This two-day lesson plan aims to teach 1st grade students about weather and seasons. On day one, students will review vocabulary, make predictions about the essential questions in groups using a KWL chart, and discuss their responses. They will look at seasonal photographs and decide which predictions they illustrate. On day two, students will watch a video podcast and complete a viewing guide. They will then record their opinion on whether visuals like photographs and videos help them learn about seasons and weather impacts. The plan provides detailed instructions and lists necessary materials and assessments, including a rubric for the student's recorded opinion.

1. Dolly W. Morris – Clark – FRIT 8530, Summer 2012
Lesson Topic: Science - Weather Grade level: 1st
Length of lesson: **2-day LP including Video Podcast** from Overall 3-week Unit
Stage 1 – Desired Results
Content Standard(s):
S1E1. Students will observe, measure, and communicate weather data to see patterns in
weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, with simple weather instruments (thermometer, wind vane, rain
gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events)
in a periodic journal or on a calendar seasonally).
***c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to
seasonal changes.
Understanding (s)/goals Essential Question(s):
Students will understand:
Is weather always the same, why or why not?
Studying weather is part of studying science How can weather be observed?
Science includes studying about weather and Does weather affect our daily activities: how?
seasons How can the four seasons be described?
Weather can be observed in basic patterns How can I learn best about the four seasons?
related to yearly seasons (sky conditions, Why do the different characteristics of the
four seasons matter to me?
weather events, temperatures, precipitation
How is weather different during each
amounts)
Plant conditions & animal season of the year?
behaviors are impacted by How is weather the same during each
seasonal weather season of the year?
There are four seasons in a year: winter, spring, Do I need to know the current season of
summer, fall the year?
Seasonal weather as well as individual weather
events (thunderstorms, tornadoes, and hurricanes)
affect daily human life
Student objectives (outcomes):
Students will know (Knowledge):
Vocabulary: patterns, temperature, wind, precipitation, sky conditions, weather events,
observe/observable, thunder, tornado, hurricane, sunny, cloudy, winter, spring, summer, fall,
seasons, patterns, relate, summarize, evidence, understandings, fact, opinion, revise/revisions
Seasonal details: The four seasons have distinct weather patterns
and what those patterns are
Sequence and timelines of seasons where we live

2. Activities and/or artifacts necessary for certain weather conditions/seasonal weather
changes/weather events
Plants and animals are affected by seasonal weather changes
Weather can be communicated to others by observing and collecting data
The different seasons and weather events affect the way humans live in the world
Every person can have an opinion about any topic AND about personal preferences
Opinions should be based on factual evidence from reliable sources
Opinions are often based on personal experience & personal beliefs/value systems
Students will do (Skills):
Construct individual graphic organizer to illustrate observable seasonal characteristics and
confirm/negate predictions that are correlated to at least one of the following weather
pattern characteristics: temperature, sky conditions, precipitation amounts, or weather
events
Create “classroom wall” collective graphic organizer to categorize predictions and add
individual opinions
Verbalize & defend opinions in small groups and whole class discussions
Synthesize and record oral opinions with factual justifications to explain seasonal
characteristics & viable artifacts necessary for people to adapt to or prepare for changing
weather
Use Smartboards and Web 2.0 technology
Complete active listening video viewing checklist for comprehension
Complete written self-reflection on learning
Practice communication skills – listening, speaking, writing
Practice thinking skills – interpret and analyze weather information
Practice interpersonal /group skills
Practice intrapersonal/ self-reflection skills
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:
Audio recording of student’s opinion of scenario Teacher Observations
questions based on gathered information from class
activities and according to assessment rubric criteria. Completed video podcast viewer’s guide
checklist & K-W-L graphic organizer
Operation: Tell Me What You Really Think: Everyone
likes to give their opinion & all kinds of groups and EQ classroom wall graphic organizer with
organizations try to get us to give our opinions about seasonal photographs and denoted personal
products and services. Two of the most common opinions indicated with “+” or “-“ during
ways a person can give his/her opinion is via a group activities and class oral discussions
written survey or answering a telephone call survey.
Students’ written self-reflection on learning

