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Name: Chelsea Houser

Class: ELED 3221


Date: March 24, 2017

Indirect Instruction Lesson Plan Template

Weather Pattern Changes between Seasons

_____________________________________________________________________________

Central Focus/Big Idea: Differences in weather patterns from season to season.

Subject of this lesson: Weather Patterns

Grade Level: 2nd grade

NC Essential Standard(s): 2.E.1.3 Compare weather patterns that occur over time and relate
observable patterns to time of day and time of year.

Next Generation Science Standard(s): K-ESS2-1 Use and share observations of local weather
conditions to describe patterns over time.

21st Century Skills: Make Judgements and Decisions, Collaborate with Others, and Interact
Effectively with Others
I chose make judgements and decisions because the lesson provides students with the
opportunity to categorize objects based on their personal opinion. I chose collaborate with others
because the students will work in small groups, and with a partner at different times throughout
the lesson. This will give the students an opportunity to listen to the opinions of others and
collaborate to find a solution. I chose interact effectively with others because activities within the
lesson that will give the students to opportunity to communicate with peers to find the solution to
a problem.

Academic Language Demand


Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.

I chose categorize because throughout the lesson the students are asked to categorize
pictures and words that describe the seasons. The students are also asked to draw their
own pictures in an activity and categorize their own picture.

Analyze Argue Categorize Compare/contrast Describe Explain


Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
Seasons, Temperature
Instructional Objective:
Students will be able to independently determine the missing season and temperature from a
given sentence with 100% accuracy.

Prior Knowledge (student):


The students should also know what the four seasons are. The students should be able to
categorize pictures or words into groups.

Content Knowledge (teacher):


The teacher needs to fully understand the reason that seasons exist, and be able to explain this to
students in language that they will understand. The teacher should also know what weather
patterns are associated with which seasons, and be open minded when the students are
categorizing the pictures during the explore section of the lesson because students may be from
other areas where their categorization of one of the cards would be accurate.

Accommodations for special needs:


Students who have physical disabilities will complete the activities with a buddy who can
provide addition support when needed for the student. ELL students will work with a partner on
the activities to ensure that they understand the activity, and what it is asking. Small group
activities can also be completed in pairs.

Materials and Technology requirements: computer, projector, SmartBoard, paper cut into
fourths (1 per student), pencils (1 per student), video
(https://jr.brainpop.com/science/weather/seasons/), season card sets (1 set per group of 3
students), season charts (1 per student), drawing paper (1 per group of students), colored pencils,
markers, crayons

Total Estimated Time: 35-40 minutes

Source of lesson:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/season/adjectives-
seasons-wet/33609
https://jr.brainpop.com/science/weather/seasons/

Safety considerations:
To ensure that the students are safe during all of the activities they are expected to be sitting on
the carpet at the SmartBoard or at their desks. When the students are working with peers or in
small groups they can work in the floor, as long as they are sitting and not laying.
Content and Strategies (Procedure)

Engage:
Show the students the BrainPOP Jr. video about seasons
(https://jr.brainpop.com/science/weather/seasons/). Before starting the video give each of the
students a quarter sheet of paper. On the paper have the students to write what they think a
season is. Have a few of the students to share what think a season is. Have the other students to
show if they agree or disagree by giving a thumbs up or a thumbs down. After the video ask the
student what a season is again to see if their definition changes.

Questions:
What do you think a season is?
What are the names of the seasons?
Do you think that there are four seasons everywhere around the world?
Are all of the seasons that same? Why or why not?

Materials: computer, projector, SmartBoard, paper cut into fourths, pencils, video
(https://jr.brainpop.com/science/weather/seasons/)

Explore:
The students will be put into groups of three. Each group will be given a set of 12 cards as well
as cards that say spring, summer, fall, and winter. The students will also be given a chart that has
sprint, summer, fall, and winter boxes. The students will then have to put the cards into
categories. There will be three cards for each category. Some of the cards will have pictures and
some of the cards will have words. After the students have categorized the cards and both
partners agree they will record their answers on the chart that they were given.

Questions:
Why do you think that this card belongs with this season?
What does the picture on this card represent?
What other pictures could represent this season?
How did you and your partners decide to categorize the cards?

Materials: sets of cards, chart, pencils

Explanation:
Have all of the students come back to the carpet. Begin by asking the students how they
categorized the cards in the previous activity. Go through the cards and have the students to tell
where they think the card belongs. This can be done on the SmartBoard, so that the entire class
will be able to see and compare their answers. If the whole class does not agree have the students
who gave the answer to explain why they think it belongs with that season. Have the student(s)
who disagree to also give their reasoning and then work as a class to find the correct response.
Explain/review with the students that a season is a time period where the weather patterns that
occur are similar. Discuss weather patterns that are typically for our seasons (i.e. cold in winter,
hot in summer). Explain to the class that we have four seasons, but this is not true everywhere
around the world. Other countries only have two seasons, dry and rainy. Also discuss how the
temperatures associated with seasons changes based on the weather that occurs during that
season. Discuss the months that are associated with each season.

Questions:
How is summer different than winter?
Does the weather change from season to season?
Does every country recognize all four seasons?
Which season has the coldest weather? What months?

Materials: computer, projector, SmartBoard, cards used in explore activity

Elaborate:
The students will be placed in groups of 3-4. Each group will be given a large piece of paper that
has been divided into four sections (spring, summer, fall, and winter). The students will draw
pictures or write words that show or describe things that they associate with these seasons.
Before beginning the activity the students will be asked to think about how the weather changes
within the season, but their drawings and descriptions do not have to be limited to weather
related topics. The students will have access to drawing materials around the room including
colored pencils, markers, and crayons. Give the students approximately ten minutes to work in
their groups. After the ten minutes have the groups to present one of their seasons to the class.
The students can explain their pictures, as well as the describing words that they have recorded.

Questions:
What picture did you draw that represents spring?
Why does ______ describe fall?
Does everyone agree with the pictures/words that this group presented?
Why do you think the weather is not the same in spring and in fall?

Materials: large pieces of drawing paper, pencils, markers, crayons, colored pencils

Evaluate:
Formative: Checked through observations and questions.
Summative: The students will be given a worksheet that has four sentences that describe a
season. The students must determine the season that the sentence is describing. The student will
also fill in a blank with the temperature that corresponds to the season.
(https://en.islcollective.com/resources/printables/worksheets_doc_docx/season/adjectives-
seasons-wet/33609)

To be completed after the lesson is taught as appropriate


Assessment Results of all objectives/skills: All of the students in the class scored 100% on the
final assessment activity.

Reflection on lesson: Overall I thought that the lesson went very well. The students remained
engaged throughout and seemed to enjoy the activities. The students spent more time than
allotted on the final activity, but their products were more detailed than I expected. If I was going
to teach this lesson again I would make the assessment activity more difficult.

CT signature/confirmation: _________________________________ Date: ________________


Seasons Chart and Grid:
Final Worksheet:

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