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Keisha Dunn
Assignment Nine
Content Area: Science
Grade Level: Kindergarten
Part I: Description and Analysis of the Instructional Model
I. Overview of Model
Cooperative learning models can be used at all educational levels. Cooperating learning groups tend to
have a common goal, work closely with one another, and take equal shares in performing the labor to
achieve the common goal. The model of cooperative learning involves many approaches. All
curriculums and lessons can be made into cooperative learning assignments. Four common types of
cooperative learning models are the graffiti model, jigsaw model, the academic controversy model, and
the student teams-achievement division model. The following are the steps in the jigsaw method:
Step One: Introduce the Jigsaw
Step Two: Assign Heterogeneously Grouped Students to Experts and Learning Groups
Step Three: Explain the Task and Assemble Expert Groups
Step Four: Allow Expert Groups to Process Information
Step Five: Experts Teach in Their Learning Groups
Step Six: Hold Individuals Accountable
Step Seven: Evaluate the Jigsaw Process
II. Justification of the Model:
For this lesson plan, I will be using the jigsaw method. The jigsaw method will work well in meeting the
objectives set forth in this lesson. Cooperative learning works really well in a kindergarten classroom,
and the jigsaw method allows students to feel pride in that they are assisting their classmates learn
about a new concept or topic. In this lesson, the expert group will learn about weather symbols,
weather tools, weather instruments, and weather maps. The expert group will then report their findings
to the learning group. For assessment, students will report the weather using symbols and a weather
map.
III. Pros and Cons of the Model:
A. Pros
 The jigsaw method encourages social interaction among group members.
 The method promotes interdependence of learners.
 In cooperative learning, students are active in their learning.
 Cooperative learning often increases self-confidence in students.
 Cooperative learning encourages higher-order thinking.
 Cooperative learning improves acquisition and also retention of information.
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B. Cons
 Students learn at different paces, and it could be difficult to have fast learners and slower
learners in the same group.
 Some students think since they are working in a cooperative group that they will not have to
work as hard. This would lead to other group members having to work harder.
Part II: Developing the Lesson Plan
Teacher Name: Keisha Dunn
Subject: Science
Title of Lesson: Weather Reporters
Grade Level: Kindergarten
Time Needed: One Class Period
Unit Topic: Weather
Model of Learning: Cooperative Learning (Jigsaw Method)
I. Rationale: Weather has an effect on our everyday lives. Knowing how to interpret weather symbols
and weather maps is a key to making important decisions. People make decisions about what types of
clothing to wear and what type of activities to plan based on the weather.
II. Learning Prerequisites: Before beginning this lesson, students should have a basic understanding of
the characteristics of different types of weather (rainy, snowy, windy, foggy, and sunny, etc).
III. Goals and Student Objectives
IIIa. Goals
 Students will recognize weather symbols (snowy, sunny, cloudy, partly cloudy, thunder, windy,
and rainy).
 Students will know the meaning of weather symbols. (snowy, sunny, cloudy, partly cloudy,
thunder, windy, and rainy).
 Students will predict the weather by looking at weather maps.
 Students will use personal observations to predict the weather.
 Students will orally present the weather forecast to the class.
 Students will discuss and identify various types of weather predicting tools and instruments.
IIIb. Student Objectives:
 I can recognize the weather symbols (snowy, sunny, cloudy, partly cloudy, thunder, windy, and
rainy). (cognitive)
 I know the meaning of weather symbols (snowy, sunny, cloudy, partly cloudy, thunder, windy,
and rainy). (cognitive)
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I can explain what a meteorologist does. (cognitive)
I can name tools that help meteorologists forecast the weather. (cognitive)
I can predict the weather by looking at weather maps. (cognitive)
I can communicate the weather forecast to fellow students and teachers. (cognitive)
I can use my senses when observing the weather to make predictions about the weather
forecast. (psychomotor)
I can describe how weather affects one’s life. (affective)
IV. Organizing or Essential Questions
 What does a meteorologist do?
 Why is it important to watch the weather forecast?
 What methods or tools can be used to aid one in forecasting the weather?
V. Lesson Procedure
A. Lesson Introduction: As a class, we will watch the weather forecast on WSAZ News Channel 3. We
will access the WSAZ website (http://www.wsaz/weather.com) and look at the live Doppler radar. We
will have a class discussion about the weather symbols. We will briefly discuss the tools and instruments
that meteorologist use to determine the weather forecast.
B. Lesson Development:
1. Introduce the Jigsaw: I will introduce the jigsaw method to the students. Then, I will tell the
students the objectives set forth for this lesson, inform them about the expert and learning
groups, describe to them the resources available to them, and explain the assessment process.
2.
Assign Heterogeneously Grouped Students to Experts and Learning Groups: I will assign groups
in a heterogeneous manner. I will take into consideration the following: gender, ethnicity,
motivation, and achievement
3. Explain the Task and Assemble Expert Groups: I will meet with the expert group and review the
objectives for this lesson.
