Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Melissa Gumtang

Science

5th Grade

12/01/15

Standard:
5.4A. Students know that the Earth's atmosphere exerts a pressure that decreases with distance above
Earth's surface and that at any point it exerts this pressure equally in all directions.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
What are students learning?
-Students will be learning about air pressure and how a barometer helps us determine weather patterns.
II. LEARNING OUTCOME (Objective): Given worksheets on air pressure and reading on barometers,
students will know air pressure and learn the functions of a barometer by summarizing on how air pressure
and barometers relate to one another.
DOK/Cognitive Rigor Level: DOK 2: Skill/Concept
Language Demands: Understand vocabulary and reading fluency.
III. CURRICULUM CONNECTION: The lesson taught previously before this lesson was on
Californias water supply. The lesson that will be taught after this lesson will be on air currents and
wind.
IV. INSTRUCTION
A. ENGAGEMENT:
Anticipatory Set: As a class, students will be helping me create a circle map on the board identifying
characteristics of weather.
Student friendly objective: By the end of our lesson you should understand air pressure and how a
barometer is used to understand weather patterns by taking notes and summarizing in a three sentence
statement.
Purpose: The importance of this lesson is for students to learn and understand how air pressure is used
to predict weather patterns and understand how a barometer works. It is important because students
will learn through a barometer on how air pressure is measured.
B.
C.

INSTRUCTIONAL SEQUENCE:
Step #1: Cornell Notes
a. Teacher tells students to make their Cornell note layouts and label the sections.
a. Teacher illustrates on the overhead on how their Cornell notes should look like.
b. Student response: Teacher walks around the classroom to make sure all students are on task and are
ready to start the lesson. Teacher then asks the class if they are all ready to start.

Step #2: Air Pressure Reading

a. Teacher reads the first paragraph.
a. Teacher then writes down questions on the Cornell notes.
b. Student response: Teacher then asks students to look for the answer in the reading.
Step #3: Start using popcorn on students to finish off the reading
a. Teacher popcorns a student.
a. Teacher asks student what question is important to be written down.
b. Student response: Teacher then asks the class if the questions is good.
Step #4: Fill out Cornell notes
a. Teacher adds questions to the Cornell notes.
a. Teacher will then use her Cornell notes and ask the class what questions should be added into the
notes.
b. Student response: Teacher then asks students if they agree with the questions and then has students
add questions to the rest of their notes on their own using their Cornell notes. Afterwards teacher will
then go over the questions with the students to check for understanding.
Step #5: Answering air pressure questions
a. Teacher reads the first questions in both sections of fill in the blank and matching, then asks the
students what the answers might be.
a. Teacher will then use her Cornell notes and ask the class where in the notes the answer might be
located.
b. Student response: Teacher then asks students if they agree with the answer and then has students
answer the rest of their questions on their own by using their Cornell notes. Afterwards teacher will
then go over the questions with the students to check for correct answers.
D. APPLICATION ACTIVITY: By completing the Cornell notes students will be able to know what air
pressure is and by answering the air pressure questions and reading about different types of barometers,
students will be able to understand how air pressure relates to weather patterns.
E. MATERIALS & RESOURCES:
-Air Pressure Worksheets
-Cornell Notes
-Projector
-Science books
-pencil and paper
V. ASSESSMENT STRATEGIES:
Formative: During the lesson the teacher will be asking questions and hearing responses from the
students and writing them down on the Cornell notes.
Summative: At the end of the lesson, students will be writing a short summary at the end of their Cornell
notes on what air pressure is and how weather is predicted by using a barometer.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Walking around the room to see if students are on task and to also be there in case
they need assistance. Also have sticks with students names on them to pull out to show equality and so that

everyone gets a turn during the lesson.

VII. HOMEWORK (if appropriate): Reading on Barometer in their science books on page 238. Students
will then answer the quick check questions for their homework and turn it into their teacher the following
day.