Karisma Cruell

TWS 5

April 2, 2015

TWS 5
Instructional Design: Integrated Unit
Weather Unit: Second Grade Earth Science
*This unit lasted about two weeks
Two Instructional Strategies Used:
Probing Questions:
This instructional strategy supports the unit objective because it is a way to promote higherorder thinking throughout the unit. This group of students performs on an overall lower level,
academically. Knowing this, asking those probing questions is a way to get them thinking in-depth on
the content. It draws their attention back to the lessons and is a way to transition them and gear their
attention. The textbooks will be used as a guide that the students can refer to when preceding to
answer certain questions.

Active Participation:
This instructional strategy supports the unit objective because it is a way for the students to get
a hands-on experience, which helps them better retain information. This group of students performs
better when they are able to move around and demonstrate examples of what they are learning.
Technology will be implemented by using the SmartBoard as a guide when completing the classroom
quiz and when acting out the water cycle. We will use the bathroom when implementing the acting
out of a Tornado Drill.

Karisma Cruell

TWS 5

April 2, 2015

Teacher Candidate: Karisma Cruell

Lesson # 1


Subject/Grade: Science/Second Grade


Date and Time of Lesson: Monday March 9, 2015

Learning Objective: Objective: Students will be able to identify daily and seasonal weather conditions through pictures
and experiences and use the weather terminology in their explanations, with 100% accuracy.

Alignment with Standards:

South Carolina Science Standards
2-3: The student will demonstrate an understanding of daily and seasonal weather conditions.
2-3.2: Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as
rain, snow, sleet, and hail).

Developmental Appropriateness:

This objective is appropriate for this group of students because it aligns with the standards and gives the students a
realistic view of the different types of weather from our read aloud. This allowed for a discussion and the students were
able to express their thoughts aloud.

Assessment(s) of the Objectives:
Lesson Objective(s)
Objective: Students will be able to identify daily and seasonal
weather conditions through pictures and experiences and use
the weather terminology in their explanations, with 100%
accuracy.

Assessment(s) of the Objective(s)

Pre: I will assess by asking probing questions- What are
some different types of weather? What are some ways
the weather changes? I will assess by teacher
observation.

During: I will assess by observing how well the students
can recall the different types of weather and how well
they are participating in discussion.

Post: Students will be questioned about the content
learned and will assessed based on their participation.

Accommodations:

I have four ESOL students that need extra help with work and understanding directions. I will repeat the directions to
them individually and be available to help them when needed. I have two students with IEPs and, if they are in the room
at the time, I will make sure I give them clear directions and am readily available to help them when needed. Extra time
on work will also be allowed.

Materials:

Thunder Cake, and Science textbook will be used during the lesson.

Procedures:
1. We will start by reading a the book Thunder Cake.
2. I will prompt a class discussion after each reading of the book. This book may last two to three days in
reading.
3. We will talk about the different types of weather and the students will be responsible for sharing their
own ideas.

Karisma Cruell

TWS 5

April 2, 2015

4. We will refer to the facts about weather in the textbook after we have read Thunder Cake and
discussed all we know about weather to this point.
Activity Analysis:

I plan to incorporate an enriching classroom discussion about weather by allowing the students to share their views on
the different types of weather based on their own experiences. The read aloud of Thunder Cake will spark the students
attention and engage them because this group of students really enjoys being read to.
The read aloud supports the objective because the book is about weather conditions that the students experience
on a weekly basis.
Having classroom discussions supports the lesson objective because it will be all about the different weather
conditions we see everyday and it allows students to share their experiences.
These activities especially work well with students who are talkative and it gives them that chance to talk and be
productive while talking.
Technology will be not be implemented during this lesson since the book is fairly long and we will be sitting in
a circle to focus on the book and our own experiences. This will give students the opportunity to know more
about their classmates and it also supports the responsive classroom environment.

Textbook: (2006). Science: See Learning In a Whole New Light. Glenview, IL: Pearson Education, Inc.
Read Aloud: Polacco, P. (1990). Thunder Cake. New York, NY: Philomel Books.

Karisma Cruell

TWS 5

April 2, 2015

Teacher Candidate: Karisma Cruell

Lesson # 2


Subject/Grade: Science/Second Grade

Date and Time of Lesson: Wednesday March 11, 2015

Learning Objective: Objective: Students will be able to show their understanding of daily and seasonal weather
conditions through drawings, with 100% accuracy.

Alignment with Standards:

South Carolina Science Standards
2-3: The student will demonstrate an understanding of daily and seasonal weather conditions.
2-3.3: Illustrate the weather conditions of different seasons.

Developmental Appropriateness:

This objective is appropriate for this group of students because it aligns with the standards and it allows the students to
be creative in demonstrating their understanding by drawing in their science notebooks. This group of students does a
great job explaining their understanding through drawings and this allowed me to track their progress throughout the
unit.

