Developmental Lesson Plan

Teacher Candidate: Julia McGregor Emma Rissinger Date:

Group Size: 20 Allotted Time 1 hour Grade Level 3

Subject or Topic: Weather Measurement

Common Core/PA Standard(s):

3.3.3.A4 Connect the various forms of precipitation to the weather in a particular place and
time
3.3.3.A5 Explain how air temperature, moisture, wind, speed and direction, and make up the
weather in a particular place

Learning Targets/Objectives:
 Students will be able to describe how weather is measured by creating flipbook
 Students will be able to demonstrate their knowledge of weather and its characteristics
by preparing a weather forecast

Assessment Approaches: Evidence:

1. Flipbook 1. Students have copied down the correct
2. Weather Forecast definitions.
…. 2. Students will have to include the type of
weather, its’ indicators, the types of clouds
this weather pattern brings, temperature, and
what instruments could measure this weather.
…
Assessment Scale:
1. Flipbook- Checklist
 Complete or incomplete
2. Weather Forecast
 4- All four parts included in forecast- type of weather and indicators, types of clouds,
temperature, and instruments used to measure this weather pattern.
 3- Three parts included, but one is missing.
 2- Two parts included, but two are missing
 1- One part included, but three are missing

Subject Matter/Content:
Prerequisites: This is the last lesson in the weather unit.
 Water Cycle
  The five types of clouds
 Precipitation
 Severe Weather

Key Vocabulary:
 Meteorologist- is an individual with specialized education who uses scientific
principles to explain, understand, observe or forecast the earth's atmospheric
phenomena and/or how the atmosphere affects the earth and life on the planet.
 Weather forecasting-is a prediction of what the weather will be like in an hour,
tomorrow, or next week. Weather forecasting involves a combination of computer
models, observations, and a knowledge of trends and patterns.
 Barometer-measures air pressure and tells you whether or not the pressure is rising or
falling.
 Wind Vane- an instrument which determines the direction from which the wind is
blowing.
 Thermometer- measures the air temperature.
 Rain Gauge- measures the amount of rain that has fallen over a specific time period.
 Anemometer- measures wind speed.

Content/Facts:

Introduction/Activating/Launch Strategies:
 Play the weather forecast live for the day of the lesson on Youtube. As the video is
playing, ask the students what vocabulary they recognize from our unit? Ask them if
there is any new vocabulary that they hear and would like to learn about? We will list
review vocabulary words and new vocabulary words on a t chart.

Development/Teaching Approaches
 After creating the chart define any new vocabulary words that the students learned
from the video. And introduce any key vocabulary that they still did not list. They
should have meteorologist listed.
 Explain that meteorologists use various instruments to measure weather. Explain that
we are going to learn all about meteorologists and measuring weather today. Pass out
weather instrument vocabulary list. As the teacher is explaining the new terms
students will be creating a flip book (see attached) with their new definitions. The
teacher will show the students weather props as she is explaining what each
measurement tool is.
 The key vocabulary that they will be writing will be meteorologist, thermometer,
barometer, wind vane, rain gauge, and an anemometer.
 Tell the students that they will now practice being meteorologists! They will be put in
groups of four and will be delivering a weather forecast to our class.
 We will give them 15 minutes to decide on a weather type that they would like to
present to the class. They will have to tell the class what clouds will indicate this
 weather and how the weather will be measured. They will also describe the general
climate during this type of weather.
 They will need to come up with a short script to present a weather forecast. Each
group member will have to have a part in the forecast.

Closure/Summarizing Strategies:
 Students present their weather forecasts to the class.
 Weather tools will be available for students to use as props.

Accommodations/Differentiation:
 Student X is an ELL student. They will receive their own worksheet with definitions
and pictures of measuring weather vocabulary. They will be at the front of the class.
They will sit near someone who excels in this area.

Materials/Resources:
 Flipbooks (20)
 Computer
 Promethean Board
 Weather props- thermometer, wind vane, barometer

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

 Will students have sufficient enough information to make a forecast?
 Were students able to use resources from the previous lessons in their forecast?

Additional reflection/thoughts
 4 3 2 1
Content of Students Student Student Student
Presentation included all included 3 included included 1
four criteria, of the two of the of the
weather and criteria. criteria. criteria.
its
indicators,
types of
clouds
visible,
measuring
tools used
for this
weather
pattern, and
temperature