STEM 434 Lesson Planning Template FALL 2022

(Complete answers in purple font)

Name: Krista Opauski Grade: 4th grade Topic: Air and Weather
Brief Unit Description: Weather and Climate - Access Prior Knowledge – The Big Idea – What is weather and climate?
 Students will look at pictures and predict what the lessons will be about.
 Teacher will create a KWL chart with students (What we Know, What we Want to Know, and What We Learned)
1. What is weather?
2. What caused weather?
3. What causes climate?
 Student will create a graphic organizer about how you can tell air is around you and summarize?
1. Define the atmosphere as a mixture of different gases.
Describe four properties of weather that can be measured, and the tools used to measure them.

Brief Lesson Description: Lesson 1 – Air and Weather

 How can you say that air is around you.
 Student will be able to define the atmosphere as a mixture of different gases
 Student will be able to describe four properties of weather that can be measured, and the tools used to measure them.
Anticipated time allotted for this lesson is 5 days.

Specific Learning Outcomes: (Objectives)

 Student will be a to describe the different gases that make up the atmosphere.
1. What is in the air?
2. What are the layers of the atmosphere?
 Student will be able to name the four properties of weather and tools used to measure them.
1. What is weather?
2. How can you measure weather?

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.)
This lesson will hold the students’ interest because they can check the weather every day. The students can explore and collaborate about
the weather every day. This lesson includes every student and gives them equal opportunity.

Narrative / Background Information

Prior Student Knowledge:
Students will already know different weather events and the collection of weather data for identification of weather patterns that was
taught in second grade. In second grade, students are introduced to weather events and the collection of weather data for identification of
weather patterns (2.6, 2.7).
Science VA SOLS Cross-Curricular VA SOL NGSS (You may have to look to a different
4.1 The student will demonstrate an 4.1) The student will demonstrate and grade level for the connection)
understanding of scientific and engineering understanding of scientific Students who demonstrate understanding
practices by reasoning logic, and the nature can:
a) asking questions and defining problems of science by planning and 3-ESS2-1. Represent data in tables and
 identify scientific and non-scientific conducting investigations in graphical displays to describe typical
questions which (l) models are constructed weather conditions expected during a
to clarify explanations, particular season.
 develop hypotheses as cause-and-
demonstrated relationships, and
effect relations
solve needs; m) current
 define a simple design problem that applications are used to
can be solved through the development of reinforce science concepts
an object, tool, process, or system
Content related to SOL content substandard from Essential Knowledge and Practices:
To meet this standard, it is expected that students will
 analyze and report data on temperature and precipitation (4.4 a)
 differentiate among the types of weather associated with high-pressure and low-pressure air masses (4.4 a)
  differentiate among cloud types (i.e., cirrus, stratus, cumulus, and cumulonimbus clouds) and the weather associated
with each (4.4 a)
 use weather instruments (thermometer, barometer, rain gauge, anemometer) and observations of sky conditions to
collect, record, and graph weather data over time; analyze results and determine patterns that may be used to make
weather predictions (4.4 a)
 discuss the importance of monitoring weather data to make weather predictions (4.4 a)

Science & Engineering Practices: (You must tie engineering practices into your plan) Which specific bullet points under identified practice
will your lesson address?
 Analyze and report data on temperature and precipitation
 Use weather instruments (thermometer, rain, gauge, anemometer) and observations of sky conditions to collect,
record, and graph weather data over time
 Analyze results and determine patterns that may be used to make weather predictions

Possible Preconceptions/Misconceptions:
 Ask students to think about a time when the weather was very hot and dry. Ask them to think about whether there is humidity
when it is very dry. Humidity on Earth’s surface never reaches zero. Explain to the students that even in the driest conditions,
such as those found in the desert, there is always some amount of water vapor in the air.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1 – Approximate – 30 minutes

Introduce – Access prior knowledge

Ask Questions – Start a discussion – Lead students in a discussion of what they know about the atmosphere.
 What is air made of?
 What is atmosphere?
 How do humans depend on air?

Look at the picture of pinwheels spinning on a beach. They are spinning wildly in a strong wind. What makes the wind blow strongly? Why
does the wind blow from different directions?

Show a photographs that display evidence of high winds, such as a sandstorm, people trying to walk on a windy day, the aftermath of a
tornado, and trees blowing toward the ground in a tropical storm. Ask questions:
 What causes wind?
 Why might some areas be windier than others?
 What are some negative effects of wind?
 What are some positive effects of wind?

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2 – Approximate - 30 minutes

How does the wind move?

Materials
 Bottle with cap
 Funnel
 Very warm water
 Protective clothing or smocks
 Safety goggles

Students infer that wind blows from areas of high pressure to areas of lower pressure.
Students will observe that the movement of air in sealed bottles creates pressure.

