Lesson Sketch for EDT 313 Investigation Hook lesson

Individuals completing this plan: ___Olivia D’Amico and Katie Spielberger

Lesson title: What is Wind? Investigation Topic____Wind______

2 Early Learning & Development Content Standards indicators: From ACCESS standards:
1. Uses language to express ideas
2. Engages in group reading

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will:
1. Be able to articulate what wind is

2. Be able to move air using their own body that simulates wind (because in reality, wind is a natural
movement of air)

Experience(s): Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Experiences should encourage experimentation, problem solving and language
development. How will the experience(s) inform you on the children’s prior knowledge and interest in the topic? How can you
use this data to inform the development of your Integrated Investigation Plan?

1. Gather students on rug and have brief discussion about what they think wind is
2. Read book “The Wind Blew” as whole class
3. The teacher will ask questions along the way, such as “What do you see?” and “What do you think
is happening?”
4. Review information in the book
5. Ask students how they think they can move air, just like wind does
6. Invite students to move air by blowing into hand and fanning their hand
7. Review what wind is and explain that more lessons about wind will be taught in future classes

Assessment of student learning:

1. Data to be collected- student responses and actions

2. Method used to record/aggregate data- notes

3. Interpretation of assessment data- take information into account for our next lesson

Reflection on lesson: In one-page double spaced explain why the instructional objectives, experiences and
materials were chosen. Describe how well the children learned/achieved the instructional objectives. Finally
include a description of how the experience provided data to inform the development of the investigation.

After giving our hook lesson to the class, we were pleased with the amount of student

involvement that was present throughout the lesson. Our lesson began first with a general question,

“What is wind?” Different students responded with answers such as “It flies your clothes away” or

“People fly away.” Hearing these student responses gave us an understanding of the extent in which the
students know about wind. From these answers, we were able to see that students have a general

understanding of the concept of wind and the types of objects it blows. We now know what the students’

pre-knowledge of wind is, and we can build on that knowledge when planning our future lessons.

During our investigations, we are going to explore further on the types of objects wind can blow and the

role that force plays in blowing these objects.

Next, we conducted a read aloud entitled “The Wind Blew.” The book about wind was chosen

because our cooperating teacher suggested we focus our lessons on wind, and the students love to read

books. During the read aloud, almost the entire class was involved in answering questions, making

predictions, and identifying objects. Hearing the student responses to the questions asked in the read

aloud help us further build on their knowledge of wind. For example, while reading, the students were

asked, “What is this object called?” in reference to a sailboat. The students responded by saying “A

boat!” After identifying the boat, they discussed the role wind plays in moving the sailboat, which acted

as a precursor for our next lesson. The teacher also tied in the concept of sailboats by explaining that

wind can be good, for example for moving a sailboat. But it can also be bad, such as the examples in the

book where the wind picked up items such as newspapers, clothes, and hats.

After the book was read, the students did a good job of following the teacher’s modeling of

creating wind with their hand as a fan and blowing into their hand. The students need to be active with

their learning, and that is why we chose to add this element of movement into our lesson as well as make

one of our objectives action-based. After the experience was completed, the teacher asked the students

once again what wind is, and the majority were able to articulate the concept, achieving our first

objective.