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Name/Author:
Description
Title: Weather in the Spring
Topic: Spring
Subject: Weather
Integrated Subjects: Science
Grade: 1
Date of lesson:
Time and duration of lesson: 45 minutes
Description: A lesson on Spring, and the weather conditions, observations and the student relatable lifestyle changes that
accompany it.
Standards
[PreK: IL-ELS]
[K-12: IL-SEL (social/emotional), IL-PDH (physical/health), IL-SS or NCSS (social studies), CC-ELA-2010 (literacy), CCMA-2010 (math), NGSS-2013 (science), NCTE (technology)]
List the goal(s), standard(s), and/or related benchmark(s). For each benchmark, list the related standard. Use the appropriate
acronym to identify the name of the standard. Make sure all standards match your objectives and lesson.
●
▪
NGSS-2013 Science Standard:
ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular
region at a particular time. People measure these conditions to describe and record the weather and to notice patterns
over time.
Content Knowledge
Knowledge: State clearly the concepts involved in this lesson or the content knowledge that you used in the creation of this lesson.
Concepts: Seasons of the year. The differences in the seasons of the year, with a focus on Spring. The months of Spring. The first
day and last day of Spring. Weather changes and observable changes in nature that relate to Spring. Social implications of Spring for
choice of clothing and sports activities.
Academic Language
Language: State clearly the language and vocabulary that the students will learn and use (and the teacher will use in the lesson).
Seasonal identifier words related to Spring: Rain, Wind, Warm, Flowers, Birds, Bees
NGSS Vocabulary: Climate (with an emphasis on seasonality related to Spring within our school’s typical Spring Weather
conditions).
Related vocabulary: Global Warming.
Lesson Objective(s)
Use Blooms taxonomy to create objectives – lower order and higher order thinking. Make sure each objective matches a standard
and is addressed in the lesson. Each objective should be assessed (address each one in assessment section). Start each one with a
verb from Bloom’s.
The students will be able to (TSWBAT):
1. Memorize: The first day of Spring
2. Classify: Pictures & images that relate to Spring
3. List: The months of Spring (including describing March and June as “partial months”)
4. Arrange: Images and drawings of Spring
5. Discuss: How Spring affects you and the things you do.
Lesson Assessment
Does your assessment and lesson match your objectives? Explain.
Assess appropriateness of images selected by students and their ability to describe why they selected the images they did.
Prerequisite Knowledge
Describe what you expect the students to be able to do or understand beforehand that is important for this lesson.
Students must have a basic awareness of the differences in the seasons.
Before Lesson Assessment
How will you assess what they know before you teach the lesson?
Not applicable: All students have a common knowledge understanding of Spring. The purpose of the lesson is to give
them additional ways to express it via class discussion and activities.
Resources/Materials/Technology applications that will enhance instruction
List the materials used in the implementation of this lesson. Include copies of any handouts and website links, if applicable. Be clear
with the quantity and description so that any person reading it can understand it. If you want, you can separate it into teacher
materials and student materials.
●
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o
o
o
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Materials:
Squared-‐ off (4 sections) white paper
Markers
Pencil
Large poster board paper (teacher)
Markers (teacher)
List the resources and references used in planning this lesson. Include title, website or book, etc.
●
Books on Spring from school library and/or public library.
Anticipatory Set/Motivating Activity
Describe an activity that introduces the lesson in a way that will help the students begin to think about important aspects of the
concepts to be developed in the lesson. Write as a numbered list of instructions (bullets are categorized).
Discussion of the present weather, and how it differs from the weather they expect in the Spring.
Developmental Activity
Write as a numbered list (use number bullets) of instructions to yourself. Include specific descriptions of what you would have the
students do. Include within the outline important questions that you would ask, including higher order thinking questions
throughout the lesson that are circle bulleted and italicized (to stand out).
Teaching/Modeling
1. TTWS: I have a selection of books up here. Today, we are going to look at books related to Spring.
2. TTWS: We know that different seasons have different types of weather. Can anyone give me an example?
3. TTWS: If I said snow was a weather that happens many times in the Spring, what would you say?
Guided Practice
1. TTWS: I’m going to pick a book and hold it up. I want you to tell me if the book looks like its related to Spring, based
on the title and the pictures on the cover.
2. Here’s a picture (hold it up) of a flower. Is a flower something you would see in the Spring?
3. Here’s a picture (hold it up) of people at the beach. Is this something you would see in the Spring?
Independent Practice
1The students will then select books participate in a small groups.
