Name: Alex Pagano

Class: ELED 3221-002

Date: February 2, 2017

Indirect Instruction Lesson Plan Template

Weather Observers

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Central Focus/Big Idea:

How weather can change from day to day and how to note specific characteristics
amongst change when the weather does such as temperature and plants/animals.

Subject of this lesson: Students are studying the weather from winter to spring

Grade Level: Kindergarten

NC Essential Standard(s): K.E.1.3

Students build on the concept that change is something that happens to many things in
the environment to include weather. Change can happen quickly or slowly. By observing
daily weather changes, students can infer patterns that occur from season to season.
Some weather patterns include sunny days, rainy days, windy or cloudy days, snowy
days and stormy days. Students compare the weather patterns associated with each
season: winter, spring, summer and fall (autumn). Students know seasons occur in a
particular order and therefore the weather patterns associated with seasons occur in a
particular order.

Next Generation Science Standard(s): K-ESS2-1. Use and share observations of

local weather conditions to describe patterns over time

21st Century Skills: Collaboration: Students will work as a group to understand what
they see outside during different seasons. Critical Thinking and Problem Solving:
Students will use their knowledge from the engage section and will apply it to the
explore section and the elaborate section. The elaborate section and assessing of
responses will provide feedback from the students if they comprehend and understand
the lesson.

Academic Language Demand

Language Function: Students should be able to interpret the different types of
weather, by observing what it looks like, how it feels, and how it can affect the
environment.

Analyze Argue Categorize Compare/contras Describe Explain

t
Interpret Predict Question Retell Summarize

Scientific Vocabulary:
o Spring
o Winter
o Temperature

Instructional Objective:
Students will work individually to write a sentence explaining when they know spring has
sprung. To meet the objective students will need to earn 8/10 points.

Prior Knowledge (student):

Students should know how to use observation skills and be able to note characteristics
of their environment on a daily basis. Students should also be able to compare
observations and infer change using their senses.

Content Knowledge (teacher):

The teacher needs to understand all aspects of the weather change. They need to be
able to explain about the affects weather can have on an environment.

Accommodations for special needs (individual and/or small group):

Students who need accommodations will be able to work in small groups/ paired with a
student who is at a higher level for understanding and differentiation.

Materials and Technology requirements:

Its Spring by Samantha Berger
Chart Paper (1 piece)
Exit Ticket copies (21 copies)
Pictures of Winter and Spring (15 sets)
1 large set of pictures

Total Estimated Time:

40 Minutes

Safety considerations:
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 Content and Strategies (Procedure)

Activity Description of Activities and Setting Time

Have you ever noticed how the weather outside changes from 10
winter to spring? What do you notice? To begin this lesson I minutes
would read the book, Its Spring by Samantha Berger. This book
will allow the students to make predictions of the weather and the
1. Engage students will be able to understand the affect that the weather
can have on their environmentanimals and plants in the
different seasons. After reading the lesson I will ask the following
questions, What were some of the changes we saw in the book?
Why do you think it is important to predict the weather?
For students to be able to explore how seasons change we will 10
sit together as a group on the carpet. The students and I will minutes
make a chart from printed pictures of the differences between
spring and winter based on observations they have had (prior
knowledge of the seasons) and what we read in the book. I will
choose students to paste the picture to the right column and
2. Explore
discuss each placement as a class. To guide the discussion I will
ask questions such as,
What are some changes we saw happened in the book?
What does it feel like outside when it is winter/ spring?
What happens to the trees and plants when it is spring?

At the end of the explore period, I will have the students turn and 5
talk to their partner on the carpet about one new thing they minutes
learned about weather change. I want students to understand
that because there is a change in weather between winter and
3. Explain spring it causes new things to happen such as plants that grow,
more sun, warmer weather and animals that come back out.
Why do we need it to get warmer? (So plants can grow)
Why may animals come back in the spring?

I will pass out a Its Spring worksheet, that has a sentence 5-10
starter on it, butterflies, flowers, and lots of fun. Kites are flying, minutes
4. Elaborate spring has begun! I know that its spring when. And the
student will fill out how they know it is spring. After we have
discussed it on the carpet.
5. Evaluate Formative: Questions asked during the lesson and making sure
Assessment the teacher supports the students who had confusion or difficulty.
Methods of I would also ask questions to evaluate the students
all objectives/skills understanding of weather.
Summative: I will have the students turn in their worksheets after
they have completed them to evaluate how well they understood
 what we went over in classy today. I want to check their
understandings of the different characteristics of the spring and
winter seasons. Students will need to provide a complete
sentence to earn a total of 10 points.
6. Assessment -
Results of
all objectives/skills
Targeted Students Student/Small Group Modifications/Accommodations
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Reflection on lesson:
-

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________ Date: ________________