University of Scranton

Inquiry Based Science Lesson Plan

Katie Plucker and Jessica Muccigrosso
Subject Area
Essential Question(s)
Title of the Lesson
Grade Level
Estimated Time
Summary of the Lesson
Materials Required

Academic Standards

Objectives

Vocabulary

Science
What is weather and what are the
components of it?
On Cloud 9
Grade 3
60-75 min
This lesson will describe weather and the
key components that weather entails.
Beakers
Straws
Rubber bands
Saran wrap
Index cards
Soda bottle
Match
Water
Microwave
Ivory soap
Germ-X
PowerPoint
Kahoot!
Worksheets
3-ESS2-1. Represent data in tables and
graphical displays to describe typical
weather conditions expected during a
particular season.
The students will be able to define the
vocabulary words.
The students will be able to classify the
three different types of clouds.
The students will be able to construct
their own barometers.
weather
humidity
relative humidity
condensation
cirrus

cumulus
stratus
barometer
Procedure
(Science Lesson Plan-Planning for Inquiry6E Model)

BEFORE:
We will ask the students what they
think weather is and eventually play a
short video describing it and its key
components (Engage & E-Learning).
After we are done with the short video we
will then proceed to go over the statement
of learning as a class. Once we are
finished establishing the statement of
learning we will then review the
vocabulary worksheet that leads us into
the PowerPoint (Engage).
DURING:
We will begin the lesson with the
power point and midway through we are
going to start our first experiment. The
class will be divided into two separate
groups, one group will be with Ms.
Plucker and the second group will be with
Ms. M. As Ms. Plucker does an
experiment and explains how a cloud is
made to her group of students (group A),
Ms. M will do a different experiment and
explain the different types of clouds to her
group of students (group B). Both groups
will have a worksheet to complete during
and after the experiment (Explanation &
Evaluation). As soon as the two groups
are both finished with their experiments
and mini lessons, they will rotate making
to so group A will now be with Ms. M and
group B will now be with Ms. Plucker
(Exploration). After both groups have
carried out both experiments we will
return to the rest of the PowerPoint. Once
we have finished the PowerPoint we will

Assessment

Adaptations or Accommodations

begin the next experiment individually.

The class will create their own
barometers. Before we pass out any
materials we will review the steps on one
last slide and make sure everyone
understands what they are doing. We will
also provide a model of what the
barometer should look like. Once we have
established everyone understands the
task, we will hand out the materials and
allow for them to create their own
barometers (Exploration).
AFTER:
As we walk around during this
experiment, we will make sure everyone is
making the barometer the right way. After
everyone has a thorough and strong
barometer we will then explain what he or
she should see regarding the pressure
levels. We will ask that they write down
their observations on a worksheet, but
this will be for homework due to the
longevity of the experiment (Elaboration).
Finally after all of the students have
observed their barometers, we will finish
the lesson off with a game of kahoot!
(Assuming there are iPads in the
classroom) (E-Learning).
We will be able to assess the students
with various questions throughout the
presentation, worksheets for each of the
experiments, observation worksheet for
homework and through the kahoot game
at the very end of the lesson (Evaluation).
See Worksheets