2. They will then have a book study where they will look through and read books about Spring.
3, They will write down words that they find in their books used to describe Spring. They will present some ideas
from their group to the large group that we will use it for discussion.
4. I will record these answers on the board. The students will use their group lists to create a picture about Spring.
Closure
One student from each group will be selected to show the pictures produced by their group, and describe the picture and
why the picture relates to the weather in Spring.
Accommodations for Individual Differences (Directions, Approaches, Activities)
Consider behavioral, emotional, and/or physical concerns. Choose at least 3 categories of exceptional learners. Examples include
physical impairments, visual impairments, hearing impairments, behavioral issues, emotional concerns, ADHD, Autism, and health
concerns.
Physical Impairments:
Allow any students with physical impairments to select from a set of books more easily accessible in the classroom.
Differentiated Instruction
Briefly describe several instructional strategies that address different parts of the lesson for each of the following:
Students who are performing below level (remediation):
Assist students in selecting pictures as needed. Ask by trial and error if a particular image is related to Spring.
Students who are performing above level (enrichment):
Have books on global warming available, and have those students discuss how Global warming might affect Spring.
Have them focus their selection of images to support the theme of Global Warming in Spring.
Alternate activities for ELL:
Have books with reduced texts for ELL students.
Assessment
Describe how you will assess the students’ performance.
Specific questions that you will ask to assess learning and objectives:
●
Ask students questions on their selection of images.
●
Ask students if the selection of images is unique to Spring or whether it applies to other seasons
●
Ask students to select the single image that is most strongly associated with Spring
●
Ask students to determine whether a particular seasonal aspect written on the board is or is not associated with
Spring.
Paragraph of what specifically you are assessing and how:
Contrast students’ knowledge of Spring and their ability to distinguish from the other seasons in terms of weather. The
main aspect of the assessment is to map the student’s selection of the visual images to the accuracy of that image’s
correlation with the season of Spring. This assessment will be done by the 3 levels in the rubric: Seasonal indicator such
as “rain” (which is heaviest in Spring, though not exclusive to Spring). Seasonal Colors such as green foliage, and
colorful flowers, and seasonal labels such as holidays associated with the Spring such as “Easter”.
Rubric with objectives that includes specific criteria for non mastery, emerging, mastery. (include table/chart)
Objective
Seasonal Indicator
Seasonal Colors
Non-Mastery
One Seasonal Indicator
Emerging
Two Seasonal Inidicators
Mastery
Three seasonal indicators
No colors
Some colors
Seasonally colorful
No word labels
1-2 word labels per picture
3 word labels per picture.
Seasonal Word Labels
Post-Lesson Strategies to Implement, based on Assessment data:
List several strategies for each category below that address most of the objectives.
Strategies for students who mastered objectives:
●
Supply books with additional weather terms & vocabulary.
Strategies for students who did not master objectives:
●
Assign as homework to complete images over the following weekend.
Lesson Plan Template
Author:
Date:
LESSON INFORMATION
Main Subject
Integrated
Subjects
Topic/
Unit of Study
Grade/Level
Time
STANDARDS & OBJECTIVES
Standards
(AZ/NAEYC)
Objectives
(TSWBAT)
Simple Student
Objectives
DEVELOPMENTAL APPROPRIATE PRACTICES
Domains of
Development
Developmentally
Appropriate
(principles)
Play
Physical, Cognitive, Social, Emotional
INSTRUCTIONAL INPUT & METHODS
Key Vocabulary:
Inquiry Questions:
Processing &
Critical Thinking
Skills
Grouping
Strategies:
Instructional
Strategies:
Input methods:
ELEMENTS OF INSTRUCTION (procedures)
Connection to
Prior Knowledge
and Students’
Backgrounds
Anticipatory Set
(intro)
Teach Lesson /
Model
Guided Practice
Independent
Practice
Closure
Evaluation/
Assessment
Alternative
Assessments
Teacher Notes/
Obstacles
DIFFERENTIATED INSTRUCTION & ACCOMMODATIONS
Learning Styles
Levels of Learning
(task difficulty)
English Language
Learners (SEI)
Special Needs/
Exceptional
Learners
Technology
MATERIALS AND RESOURCES
Instructional
Materials
Student Materials
Homework/
Supplemental
Learning Activity
Resources
…
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