Assessment(s) of the Objectives:

Lesson Objective(s)
Objective: Students will be able to show their
understanding of daily and seasonal weather
conditions through drawings, with 100% accuracy.

Assessment(s) of the Objective(s)

Pre: I will assess by asking probing questions- What are the four
seasons? What are some differences in the weather in the
different seasons? I will assess by teacher observation.

During: I will assess by observing how well the students
participate in discussion and I will take anecdotal notes.

Post: I will assess by observing how well the students participate
in discussion and how detailed their drawings were. Also, how
well they could explain the details of their drawings to me.

Accommodations:

I have four ESOL students that need extra help with work and understanding directions. I will repeat the directions to
them individually and be available to help them when needed. I have two students with IEPs and, if they are in the room
at the time, I will make sure I give them clear directions and am readily available to help them when needed. Extra time
on work will also be allowed.

Materials:

The book Weather and Seasons, Science textbooks, pencils/crayons, science notebooks, BrainPOPJr video, and the
SmartBoard will be used during the lesson.

Procedures:
5. I will start by bringing the students up to the carpet and presenting the book Weather and Seasons
on the SmartBoard.
6. We will go through the book as a class, while stopping after each section for discussion.
7. After reading and discussing the book we will watch the BrainPOPJr. Video about the seasons.

Karisma Cruell

TWS 5

April 2, 2015

8. After watching the video the students will be transitioned back to their desks where we will go through
the Seasons section of the textbook, stopping for discussion and implemented what was learned
from the book and the video.
9. We will review what was learned (this might be on the second day) and the students will be prompted
to draw an example of something to represent one of the seasons and be able to describe what they
drew and why that refers to the certain season.
10. I may allow some students to share aloud and we will have a review of everything we have learned
throughout the unit thus far (this might be on the third day).
11. I will transition the students back to the carpet to review a class quiz, created by me, and we will
review the questions as a class, circling the correct answers on the SmartBoard (this may be on the
third day as well).
Activity Analysis:

I plan to incorporate a variety of activities to keep the students engaged and promote eagerness for more learning.
Allowing the students to do a variety of activities keeps them from getting restless and bored with the content.
The video supports the lesson objective because it is a way to wrap up all of the information just learned and
gives the students the same information in visual format.
Allowing the students to draw to show understanding gives them the opportunity to be creative and unique while
showing their understanding.
These activities especially work well with students who get off-task easily.
Technology will be implemented in this lesson, using the SmartBoard, by watching the BrainPOPJr. Video and
using the Presenter to the book on the screen.

BrainPOPJr: https://jr.brainpop.com/science/weather/seasons/
Textbook: (2006). Science: See Learning In a Whole New Light. Glenview, IL: Pearson Education, Inc.
Read Aloud: Phillips, C. (2006) Weather and Seasons. Washington, DC: National Geographic Society.
Class Quiz: https://docs.google.com/document/d/1fO576cBUZvetnJ-awEvhdfni3U4yt0f42fuxVRZtmYk/edit?usp=sharing

Karisma Cruell

TWS 5

April 2, 2015

Teacher Candidate: Karisma Cruell

Lesson # 3


Subject/Grade: Science/Second Grade
Date and Time of Lesson: Thursday March 12, 2015 at 1:00pm

Learning Objective: Students will be able to provide a description of the water cycle and recall weather terminology in
the description, when prompted, with 90% accuracy.

Alignment with Standards:

South Carolina Science Standards
2-3.2: Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as
rain, snow, sleet, and hail).
*Social Studies Connection: The students have recently learned about landforms and the different landforms
around us (Ex. Greenwood Lake), so I will review some terminology from landforms when introducing the water
cycle. I will be using the Greenwood Lake as an example as we act out the water cycle.

EEDA:
Cooperative Learning
(The students will be acting out the stages of the water cycle)

Developmental Appropriateness:
This objective is appropriate for this group of students because it aligns with the standards by actually giving the
students a visual of how it rains and how those things form and come down and giving them a better understanding of
the changes in weather. Also, it allows the students to make connections to our recent lessons on landforms, since we will
be referring to the Greenwood Lake as where the cycle starts. Also, it gives the students the visual of precipitation,
instead of just expecting students to learn the definition.

Assessment(s) of the Objectives:

Lesson Objective(s)
Students will be able to provide a
description of the water cycle and
recall weather terminology in the
description, when prompted, with 90%
accuracy.

Accommodations:

Assessment(s) of the Objective(s)

Pre: I will assess by asking probing questions- What do you think the water
cycle is? Is it true that some water changes into vapor? I will assess by
teacher observation.