4. Allow Expert Groups to Process Information: I will allow students ample time to complete the
task. I will walk around to assist students who need help. Expert team members will be
encouraged to assist one another in learning the new information. Resources available to the
students include: textbooks, trade books, the Internet, weather symbol flash cards, and weather
maps. The expert learning group should be learning how to predict the weather using personal
observations, weather maps, weather symbols, and tools and instruments.
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5. Experts Teach in Their Learning Groups: The learning team is assembled. The members of the
expert group will teach their topic to members of the learning team. Each team member is
responsible for teaching his or her topic, and ensuring that the member of the learning team
understands the information. The classroom aid will assist members of the learning group take
down pertinent information. The information will be written on a graphic organizer specific for
this lesson.
6. Hold Individuals Accountable Each individual student will be held accountable for their learning
by taking a quiz. The quiz will consist of matching items. The students must match weather
symbols to the corresponding weather word. Students must also match weather instruments
and tools to their corresponding description. The quiz will be read orally to the students.
7. Evaluate the Jigsaw Process: A class discussion will be held. Students will discuss how the
jigsaw process helped or did not help them in meeting the objectives of this lesson.
C. Specific Instructional Strategies Included in the Lesson:
In this portion of the lesson, the students will take a hands-on approach in reporting the weather. The
students will take the information they learned in the jigsaw method portion of the lesson to
successfully complete this portion of the lesson. In the lesson introduction we watched the WSAZ News
Channel Three weather report. Students will now get an opportunity to be a meteorologist and report
the weather. The class will be divided into four teams (weather teams). Each team will be responsible
for reporting the weather forecast for one day. The students can use media outlets for resources,
seeing that the students are not real meteorologists. Weather tools and instruments will also be
available for resources for the students. The classroom will be turned into a news weather station. The
weather stations will include weather maps, a news desk, and a microphone. I will video the student
broadcast and allow the students to see themselves at work (pending parent permission). I will also
bring in oversized adult dress clothes that the students can put over their clothes. Wearing the dress
clothes will help the students feel like real meteorologists.
D. Guided or Independent Practice:
In this activity, I will guide students in their practice. I will create a Smartboard matching game for the
entire class. The game will be a review of the items that were covered in this lesson. The matching
items will consist of weather symbols, weather predicting tools, and weather predicting instruments. I
will assist students in playing the game.
E. Lesson Closure:
As a class, we will have a discussion about the different weather symbols, weather predicting tools,
weather predicting instruments, and the roles of a meteorologist. I will read aloud to the students the
book titled “The Kids Book of Weather Forecasting: Build a Weather Station, ‘Read the Sky & Make
Predictions.’” I will ask the students pre-reading, during reading, and post reading questions.
F. Homework
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The students will be asked to watch the evening or nightly weather forecast on a local news station. The
students can also choose to research the forecast using the Internet. The students must then report
their findings the next morning at school. Students can report their findings through written
descriptions or pictures. Students who do not have Internet access or access to a television will be able
to research the weather forecast at school in the morning when they arrive.
VI. Formative Student Assessment and Evaluation
Formative assessments for this lesson will be based on observations and a checklist. I will observe
students in their contributions to all of the class discussions and group work. I will ensure that all
students are assisting one another when participating in the jigsaw method. I will continually walk
around the room and observe students during the jigsaw portion of this lesson. I will use a checklist to
assess the students’ meteorology reports. I will assess that students have a thorough understanding of
how to both predict and report the daily weather.
VII. Materials and Resources
A. Materials
 Smartboard
 Information explaining the jigsaw method to students
 Quiz (one per student)
 Weather symbol flash cards
 Weather maps
 News desk
 Microphone
 Checklist (one per student)
 Various weather tools and instruments
 Graphic organizers for the learning group
 Observation sheets
 Video recording device
 Parent permission slips
 Oversized dress clothes
 Developed Smartboard activity for the guided practice portion of this lesson
B. Materials
 Trade books focusing on weather
 Internet
 Textbooks discussing weather
 “The Kids Book of Weather Forecasting: Build a Weather Station, ‘Read the Sky & Make
Predictions;” by Mark Breen
VIII. Modifications for Diverse Learners
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Students having an individualized educational plan will be accommodated according to the plan. During
the Smartboard educational activity, I will place students with vision problems near the Smartboard.
During the read aloud, I will place students near me so they can view the pictures in the book. Students
who have hearing problems will be seated near me during the read aloud to ensure that they can hear
the story and discussion questions. This lesson appears to auditory, visual, and kinesthetic learners. The
read aloud and classroom discussions are focused toward auditory learners. The Smartboard activity
and viewing of the weather report is aimed toward visual learners. Kinesthetic learners will benefit from
the hands-on, active approach of reporting the weather. Gifted students will be encouraged to further
research the weather tools and weather instruments discussed in this lesson. Those students will be
able to report back, to the class, information about those various tools and instruments.
IX. Reflection/Modification
There are many methods that I plan to use to evaluate my teaching of this lesson. First, I will ask for
feedback from the classroom aide. I will ask her to identify what she feels are the strengths and
weaknesses of the lesson, and what aspects of the lesson need to be changed for future instruction of
the lesson. I will write a written reflection at the end of the school day that assess the strengths and
weaknesses of the lesson plan.