SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Melissa Gerken
Science, Music, Movement, Art
1

S.K-2.A.3.1.1: Describe a system as being made of

multiple parts that work together.

Formal Evaluation
After rainstorm simulation, students will identify what
other sounds they may hear that can also sound like
rain and thunder.
Informal Evaluation
Students will identify parts of a rainstorm after listening
to the story, Thunder Boomer!

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

CK

Students will be able to identify parts of a rainstorm

after listening to the story, Thunder Boomer! By Shutta
Crum in a whole group and own their own.
Students will be able to create a rainstorm simulation
by clapping hands, tapping the floor, and flickering the
lights in a whole group.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Ask students what type of weather happens in the
summertime.
Hook/Lead-In/Anticipatory Set
Play thunderstorm sounds for two minutes
(https://www.youtube.com/watch?v=mQ9OWMsJBTk)
Explicit
Big Idea Statement
Instructions
Thunderstorms are a storm system made up of lighting,
Big Ideas
wind, thunder, and rain.
Essential Questions
Essential
What are the components of a thunderstorm?
Questions
Key Vocabulary
Lightning, clouds, rain, wind, thunder

CK

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,

Pre-Assessment of Students
Ask students what happens during a thunderstorm.
Modeling of the Concept
Students will come to circle area of the classroom to
listen to the book, Thunder Boomer.
After listening to the book, students will be asked to
identify what sounds they heard in the story, and what
they may sound like if it were really storming outside.
Students will create one circle around the carpet. The
teacher will begin explaining the rain simulation.
Students will be instructed to tap on the floor with their
hands, gradually moving down the circle. Once the end
of the circle is reached and all are tapping, teacher will
start with tapping and same effect will take place. Once
again with stomping with feet to ending the rainstorm.
Students are to gradually begin with the rain simulation,
starting with the first student to the right of the teacher
in the circle. (like a wave effect)
Rain stimulation will be done twice.
From there students will be asked how the stimulation
made them felt and will be told to hold onto that feeling.
Students will be transitioned to the back tables.
At tables, students will paint using watercolor paints
what they imagined the rainstorm to look like and how it
made them feel.
Students will be given 10 minutes to paint and
volunteers will be taken to share work.
Transition
Students will stomp like thunder, creep like a cloud,
flutter like the wind, and splash in a rain puddle to
the back tables in groups of 4.
Guiding the Practice
Teacher will point to students, and other non-verbal cues
when it is their turn to create rainstorm sound.
Teacher will ask questions as to what they are hearing in
the story and if they have experienced it before.
Teacher will monitor student progress of paintings.
Providing the Independent Practice
Students will create their own rainstorm simulation and
will answer questions on their own based on what
happens during a rainstorm.
Students will paint what they feel and what they
imagined during rainstorm stimulation on their own.
Adaptations/Accommodations for Students with Special Needs
Student with sensory problems and does not handle loud
noises very well will be able to wear ear plugs to
minimize sensory problems during simulation.
Thunder Boomer by Shutta Crum

technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

https://www.youtube.com/watch?v=mQ9OWMsJBTk
Water color paper
Water color paint
Paint brushes
Cups of water

Summary & Review of the Learning

Students will be asked to share what they painted and
why they chose to paint what they did.
Homework/Assignments
None