KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
LESSON PLAN FORMAT
Teacher Candidate: Hannah Graver
Date: 2/26/14
Cooperating Teacher: Mrs. Fidler, Mrs. Bertsch
Coop. Initials
Group Size: 20___
Allotted Time _______ Grade Level 4th
Subject or Topic: Science: mapping and charting weather Section ELU 390-065____
STANDARD:
Pennsylvania State Standard:
Standard 3.3.4.A5: Describe basic weather elements. Identify weather patterns over time.
I. Performance Objectives (Learning Outcomes):
Students will be able to successfully analyze a weather forecast map.
II. Instructional Materials
1. Cloudy with a Chance of Meatballs
2. How is Weather Predicted? Notes
3. Textbooks
3. Weather channel weather report http://www.weather.com/news/winter-storm-east-threatsnow-new-york-philadelphia-boston-washington-dc-20140222
4. Smart board
5. Vocabulary flashcards
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
Prerequisite knowledge: The students know that the think blanket of air that surrounds the Earth
is called the atmosphere. Earth’s atmosphere is divided into four layers. Air pressure exists in the
atmosphere and lessens with height. The sun provides the energy to make weather. The atmosphere
traps heat near Earth’s surface which is known as the greenhouse effect. Air masses form over
continents and land and when they collide they form a front. Along a front weather happens.
Meteorologists are scientist who study and measure weather conditions including air pressure, air
temperature, win speed and direction. By studying weather we are able to predict the weather.
Big Idea: There are patterns in Earth and Space
VocabularyAll vocabulary terms presented in lessons 1-6.
IV. Implementation
A. Introduction
1. Gather students on the ground and continue reading Cloudy with a Chance of
Meatballs until the end.
2. On pages containing clouds ask students what type they are.
3. On the last page ask students what represents the mashed potatoes and what represents
the butter in the picture?
4. Have students return to their desks.
5. Ask students if anyone ever watches the weather reports on TV.
6. Discuss what they show during reports and what they tell you.
B. Development
.
1. Open up textbooks to page D22.
2. Have volunteers read the section entitled Mapping and Charting Weather.
3. Play the weather forecast for today.
4. Stop where is shows the map.
5. Pose questions about what is shown on the map (cold air mass and warm air mass) as
well as directions the weather is moving and what kind of weather will occur.
6. Have students write answers down on a whiteboard, check and go over answers.
7. Indicate that the rest of the period will be used for time for students to study, ask
questions, and catch up on notes missed if sick to prepare for the review game tomorrow
and exam on Friday.
8. Pass out mini assessment and pre-made flashcards containing terms from the unit.
9. Have students complete the assessment and collect.
10. When they finish they may pick a partner to review the flashcards with.
C. Closure
1. Assign students homework to study for exam.
2. Have them do an exit slip where they record 1 thing they learned about weather and 1
thing they would still like to know.
D. Accommodations/Differentiation
1. Students will limited reading, orally read the mini assessment questions to them
one at a time.
E. Assessment/Evaluation Plan
1. Formative
a. Listen to answers indicated during the book reading in the beginning for
identification and understanding of the types of clouds.
b. Check answers written on whiteboards to questions posed on weather map to check
for understanding.
c. Collect the mini assessment and collect to check for correctness. See what areas are
weak overall and make sure to hit those areas the following day during review.
2. Summative
a. A summative exam will be given on 2/28/14
V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)
Remediation Plan
B. Personal Reflection
1. Did the students enjoy the addition of literature in the lesson? How could I tell?
2. What areas were weak in the assessment? Why might this be?
VI. Resources
Barrett, Judi. Cloudy With a Chance of Meatballs. New York, NY: Simon and Schuster
Children’s Publishing Division, 1982. Print.
Jones, Robert. M, Joyce. C McLeod, Gerald. H Krockover, Marjorie S. Frank, Mozell P.
Lang, Carol J. Valenta, and Barry A. Van Deman. Science: Earth Science. Teacher's
Edition. Orlando, FL: Harcourt, 2002. D1A-D18. Print.
http://www.weather.com/news/winter-storm-east-threat-snow-new-york-philadelphia-bostonwashington-dc-20140222
http://video.nationalgeographic.com/video/science/earth-sci/climate-weather-sci/