STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Madison Sams Grade: Kindergarten Topic: Science

Brief Lesson Description:
 To introduce kindergarten students to the concept of daily weather patterns by allowing them to explore and make
observations.
 To encourage students to identify and describe patterns in daily weather.
 Time Allotted: 1 hour and 15 minutes, along with one week of recording weather data that will be assessed at the end of the
week.

Specific Learning Outcomes:

 Observation: Students will improve their weather observation skills using their senses.
 Safety Awareness: Students will become aware of the importance of safety at home, specifically during various weather
conditions.
 Weather Identification: Students will recognize and identify different types of weather conditions.
 Data Recording: Students will record daily weather observations and contribute to a class weather chart.
 Pattern Recognition: Students will identify patterns in daily weather conditions.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
The focus was on providing equal educational opportunities for all students, respecting their diverse cultural backgrounds and abilities.
Differentiation strategies were integrated to ensure inclusivity for students with disabilities. In this way, the lesson aimed to create an
equitable, engaging, and culturally rich learning experience where all students could thrive and connect with the subject matter

Narrative / Background Information

Prior Student Knowledge:
Their knowledge typically revolves around basic observations of weather conditions, such as sunny, cloudy, rainy, or snowy days. They
might have heard about simple weather-related phenomena like rainbows or thunderstorms, but their understanding is quite basic.

Science VA SOL Health VA SOL NGSS (You may have to look to a different
K.9 The student will investigate and 1.3 The student will identify specific rules grade level for the connection)
understand that there are patterns in and practices to promote personal safety
nature. Key patterns include and socially K-ESS2-1. Use and share observations of
a) daily weather; responsible behaviors. local weather conditions to describe
a) Identify home safety rules and patterns over time.
guidelines for emergencies.

Science & Engineering Practices: (You must tie engineering practices into your plan)
In order to meet this standard, it is expected that students will
- identify patterns in nature (day and night, seasons, life cycles) (K.9 a, b, c)
- chart and graph daily weather conditions throughout the year to determine seasonal patterns (K.9 a)
- use and share observations of daily weather conditions to describe patterns over time

Possible Preconceptions/Misconceptions:
Some possible preconceptions or misconceptions that students have about the weather may include beliefs that they can predict the
weather accurately, weather is always the same, humans control the weather, and confusion between temperature and weather.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Title: Exploring Rain Formation: A Cloud in a Cup
Total time: 15 Minutes

Objective:

To introduce young learners to the concept of rain formation by creating a hands-on demonstration of a cloud and rain.
To foster curiosity and understanding about the role of gravity in precipitation.

Materials:

Clear plastic cup

Shaving cream
Food coloring (blue)
Water

Procedure:

Begin by asking a question to engage students' curiosity: "Have you ever wondered where rain comes from?"

Engagement:

Show the clear plastic cup to the students and ask them to predict what will happen when you add shaving cream to the cup. Encourage
them to share their ideas briefly.

Demonstration:
Step 1: Fill the clear cup with water, leaving some space at the top.
Step 2: Add a layer of shaving cream to the top of the water, explaining that it represents clouds in the sky.
Step 3: Quickly add several drops of blue food coloring to the top of the shaving cream to represent water droplets in the cloud.
Step 4: Observe as the food coloring begins to spread through the shaving cream, creating a colorful "cloud."

Guided Discussion:

Ask questions to engage students' critical thinking:

 "What do you notice happening to the food coloring in the shaving cream?"
 "Why do you think the food coloring doesn't immediately sink into the water?"
 "What does the shaving cream represent in our experiment?"
Conclusion:
Summarize the activity by explaining that in the sky, water droplets in clouds can combine and become heavy, just like the food coloring
in our experiment. When they become too heavy, gravity pulls them down, and that's when we get rain!
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Title: Exploring Daily Weather Patterns and Promoting Safety

Duration: 45 minutes to 1 hour
Objective:
 To introduce kindergarten students to the concept of daily weather patterns by allowing them to explore and make
observations.
 To encourage students to identify and describe patterns in daily weather while also promoting personal safety and responsible
behavior by identifying home safety rules and guidelines for emergencies.
Materials:
 Picture books or images of different weather conditions (sunny, cloudy, rainy, snowy)
 Classroom Weather chart
 Art supplies (crayons, markers, colored pencils)
 White board/Dry Erase Markers for recording exploration
 Recording weather sheets for students

Here is the classroom weather chart that the weather can be tracked on as a full class:
Here is the weekly recording sheet for each student, they can create a book over time or put them in a folder:

Introduction:
1. Begin the lesson by discussing with students what they already know about the weather. Ask questions like, "What is the
weather like today?" and "What kind of clothes do we wear when it's sunny? What about when it's rainy?" These questions
transition the students from what they know, to what they will be learning.
2. Explain to the students that while exploring the weather is fun, it's also essential to know how to stay safe during different
weather conditions.
3. Discuss with the students the importance of having home safety rules and guidelines for emergencies. Ask them if they know
any safety rules at home, like not running indoors or knowing where to go during a storm.
4. Have a brief discussion about some basic home safety rules and guidelines for emergencies, such as having a designated safe
place during severe weather or knowing emergency contact numbers.

