Updated 12-17-19 NLC

Name: Chloe Johnson

Lesson Plan
Learning Segment Focus: Science Lesson 1 of 3

Course & topic addressed Different types of weather and the 4 seasons. Date: 12/2/20 Grade:
Kindergarten

Student Outcomes
Specific learning objectives for Students will lean about the different types of weather and identify the 4 types of seasons.
this lesson.
Justify how learning tasks are Students are expected to learn and observe weather and the different weather conditions in
appropriate using examples of Kindergarten, they are also expected to learn about the four seasons in this grade by state
students’ prior academic standards.
learning.
Justify how learning tasks are It is important for students to be able to identify potentially dangerous weather conditions to
appropriate using examples of keep them safe and out of harms way.
students’ personal, cultural,
linguistic, or community
assets.

State Academic Content Standards

List the state academic content K-ESS2-1 Use and share observations of local weather conditions to describe patterns
standards with which this lesson is over time
aligned. Include abbreviation, number &
text of the standard(s).

Key Vocabulary
What vocabulary terms/content specific Weather, Seasons, Patterns, Climate
terminology must be addressed for
students to master the content?

Academic Language Support

What are the Academic Language Function(s) (the content I will create a board in my room around the calendar area that
and language focus of the learning task represented by the goes over the different types of weather and the seasons. We will
active verbs within the learning objectives/outcomes) and have a spot near the calendar where we can change the season to
explain how they are utilized in the lesson plan? match the calendar as the year progresses. For weather we can
What planned Academic Language Supports will you use to have a Velcro spot on the front marker board where we will
assist students in their understanding of key academic decide as a class what the weather is for that day and put up a
language to express and develop their content learning and to photo that depicts the weather condition on the Velcro strip.
provide varying supports for students at different levels of
Academic Language development? How do these supports
address all three Academic Language Demands
(vocabulary, syntax, and discourse)?

Materials
Materials needed by teacher for this lesson. (such as books, Projector, Smart board, Computer, Speakers, Coloring sheets,
writing materials, computers, models, colored paper, etc.) coloring pencils, pencils, markers, crayons, headphones.

Materials needed by students for this lesson. (computers, Coloring pencils, Pencils, Markers, Crayons, Headphones.
journals, textbook, etc.)
Updated 12-17-19 NLC

Lesson Timeline with Instructional Strategies & Learning Tasks

Amount of Time Teaching & Learning Activities (This Describe what YOU (teacher) will be doing
should be a BULLETED LIST) and/or what STUDENTS will be doing during
this part of the lesson. (This should be VERY
DETAILED)
Introduction:
20 Minuets • Watch “Check out the We will begin the lesson by letting the students
Weather” music video, sing stand up and sing and do the class dance to the
as a class “Check out the Weather” song and the “Four
• Watch “Four Seasons Seasons song”. After the songs the students will
Song”, sing as a class be asked to sit down and I will ask the class what
• Discuss what the weather is season they think we are currently in and ask
like today and what season them what they think the weather is like today.
we are currently in
Instruction:
60 Minuets
• Watch “The Weather for After the class discussion we will watch “The
Kids” Weather for Kids” as a class to learn more about
• Discuss what we learned the different types of weather. After the video we
over the video will discuss what we learned during the video
• Ask questions about the and I will ask the students questions regarding
weather the video. I will again ask what they think the
• Have students get the class weather is like outside depending on if the class
chrome books out and log in go it right or wrong in the beginning. Next I will
• Have students play the have the students come up table by table to get a
Season Spinner Game on computer and return to their seats and log onto
PBS Kids to learn more the computer. After everyone is seated I will get
about seasons in a fun everyone on PBS Kids to play the “Season
interactive way Spinner Game”. This is a fun and interactive
way to help students learn about the 4 types of
seasons.

Closure:
30 Minuets
• Have students put away the I will have students come up to put the
computers and return to computers up and plug them up to charge table
their seats by table. Once everyone is seated and all the
• Pass out Weather and computers are put up and charging I will pass
Season coloring sheets out coloring sheets over the weather and seasons
• Allow students to color for for the class to color and take home to their
the remaining time families. After 20 minuets of coloring I will have
• Have students pack the students pack everything away and get ready
everything up and prepare for the next lesson.
for the next lesson

Accommodations/Modifications
How might I modify instruction for: .
Updated 12-17-19 NLC

Remediation?
Intervention?
IEP/504?
LEP/ESL?
(All students who have plans mandated by
federal and state law.)

Differentiation
How might you provide a variety of
techniques (enhanced scaffolding, explicit
instruction, contextualized materials,
highlighters/color coding, etc.) to ensure all
student needs are met?
(All students who are not on specific plans
mandated by federal and state law.)

Assessments: Formative and/or Summative

Describe the tools/procedures that will be ☐ Formative /☐ Summative
used in this lesson to monitor students’ ☐ Formative /☐ Summative
learning of the lesson objective(s) (include
type of assessment & what is assessed).
☐ Formative /☐ Summative

Research/Theory
Explain connections to theories and/or
research (as well as experts in the field or
national organization positions) that support
the approach you chose and justify your
choices using principles of the connected
theories and/or research.

Lesson Reflection/Evaluation
What went well? TO BE FILLED IN AFTER TEACHING
What changes should be made?
How will I use assessment data for next
steps?

Include supporting material such as slides, pictures, copy of textbook, and handouts for any activities students will be using as
part of your lesson.

*adapted from: http://webcache.googleusercontent.com/search?q=cache:EsQcNWuG1ZoJ:web.mnstate.edu/harms/StudentTeachers/edTPA-

LessonPlan.doc+&cd=2&hl=en&ct=clnk&gl=us; http://www.moreheadstate.edu/getmedia/cd3fd026-939f-4a47-a938-29c06d74ca01/Lesson-Plan-and-
Reflections.aspx;
http://www.mcneese.edu/f/c/9cb690d2/Lesson%20Plan%20Rubric%20Aligned%20with%20InTASC.docx;https://www.uwsp.edu/education/Documents/edTP
A/Resource12.pdf; https://www.uwsp.edu/education/Documents/edTPA/Resource11.pdf;
https://www.uwsp.edu/education/Documents/edTPA/Resource11a.pdf; https://www.uwsp.edu/education/Documents/edTPA/LessonPlanTemplateSOE.docx;
https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanGuide.docx;
https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanTemplate.docx