6th grade science lesson- Weather unit

1. Standards
1. Common Core Standards
1. CCSS.ELA-LITERACY.SL.6.1.C Pose and respond to specific questions with
elaboration and detail by making comments that contribute to the topic, text,
or issue under discussion.
2. CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
3. CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions
of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
4. CCSS.ELA-LITERACY.WHST.6-8.1.B Support claim(s) with logical reasoning
and relevant, accurate data and evidence that demonstrate an understanding
of the topic or text, using credible sources.
5. CCSS.MATH.CONTENT.6.RP.A.3.B Solve unit rate problems including those
involving unit pricing and constant speed.
2. New York State Standards
1. ESS2.D: Weather and Climate: The foundation for Earth’s global climate
systems is the electromagnetic radiation from the sun, as well as its reflection,
absorption, storage, and redistribution among the atmosphere, ocean, and
land systems, and this energy’s re-radiation into space. (HS-ESS2-2),(HS-
ESS2-4)
2. Objectives
1. Cognitive Objective
1. Given a book reading on weather, learner will demonstrate ability to
comprehend the basics on precipitation and demonstrate the mastery of
the content on an in-class assignment worksheet.
2. Affective/ Social Objective
1. Learner will demonstrate the ability to identify different types of
precipitation and how they relate to the water cycle.
3. Language Objective
1. Learner will demonstrate ability to identify the different stages of the water
cycle when asked, and be able to identify vocabulary that pertains to
weather especially in regards to precipitation.
4. Psychomotor Objective
1. Learner will be able to listen intently during the read-aloud portion of the
lesson, and will be able to discuss the material with partners cooperatively
and appropriately.
3. Central Focus
1. The ability to determine the difference between different aspects of the
weather is something that students will use throughout their entire lives.
They need to have a basic understanding of different weather patterns
and the ability to determine what is happening outside for not only for
common sense, but for safety precautions in the future. This lesson
 focuses on introducing the students the the most basic aspects of
weather, being precipitation. This is the first lesson in the unit, and it will
be followed up with a lab that creates a cloud in a jar to represent the early
stages of precipitation. The purpose of this lesson is for students to have a
better understanding of what is happening when precipitation begins.
4. En Route Objectives/ Task Analysis
1. Learner will be able to understand the reading presented to them
2. Learner will be able to understand definitions
3. Learner will be able to decipher between precipitation categories.
4. Learner will be able to generate example of experiences they have had
with precipitation.
5. Learner will be able to listen to and respect their partner when in group
discussions.
6. Learner will be able to cite evidence from both the reading and the power-
point.
5. Language Demands
1. Language Function- To be able to label the different types of precipitation,
and define beginning stages. Student will also be able to describe what to do
in case of being stuck in a severe storm.
2. Vocabulary
1. Precipitation- rain, snow, sleet, or hail that falls to the ground.
2. cloud-white or gray mass in the sky that is made of many very small drops
of water
3. rain- water that falls in drops from clouds in the sky
4. hail- pieces of ice that fall from clouds like rain
5. snow- soft, white pieces of frozen water that fall to the ground from the sky
in cold weather
6. sleet- frozen or partly frozen rain
7. accumulation - to increase gradually in amount as time passes
8. liquid- a substance that is able to flow freely
9. absorption- to take in (something, such as a liquid) in a natural or gradual
way
10. evaporation - to change from a liquid into a gas
11. pressure- the weight of the air in the Earth's atmosphere
3. Syntax- Learners will utilize this vocabulary while learning about the different
types of weather and precipitation, and they will be able to use the vocabulary
when describing the weather.
4. Discourse- Weather is something that students will come across every day,
and it is the topic of many conversations that they will hold. Students need to
have a basic understanding of what creates weather. Examples of
precipitation will continue throughout the unit.
6. Instructional Aids/ Resources
1. What Is Weather by John Syrocki
2. Photocopied section from the book to give to students
3. Computer
4. Teacher made power-point
 5. In class activity sheet
6. Homework sheet
7. Student Adaptations
1. Lower Learners- Given multiple choice questions instead of short answers for
homework. Given printable version of the PowerPoint.
2. Gifted learners- Harder version of homework, with more explanations. Fill in
the blank notes on PowerPoint.
3. ELL- Review vocabulary before the lesson so they know it so they are
focused on comprehending the lesson instead of trying to translate the
vocabulary.
4. Teacher-selected complementary pairs.

