SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Miss. Keller

Subject Science

Grade Level 4th grade

Date/Duration 45 minutes

RATIONALE Standard: 3.3.4.A5 Describe basic weather elements

Identify weather patterns over time.

Standard: 3.3.4.A6 Explain how basic weather elements are measured

Standard: CC.1.2.4.F Determine the meaning of words and phrases as they are used in
grade-level text, including figurative language

INTRODUCTION Activating Prior Knowledge

I will ask the students what they remember learning from the previous day. I will have
some weather instruments sitting on the front table and I will ask the class if they know
what the instruments are called and what theyre used to measure.

Hook/Lead-In/Anticipatory Set

I will read Oh Say, Can You Say Whats the Weather Today? by Tish Rabe. This book
explains tools to measure weather, talks about weather conditions, and weather-
related material (fog, smog, pressure, humidity). This book is pretty long, so I may
shorten it depending on time, but I would like to read the whole book aloud to the class.
This book will reinforce the information they learned the previous day.

EXPLICIT INSTRUCTION Big Idea Statement

Weather can be observed using tools that allow us to analyze their patterns and collect
data.

Essential Question Statement

What tools are used to measure weather? What types of weather can be observed?
What does data collected from weather tell us about their patterns?

Objective Statement (Audience, Behavior, Condition, Degree)

The 4th grade students will be able to identify six weather instruments and the type of
weather they measure by making a flip book with 90% accuracy.
 Vocabulary

Anemometer- an instrument that measure wind speed

Thermometer- an instrument that measure temperature
Wind vane- an instrument that measures wind direction
Barometer- an instrument that measure air pressure
Hygrometer- an instrument that measures humidity
Rain gauge- an instrument that measures the amount of precipitation that has fallen

Transition

I will have the students move back to their seats from the floor. I will call them in group
of threes by name, and before they sit down they have to come and tell me one thing
they learned from the book. Then they can return to their seat.

LESSON PROCEDURE Pre-Assessment of Students

This will be the students telling me one thing they learned from the book. I will check
off their names on a list so I know they told me one thing and that the fact was accurate.

Modeling of the Concept

I will hand out 4 pieces of white computer paper to every student. Since their desks are
in groups of 4, I will also give each group a basket of colored pencils, glue sticks, and a
bag of cut out words and descriptions. I will show them a finished version of the flip
book they are going to make. I will also go over the directions on how to make the book
with them. As I go over the directions I will make my own so they can watch me do it,
and I will allow them time in between each step to complete the step.
1. Lay first piece of paper on the desk, flat
2. Lay second piece of paper on top of first while leaving about an inch at the bottom
3. Do this with the two pieces of paper left, leaving an inch at the ends every time.
4. Then they will fold the right side over so there is 8 flaps.
5. Then staple (pass around stapler) on the fold so you have a book.
There will be an extra flap.

Guiding the Practice

Once I make sure all the books are folded correctly, I will tell them that they must have
a title for their book, which will go on the front cover. On each flap, they will glue a
name of a weather instrument (they will find strips of paper in sandwich bags on their
table, they will be precut.) Then they must match up the instrument with its description
by gluing the description underneath the flap. I will explain that once they have the
descriptions and names glued on, they have to draw a picture of the instrument
underneath the flap as well. On the extra flap, I want the students to draw a picture of
themselves as a meteorologist. If they have time after theyve finished, they may
decorate their flip books.

Providing Independent Practice

They will work on their flip books independently, and can ask me questions if they need
anything. I will play soft music in the background that is appropriate for 4th grade.
 Transition

I will tell the class when they have 10 minutes remaining. Once they have 5 minutes
remaining I will let them know and turn off the music. At this point, they may start
turning in their flap books if they are finished. Once time is up, I will collect all the
books and we will choose a Go Noodle dance to get moving.

READING MATERIALS, Oh Say, Can You Say Whats the Weather Today? by Tish Rabe book
TECHNOLOGY, AND Colored pencils
SUPPLIES Glue sticks
A pack of white computer paper
Weather instruments
Weather instruments names and descriptions paper strips
Stapler
Pencils

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY
OF THE CONCEPT This will be the flip book they turn into me at the end of the class.

Informal Evaluation

This will be them telling me one thing they learned from the book before they return to
their seats. I will record this by checking their names off of an attendance paper so I
know they told me something.

CLOSURE Summary and Review of the Learning

I will go over what each weather instrument is that I have sitting on the table. I will ask
what weather it measure and I will allow them to shout out the answer.

Homework/Assignments

Homework is to fill out another day of their forecast/weather journal. I will check these
on Monday, after a week.