Sie sind auf Seite 1von 5

Developmental Lesson Plan

Teacher Candidate: Amber Daub Date: February 21, 2018

Group Size: 19 Allotted Time 9:30-10 Grade Level 1st grade

Subject or Topic: Weather – Introduction

Common Core/PA Standard(s):


 3.3. K.A5– Identify seasonal changes in the environment. Distinguish between types of
precipitation.
 3.3Grade 2 – Explore and describe that water exists in solid (ice) and liquid (water)
form. Explain and illustrate evaporation and condensation.
 4.1. K.E – Identify how the changes of seasons affect their local environment.
 4.1.1. E – Describe the seasons and describe how the change of the season affects
living things.
 4.2. K.A – Identify components of a water cycle.
 4.2.1. A – explain the path water takes as it moves through the water cycle.
 3.3.1. A5 – Become familiar with weather instruments.
Learning Targets/Objectives:
 Students will be able to show their prior knowledge by completing a pretest.
 Students will be able to make rain within a jar by creating a rain cloud with different
materials.

Assessment Approaches: Evidence:


1. Pretest 1. Pretest – students will complete a pretest to
2. Asking students what they learned about show what knowledge they have about
rain weather
2. Asking students what they learned about
rain – students will raise their hands and share
with the class some of the facts that they
learned about weather
Assessment Scale:
 Students will complete a pretest that has questions about weather.
o Fill in the blank, 1 point per blank
o Weather changes from day to day, and season to season. (2 points)
o Temperature is how hot or cold it is.(2 points)
o Wind is moving air. (1 point)
o Earth’s water moves in a water cycle (1 point)
o Wind changes direction and speed. (1 point)
o A season is a time of the year. (1 point)
o Clouds are made up of many tiny drops of water. When the drops get too
heavy, they fall as rain. (1 point)
o Water vapor is water that you cannot see. (1 point)
o You can look at a thermometer to see how hot or cold it is. (1 point)
o A blizzard is when there is a terrible snowstorm with strong winds. (1 point)
o 10/12 - 12/12 = above average
o 7/12 - 9/12 = average
o 4/12 - 6/12 = below average
o 1/12 - 3/12 = poor

Subject Matter/Content:
Prerequisites:
 What rain is
 How to take a test
 How to follow directions
 What an experiment (inquiry) is
Key Vocabulary:
 Precipitation – the liquid and solid water particles that fall from clouds and reach the
ground
o Drizzle
o Rain
o Snow
o Snow pellets
o Ice crystals
o Hail
 Weather – what the air outside is like
 Temperature – the measure of how hot or cold something is
 Wind – moving air
 Water cycle – when water moves from Earth to the sky and back again
Content/Facts:
 Precipitation is when something falls from clouds, whether it is liquid or solid
 Weather changes from day to day, and season to season.
 Temperature is how hot or cold it is.
 Wind is moving air.
 Earth’s water moves in a water cycle.
 Wind changes direction and speed.
 A season is a time of the year.
 The air is warmer in summer than in spring.
 Fall has cooler air than summer.
 Winter has fewer hours of daylight than fall.
 Summer has the most hours of daylight.

Introduction/Activating/Launch Strategies:
 Students will be told that we are going to begin a new unit that is all about weather.
 Students will be told that they are going to take a pretest today to see what they already
know and that it is not a bad thing if they struggle to figure out the answers.
 Students will be told that after the pretest, we will be talking a little bit about rain and
that we will be doing a rain cloud experiment.
Development/Teaching Approaches
 Teacher will pass out the pretest for students to complete
o While students take the test, teacher will finish preparing the materials for the
experiment
 Teacher will collect the finished pretests and begin to talk about rain
 Students will be called over to the carpet so that the teacher can read Down Comes the
Rain
 After completing the reading, the teacher will ask students some things that they
learned about rain from the story
o Wait for student responses
 Comes from clouds that are big and small, comes from black, white, and
gray clouds, etc.
 Share information about rain with students
o Clouds are made up of many tiny drops of water. The drops may join and get
heavier. When the drops get too heavy, they fall as rain.
o Rain falls from clouds in the sky in the form of water droplets, this is called
precipitation
o Water can also fall from the sky in the form of hail, sleet, or snow
o Rain is an important part of the water cycle
o Weather radar is used to detect and monitor rain
 Rain Cloud in a Jar Experiment
o Students will be told that it is time for the Rain Cloud in a Jar experiment
o Students will be given their supplies
 Mason jar
 Water
 Food coloring
 Shaving cream
o Directions will be given one at a time by the teacher, and as the directions are
given, students will complete the directions step by step as we go
 Fill the mason jar with water, about half way
 Put shaving cream on top of the jar of water, for about 5 seconds
 Talk to the kids about how the water droplets rise in the air and
condense on dust particles
 A huge group of them together is a cloud
 Explain that the shaving cream is the cloud
 Add drops of food coloring
 Once it gets wet enough, it will start to rain
 Just like a real cloud, once the cloud gets too heavy, the food
coloring falls from the shaving cream, like the rain does from a
cloud
Closure/Summarizing Strategies:
 Have each group clean up their experiment materials and their desks if they made a
little bit of a mess
 Ask students what we learned about rain today and give them time to share their
responses
 Tell students that we will be talking about the water cycle tomorrow
 After hearing student responses, call students to line up for a bathroom break by hair
color
Accommodations/Differentiation:
 Student A does not take tests, so he will work with his aide and his flashcards (sight
words, numbers, etc.)
 Student A will work with his aide and his device to assist him in working with his team
during our inquiry.

Materials/Resources:
 Pretest
 Down Comes the Rain
o Branley, F.M., & Fraswer, M.A. (2017). Down comes the rain. Harpercollins
Inc.
 Rain Cloud in a Jar experiment directions
o Jars
o Shaving cream
o Food coloring
o Water
o About MeganSheakoskiMegan is the creator of Coffee Cups and Crayons, a
blog full of simple fun and learning. She believes that kids’ activities don’t
have to be complicated to be fun and that learning is better with play., et. al.
“Make a Rain Cloud in a Jar.” Coffee Cups and Crayons, 31 Mar. 2015,
www.coffeecupsandcrayons.com/make-rain-cloud-jar/.
 Harcourt Science Textbook (Earth Science)
o Jones, R.M. (2002). Harcourt Science. Orlando: Harcourt School.
 Fun Rain Facts for Kids – Interesting Information about Rain. (n.d.) Retrieved
February 20, 208, from http://www.sciencekids.co.nz/sciencefacts/weather/rain.html.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts
Amount Right Percentage
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S

Das könnte Ihnen auch gefallen