Make a Prediction
 Air can move from place to place. When you open a sealed bottle of liquid that is under pressure, air moves. Does the air move into or
out of the bottle? Why? Make a prediction.

Test your prediction – Work in small groups

1. Make a model – Fill an empty plastic bottle halfway with very warm water from a faucet.
2. Be Careful‼ Pour warm liquids carefully. Place the cap on the bottle. Shake the bottle several times. Pour the water out. Replace
the cap and set the bottle on a table. Observe it for several minutes.
3. Observe – Hold the bottle near your ear. Remove the cap slowly. Listen carefully.
Draw Conclusions
4. Did air move into or out of the bottle? What happened to the pressure inside the bottle before the cap came off? After it came
off?
5. Infer – How might air pressure affect the direction from which winds blow? Use evidence from your model in your answer.
Explore More
Suppose you warm the air inside a capped bottle. What will happen to the air pressure inside the bottle? Write a prediction. Try it!
EXPLAIN: Concepts Explained and Vocabulary Defined:
Approximate time: 90 minutes

Students will fill in a Summarize graphic organizer as they read through the lesson.
 How are the troposphere and the atmosphere related?
 What properties can you use to describe the weather?
 What tools could you use to measure the weather?

Students will discuss the main idea. Students will discuss the meaning of atmosphere and explain that it can be divided into different layers.
 What is in the air?
 What is the atmosphere made of?
 What is the troposphere?
 Where in the atmosphere does weather occur?
 What is weather?
 How can you measure weather?
 What tools is used to measure temperatures?
 Which tool is used to measure rainfall?

Use visuals to answer – Students will draw a diagram of the layers of the atmosphere and answer the following questions.
 How many layers are in the atmosphere?
 What is the thinnest layer of the atmosphere?
 What is the outermost layer of the atmosphere?
 What layer of the atmosphere is the thickest?

Vocabulary: Students will read aloud the vocabulary words and write a definition of the vocabulary terms in their own words.
Atmosphere, temperature, humidity, air pressure, thermometer, wind vane, barometer, rain gauge
ELABORATE: Applications and Extensions:
Writing in Science - Observe the weather in your area every day for two weeks. Record the temperature, air pressure, precipitation,
clouds, and wind speed. Write a newspaper article about the changes you observe.
Students will complete the reading and writing worksheets in the workbook on Air and Weather.
The lesson outline worksheet.
The lesson vocabulary worksheet.
The student will complete the visual literacy worksheet by reading a diagram of the layers of atmosphere.
The student will have links to jeopardy, kahoot, quizzes to help study for assessments.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

 On- Level - List the types of weather and ask students to write the name of the weather instrument that measures that type of
weather.
 Approaching – Give students cards displaying weather tools, as well as cards with the types of weather measured by each tool.
Ask students to match the cards.
 Challenge – Ask students to draw and label a weather instrument, tell which property of weather it measures, and explain how
changes in that type of weather will affect the instrument. Students should describe the units of measurement for the tool.

Summative Assessment (Quiz / Project / Report) (Include a rubric): Students will be quizzed on Air and Weather. Students will label each
weather tool to measure weather.

Plan for differentiation: (Be sure to specifically address the following learners)
  Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) Students with ADHD, I will encourage them
to focus and seat them at the front of the class during discussions. Students will be grouped together according to their
disabilities’; they will be grouped with students that will help their peers. I will repeat and model instructions and monitor
students, provide additional graphics and visuals. I will provide students with breaks. High- incidence disability students will have
access to assistive technologies. I will provide parents with instructions as well.
 ELL – Beginning – Students can draw or point to pictures showing different altitudes to indicate where air pressure is higher or
lower. Intermediate – Students can use phrases or short sentences to explain changes in air pressure at different altitudes.
Advanced – Students can explain changes in air pressure at different altitudes using complete sentences.
 Learners meeting expectations prior to the lesson – Students meeting expectation prior to the lesson will be grouped with
students that may need more support. Students will be given more open-ended and probing questions. Students will be given
additional activities if they complete worksheets. I will provide them with writing activities also.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice? I will evaluate my practice by observing student’s participation during the lesson.
 Where might/did learners struggle in the lesson? Students may struggle with understanding the wind and how it moves and the
understanding that there is humidity when it is very dry.
 How can the lesson be strengthened for improved student learning? This lesson can be strengthened by having slide shows and
more videos to show on what is weather and what is in the air.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Yes, it allows everyone to participate in
the scientific process and encourages collaboration. Also, it allows group work and students can learn from each other and discuss
concepts with their peers who may have different views of their own.
 Materials Required for This Lesson/Activity
Quantity Description Potential Supplier (item #) Estimated Price
1 Bottle with a cap Dollar Tree $1.25
1 Funnel Dollar Tree $1.25
Very warm water 0