Rivier University

STUDENT TEACHER LESSON PLAN FORMAT

Day: Tuesday Date: 12/4/2018
Subject: Earth and Space Science
This lesson plan includes Internet Safety and Microsoft Excel Spreadsheet

Common Core Standard(s):

Science Standard: 3-ESS2-1
“Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.” (NGSS Lead States, 2013).

Math Standard: CCSS.Math.Content.3.MD.B.3

“Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step "how many more" and "how many less" problems using information
presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar
graph might represent 5 pets” (Common Core State Standards Initiative, 2018a).

Objective(s): At the end of this lesson my students will be able to enter and read data in a
graph that shows during each season what weather is expected during that season (NGSS
Lead States, 2013). Students will also be able to determine what season it is based on
comparison of temperatures (using whole numbers on a bar graph). Students will also be
able to interpret the data in a spreadsheet/bar graph and compare to determine when data
is greater than or less than another piece of data.

Resources/Materials List:
Chromebook/iPad
Whiteboards/Chalk
Poster boards
Markers
Directions for Creating a Bar Graph on Microsoft Excel (print out)
Graphic Organizer (attachment)
Exit Ticket (print out)

Procedure:
The goal for this lesson is for students to learn about the individual seasons through class
discussion, a group activity, and to have some valuable experience and practice using
spreadsheets
1. Step One: Make 4 Boxes on the Board (Winter, Spring, Summer, and Fall)
a. Ask students to name characteristics they already know about each season
2. Step Two: One by one, go through each season and display information for each
season (adding to what the students provided)
a. Winter –holidays, weather, clothes we wear during this season, etc.
b. Spring –holidays, weather, clothes we wear during this season, etc.
c. Summer –holidays, weather, clothes we wear during this season, etc.
 d. Fall –holidays, weather, clothes we wear during this season, etc.
3. Step Three: Temperatures during the seasons
a. Thermometer: reads the temperature
b. Go over typical temperatures in each of the seasons (Holiday Weather, 2018)
i. Winter –average temp is from 20-35 degrees and below
ii. Spring –average temp is from 40-60 degrees
iii. Summer –range is from 60 to 80 degrees and above
iv. Fall –range is from 30 to 50 degrees
4. Step Four: Students will be asked to compare the seasons based on measuring
temperatures
a. Based on the information about all of the seasons, ask the students the
following questions:
i. Compare the average temperature in Winter and Summer?
ii. Compare the average temperature in Spring and Fall?
b. Go over comparison
i. The temperature in winter is less than the temperature in summer
ii. The temperature in spring is greater than the temperature in fall
5. Step Five: Technology Component and Math
a. Instruct students to get their Chromebooks/iPads
b. Students will be using this link to look up the average temperatures for the
last twelve months
i. Temperatures in Boston (Osborn, 2018)
c. Important note: before students go onto the cite, remind them about internet
safety and being responsible on the school’s Chromebooks
i. Instruct students that using technology is a responsibility, and not
being responsible while using the technology can be very dangerous
and will lead to confiscation of the technology during school hours.
d. Students will record their findings in an Excel spreadsheet and save their
work
i. In the column next to the temperatures, students will type what
season it was in that month
e. When they have all of the information in their spreadsheet, students will be
given directions (printed out) on how to create a bar graph based on their
findings
f. Once their graph is complete, they will save their results and the teacher will
come around and asses their work (teacher will be taking notes)
g. Ask Follow Up Questions:
i. How many more or less degrees is the temperature in January than it
is in June?
1. How do you know that?
2. Students should say: In January the temperature was 20, and in
June the temperature was 60. So the temperature in June is 40
degrees greater than it is in January.
ii. How many more or less degrees is the temperature in November than
it is in September?
1. How do you know that?
 2. Students should say: In November the temperature was 40,
and in September the temperature was 80. So the temperature
in September is 40 degrees greater than it is in November.
6. Step Six: Poster Activity
a. Students will be divided into groups of 5 (There are 20 students, so there will
be 4 groups)
i. Each group will be assigned a season
ii. Each group will make a poster of things that happen during their
season (based on the discussion at the beginning of class) and the
information they know about temperatures
iii. Important note: they cannot put the season’s name on the poster
b. After about 15 minutes, the posters will be displayed
c. All of the students will vote on which season goes with each poster
d. If the students, by majority, are correct and in consensus, the name of the
season will be written on the poster board.
7. Step Seven: Exit Ticket
a. Students will be given an exit ticket assessment
b. Each season will be listed, and students will need to write two characteristics
of each season
c. In the middle of the page is a bar graph for one year with temperatures.
Students will label on the graph what season it is based on the graph.
d. Based on that bar graph, students will fill in the blanks of a statement at the
very bottom of the exit ticket.