Exploration:
1. Show students pictures or images of different weather conditions and discuss each one briefly.
2. Take students outside to observe the current weather. Ask them to use their senses (look, feel, listen) to describe the weather.
Encourage them to notice the temperature, the sky, and any wind or rain. Have students make simple drawings or notes about
what they observe on their white boards.

Discussion and Data Gathering:

1. Return to the classroom and gather students to discuss their observations. Ask questions like, "What did you notice about the
weather today?" and "How does today's weather compare to yesterday's?"
2. Write their observations on the classroom whiteboard.
3. After the weather exploration, discuss how the observed weather conditions might require different safety actions at home.
For example, what should they do during a thunderstorm or heavy rain?
4. Encourage students to share safety guidelines they have learned at home and how they can apply them during specific
weather conditions.
5. Introduce the concept of patterns by explaining that the weather often follows a pattern where certain conditions repeat.

Interactive Weather Chart:

 1. Introduce an interactive weather chart that will be used throughout the week. Each day, students will add a weather symbol to
represent the day's weather. Discuss and decide on simple symbols together.
2. Have one student record the current day's weather on the classroom chart and discuss the pattern that emerges over the
week.

Art and Creative Expression:

1. Provide art supplies and ask students to create a safety poster illustrating one home safety rule for a specific weather
condition.

Conclusion and Pattern Recognition:

1. Gather students and ask them to identify any patterns they observed in the weather today and this week. Have them share
their safety posters and the rules they illustrated.
2. Reinforce the idea that patterns help us predict what might happen next in terms of weather and how patterns help us make
safe choices.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Concepts Explained:
 Daily Weather: Explain that daily weather refers to the conditions in the atmosphere that we experience on a day-to-day basis.
These conditions include factors such as temperature, precipitation (rain, snow, etc.), sky conditions (sunny, cloudy, etc.), and
wind.
 Patterns in Weather: Discuss the concept of patterns by explaining that weather often follows specific sequences or cycles. For
example, there may be a pattern of sunny days followed by rainy days, or a pattern of cooler weather in the winter and
warmer weather in the summer.

Vocabulary:
 Weather: Define weather as the current atmospheric conditions in a specific place at a specific time. Weather includes
elements like temperature, precipitation, humidity, and wind.
 Pattern: Explain that a pattern is a repeated sequence or sequence of events. In the context of the lesson, students will look for
repeated weather conditions over time.
ELABORATE:

 Class Weather Discussions: Dedicate a few minutes each day to discuss the weather observations recorded on their recording
sheets. Encourage students to share any patterns they notice. For example, they might observe that it tends to be cooler in the
morning and warmer in the afternoon. Engage in discussions about these patterns and encourage students to ask questions
about why they occur.
 Comparing Weather to Clothing Choices: Discuss the importance of dressing appropriately for the weather. Ask students to
think about why we wear different types of clothing in different weather conditions. Use real-world scenarios to help them
make connections, such as discussing the need for jackets in cold weather or sunscreen on sunny days.
 For students who need extra remediation, I would provide visuals for each type of weather.

Applications and Extensions:

 Weather Forecaster: Have students take on the role of weather forecasters. They can use their weather observations and
pattern recognition skills to make simple weather predictions for the upcoming week. This activity reinforces the idea of using
data to make informed decisions.
 Safety Rules Poster: Recommend that students take their personally created safety rules posters home with them and ask their
parents to post them somewhere in their home. This activity reinforces the importance of being prepared and safe during
various weather conditions.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Observation Check-In (During Exploration):

 Ask students, "What did you observe about the weather today?" Encourage them to share specific details, such as
temperature, sky conditions, and any changes they noticed.
 Follow up with, "Can anyone describe the pattern they see in the weather today compared to yesterday?"

Safety Awareness (During Safety Discussion):

 While discussing safety rules, ask, "Why do you think we need safety rules for different types of weather? How can these rules
keep us safe?"
 Challenge students to think critically with questions like, "What safety rules would you create for your home during a
thunderstorm?"
Weather Pattern Recognition (During Data Gathering):
 When reviewing weather observations, inquire, "Can anyone identify a pattern in the weather this week? What similarities or
differences have you noticed?"
 Encourage students to discuss patterns they see emerging on the class weather chart.

Weather Predictions (During Interactive Weather Chart):

 Ask students, "Based on our weather observations, can you predict what the weather might be like tomorrow? How about
next week?"
 Promote critical thinking with questions like, "What factors do you consider when making a weather prediction?"

Pattern Connections (During Pattern Recognition):

 Encourage students to connect patterns in weather to other areas. For example, ask, "How can understanding weather
patterns help us in our daily lives? Think beyond just knowing what to wear."

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Weather Pattern Report

Objective:
 To assess students' understanding of daily weather patterns, their ability to observe, identify, and describe weather
conditions, and their recognition of basic weather patterns.

Project Description:
 Students will create a Weather Pattern Report where they will record daily weather observations for a week and present their
findings in a visual format.