Interactive Phase

Set/ Focusing Event: Bring in rain sticks and let students use them.

I have for you today something called a rain stick. I am going to pass a few of
them around and I want you to describe in your notebooks what you hear. What does it
remind you of? Describe the sound of it in as much detail as you can. I am going to give
you 3 minutes and I want to you to keep writing and not to stop. Write down whatever
you want. Nothing is wrong.

F. Check: Walk around and look at what students are writing. Help any students
that are stuck.

Implementation:

ALS #1

I am going to pass out to everyone a packet that is an excerpt from a book that is
titled What Is Weather. Today we are going to focus on clouds and precipitation. I am
going to split you guys up into groups and you are going to read the packet and we will
come back together for a discussion. When you are reading, take notes in the margins,
or use your highlighter. It will help later on in the class. I will give you 10 minutes to
finish this.

F. Check: Hand out packets and walk around to check and make sure that each
group is on task. Check to see if what students are taking notes on is relevant and
important. Determine if they are able to pull out the most important information. Keep a
record of students that are on task.

Transition to ALS #2 “That was very good everyone. Our discussion proved
that you guys learned a lot from the reading. We are now going to do a little bit of review
through a powerpoint.”

ALS #2
 Today we read about moisture in the air. We are going to go over the different
types of precipitation that comes about from the moisture in the air.

(Slides go over different types of precipitation: rain, snow, sleet, hail. PowerPoint
also touches on how all of them are formed and what happens when we get too much
or too powerful of these types of storms. Discusses the dangers and benefits to the
different types of precipitation. Slides will also ask a few identification problems at the
end)

F. Check: Teach from different areas in the room, and watch for students being
on task and listening intently. Check to see if students are paying attention by asking
comprehension questions. Also look over shoulders to see if notes are being taken.

Transition to ALS #3: Now that we have covered the notes for today, I am going
have you all get back into your groups from earlier for our next activity. You may want to
keep out your notes from the PowerPoint, or the reading from earlier.

ALS #3
I am going to pass out a graphic organizer for you guys to complete with your
groups. Try your best to complete the worksheet and we will go over it once everyone
finishes.

F. Check: Walk around and check for accuracy and on-task groups. Clear up
andy misconceptions that occur.

Closure: For your ticket out the door today, I want you and your group to choose one
type of precipitation and tell me what you should do to prepare for a severe storm with
this type of precipitation.

Extending Activity: Write a one page story about a fictional character who is stuck in a
storm. Describe what type of storm it is and what the character did to stay safe. Add
details and use the vocabulary from today. Lower learners will only have to complete a
half page. For gifted learners, I will have higher expectations from them. A parent will
have to sign off saying that they read the story.

Summative Evaluation: Review the homework and check for an understanding of the
material. As the unit progresses, continue to check for an understanding on the basics
of precipitation and clouds and how they relate to other types of weather.
Reflective Evaluation: I will reflect upon the following questions after teaching my
lesson.
-What aspects of the lab went well? Which ones didn't go well?
-Do I believe that my students worked well together?
-Did my students stay on task during the group reading and work?
-What areas did my students fully grasp, and where are there still
misconceptions?
 Works Cited

DCI Arrangements of Standards | Next Generation Science Standards. (n.d.). Retrieved

February 19, 2016, from http://nextgenscience.org/search-standards-dci

English Language Arts Standards » Reading: Literature » Grade 6. (n.d.). Retrieved

February 21, 2016, from http://www.corestandards.org/ELA-Literacy/RL/6/

English Language Arts Standards » Science & Technical Subjects » Grade 6-8. (n.d.).
Retrieved February 19, 2016, from http://www.corestandards.org/ELA-Literacy/
RST/6-8/

English Language Arts Standards » Writing » Grade 6-8. (n.d.). Retrieved February 21,
2016, from http://www.corestandards.org/ELA-Literacy/WHST/6-8/

Syrocki, B. J., & Tanis, W. (1960). What is weather? Chicago: Benefic Press