During: I will assess by observing how well the students can recall the water
cycle and other things learned and remember the sequencing, when prompted,
and during the activity. I will assess by teacher observation. I will also continue
to ask probing questions as we go through the lesson. For example, when we
start to discuss water vapor I will ask, Does water vapor condense when it gets
cold?

Post: Students will complete a 3-question quiz and be required to draw the
water cycle, including labeling the stages, and write a sentence explaining what
was drawn on their papers.

I have four ESOL students that need extra help with work and understanding directions. I will repeat the directions to
them individually and be available to help them when needed. I have two students with IEPs and, if they are in the room

Karisma Cruell

TWS 5

April 2, 2015

at the time, I will make sure I give them clear directions and am readily available to help them when needed. Extra time
on work will also be allowed.

Materials:

Worksheets, science textbooks, pencils, PowerPoint, BrainPOPJr video, and the SmartBoard will be used during the
lesson.

Procedures:
12. We will start by reviewing everything already learned about weather and weather changes.
13. I will introduce the water cycle by asking probing questions and allowing a class discussion.
14. I will introduce the new vocabulary that will be learned throughout the lesson.
15. We will read about the water cycle in the textbook while following along with the examples on the
PowerPoint.
16. I will transition the students to the carpet and we will watch a BrainPOPJr. Video, titled Water Cycle.
17. We will discuss the video and review all of the information just learned and I will provide an example
by drawing the water cycle using the Greenwood Lake as our starting point.
18. I will inform the students that we will be acting out the water cycle and prompt them to figure out a
routine for each stage of the cycle.
19. Once we have decided on a routine, we will act out the water cycle, in order, using an automatic
slideshow from our PowerPoint as a guide.
20. After acting out the cycle a few times, students will be transitioned back to their seats and, once they
are settled, they will be given a quiz and required to draw, and label, their own picture of the water
cycle.
21. I will end the lesson by going over the quiz, as a class, and reviewing everything that was learned in
class (I may allow the students to get up and act out the water cycle one last time from their desks).
Activity Analysis:

I plan to incorporate a variety of activities because we do not have much time for Science everyday with all of the other
things that are required. I want to give my students a lesson that they will remember for years to come. The activities
included in this lesson are the BrainPOPJr. Video and acting out the water cycle.
The video supports the lesson objective because it is a way to wrap up all of the information just learned and
gives the students the same information in visual format.
Acting out the water cycle supports the lesson objective because it gives students a cooperative way to act out
what they learned.
These activities especially work well with students who get off-task easily.
Technology will be implemented in this lesson, using the SmartBoard, by watching the BrainPOPJr. Video and
using the PowerPoint presentation and slideshow.

BrainPOPJr: https://cdn-jr.brainpop.com/science/weather/watercycle/
Textbook: (2006). Science: See Learning In a Whole New Light. Glenview, IL: Pearson Education, Inc.
PowerPoint: https://docs.google.com/presentation/d/1zju8TF9uT5jZTi3PHCuQ89vylbQiHlwCrA-
gBWdikAA/edit?usp=sharing

Karisma Cruell

TWS 5

April 2, 2015

Teacher Candidate: Karisma Cruell

Lesson # 4


Subject/Grade: Science/Second Grade

Date and Time of Lesson: Monday March 16, 2015

Learning Objective: Students will be able to follow the procedures of measuring and recording daily weather
conditions, with 90% accuracy.

Alignment with Standards:

South Carolina Science Standards
2-3.4: Carry out procedures to measure and record daily weather conditions (including temperature,
precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a
windsock or wind vane).
2-3.5: Use pictorial weather symbols to record observable sky conditions.
*Math Connection: This lesson will include charting the weather and we will record the weather everyday for a
week. After our weekly chart is done I will ask questions like, how many more days, or less days to assess how
attentive the students have been.

Developmental Appropriateness:
This objective is appropriate for this group of students because it aligns with the standards and it offers cross-curricular
connections with math, which helps students build their math vocabulary. The objective is also appropriate because it
prompts the students to follow procedures, which is good for this group of students, as they do struggle with listening
and following precise directions.

Assessment(s) of the Objectives:

Lesson Objective(s)
Students will be able to follow the
procedures of measuring and recording
daily weather conditions, with 90%
accuracy.

Assessment(s) of the Objective(s)

Pre: I will assess by asking probing questions that deal with the review of
everything learned thus far- What types of weather could there be? Does
is have to be cold to be rainy? If it is raining, what comes next in the water
cycle?

During: I will assess by observing how well the students can follow the
procedures given and participate by working together with their classmates.

Post: Students will be assessed on how well they followed procedures and
used the correct symbols when recording the weather for the week.

Accommodations:

I have four ESOL students that need extra help with work and understanding directions. I will repeat the directions to
them individually and be available to help them when needed. I have two students with IEPs and, if they are in the room
at the time, I will make sure I give them clear directions and am readily available to help them when needed. Extra time
on work will also be allowed.