3. You have been chosen by the National Weather
Service (NWS) to be a school student survey
responder. The NWS wants children to know as much
as possible about weather and when/how to be
protected during storms and other weather events.
The NWS wants to know if you think viewing
photographs of seasonal characteristics and watching
videos helps students learn, more than other ways, to
remember more about and better understand
seasonal characteristics and how weather impacts
daily life.
You will complete several activities in class FIRST
(current two-day plan seen here) in order to help you
have your facts together, and upon which you can
complete the audio recording and give a good, solid
fact-based opinion to the NWS.
You will receive a rubric with necessary criteria for
your audiotaped recording of your NWS Survey
responses that include your fact-based opinion based
on the information that you have learned utilizing
Web 2.0 technology in class.
Stage 3 – Learning Plan
Learning Activities:
Day 1:
1. Reference Unit Standard S1E1; Read aloud and review element “C” of Standard S1E1 and the
lesson’s Essential Questions (Teacher has already posted EQs on sentence strips linearly on
available room wall to serve as category headings for upcoming lesson task)
2. Students take turns discuss & highlight/circle need-to-know Unit Vocabulary contained w/in
standard element & EQs on wall sentence strips and/or projected vocab. list using Document
Cam/Smartboard; Teacher guides identification of unfamiliar words via oral questioning (Use
class set markers/highlighters available on file cabinet behind teacher desk for sentence
strip EQs located on class wall & use Smartboard markers with lesson vocabulary projected on
Smartboard; Mrs. Jones next door will assist with powering up Document Cam/Smartboard
for vocab. review)
3. Students utilize distributed K-W-L graphic organizer to predict answers to EQs in groups (2
questions per group assigned in advance by teacher; EQs black line master attached to this
plan) & write predictions, along with W-“curious about”/”I wonder” statements related to
seasons/weather on K-W-L paper; group members may work at their own pace to complete
other questions beyond those assigned, if time permits
(K-W-L black line master attached to this plan)
4. Groups take turns offering responses from K-W-L graphic organizers aloud while group
“reporters” take turns compiling K-W-L replica on class Smartboard; individual class members

4. record omissions to personal K-W-Ls from whole-class replica for use with upcoming task as it
is compiled during group assembly & class discussion (Students up & moving during this
activity)
5. Group members take turns selecting/retrieving appealing seasonal photographs from available
class set (Photos are exact copies from video podcast to be used on Day 2 of lesson; Extra
photocopy set of photos attached to this plan and laminated class set available on file cabinet
behind teacher desk; CD with photos also in “substitute” tray on teacher desk; may be used
with Smartboard; Students are up and moving during this activity)
6. Group members decide if/which photograph from their newly-assembled set offers
“evidence”, or proof, of at least one of K-W-L prediction & students take turns placing
photo(s) beneath EQ “category” affixing with available Velcro tab until all photographs are
affixed; Teacher adds “none” category for those photos not deemed to align with any EQ/K-
W-L prediction by students (“NONE” sentence strip & self-stick Velcro located on file
cabinet behind teacher desk; Students are up and moving during this activity)
7. Each group member takes turns and comes forward to Smartboard using his or her initials
with “+” or “-“ beside initials to indicate agreement or disagreement with photo’s placement
under a particular EQ category or based on previously stated predictions (Previous set class
markers/highlighters available for students and/or Document Cam/Smartboard markers
available for use with Smartboard ONLY; Students are up and moving during this activity)
8. Ticket Out the Door (TOD) Summarizer – Students take turns as called on by teacher to
verbalize justification for their “+” or “-“ citing specific prediction denoted on Smartboard-
projected class K-W-L or other personal experience as called upon by teacher; completed K-
W-L submitted (Collect paper copy of K-W-L from students as “ticket” to line-up for dismissal
from class)
9. Teacher hands out list of lesson vocabulary for students to take home (green Science folder)
and share with parents for review & upcoming vocabulary assessment in a few days.
(Vocabulary list black line master attached to this plan & copies located on file cabinet behind
teacher desk).
Day 2:
1. Teacher references existing EQ categories & reviews class consensus/dissension from
previous day re: “weather” and “seasonal” knowledge showcased on class wall graphic organizer
(visual summary of class’ previous day’s thoughts/discussion); previous day’s individual graphic
organizer re-distributed for student reference during discussion (Yesterday’s individual K-W-
L copies available on file cabinet behind teacher desk along with “blank” copies available for
any student who may have been absent yesterday)
2. Teacher describes the role-play scenario for upcoming “Operation: Tell Me What You Really
Think.” (Students will complete final performance task (audio recording) for this scenario in a few
days, but today, class will begin the “think” work behind eventual solid, factual final products.)
Teacher presents initial scenario today by reading aloud & asking whole class to start thinking
about how they would answer the following question, “Do you think photographs of the seasons
like these on our classroom wall or watching a video can lead to better weather & season
understandings?” The National Weather Service has chosen our class and each of you to be student

