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ASSURE Model Instructional Plan

Interrelationships in Earth
2nd Grade
Science
Lesson length: 90 minutes, or one class period
Analyze Learners

Total number of students: 19

Male students: 10
Female students: 9
Students with low learning skills:4
ESL Student:1
Hearing Impaired:1
SPL IEP: 5
Visual/Spatial learners (approximately 1/3 of students)
Kinesthetic learners (approximately 1/3 of students)
Verbal/linguistic learners (two to three students)
Interpersonal learners (one or two students)
Logical/Mathematical (one or two students)

State Objectives
The student will investigate and understand basic types, changes, and patterns of weather.
Key concepts include
a) Identification of common storms and other weather phenomena;
b) The uses and importance of measuring, recording, and interpreting weather
data; and
c) The uses and importance of tracking weather data over time.

Select Media, Materials, and Methods

Media:
5 classroom computers and 14 ipads with internet access installed with Google Earth Pro
and Brainpop
Promethean Board
Document Camera

Materials:
Promethean Board
Document Camera
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Google Classroom
Video on weather changes
Brainpop video on concept
Mason jars
Shaving cream
Blue food coloring
Aluminum pans
Thumb tack
Styrofoam plates
Empty soda bottles
Dish soap
Pitchers of water
Frosting containers
Dixie cups
straws
Scissors
Library books about Weather
Crayons
Construction paper/blue and red
Cotton balls
Pencils
Glue

Methods
Whole group discussion on what we are about to learn (what are their concepts before we
start)
Whole group introduction VA Sol 6.7
Whole group instruction of center activities
Small group centers
anemometer
tornadoes in a bottle
lightning
rain falls from clouds
types of clouds

Utilize Media, Materials, and Methods

Media:
5 desktop computers and 14 ipads with internet access
Google Earth Pro This will be used to explore different weather patterns and different
regions. Compare/contrast the patterns in different regions.
Brainpop -
1 Document Camera to demonstrate how to do centers.
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Materials:
Promethean Board to display content from the computer
Document Camera used to show the process when at centers
Google Classroom used to keep links for students to use in the lesson
Video on weather changes
Brainpop video on concept
Mason jars - used in the rain cloud center
Shaving cream used in the rain cloud center
Blue food coloring used in the rain cloud center
Aluminum pans used in the lighting center
Thumb tack used in the lighting center
Styrofoam plates used in the lighting center
Empty soda bottles- used to make a tornado
Dish soap used to make a tornado
Pitchers of water- used in the tornado and rain cloud centers
Frosting containers- used in the anemometer center
Dixie cups used in the anemometer center
Straws- used in the anemometer center
Scissors used in the cloud center
Library books about Weather - used to help students learn more about weather
Crayons - used in the cloud center
Construction paper/blue used in the cloud center
Construction paper/red- used for making flashcards
Cotton balls used in the cloud center
Pencils used in the cloud center
Glue used in the cloud center and for flashcards

Methods:
Whole Group Vocabulary TTW utilize PowerPoint, to introduce new vocabulary words.
Whole Group Introduction of Weather As a first day introduction, TTW explain weather,
why it is important, the patterns of weather, and the different forms of weather.
Whole Group Instruction of Center Activities TTW introduce each center and explain
procedures to successfully complete. TTW divide class into small groups of four and assign
each group a center. TTW inform students that rotations are every 15 minutes.
Small Group Centers TSW work collaboratively to complete each of the four center
activities

Require Learner Participation

Whole Group:
During this time TTW call on the class to give ideas of what they are about to learn. This
will let the teacher know where every student is on this weather topic. TTW give an
overview of the topic and prepare the students for the topic. TSW be actively engaged
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because they will have hands on task and experiments throughout the lesson.

Whole Group Introduction of Weather: TTW will provide a vocabulary list of new terms
the students will learn. Students will make the list into flashcards. TSW use precut
construction paper and vocabulary list to make the cards. TTW will put on a slideshow with
the words and go over the words with the class. Students will watch a video from Brainpop
on weather. After centers students will return to whole group with their device. TTW step by
step look at different storms using Google Earth Pro. As a class students fill in graph on the
things we see and measure on Google Earth Pro. TSW also have a time to explore.

Whole Group Instruction of Center Activities:

TTW explain and demonstrate how to use each center. TTW utilize the promethean board
and document camera. TTW further explain that each computer or ipad has google
classroom where TSW find weather related activities. TSW work on these activities as they
finish with their centers. TTW divide the students into groups of four where they will
collaborate on each center activity. TSW follow the teachers instructions for each center in
order to successfully complete the assignments. TSW be more passively engaged during
the instruction; however they will quickly become active participants once the groups are
established.

Small Group Center Activities:

TSW work in groups of four to collaborate on each center activity. Each center rotation will
last fifteen minutes.
Anemometer TSW follow the picture and word diagrams posted on the wall with
step by step instructions on how to put the anemometer together.
Lighting - TSW follow the picture and word diagrams posted on the wall with the step
by step instructions on how to get a lighting spark.
Tornado in a bottle - TSW follow the picture and word diagrams posted on the wall
with the step by step instructions on how to make a tornado in a bottle.
Cloud in a jar - TSW follow the picture and word diagrams posted on the wall with the
step by step instructions on how to form a rain cloud in a jar.
Types of clouds - TSW will follow the picture and word diagrams posted on the wall
with the step by step instructions on different types of rain clouds.
(Since the details of each center contained many different steps. Beforehand make step by
step cards to help student complete each center.)
All centers came from http://www.firstgradenest.com/2016/03/teaching-weather-activities-and.html?m=

Each of these center activities appeals to multiple intelligences. Kinesthetic learners are
able to manipulate building and putting things together, glue, cut, and pour. Each activity is
visually stimulating for visual/spatial learners, especially the direction cards and the different
materials used. Interpersonal learners get to work closely with their peers and collaborate
on each project. These learners will also have the added benefit of ensuring that their
partners are successful. Verbal/linguistic learners are provided with a wealth of information
from the teacher. They also must discuss with their peers in order to complete each task.
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Evaluate & Revise

Student Performance:
The students will be evaluated on each center activity. TSW demonstrate an understanding
of weather its patterns, cycles, and types. TSW demonstrate knowledge of the weather
cycle. TSW also demonstrate abilities to collaborate in each center if they complete the
activities and consciously work to ensure their partners understand and can complete the
activities as well.

Instructor Performance:
During the center activities the instructor can listen to the students explain the concepts to
each other, and begin to ascertain if the material was well taught. When the students write
a paragraph with an illustration, the teacher will have final confirmation if the lesson fulfilled
the stated objectives. If necessary the instructor can reteach the material before the class
moves on.

Media Performance:
The media that was used serves as a gateway for the students to access a wide variety of
information on Weather. If students are able to demonstrate the use of the tools on their
own, then the media was used successfully.