Indiana Wesleyan University

Science Lesson Plan #2

Hannah Sedlock

LESSON RATIONALE
Students are pulling from prior knowledge on experiences in weather and can work
in a group to learn how to be best prepared.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
a. By working as a table group, students will be able to collaborate with their
peers to share ideas.
b. By working together as a class, students will know different types of weather
and how they affect our communities.
B. Objective(s)—
a. After completing this lesson, students will be able to understand the
weather patterns in their area and can be well prepared.
b. After completing the activity, students will understand how to prepare for
weather and what shelters are necessary for extreme weather.
C. Standard(s):
2.ESS.2 Investigate the severe weather of the region and its impact on the community,
looking at forecasting to prepare for, and respond to, severe weather.
SEPS. 2 A practice of both science and engineering is to use and construct conceptual
models that illustrate ideas and explanations. Models are used to develop questions,
predictions and explanations; analyze and identify flaws in systems; build and revise
scientific explanations and proposed engineered systems; and communicate ideas.
Measurements and observations are used to revise and improve models and designs.
Models include, but are not limited to: diagrams, drawings, physical replicas,
mathematical representations, analogies, and other technological models.

D. Management Plan-
a. Time per lesson element- Anticipatory set (8-10 minutes), lesson
presentation (7 minutes), explanation of activity (5 minutes), activity/work
time (15 minutes, more if students need extended time), closure (5
minutes).
b. use of space- students will be in the living room for the read aloud
(anticipatory set) and during whole group instruction and explanation of
the activity. When students are dismissed for the activity, each group will

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 be working in a designated area of the room, away from other groups. For
the closure, students will return to their assigned seats.
c. list of materials- Legos, iPads, “Blizzard” by John Rocco, weather chart,
supplies list, weather preparedness worksheet
II. Anticipatory Set
 Students will come to the living room for a read aloud of the book “Blizzard” by John
Rocco
 “We remember last week we read a book about working together to solve a problem
and build a solution, this week we are going to read a book about working together to
help your community in a time of need. How many of you have ever seen a really big
snow storm?” Allow students time to respond or share stories. “It sounds like we’ve
all experienced times where we’ve seen lots of snow, but the characters in this book got
caught in something called a blizzard. As I read, I want you to be able to tell me what a
blizzard is and how the characters worked together in the story.”
 Read the story aloud for the class, ask follow-up questions: “Did we figure out what a
blizzard is? How did we see the characters in this story work together?” Allow
students time to think and respond to both questions.

III. Purpose: “Today we are going to be learning about weather and the effects it can have on
our communities. By the end of this lesson, we will know how to be well prepared if we
ever get caught in a big storm.”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—Students who struggle to
work in groups have been paired with other partners with whom they work well. Each
group member can have different tasks depending on skills (builder, draw, write,
present, etc.). High achieving students will have the chance to lead their group to a
successful outcome. Students of all abilities will be able to work together to reach a
desired outcome.

V. Lesson Presentation (Input/Output)

 Make an observation:
o While students are still sitting in the living room: “we can see from this story
that we just read that the main character and his family and the other people
in his community needed to be prepared for the blizzard that came upon their
town. Even when they thought they were prepared, they found that they started
running out of supplies after the storm stayed for a few days. How was the
family prepared? How could they have been better prepared?” Allow students

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 to think after each question, call on a few students with their hands raised to
answer the questions.
o “Sometimes it is difficult to be completely prepared for a big storm, because
often we don’t know that the storm is coming. One thing we can do to be
prepared is be familiar with the common weather events we see happening in
the places that we live. If we know what weather usually occurs and when it
occurs, then we can be more prepared. What are some common weather
patterns we have noticed in Indiana, or if you have lived in other states? I am
from Michigan, so one thing that happens a lot during the winter time is really
big snow storms. I want to keep track of these weather patterns, so I am going
to fill out this chart that asks me what the weather is and when it happens”
After I give my example, fill out the chart to say “snow storm winter.”
o “Can anyone think of any other examples of weather patterns you have noticed
where you live?” Allow students time to think, if they are not coming up with
any examples, provide another one. Prompt students to think on their own at
first, if not many students are responding, they may exchange ideas with the
people around them.
o Allow students to continue sharing ideas, they are supposed to apply to the
region they live in, but if they only can think of one or two ideas, allow them
to think of other weather patterns that happen in other regions (some
students may say “hurricanes,” explain that these do not happen in the
Midwest because we are not on the coast, but it is still important for people
to be prepared for this).
 Ask question/form hypothesis:
o “Today, we are going to work on answering the question: how does weather
effect our community and how can we be prepared?”
o “We are going to split into the same groups we worked with to build our
bridges the other day. Each group will be given one of the weather patterns we
listed on the chart here. With your group, you are going to do a little bit of
research to find out more about that weather pattern. You need to know things
like: what is it, how does it effect a community, and how can we prepare for
that storm.”
o In their groups, students will work together to problem solve with the
materials they have available and form a plan for building a shelter based off
the research they conducted. Research will be done on their iPads, with
teacher approved websites.
 Test prediction/record results:
o After you find this information, your group is going to work together to build
the best shelter you can think of to withstand the storm your group was given.”

