SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Miss Ellsworth
Science- Graphing weather
1st grade
11/07/2016 for 70 minutes
The weather can be predicted by meteorologists, and
they can use data to look for trends to predict data for
the future.
What can meteorologists due with their weather
predictions?
How can we track their weather predictions and the
actual weather?
CC.2.4.1.A.4- Represent and interpret data using tables/
charts
3.2.1.B3- Observe and record daily temperatures. Draw
conclusions from daily temperature records as related
to heating and cooling.
During a classroom lesson, all first grade students will
be able to compare different weather conditions and
the temperature by reading different graphs.

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

Formative assessment: At the beginning, during, and

end of the lesson, I will have students write down why
they think meteorologists use graphs to track the
weather, and compare their answers to see how much
they have learned throughout the lesson.
Summative assessment: At the end of the lesson,
students will complete a lab sheet where they can
create their own bar graph, line graph, and picture
chart based off of the hypothetical weather situation
provided to them.
1 Empowered Learner: Students leverage technology to
take an active role in choosing, achieving and
demonstrating competency in their learning goals,
informed by the learning sciences.
1d: Students understand the fundamental concepts of
technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and
are able to transfer their knowledge to explore
emerging technologies.
Accommodations and modifications for students with
cerebral palsy:
They could type their exit slip instead of write it.

CK

Break the lesson down into smaller steps.

Have students take breaks during the lesson.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

Introduction

Explicit
Instructions

In the previous lesson, students learned how meteorologists

predict the weather by using computers, observations and
patterns, and as a class we are able to use observations and
patterns. Now, students will be able to take their learning to
the next level by graphing their weather predictions and the
the actual weather and comparing the two. This is a crosscurricular lesson between science and math. It ties into two PA
SAS standards because they are predicting the temperature
and reading and comprehending different graphs.
Activating Prior Knowledge
Previously this week, we learned about the different
ways meteorologists make predictions, and just like
meteorologists, we can use observations and patterns to
predict the weather.
Now, we will be able to make predictions and compare
them to the actual weather by graphing them and
studying the graphs.
Hook/Lead-In/Anticipatory Set
As a class, we will go on a nature walk so we can
observe the weather to make sure our predictions are as
accurate as they can be. On the walk, students will take
pictures using the class set of iPads on what they see.
Then, we will go back to the classroom and predict the
weather for the next 7 days as a class. I will record the
students responses so they are on file for the actual
lesson.
Big Idea Statement
Meteorologists can compare their weather predictions to
the actual weather by making graphs and reading the
results.
Essential Questions Statement
Once a meteorologist makes a weather prediction, what
do they do with that prediction?
How can we compare our weather predictions and the
actual weather to see how similar and different they
are?
Objective Statement
By the end of the lesson, you [the students] will be able
to compare your weather predictions to the actual
weather by making and reading different types of

CK

Lesson
Procedure

graphs.
Transition
Students will read and discuss the book What Will the
Weather Be Like Today? by Paul Rodgers.
Key Vocabulary
Weather prediction, bar graph, line graph, picture graph
PreAssessment of Students
Students will be given white boards where they will
individually answer these questions: What does it mean
to predict the weather? Draw an example of a bar graph.
Draw a picture of a line graph. Draw a picture of a
picture graph.
Modeling of the Concept
For the seven days that students predicted the weather,
we will also discuss what the actual weather is and
record it to discuss.
After the next seven days, I will write the days MondayFriday on the board, and write their prediction and the
actual weather on the board.
I will explain that we can compare our weather
predictions to the actual weather (both the condition
and the temperature) by making different types of
graphs
I will then explain the three different graphs we will use
for this activity.
A bar graph uses bars to see and compare. We will make
two bar graphs. One is for the predicted temperature
and one is for the actual temperature. On the bottom of
our bar graph, I will write the days if the week Monday
through Friday. On the side, starting at the bottom and
going up, I will write the numbers 0-85 in increments of
9. Then, I will demonstrate how to make a bar on the
graph. To make a bar, you look at the first day of the
week, Monday, and then the temperature that day. Then,
you draw a box there. The height of the box is what the
temperature was. I will have student volunteers come up
to the board to draw the rest of the bars on the graph.
I will then explain how a line line graph is similar to a bar
graph, but we use dots and lines instead of boxes. The
days of the week will go on the bottom and the
temperature will go on the side in increments of 5. I will
demonstrate how you can put your maker on the day of
the week, then you find the temperature and move your
maker up to that temperature and stop and make a dot.
After I demonstrate, students will come up to the board
and make the dots on the prediction and actual weather
charts. I will them connect the dots and explain how this
helps one see when the weather goes up and when it
goes down.
The final chart that needs completed is the picture chart.

