Kevin Engberson Lesson Plan
Date: March 6
Strengths of Class
Unique Needs of Class
Curriculum Standards
Lesson Topic
Homework from Previous Day
Content Objectives
Learning Objectives
Language Objectives
Starter/Warm-Up
Class Procedures
Class Work
(Questions/Activities)
Grade: 9th
Subject: Earth Science
Period: 4B
Smaller class size (usually 15-20 students present). Very few
defiant/disruptive behavior issues. Several fun students who actively
engage in group discussions.
Poor attendance leads to lots of catching up instead of moving
forward with content. Several L1 and L2 English Learners. Some
students difficult to motivate, will sleep or refuse to start work.
Std. 3 Obj. 2a: Identify the elements of weather and the instruments
used to measure them.
2e. Design and conduct a weather investigation.
Pressure Systems and Prevailing Winds.
Elements of weather, weather instruments and observation.
Wind Guided Notes and Diagram.
High and Low Pressure System questions.
Students will use the tools and language of meteorology (weather
observation).
NGSS Middle School Standard:
Science investigations use a variety of methods and tools to make
measurements and observations.
Students will use academic language to make detailed observations.
On a diagram, label the high and low pressure areas. Which direction
will wind flow on the surface?
Warm-up (3 minutes)
Outline for day (3 minutes)
Mindfulness activity (3 minutes)
Students will get out Wind Guided Notes and we will use them
to fill out the Prevailing Winds diagram together. (20 minutes)
I will hand out the High/Low Pressure Questions and students
will use their Pressure Maps to answer the question. (20
minutes)
I will hand out the Weather Observation Log, Students will
write a description of todays weather using common
language. (3 minutes)
I will describe the instruments that meteorologists use to
measure weather, and students will fill out the Instrument and
 Unit portions of the observation log. (10 minutes)
The class will go outside and work in small groups to make
observations and fill out the Weather Observation Log. (15
minutes)
Students will return to class and finish their exit ticket: Write a
detailed description of todays weather using correct scientific
terms. (10 minutes).
Assessment I will walk around room and check-off students as on task for
participation points.
Exit Ticket: Before/After Weather Observation
Homework NA

Plans for Enrichment Add an extra credit section to guided notes. Example: Compare and
contrast winds in the Northern and Southern Hemisphere.
Students can work independently during weather observations,
figuring out what instruments or observations are needed for each
measurement.
Plans for Remediation I will give extra instruction and guidance to students during weather
observations - reminding them of definitions or how instruments are
used.
Plans for EL Students Fill-in-the-blank words on observation sheet.

Reflection What went well?

Warm-up: connected prior learning to todays lesson. Created
a visual that could be referenced throughout the lesson.
Mindfulness activity: connected it to science skills
(observation). Students engaged in the activity (perhaps
reluctantly for some).
Outline for the day: allowed students to think ahead and
mentally prepare for the remainder of the day. Checked things
off throughout the lesson and notified students of
changes/skipping ahead due to time constraints.
Wind map/diagram: clearly explained and put together the
necessary pieces of the concept in an organized way.
Using timer at beginning of class helped me keep track of time
used for warm-up, mindfulness, etc.
Exit ticket: Before observations, described the weather in
everyday language. After observations, describe the weather
using scientific terms - include at least three observations.
What didnt go so well?
Went over time during an activity and stopped using timer.
Had to cut one of the activities from the lesson (pressure
maps).
Some students off task /not participating during weather
 observations outside.

What would I change/Improve next time?

Improve Smart Board use - use different colors to represent
cold and warm air, etc.
Increase student participation during direct instruction - have
students come up and draw the direction each type of wind
will move. Dont say anything you could have a student say.
Use choral response to learn the wind names.
Kinesthetic learning - have students move around room to
demonstrate the different types of wind movement. (If you
were an air molecule, what path would the wind take you
on?)
Obtain more weather instruments (wind vane, barometer) so
that students can make more detailed observations.
Shorten or remove a section of the lesson to give enough time
for each activity without needing to rush through them.