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									                                            Lesson Plan Weather
Teacher: Mindy Shillington
Grade/Subject:6th Grade Science and Social Studies
 Unit: The Atmosphere
Lesson Title: Weather
STATE STANDARD(S)                     Identify what you want to teach. Reference State, Common Core, ACT College
                                           Readiness Standards, and/or State Competencies.
0607.8.6 Use data collected from instruments such as a barometer, thermometer, psychrometer, and
anemometer to describe local weather conditions.

LESSON OBJECTIVE                           Clear, Specific, and Measurable – NOT ACTIVITIES
                                           Student-Friendly: "The student will…"
                                           Explicitly Stated for Students

The students will analyze meteorological data to predict weather conditions.

Students Terms: The students will look at meteorologist data to predict weather conditions.

ASSESSMENT/EVALUATION                      Measures Student Mastery In More Than Two Ways
                                           Aligned with the Lesson Objective
                                           Includes Measurable Formative and Summative Assessments
                                           Requires Written Task
Weather Journal- (informative)
Exit Ticket (formative)
Predicting Weather Maps (formative)
Lab Quest (formative)
Written Weather Predictions (informative)
Answering Questions on Weather Instruments (formative)
MATERIALS                                  Aligned with the Lesson Objective
                                           Rigorous & Relevant
Teacher made- PowerPoint on Weather Instruments
WBIR Weather Website- http://www.wbir.com/weather/default.aspx
NOAA’s National Weather- http://www.nws.noaa.gov/
Ed Head Predicting Weather- http://www.edheads.org/activities/weather/index.shtml
INB’s (interactive notebooks) (each students has their own and they stay in the classroom)
Foldable on Weather Instruments (in INB’s)
Predicting Weather (Group Activity)
Weather Journal – week long project (From BrainPop)
Lab Quest – (electronic devices that help pick up the actual temperature outside)
White boards and dry erase markers
ACTIVATING STRATEGY                        Hook
                                           Essential Higher Order Question(s)
                                           Activates Prior Knowledge
                                           Real-World Connections
Mind Buster (Bell Ringer/Hook): How would a meteorologist predict weather without weather instruments?
Review Mind Buster (5 mins)
     Using Popsicle sticks, I will call on students to give me their thoughts about the Mind Buster.

Questions During the lessons:
What does a thermometer, barometer, anemometer, wind vane, and rain gauge do?
How could you compare a barometer to a wind vane?
Determine the value of predicting weather.
What is the weather in Dandridge TN today?
Is weather always the same?
What is the weather in Nashville, Tennessee?
What is the weather in Knoxville Tennessee?
What is the weather in Phoenix, Arizona?
INSTRUCTIONAL PLAN                           Step-by-Step Procedures and Times
                                             Modeling Strategy – “I Do”
                                             Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation)
                                             Multiple Thinking and Problem Solving Strategies
                                             Grouping Strategies
                                             Differentiated Instructional Strategies to Provide Intervention & Extension

    1. Mind Buster- How would a meteorologist predict weather without weather instruments?
    2. Review Mind Buster (5 mins)
        Using Popsicle sticks, I will call on students to give me their thoughts about the Mind Buster.
    3. Students will open their INB’s to Chapter 11.
        Students will use a foldable to take notes on weather instruments during the teacher made Power Point.
    4. Using the PowerPoint, the teacher will identify the basic weather instruments.
        During the Power Point, the teacher will show models of the weather instruments. The teacher will make
           sure the students understand that there are different types of weather instruments.

         Questions during the PowerPoint:
     What instruments do meteorologists use to predict weather?
     How would you compare a barometer to a wind vane?

    5. Using their white boards and dry erase markers, the students are going to answers some questions about
       weather instruments.
               Questions for students to answer on white boards:
                    What does a thermometer, barometer, anemometer, wind vane, and rain gauge do?

    6. The teacher will demonstrate how to predict weather using Lab Quest. (I Do)
     The teacher will check the weather from WBIR. (WBIR Weather Website http://www.wbir.com/weather/default.aspx
       Why do meteorologists predict weather?
       Is weather always the same?

Differentiated Instruction :
    7. The teacher will have the power point printed off for students who struggle on focusing on taking notes off the
        Promethean board.
    8. The teacher will have actual models of the weather instruments during the lesson.
Extension:
    9. Students will predict weather in a weather journal.
    10. Students will be able to predict weather and read a weather map.
        Directions for Weather Journaling: (1 Week)
        1. Each student will have his or her own weather journal.
        2. At the beginning of class, the students will predict the weather and then as a class, we will get on NOAA’s
            National Weather- http://www.nws.noaa.gov/ and check the actual weather.
        3. By getting on NOAA’s National Weather- http://www.nws.noaa.gov/, the students will compare their
            predictions to the actual weather outside.


GUIDED & INDEPENDENT PRACTICE                “We Do”-“You Do”
                                             Student Work Encourages Higher Order Thinking & Problem Solving
                                             Relevance to Students' Lives
                                             Differentiated Strategies for Practice to Provide Intervention & Extension

As a class, we will use Ed Head Predicting Weather- http://www.edheads.org/activities/weather/index.shtml (We Do)
              We will predict weather using Ed head.
              Determine the value of predicting weather.
As a class, we will use NOAA’s National Weather Website- http://www.nws.noaa.gov
     What is the weather in Nashville, Tennessee?
     What is the weather in Knoxville Tennessee?
     What is the weather in Phoenix, Arizona?
     What is the weather in Dandridge, TN today?

Working in Groups, students will predict the temperature and weather outside by using a Lab Quest to the actually
measure the temperature outside and weather.
               Using Lab Quest, the students will reach outside my classroom window and get the actual weather and
                 temperature outside.
Grouping- In each group, there are medium and low students. I got this data from my Discovery Assessment (Think Link)
and TCAP scores from last year.

Roles in their Groups:
Red Card- Recorder
Yellow Card- Spokes Person
Orange Card- Encourager
Blue Card-Lab Quest Holder and reader

On the Promethean Boards, the students are going to match the different weather instruments to how they are used to
predict the weather or collect weather data.
               The teacher will call different students to the board to match the weather instruments and when the
                  student is done the rest of, the class will give a thumb up or down in response.

    1. Given different types of weather maps, the students will predict the weather. ( You DO)
               The students will look at meteorologist data to predict weather conditions.
               The students will write 4-5 sentences predicting the weather condition on their weather map.
Differentiated Instruction :
    1. The teacher will have the power point printed off for students who struggle on focusing on taking notes off the
        Promethean board.
    2. The teacher will have actual models of the weather instruments during the lesson.

Extension:
    Students will predict weather in a weather journal.
    Students will be able to predict weather and read a weather map.
        Directions for Weather Journaling: (1 Week)
        4. Each student will have his or her own weather journal.
        5. At the beginning of class, the students will predict the weather and then as a class, we will get on NOAA’s
            National Weather- http://www.nws.noaa.gov/ and check the actual weather.
                 By getting on NOAA’s National Weather- http://www.nws.noaa.gov/, the students will compare
                    their predictions to the actual weather outside.

CLOSURE                                    Reflection/Wrap-Up
                                           Summarizing, Reflecting, Restating, Connecting
                                           Provides for Student Engagement

    1. Teacher will hold up different types weather instruments.
             Using their white boards and dry erase boards, the students will answer question about weather
                instruments.
    2. Exit Ticket: The students will write their knowledge on how weather instruments help predict weather.

								
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