Reading
Materials
Technology
Equipment
Supplies

For the picture chart to be completed students will work

in small groups. Like the others, there will be a
prediction and actual weather chart. The days of the
week Monday through Friday will be written on them.
Where it says Monday, students will draw a picture of
what they predicted on the one chart, and draw a
picture of what it actually was on the other. They work
together to complete these charts for those 5 days of
the week.
When they are done, we will discuss the temperature on
the bar graphs and line graphs. We will discuss which
days of the week our guesses were accurate, and which
ones were not, as well as which day of the week we
predicted to have the hottest and coldest temperatures,
and which ones actually did. We will also look at the
picture charts to see if our predictions were accurate or
not.
Guiding the Practice
I will ask students if they have any questions while we
are completing the bar graphs and visit groups in each
station while they are working on their picture charts to
answer questions and make sure they are on the right
track. Some examples of different questions I could ask
are: what are you drawing for Tuesday? What was the
temperature on Friday? Was our prediction accurate or
inaccurate and why?
I will look to make sure they are staying on task, putting
the predictions and actual weather on the correct charts
and in the correct place.
Providing the Independent Practice
The activity will be completed as a class and in small
groups.
The standards will be met because they are predicting
different weather conditions and the temperature. When
we have a discussion on the temperature, we will
discuss heating an cooling. The other standard will be
met because they will be using charts and graphs to
interpret data.
Transition
We will play Weather Bingo. All cards will have pictures
of different weather conditions, and the students have to
work to fill their card.
The technology being included is taking pictures using
iPads. As a back-up plan, students can write down their
observations and draw pictures of the weather outside.
Reading Materials: What Will the Weather Be Like
Today? by Paul Rodgers.
For the preassessment, I will need whiteboards and
markers
For the lesson, I will need markers and a whiteboard to

draw the graphs and paper copies of the picture charts

as well as markers and crayons to complete these charts
with. For assessment, materials needed are a lab sheet,
exit ticket. I will also need the bingo cards and chips for
the one transition.
Evaluation of
Formal Evaluation
the
Students will complete a graded exit ticket that asks
Learning/Master
them to explain what they learned about the different
y of the
types of graphs/ charts and predicting weather. I will
Concept
have a rubric that I will use to grade them. The rubric
will help me understand if students fully understand the
topic, need a review, or need some sections of it
retaught.
Informal Evaluation
I will be taking running records on how the students are
completing the activity, such as where they are marking
the temperatures on the graph and charts. With what I
record and observe, I will able to see parts of the lesson
Closure
Summary & Review of the Learning
I will have all students restate the objective, which was,
by the end of the lesson, you [the students] will be able
to compare your weather predictions to the actual
weather by making and reading different types of
graphs.
To ask students how they have met the objective,
students will discuss in the small groups they worked in
earlier what they learned and think of any questions
they might have. They will then share what they
discussed with the class, and peers can help give advice
and answer other groups questions. I will record their
responses so I look back and refer to their answers and
see where I might need to reteach.
Homework/Assignments
There will be no more homework or assignments after
this lesson.
Teacher
I will know what the students have learned after looking
Self-reflection
at the graphs and charts they created, looking at their
exit tickets, running records, lab sheets, discussions, and
questions asked.
Students who struggle in math seemed to have
struggled with this lesson.
To address this, before the cross-curricular lesson, I
could have just a math lesson focused on graphs and
charts.
I have evidence that the students learned by classroom
discussions, assessment, and running records. I could
also use a KWL chart to see what they have learned.