LESSON PLAN Name: Leslie Madorsky Date: March/April Grade Level/Subject: 2nd grade, Science Wind Prerequisite Knowledge:

Students know have some ideas about wind Approximate Time: 35 minutes/day for three days Student Objectives/Student Outcomes: Students will observe and know that wind comes from different directions at different times, wind has force, knowing direction and force of wind can help predict weather, and students will observe things that are blowing in the wind. Content Standards: 11B. Know and apply the concepts, principles and processes of technological design 11.B.1aGiven a simple design problem, formulate possible solutions. 11.B.1bDesign a device that will be useful in solving the problem. 11.B.1cBuild the device using the materials and tools provided. 11.B.1dTest the device and record results using given instruments, techniques and measurement methods 11.B.1eReport the design of the device, the test process and the results in solving a given problem. Materials/Resources/Technology: SMART Board, book A Storm in the Night, thin wooden dowel, string, masking tape, fabric scraps of different sizes and weights, paper of different weights, tissue paper, paper reinforcements, scissors, previously made handout by teacher **Students should bring in different types of paper prior to this lesson (i.e. newspaper, wax paper, wrapping paper, etc) Implementation: Day 1 1. Ask students how they think wind affects weather. 2. Explain that if wind changes direction and speed then things like temperature, cloudiness and precipitation typically change as well. 3. Explain to students that people use numbers to describe how windy it is a. 0 = no wind, 1 = some wind, and 2 = strong wind 4. Ask students if they looked outside how would they be able to tell if there was no wind, some wind or strong wind. 5. Give every student a handout titled WIND with the wind scale already on it. 6. Ask students to share their ideas about something they could make to put outside that would help them figure out which way the wind is blowing and how strong the wind is. 7. Explain that they will be working in groups to design a device that will measure wind. 8. Show the students the materials they can use. Explain that they must draw a design first and have it approved by the teacher before they are allowed to start making their device. 9. Explain that any student that does not contribute to the group while they are designing the device, they will not get to help make the device but rather will work with the teacher and design a device.

**If time allows, students may start making their devices on day one. Day 2 10. Allow students to build their devices for the entire class period. Day 3 11. Ask students how they know where the wind is blowing and how strong it isthey should know this from the previous two days. 12. Explain that they are going to be measuring the wind for the next several daysduring recess/briefly after lunch, students will go outside to record observations from their own device. 13. Explain that in order to know which way the wind is blowing there will be certain landmarks to describe which way the wind is blowing the landmarks will be the fence on Neil Street, the parking lot, the school itself and the school entrance on Randolph Street 14. Explain to students that when they are recording their observations they will say their device was blowing towards the schools entrance, or towards the fence, or towards the school, etcThey will also record a 0, 1, or 2 based on how much their device is blowing. Their observations will be recorded on the handout that was provided previously by the teacher. 15. Ask students if there is anything theyd like to add to the KWL chart/one thing they learned. Approx. 5 minutes Opening of lesson: (Objectives, hook, behavior expectations) Ask what students know about wind. Approx. 20-25 Procedures: Include critical thinking questions and accommodations for individual needs minutes Day 1 Explain how wind is measured. Ask students how they would measure the wind. Have students design their own wind-measuring device in groups that are made by the teacher. Designs MUST be approved by the teacher before any group can start making their device. Day 2 Students will make the device they designed. Day 3 Take students outside so they can put their device somewhere to measure wind. Discuss how they will be measuring the wind using their devices. Add any ideas the students have to the KWL chart. Summary/Closing: Ask students what they liked and what they did not like about this lesson. Student Assessment: The drawings of the different devices as well, involvement in the discussion, and the that they record their data on serves as the assessment. Student Accommodations: Be sure to use an adequate amount of wait time for questions for all students. Use drawings for ESL students in case they are unsure of what the directions/instructions are. Have ESL students come to the board to answer the questions via drawings because some have

Approx. 5-10 minutes

very limited English and may have a hard time verbally communicating their answers. Use proximity with MP, KW, AN, BB and KB to make sure they are working when they are supposed to be. Also check on their work consistently throughout the lesson to ensure that they do not get off-task and they understand the lesson/assignment.