Materials:

Science textbooks, pencils, science notebooks, YouTube video, and the SmartBoard will be used during the lesson.

Karisma Cruell

TWS 5

April 2, 2015

Procedures:
22. We will start by reviewing the different types of weather and weather conditions.
23. We will watch the YouTube video of children giving the weather forecast.
24. Students will be prompted to record the weather daily, right after their morning work, in their science
notebooks. They will need to use symbols and predict what the temperature will be. Also, they will be
required to draw or write an example of the kinds of clothing needed for that day. This lesson will last
the entire week.
25. At the end of each day, I will allow a few students to share their weather forecast for the day and we
will discuss it as a class, referring to the textbook as needed.
Activity Analysis:

I plan to incorporate a lot of classroom participation. This age of students have hard time getting along all the time, so I
want to make sure I provide many opportunities for them to share and listen in order to promote a greater level of
positivity in our classroom community.
The video supports the lesson objective because it is a demonstration of what the students are required to do and
it gives them a chance to take a break from classroom discussion and focus on the visual aspect of the lesson.
Allowing the students to create their own weather forecast promotes a sense of independence, but when shared
and discussed, promotes a sense of community and partnership. I want to be sure to incorporate many ways of
learning to promote communication with peers, as those are lifelong experiences.
Technology will be implemented in this lesson, using the SmartBoard, by watching the YouTube video.

Textbook: (2006). Science: See Learning In a Whole New Light. Glenview, IL: Pearson Education, Inc.
YouTube Video: https://www.youtube.com/watch?v=nWGYW8a9dsk

Karisma Cruell

TWS 5

April 2, 2015

Teacher Candidate: Karisma Cruell

Lesson # 5


Subject/Grade: Science/Second Grade

Date and Time of Lesson: Wednesday March 18, 2015

Learning Objective: Students will be able to recall safety precautions that should be followed during severe weather
conditions, with 90% accuracy.

Alignment with Standards:

South Carolina Science Standards
2-3.6 Identify safety precautions that one should take during severe weather conditions.

SSCA
Safe School Climate
A Tornado Drill was performed to teach students what to do in order to stay safe if there was to ever be a
tornado in the area.

Developmental Appropriateness:
This objective is appropriate for this group of students because it aligns with the standards by actually giving the
students a hands-on experience and visually showing them an example of how to stay safe during certain weather
conditions.

Assessment(s) of the Objectives:

Lesson Objective(s)
Students will be able to recall safety precautions
that should be followed during severe weather
conditions, with 90% accuracy.

Assessment(s) of the Objective(s)

Pre: I will assess by asking probing questions- What are some types
of bad weather? What are some precautions that should be taken
during some bad weather conditions?

During: I will assess by monitoring student participation and taking
anecdotal records.

Post: Students will be questioned about the content learned and will
assessed based on their participation.

Accommodations:

I have four ESOL students that need extra help with work and understanding directions. I will repeat the directions to
them individually and be available to help them when needed. I have two students with IEPs and, if they are in the room
at the time, I will make sure I give them clear directions and am readily available to help them when needed. Extra time
on work will also be allowed.

Materials:

The book Hurricanes, science textbooks, YouTube video, and the SmartBoard will be used during the lesson.

Procedures:
26. We will start by reviewing the different types of bad weather and based on what the students already
know.
27. We will read about severe weather in the science textbooks, stopping for discussion occasionally.

Karisma Cruell

TWS 5

April 2, 2015

28. We will act out a Tornado Drill. There was just a school-wide Tornado Drill last week so the students
were already aware of the precautions.
29. Next, I will transition the students to the carpet where we will read the book Hurricanes, stopping
occasionally for discussion.
30. After reading the book, we will watch the YouTube video about Hurricanes and have a final discussion,
which will end the lesson.
Activity Analysis:

I plan to incorporate a variety of activities because we do not have much time for Science everyday with all of the other
things that are required. I want to give my students a lesson that they will remember for years to come. The activities
included in this lesson are the Tornado Drill, read aloud, and the Hurricane video.
The video supports the lesson objective because it gives the students a visual of the some severe weather
conditions.
Acting out the Tornado Drill allowed the students to get up and move around and provided a review for what
they should do if there is ever a tornado while they are at school.
The read aloud was a way to calm the students down and transition their minds back to the content.
Technology will be implemented in this lesson, using the SmartBoard, by watching the YouTube video.

Textbook: (2006). Science: See Learning In a Whole New Light. Glenview, IL: Pearson Education, Inc.
Read Aloud: Dufresne, M. (2013). Hurricanes. USA: Pioneer Valley Educational Press, INC.
YouTube Video: https://www.youtube.com/watch?v=4f45jA5UxB0