Teacher:
School:
Essential
Question(s)
Grade/Subject:
K/ Science
Week of:
How can we record quantitative observations of the local weather and temperature?
What patterns were observed in their observation?
NGSS
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these
conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)
Lesson
Objective
Opening/
Do Now
Description of Each
Instructional Component
I can
describe
precipitation
patterns by
making
observations in
a daily journal
with 80%
accuracy.
Circle Time
(5 minutes)
Brainpop Video
https://jr.brain
pop.com/scienc
e/weather/wat
ercycle/
1.Mini- Lesson (I Do)Teacher introduces
“Precipitation” by use of a
Power point. (Slides 69-80)
http://www.trento
n.k12.nj.us/files/_7
PBtr_/c916010c75
6cd4fa3745a49013
852ec4/Unit_5__Weather__Climat
e__Presentation_Slid
es.pdf
The teacher will read over
slides, thinking aloud,
“What is precipitation?
What is snow? What is
rain? How can I record
precipitation data?”
Introducing key words
precipitation, snow, rain,
drizzle, shower,
meteorologist, rain cloud,
rain guage.
SWBAT
Use and share
observations
of local weather
conditions to
describe
patterns over
time.
*What is
precipitation?
(2:37-5:25)
Have students
draw a picture
of a form of
precipitation.
Share with
class.
Or
Circle Time
Youtube Video
Precipitation
https://www.y
outube.com/wa
tch?v=jofRqD7
2.We Do- See formative
Formative
Assessments:
Checks for
Understanding
1. PowerPoint
Questions (Slide 7880)
2. Observations
Differentiation/
Modifications
Closing/
Reflection/
Assessment
Precipitation Labs
*Rain Gauge Lab
(Slide 73)
*Snow Lab
(Slide 77)
Weather Journal
Post
Observation:
* What
precipitation did
you record
during your lab?
Special Education
and or ELL*Pacing(provide
ample time for lab
task and
observation
recordings)
*Simple Language
*Create Vocabulary
cards with vocab
terms and pictures
*Teacher can create
a large font anchor
chart for
weather/precipitati
on including
pictures and key
terms
*Anchor chart for
tools used during
lab
*What pattern
did you see?
Students will
perform this lab
for two
different
seasons. After
the second
season students
should take
results of
precipitation
and compare
and contrast.
*What pattern
did you see
during season
Materials/
Resources
Used
Rain Guage
Masking Tape
Coffee Can
Weather
Journal
Empty Bottles
Computer
Youtube
BrainPop
Weather and
Climate
Powerpoint
m4tQ
Have students
draw a picture
of a form of
precipitation.
Share with
class.
assessment 1
3.Weather Journal (You Do)
Unit 5-Weather and
Climate (Weather Journal
Page 9)
Students will record data in
a weather journal. The
focus will be on
precipitation. Students will
interpret the data at the
end of the unit and discuss
the patterns. Use the
precipitation labs to help
record data. Rain Gauge lab
and Snow Lab. When it is
raining or snowing place
coffee can outside,
measure the precipitation
with gauges.
http://www.trenton.k12.nj.
us/files/_7PBtu_/73dd3595
2ff34da43745a49013852ec
4/Unit_5__Weather__Climate__Weather_Journal.pdf
*Deliver mini1? During
lesson in small
season 2?
groups
*Group students
with partners to
complete lab
observations
*Modify
assessment
questions from lab
observations
*Create a semantic
map of
precipitation (snowrain)
*Model lab
observation
task/recordings
*Allow oral
responses to lab
assessment or
drawn responses
Visual- Use tools to
measure
precipitation
;Create vocabulary
flashcard with
words and pictures
that depict each
word
Bodily KinestheticHands-on
investigations
during precipitation
labs
Musical- Listen to
Youtube
precipitation Songs)
InterpersonalGroup students
together with a
partner to perform
lab
observation/recordi
ng task encouraging
students to discuss
their observations
through prompted
questions and turn
and talk
discussions.
IntrapersonalAllow student to
perform lab
independently with
moderate
prompting and
discussion. Give
students journal
starts to privately
record observations
from lab.
Linguistic-Have
students perform
task announcing
vocabulary terms as
they spot them.
Logical- Allow
students to
measure
precipitation
amounts and ask
questions to guide a
reason for more
precipitation vs less
n certain days