Plans for differentiation:

For students who need some differentiation, I will have a graphic organizer with all of the
sections labeled for each season. This document will be available for all of the students, and
will help students who are visual learners keep their thoughts and notes straight. During
my instruction, I will base the level of description of each season based on the answers the
students offer in the class discussion. For example, if students offer characteristics that go
with another season, I will start at a very basic level and ask questions to lead them in the
correct direction. In this situation, I would take more time during the instruction, and
shorten the time set aside for the poster activity. The exit ticket is an assessment will be
handed in at the end of the class period. If students are having a hard time with the
questions on the exit ticket, I will offer everyone the opportunity to work on the exit ticket
during their snack time (since they have a ten minute snack break after our science lesson).

Plans for accommodation/modification:

In this classroom of twenty students, there are zero students who have a 504 or IEP, so
there are no accommodations or modifications necessary for this lesson.

Assessment:
Students will be assessed at a couple points during this lesson. The teacher will take note of
each student’s bar graph when they are working on the bar graph and when they are
inputting data into their spreadsheets. The teacher will also be observing and listening to
conversations during the poster activity, taking notes on progress and development of
understanding. The final assessment in this lesson is the exit ticket at the end. On this exit
ticket, students will need to show at least two pieces of evidence that they understand the
seasons, and they will show their understanding by properly interpreting and labeling the
graph based on the temperatures. This assessment will measure if students can read and
interpret the data displayed to them about characteristics of the seasons, and make the
connection to each of the seasons. This assessment will also measure how well the students
can read and interpret data from a data set/bar graph, and can make a statement about the
comparison. If the students can successfully complete the tasks on this exit ticket, they will
have met the learning objectives for this lesson.

What’s next?
This lesson is critical for the students to understand. In the next lesson of this unit, students
will be learning about climates around the world, so having a solid understanding of the
seasons and climate here, they will have something to base new knowledge on.

Reflection:
The strengths of this lesson were: the discussion at the beginning of the class about each of
the seasons, and the poster activity. One potential weakness of this lesson could be when
the students go online independently. This could be considered a weakness because some
students may decide to go onto other websites during this research time. In the lesson,
there is an important note about internet safety and responsibility. The teacher, during this
research time should be monitoring the screens as he/she is walking around to ensure all
students are being safe and responsible.
References:

Common Core State Standards Initiative. (2018a) Grade 3 » Measurement & Data.
Retrieved November, 2018, from
http://www.corestandards.org/Math/Content/3/MD/

Holiday Weather. (2018). Boston, Massachusetts, USA: Annual Weather Averages.

Retrieved November, 2018, from https://www.holiday-weather.com/boston/averages/

Osborn, L. (2018). Boston Weather in January. Retrieved November, 2018, from

https://www.currentresults.com/Weather/Massachusetts/Places/boston-weather-in-
january.php

NGSS Lead States. (2013). 3-ESS2-1 Earth's Systems. Retrieved November, 2018, from
https://www.nextgenscience.org/pe/3-ess2-1-earths-systems