Emily Winslow and Brianna Jensen

Summary:
Students will observe and describe weather, and recognize weather related vocabulary in
English and Spanish, after receiving direct instruction and taking part in cooperative group
activities, in one class periods. Teachers will tell class that they are going to learn more about
the weather and learn the names of different weather conditions in different languages. Teacher
and students return to class.

Problem/Prediction:
How can you get the students really thinking?

With students working in table groups, teacher will ask the groups to work together and name
some weather conditions (in English) while going outside and observe. Teacher will call on
groups to report to the class. Teacher will compile students giving information on the board, on
a KWL chart and discuss the answers, listing the weather conditions and also about the weather
conditions are found. Teacher will ask students if they know the names of any weather
conditions in Spanish as well. Teacher will write on the board the different weather conditions.

Teacher: Brianna Jensen and Emily Winslow Grade/Class/Subject: Second

Time Frame: One 45 minute lesson

Unit/Theme: Standards:

Earth and Space/Weather 2.E1U2.6 Analyze patterns in weather

conditions of various regions of the world and
design, test, and refine solutions to protect
humans from severe weather conditions

Content Objective(s): Students will be able to Language Objective(s): Students will be able
understand the attributes of different weather to identify words for weather conditions in
conditions and how they relate to seasons. English as well as Spanish.

Key Vocabulary: Supplementary Materials:

 English
o sunshine, cloudy, rain, wind,
snow, thunderstorm, lightning
 Spanish
o sol, nublado, lluvia, viento,
nieve, truenos, relámpagos
 Handout of weather conditions in both
Spanish and English
 Paper, pencil, crayons.
 What Will the Weather Be? book

SIOP Features

Preparation Application
✔Adaptation of content ✔Hands-on
✔Links to background ✔Meaningful
 ✔Links to past learning ✔Linked to objectives
✔Strategies incorporated ✔Promotes engagement

Integration of Processes Group Options

✔Reading ✔Whole class
✔Writing ✔Small groups
✔Speaking ✔Partners
✔Listening ✔Independent

Scaffolding Assessment
✔Modeling ✔Individual
Guided practice ✔Group
✔Independent practice
✔Written
✔Comprehensible input
✔Oral

Lesson Sequence:
1. The students will then go outside and work in small groups based off their table to
record observation of the weather in English and Spanish, if they can, in their science
journals.
2. The students will come to the carpet and discuss different weather phenomenons.
They will start with all the weather phenomenons they are aware of and record them
on our KWL chart.
a. Questions to guide this discussion include:
i. What is the weather right now?
ii. What was the weather like yesterday, last week, etc?
iii. Can anyone tell me the name of this season?
iv. What is the typical weather of this season?
b. Responses will be recorded on a KWL chart.
3. Go over the content and language objectives for this lesson.
4. We will read What Will the Weather be? By Lynda DeWitt
5. Students will work in whole group to come up with a list of weather condition
vocabulary words from their experiences outside and the information they heard from
the read aloud.
6. Students will be assigned a few vocabulary words to define as a small group.
. The vocabulary words will be given in English and Spanish but the definitions can be
created in the language the students are most comfortable talking and writing about.
7. The students vocabulary words and definitions will be used to play Mix, Freeze, Match
to review all of the weather conditions mentioned throughout this lesson.
8. Fill in the learn section of the KWL chart as a whole group discussion.