going to learn all about them today.

Development/Teaching Approaches
1. Teacher hands out vocab sheet to the students
2. Teacher introduces the different weather tools using the PowerPoint and students are to
fill it in as they go along
3. Teacher asks students thumbs up or thumbs down on if they understand the tools they
just learned
4. Teacher passes out inquiry tools
5. Work together as a class to create a Weather Vane
a. First the students will cut a small and large triangle and glue them to the ends of a
straw
b. The students will then put the point of the stick through the middle of the straw
c. The students will then draw two diagonal lines between the corners of the square
paper so that they can find the center of the square. This will allow them to cut a
small hole where the opening is at the bottom of the clay flowerpot. They will
outline the bottom of the pot with a pen to trace the circle size needed.
d. The students will then cut out the large circle and glue it onto the bottom of the
flowerpot
e. The students will put a different straw through the hole in the pot (seal it with a
piece of clay if necessary) insert the stick into the straw
f. Now each student has their own weather vane
6. Take students outside to try out their new tools!
7. The students will draw a picture of their tool and fill out the rest of their inquiry sheet

Closure/Summarizing Strategies:
1. Bring the class back inside and have a discussion about how they would use this tool
2. Discuss the other tools that are used to measure and predict weather
3. Have students put away their new tools and then get out their SSR books

Accommodations/Differentiation:
Accommodation: provide student with low vision a larger print inquiry and vocab sheet

Materials/Resources:
Vocab sheet
PowerPoint
Inquiry sheet
 Index card
Glue
Clay flowerpots
Ruler
Pen
Paper
Thin pointed stick
Clay
Scissors
Straws

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

1. Did my students achieve the expectations of the objective?

2. Was the lesson completed in the allotted time?

Additional reflection/thoughts

Resources:

Ardley, N. (1992). The science book of weather. Toronto: Doubleday Canada.

Bell, M. J. (2006). Science. Orlando: Harcourt School.

H. (2015, June 9). Weather Song Video. Retrieved November 3, 2017, from
https://www.youtube.com/watch?v=e5UTaPV-DIg