5. survey responders for this question and to record your fact-based opinions with Web 2.0
technology that we will be learning later and according to criteria on a rubric that your teacher will
be giving you soon. In a few days, you will make an audio recording of your opinion to this
question for the NWS. But today, as a first step towards practicing locating and giving a fact-based
opinion, the class will view a video podcast & each of you will complete an active listening
comprehension checklist to help you summarize factual evidence about weather & seasons, upon
which you can base your new understandings. Are you ready? Let’s get started!” Teacher gives
active listening guide checklist to each student prior to start of podcast & explains that they should
listen for the information AS IT IS presented in the podcast and place a check beside the
information when they hear it in the podcast. Explain that time will be given at the conclusion of
the video, too, for completion of the checklist. (Checklist black line master attached to this plan &
blank copies available on file cabinet behind teacher desk).
3. Class views video podcast “Weather & Seasons: How can we describe the weather during
each season of the year?” Podcast URL:
http://www.youtube.com/watch?v=99X2B5dMnbI&feature=youtube_gdata
featuring excerpts from the book, Our Seasons, by Ranida T. McKneally & Grace Lin. (Copy of
book is at the front of the classroom on board tray. May be used as “filler” at any point
throughout the lesson for students or whole class for early finish.)
4. Students complete video podcast active listening viewers-guide checklist on seasonal
characteristics during and after podcast viewing
5. Upon conclusion of podcast, students re-assemble in groups and discuss photographs’
alignment on classroom wall graphic organizer to determine if information from podcast
warrants moving any of the wall photos they previously placed yesterday (photos are exact
copies from podcast) to other EQ categories based on today’s now-verified podcast
information about seasons; this activity is followed by class discussion; active listening
checklist utilized for reference during revisions and class discussion
6. Students individually complete “L” (What I have Learned) of K-W-L graphic organizer from
previous day utilizing video podcast checklist for reference and submit both documents to
teacher (Slow finishers may take this assignment home tonight to finish for homework in
Science folder (green) & return both papers tomorrow to teacher.)
7. TOD - Students complete self-reflection activity with thoughts about the following questions:
(Paper copies of self-reflection located on file cabinet behind teacher desk) – “What have I
learned about the seasons of the year so far? What have I learned about weather? What
helps me learn and remember the most and why – my teacher? Working in groups? Using
photographs? Completing a graphic organizer? Watching a podcast? Other?” Why does this
way of learning work best for me? (Teacher collects TOD reflections as “ticket” for students
to line-up for class dismissal when finished or time dictates. Any student who is NOT
FINISHED with TOD may take it home in Science folder (green) and finish for homework)
Follow-up Activities:

