Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ahee Kim

Date Subject/ Topic/ Theme 5 Weather forecast Grade Kindergarten______

I. Objectives
How does this lesson connect to the unit plan?
Now that students observed different weathers by their senses and scientific pattern, how combine all their knowledge and explain their favorite weather?

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Create their own weather forecast by understanding the pattern of weather C

Extend their knowledge from previous lessons to comprehend a pattern: There is a pattern to U
weather because of sun, cloud and rain (Water Cycle)
Report the pattern of the weather to fellow students like a real meteorologist v
v

Common Core standards (or GLCEs if not available in Common Core) addressed:
-Use and share observations of local weather conditions to describe patterns over time. K-ESS2-1
-Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2
-With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.K.5
-Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about
and supply some information about the topic. CCSS.ELA-LITERACY.W.K.2
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Sun heats the earth, water vapor goes up, rain comes down, the cycle goes on and on
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
What are the patterns we have seen?
Formative (for learning):
Picture of water cycle, do they understand?
Formative (as learning):
Write a How To book like a meteorologist
Summative (of learning):
How to prepare for the weather? book
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Big picture of a pattern on the Report it to your peers when you
whiteboard desire! Choose your favorite weather!
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language What do we see, feel, and hear oriented feedback
Manipulate weather records to draw the conclusion Individual engagement
from the school year- Mrs.
Minemma

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
Final summative assessment modify strategies reflection
This connects to the daily lives
of students!- How will you Be like a meteorologists!
describe the weather and what
would you wear?
Worksheet, whiteboard, weather records

On the floor to the desk

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3min Whats the weather like today? Making the movements
Motivation What was the weather like yesterday?
(opening/
introduction/ How many dunny days did we have in March? See the calendar-one Mrs. Minnema kept recorded
engagement) How many in December?
The weather keeps changing, right? yes

3min Go over the water cycle on the board Make circles with fingers
Sun heats the earth, water vapor goes up, rain
comes down, the cycle goes on and on
This is why we experience different weather!
Another reason is that the earth goes around the
sun, but you will learn more about that later!
Development
(the largest
15 component or
What is your favorite weather? is it cold? Hot? Sunny? Rainy?
min main body of
What will you see, hear, or feel.
the lesson)
What would the thermometer say?
What would you wear?
You guys all know how to write How to books,
right? So we will wrap up our unit by writing How
can we prepare for the weather?

3min Do you think you can now describe the weather Using our senses! hearing, seeing, and feeling
Closure
and decide what would you wear?
(conclusion,
How can you do it? Use thermometer?
culmination,
Do you think there are more means to watch the Yes! wind watcher
wrap-up)
weather?
Yes, there is so much more we can learn about
weather, but you guys have done a great job!
Thank you for being amazing meteorologists!

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
My lesson went much better than I expected! I went over the water cycle. I started with sun, reviewed what we see, hear and
feel on a sunny day. Then I went over the clouds, by saying how water evaporates and make clouds. Surprisingly they
remembered the four types of clouds weve covered on the third lesson. Indeed, they are brighter than I think. I could have
done a better job explaining the water cycle. Because I accidentally drew an arrow from the sun to the water, I couldnt
totally make the circle, although the students got my point that weather circles around and around. Overall, it was a nice
short lesson that led students to successfully work on their summative assessment. Students knew what they see, hear and feel
on their favorite weather, how to tell the temperature by looking at a thermometer. Then they knew what to wear on certain
weather.

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