Kate Cervone
Professor Moroney
EDU 521
April 30, 2012
Grade: 2 Topic: Weather
Content Area: MST
“My Favorite Weather” Lesson Plan
Instructional Objective
After observing a BrainPop video about weather, the students will participate in constructing a
class bar graph, and then create one on Kids Zone online independently.
Standards and Indicators
Mathematics, Science, and Technology Standard #3: Mathematics
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools
and strategies; through the integrated study of number sense and operations, algebra, geometry,
measurement, and statistics and probability.

This will be evident when students participate in creating a class bar graph and answer
questions analyzing the results.
Mathematics, Science, and Technology Standard #4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.

This will be evident when the students watch the BrainPop video and identify weather
words in the color reveal activity.
NETS Standard 6: Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a) understand and use technology systems.
b) select and use applications effectively and productively.
c) troubleshoot systems and applications.
d) transfer current knowledge to learning of new technologies.

This will be evident when students construct their bar graph on Kids Zone online, as well
as continue their Weather Journal Blogs.
Motivation
The students will watch a BrainPop video, Weather, to refresh important meteorological
keywords.
Materials

Computer

BrainPop website

Kids Zone online website

Blogger online program website

Chalkboard/Smart Board/white board

Chalk/Smart Board markers/dry erase markers

Bar graph homework worksheet

Text-to-speech software
Strategies

Whole group instruction
Adaptations

For the student with a hearing impairment, they will use text-to-speech software to help
create the bar graph online.

For the ESL student, they will watch the BrainPop ESL version of Weather.
Differentiation of Instruction
Teachers recognize that not all students learn the same way.

The tactile learners will create a physical graph displaying the graph information.

The visual-spatial learners will creatively design their bar graphs using art materials.
Developmental Procedures

The students will watch a BrainPop video, Weather to refresh important meteorological
keywords, as well as review the color reveal activity. (What are some important weather
words for us? How do you know how to prepare for the weather?)

The students will participate in a class discussion identifying their favorite kind of
weather. (What kind of weather is your favorite? Why? What kind of weather is your least
favorite? Why?)

The students will create a class tally chart and bar graph about their favorite kinds of
weather and answer questions summarizing the results. (Based on the bar graph, which
type of weather do the most classmates like? Based on the bar graph, which type of
weather does our classmates like the least?)

The students will use the information from the class to create their own bar graphs on
Kids Zone online. (How can we design a bar graph on the computer? Will the results be
the same?)
Assessment
The teacher will collect and formally assess the bar graph printout created online.
Independent Practice
As a homework assignment to be collected, the students will complete the Bar Graph of Pets
worksheet.
Follow-Up
Academic Enrichment:
For the student who easily achieve the objective, they will develop their own survey to give the
class, to then create their own bar graph. They will present their results to the class.
Academic Intervention:
For the student who did not meet the objective, the teacher will work one-on-one with them.
References
Bar Graph of Pets worksheet. (n.d.). Super Teacher Worksheets. Retrieved from
www.superteacherworksheets.com/graphing/bar-graph-simple-6_TWNBN.pdf
Create A Graph. (n.d.). National Center for Education Statistics (NCES) Home Page, a part of
the U.S. Department of Education. Retrieved from
http://nces.ed.gov/nceskids/createagraph
RubiStar Home . (n.d.). RubiStar Home. Retrieved from http://rubistar.4teachers.org/
Graphing : "Our Favorite Weather"
Teacher Name: Ms. Cervone
Student Name:
CATEGORY
________________________________________
4
3
2
1
Neatness and
Attractiveness
Exceptionally well
designed, neat, and
attractive. Colors that
go well together are
used to make the
graph more readable.
A ruler and graph
paper (or graphing
computer program)
are used.
Neat and relatively
Lines are neatly
attractive. A ruler and drawn but the graph
graph paper (or
appears quite plain.
graphing computer
program) are used to
make the graph more
readable.
Accuracy of Plot
All points are plotted All points are plotted All points are plotted
correctly and are
correctly and are
correctly.
easy to see. A ruler is easy to see.
used to neatly
connect the points or
make the bars, if not
using a computerized
graphing program.
Data Table
Data in the table is
Data in the table is
Data in the table is
Data in the table is
well organized,
organized, accurate, accurate and easy to not accurate and/or
accurate, and easy to and easy to read.
read.
cannot be read.
read.
Title
Title is creative and
clearly relates to the
problem being
graphed (includes
dependent and
independent
variable). It is printed
at the top of the
graph.
Title clearly relates to A title is present at
A title is not present.
the problem being
the top of the graph.
graphed (includes
dependent and
independent
variable) and is
printed at the top of
the graph.
Labeling of X axis
The X axis has a
clear, neat label that
describes the units
used for the
independent variable
(e.g, days, months,
participants\' names).
The X axis has a
clear label that
describes the units
used for the
independent
variable.
The X axis has a
label.
The X axis is not
labeled.
Labeling of Y axis
The Y axis has a
clear, neat label that
describes the units
and the dependent
variable (e.g, % of
dogfood eaten;
degree of
satisfaction).
The Y axis has a
clear label that
describes the units
and the dependent
variable (e.g, % of
dogfood eaten;
degree of
satisfaction).
The Y axis has a
label.
The Y axis is not
labeled.
Appears messy and
\"thrown together\" in
a hurry. Lines are
visibly crooked.
Points are not
plotted correctly OR
extra points were
included.