6. Lesson Vocabulary List (Day 1)
K-W-L graphic organizer (Day 2)
Video podcast active-listening checklist (Day 2)
TOD student self-reflection (Day 2)
Materials:
Markers/highlighters
Document Camera – available in classroom
Smartboard & Smartboard markers – available in
classroom
Podcast URL:
http://www.youtube.com/watch?v=99X2B5dMnbI&feature=youtube_gdata
Our Seasons, by Ranida T. McKneally & Grace Lin
____________________________________________

7. EQs black line master:
Essential Questions – Element C
Is weather always the same, why or why not?
How can weather be observed?
Does weather affect our daily activities: how?
How can the four seasons be described?
How can I learn best about the four seasons?
Why do the different characteristics of the four seasons
matter to me?
How is weather different during each season of the year?
How is weather the same during each season of the year?
Do I need to know the current season of the year?
____________________________________________

8. Lesson vocabulary black line master:
Lesson Vocabulary – Element C
patterns
temperature
wind
precipitation
sky conditions
weather events
observe/observable
thunder
tornado
hurricane
sunny
cloudy
winter
spring
summer
fall
seasons
patterns
relate
summarize
evidence
understandings
fact
opinion
revise/revisions
_____________________________________________

9. K-W-L black line master
KWL Chart
KNOW WANT TO KNOW LEARNED
What do I already know about What I want to learn about What have I learned about
weather patterns & seasons? weather patterns & seasons? weather patterns & seasons?
____________________________________________

10. Lesson Photos copies (laminated set, CD copy, & black line masters)

13. ____________________________________________
Active-listening checklist black line master
Active-listening Video Podcast Comprehension Checklist
Student Name: ______________________________________________
1. There are four seasons each year.

14. 2. The names of the seasons are winter, spring, fall, and summer.
3. Weather is observable – we can see it and often feel it.
4. Sky conditions are one thing that we can observe to predict what
the weather is like. Skies can be sunny, cloudy, stormy, or dark.
5. Temperatures of each season are observable.
6. Occurring weather events like tornadoes, floods, ice storms, rains and
thunderstorms, as well as droughts, can help us predict/know the season of
the year.
7. Precipitation is another word for the amount of water received in daily
weather or seasons – like rain, snow, or sleet.
8. We notice weather patterns in each season through what we
observe.
9. Many changes take place during fall – crops are harvested, days are
shorter, leaves fall off of trees and bushes, temperatures lower, jackets and
sweaters are needed, and sometimes floods and tornadoes occur because of
all these changes.

15. 10. In winter, temperatures are cold, skies are cloudy and dark, and
precipitation is usually in the form of snow or sleet, which is like icy
rain.
11. Spring can be a very windy season and takes place during the months or
March, April, and May.
12. Many people vacation during the summer months, but as summer ends,
children prepare to return to school for another year.
_____________________________________________
Self-reflection black line master
Self-reflection Weather/Seasons
Name ____________________________ Date _______________________
Write about what you have learned so far about
seasons and weather patterns.

16. ___________________________________________________________________
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___________________________________________________________________
Write about what season you like best & why.
___________________________________________________________________
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Write about the ways that we can observe weather
each season.
___________________________________________________________________
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___________________________________________________________________
Circle the smiley that describes your feelings.
I liked working in groups.
  
I knew what to do on the K-W-L.

17.   
It was easy to share my ideas on the K-W-L.
  
It was easy to share my ideas when we worked with
photographs.
  
I think working with a graphic organizer helps me
learn & remember the most about weather and
seasons.
  
Working with photographs helps me learn &
remember the most about weather and seasons.
  
Working with my teacher helps me learn & remember
the most about weather and seasons.
  

18. Watching a video podcast helps me learn & remember
the most about weather and seasons.
  
I could help someone do this – write about weather
patterns in seasons.
  
The work in this lesson was easy.
  
The work in this lesson was hard.
  
I was able to help someone complete the active
listening checklist after watching the podcast.
  
I like working alone on my class assignments.
  
I like learning about the weather and seasons.
  

19. The thing I liked most about being part of this lesson
was … because…
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___________________________________________________________________
___________________________________________________________________
_________________________________________ _
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