Project Requirements:
 Keep a weather journal for a full week, recording daily weather observations.4
 To ensure that student understands concept, check that each day is recorded accurately with the correct symbol

Plan for differentiation: (Be sure to specifically address the following learners)

Students with High-Incidence Disabilities:

 Visual Supports: Provide visual support for students with autism or ADHD. Use visual schedules, charts, and visual cues to help
them understand and follow the steps of the lesson.
 Sensory Considerations: Be mindful of sensory sensitivities. Offer sensory breaks or fidget tools if needed to help students with
sensory processing challenges stay engaged.
 Simplified Language: Use clear and simple language when delivering instructions and explanations. Break down complex
concepts into smaller, manageable parts.
Students with specialized IEPs or 504s:
 If any of these students need remediation with supplemental activities, I would provide a simplified recording sheet for them
to record the weather each day. I would also spend one-on-one time with those students to ensure they understand the
concepts. Here is the worksheet:
English Language Learners (ELLs):
 Language Support: Provide bilingual or multilingual vocabulary cards or visual aids to support ELLs in understanding weather-
related terms.
 Scaffolded Language: Use scaffolding techniques, such as repeating key phrases or using gestures, to make instructions and
concepts more accessible.
 Multimodal Learning: Incorporate visuals and hands-on activities to enhance comprehension

Gifted Learners:
 Extensions: Provide enrichment activities for gifted learners who grasp the content quickly. They can be challenged with more
complex questions or tasks, such as predicting weather patterns beyond a week or researching weather-related phenomena.
 Independent Projects: Allow gifted learners to choose or design their own weather-related projects. This could involve creating
weather instruments or conducting experiments related to weather patterns.
 Critical Thinking: Encourage gifted learners to think critically about the content. Ask them open-ended questions that promote
deeper understanding and exploration of weather patterns.
 Collaborative Learning: Facilitate collaborative discussions or projects where gifted learners can work with peers to investigate
weather phenomena or present findings to the class.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
After the lesson, I would engage in self-reflection to assess whether the objectives were met and if the differentiation strategies were
effective. I would consider what went well and what could be improved. I would also seek feedback from colleagues or other educators
can provide valuable insights into the effectiveness of the lesson plan.

 Where might/did learners struggle in the lesson?

1. Language Barriers: Some students may have difficulty with specific weather-related vocabulary.
2. Data Interpretation: Some students might find it challenging to interpret and analyze weather data for patterns.
3. Sensory Overload: A few students may have sensory sensitivities during outdoor weather observations.
4. Complex Concepts: Understanding abstract concepts like patterns and weather prediction could be difficult for some students.
 How can the lesson be strengthened for improved student learning?
1. Continue refining differentiation strategies to better meet the needs of all students, ensuring that the content is accessible to
everyone.
2. Increase hands-on learning opportunities to make abstract concepts more tangible and accessible to students.
3. Encourage peer collaboration and cooperative learning to promote a supportive classroom environment.

 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
The lesson could be enhanced to reflect culturally sustaining pedagogies in the following ways:

1. Incorporate Cultural Perspectives: To make the lesson culturally sustaining, include cultural perspectives on weather and
climate. Explore how different cultures interpret and interact with weather patterns. For instance, discuss the significance of
weather in indigenous cultures, traditional weather prediction methods, or cultural festivals and ceremonies tied to specific
weather events. Invite students to share their own cultural experiences related to weather.
2. Respect Cultural Practices: Be sensitive to the cultural practices and traditions of your students. Acknowledge and respect how
weather may play a role in these practices. If a cultural group has specific traditions related to weather patterns, incorporate
discussions or activities that celebrate these traditions while connecting them to the lesson's objectives.
3. Diverse Resources: Use diverse resources and materials that reflect the experiences and contributions of people from various
cultural backgrounds in the study of weather. Include literature, stories, or case studies that highlight how different cultures
have historically understood and adapted to weather patterns. Ensure that the resources represent a wide range of cultural
perspectives.
4. Inclusive Language: Use inclusive language that respects and acknowledges cultural diversity in discussions about weather
patterns. Avoid making assumptions about students' cultural backgrounds. Encourage students to share their own cultural
insights and stories related to weather patterns during class discussions. Create a classroom environment that values and
celebrates cultural diversity.
5. Cultural Comparisons: Incorporate activities that allow students to compare and contrast how different cultures perceive and
respond to weather patterns. This can foster a deeper understanding of cultural diversity and the role of weather in shaping
cultural practices.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 Glass Jar or cup Teacher’s home N/A

1 Shaving Cream Walmart $2

https://www.walmart.com/ip/
Barbasol-Beard-Buster-Shaving-
Cream-Soothing-Aloe-10-Oz/
17619758?athbdg=L1102&from=/
search
1 Food coloring Walmart $3
https://www.walmart.com/ip/Tone-
s-Food-Color-Kit-0-3-fl-oz-4-Count/
15240733?from=/search
1 Per child Crayons Included in Student’s Supplies N/A
1 Per Child White Boards Provided by school N/A
1 Per Child Dry Erase Markers Included in Student’s Supplies N/A