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 Each group will be given a pre-selected amount of Legos. They will use these
to build their shelter.
o “We can build great shelters, but these aren’t going to do much if we don’t have
supplies prepared in our shelters. Each group is going to be provided $5 per
person. You are going to use this money to buy supplies for your shelter. The
supplies is going to be used by each member of your group, so make sure
everyone agrees on what is being purchased. You will list the items you bought
on your “Weather Preparedness” checklist, this way we know what is available
in your shelter.”
 When I am done explaining the activity, I will call each group by name and dismiss
them to find a spot around the room to work (they will grab the worksheet and
Legos from me when they are dismissed). As other groups are waiting to be
dismissed, they will sit quietly on the carpet. Before dismissal, I will ask if there are
any questions or clarifications that need to be made.
 As the students are working, give them time updates on what they should be
working on (when it’s time to move on from research and start building, etc.)
 When students are done with their project, they will take a picture on one iPad in
their group (the picture will be of the shelter and the worksheet). Students will
airdrop this picture to me.

Group 1 Group 2 Group 3 Group 4

Jenner Hunter Charlie Jude
Haylee Wyatt Dominic Olivia
Riggs Kennedy Addie Hayden
McKinley Jade Kyler Maci
Emily Marley

VI. Check for understanding.

a. Before students are dismissed to their groups, I will ask if there are any
questions or clarifications that need to be made. If there are, I will reward a
part of the lesson to the whole group. If it is just one student who does not
understand, I will work one-on-one to make sure they understand what is
happening.
b. As students are working in their groups, I will walk around to individual
groups and answer questions as needed. I will also ask questions to each
group to make sure they are on task and are understanding fully why they are
doing the activity.

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 c. When the initial question for discovery is asked, I will ask the question, say it
a second time, and have the students repeat the question back to me. I will be
observing to make sure all students participated.
VII. Review learning outcomes / Closure
a. Students will wrap up their building and worksheet and return to their desks.
One member from each group will have a chance to share the weather pattern
they researched and how they built a shelter to withstand the weather. Each
group will be asked to answer the following questions as they present: what
weather pattern did you research, how does that effect communities, why is
your shelter the best to help during this weather, and how can we be
prepared?
b. As each group presents, students are expected to stay in their seats. At the
end of each presentation, students will have the chance to ask the group a
total of two questions.

PLAN FOR ASSESSMENT

- During the anticipatory set, I will ask review questions before we read to see if
students remember certain aspects from previous lessons.
- Students will airdrop a picture of their shelter and worksheet to me when their
group is finished working. I will look at each groups project and assess if they
followed directions and made a shelter for their specific weather pattern, and
bought supplies that will be helpful using the correct amount of money.
- As students are working, I will walk around to each group. I will be observing to
make sure all students are participating in the group work, and all ideas are being
shared and respected.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students work well and achieve the goal in their groups?
8. Did students show understanding of how and why we should be prepared for
extreme weather?

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 Supplies Depot

Winter coat$3.00 Water$0.50

Flashlight$1.75 Umbrella$1.50

Rain boots$1.85 Blanket$1.75

Canned food$0.50

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 Names: ____________________________________________________________________________________________________________________
Weather Pattern: ________________________________________________________________________________________________________

WEATHER PREPAREDNESS CHECKLIST

What weather did you research? What did you learn?

Supplies for shelter: