ALEX Lesson Plan



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  This lesson provided by:  
Author:Kelly Brumbeloe
System: Lanett City
School: W. O. Lance Elementary
  General Lesson Information  
Lesson Plan ID: 16023




Over this three-week unit, students will learn basic concepts about weather and the part it plays in their everyday lives. Students will make a slideshow presentation that summarizes the content presented about seasons and things in the sky. Also, students will make a flyer that summarizes the content presented about severe weather and severe weather safety. Finally, students will keep a daily log of local weather and put this information into a website.

 Associated Standards and Objectives 
Content Standard(s):
SC (1)
8. Recognize daily changes in weather, including clouds, precipitation, and temperature.
  • Recognizing instruments used to observe weather
  • Examples: thermometer, rain gauge, wind sock, weather vane
  • Recording weather data using weather journals, charts, and maps
  • SC (1)
    11. Compare the day sky to the night sky as observed with the unaided eye.
    AED (K) Visual Arts
    2. Use line, shape, color, texture, and repetition to produce works of art.
    line--curved, straight, jagged, zigzag, bumpy, wavy;
    shape--circle, triangle, square;
    color--primary, secondary;
    texture--rough, smooth, soft, furry;
    AED (K) Visual Arts
    6. Identify artistic characteristics of cultures, times, and places.
    cultures--designs on tribal masks of Africa and carnival masks of Brazil,
    times--line quality of prehistoric cave drawings,
    places--architectural design of medieval castles in Europe
    AED (1) Visual Arts
    1. Create works of art using a variety of techniques.
    Example: creating prints and collages using found objects
  • Creating works of art using a variety of subject matter, including still life paintings and portraits
  • Examples: still life painting of fruit in a bowl, family portraits
  • Producing three-dimensional works of art
  • Examples: found-object sculptures, clay sculptures such as pinch pots
    AED (2) Visual Arts
    1. Apply a variety of procedures, methods, and subject matter in the production of two-dimensional works of art, including landscapes, still lifes, and relief prints.
    Example: producing paintings, drawings, and relief prints of family life and neighborhood play
  • Producing three-dimensional works of art
  • Example: pinching and pulling clay to create clay dinosaurs
  • Demonstrating appropriate safety, care, and use of printmaking and sculptural materials and equipment
  • Examples: printmaking inks, carving instruments, wire sculptures
    TC2 (K-2)
    1. Identify basic parts of various technology systems.
  • Naming input and output devices
  • Examples: input—keyboard, stylus
    TC2 (K-2)
    2. Identify applications and operations of various technology systems.
    Examples: applications—word processing, multimedia presentation software
    operations—opening, closing, and saving files
  • Using accurate terminology related to technology
  • Example: "press," not "hit," keys
  • Using input devices to enter letters, numbers, and symbols
  • Using special functions of input devices
  • Example: keyboard shortcuts
  • Labeling storage media
  • Removing storage media safely
  • TC2 (K-2)
    5. Practice responsible use of technology systems and applications.
    Example: maintaining proper settings
  • Demonstrating care of digital equipment and media
  • Examples: washing hands before use, cleaning work area before and after use
  • Distinguishing between ethical and unethical use of others' work
  • Examples: avoiding plagiarism, avoiding manipulation of others' work without permission
    TC2 (K-2)
    10. Design original works using digital tools.
    Examples: tools—digital drawing tools, music software, word processing software, digital cameras
    SC2015 (K)
    9. Observe, record, and share findings of local weather patterns over a period of time (e.g., increase in daily temperature from morning to afternoon, typical rain and storm patterns from season to season).

    Local/National Standards:


    Primary Learning Objective(s):

    Students will create a slideshow presentation identifying objects in the day sky and characteristics of the four seasons. Students will depict different weather types and display information they have gathered in weather logs. Students will participate in the creation of a flyer identifying severe weather and listing appropriate actions for weather safety.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Unlined paper, crayons/markers, brightly colored construction paper, The Seasons of Arnold's Apple Tree by Gail Gibbons, What Will the Weather Be Like Today? by Paul Rogers, A Sunny Day by Robin Nelson, A Rainy Day by Robin Nelson, A Snowy Day by Robin Nelson, Tornadoes by Liza N. Burby, "Child in 4 Seasons" Worksheet, Season Sequencing Activity, weather log, "What to Wear" Worksheet (see attached) two 2 liter bottles, water, food coloring, television and VCR

    Technology Resources Needed:

    Computer with Internet access, printer, word processing software, presentation software, LCD projector


    Throughout the year, teacher should have spent some time helping students understand how to use a computer as a class to produce products such as slideshow presentations, newsletters, flyers, and/or webpages.

    1.)Week 1: Observations of the Sky and the Four Seasons
    Day 1
    Introduce students to the unit by viewing the presentation, Do you see what I see? (see attached). Next, take students outside and ask what they see in the sky. Talk about the things they see and ask if they see them only during the day or if they also see them at night. Include in the discussion things they see in the sky during the day sometimes (i.e. rainbows) as well as things they only see at night (i.e. stars). Return inside and have students draw pictures of things they see in the sky during the day and at night. For homework, assign students to spend 5 minutes observing the night sky at home.

    2.)Day 2
    Review the objects seen in the sky during the day and at night. Probe students to describe characteristics of the sun, wind, clouds, and rainbows. Discuss how the sun causes colors to fade. Have students draw pictures of the sky including the sun, clouds, and rainbows (minimum) on brightly colored construction paper. Then, hang student pictures up in a window that receives a lot of sunlight. Check on the pictures the next day and see if they students notice any changes. Keep pictures in windows and periodically check on them as a class and discuss any fading that takes place. Explain to students that strong sunlight causes things to fade.

    3.)Day 3
    Introduction to the seasons (temperature, clothing, weather): Read The Seasons of Arnold's Apple Tree by Gail Gibbons. Discuss sequence of seasons (i.e. fall, winter, spring, summer). View the Seasons slideshow presentation. Talk about what kind of clothes worn and what happens during each season.

    4.)Day 4
    Review of Seasons: View the Seasons multimedia presentation again. Lead the class in “name that season” game (i.e. teacher calls out a season and students call out the season that comes next, teacher calls out a characteristic of a season and students call out the season that goes with the characteristic).

    5.)Day 5
    Students work in small groups with teacher's assistance to create a slideshow presentation summarizing what they have learned about seasons and things they see in the sky during the day (see attached sample: Me and My Weather).
    (Instructions for Adding Clip Art to a PowerPoint Slide)
    Directions for adding clip art to a slide.

    6.)Week 2: Daily Weather Log And Weather Changes
    Day 1
    Read What Will the Weather Be Like Today? By Paul Rogers. Discuss the different aspects of daily weather (sunny, cloudy, rainy, etc.) View the Daily Weather presentation. Discuss what the weather is like outside currently. Have students draw a picture of what the weather is like outside. Present the weather log (see attached) to the students. Teach them how to copy the appropriate icon and paste it into the box for the day. Have students collect current day’s weather observation on weather log on computer.

    7.)Day 2
    Read A Sunny Day by Robin Nelson. Discuss what to wear when it is sunny. Collect current day’s weather observation on weather log on computer.

    8.)Day 3
    Read A Rainy Day by Robin Nelson. Discuss what to wear when it is rainy and during what seasons it is usually rainy. Collect current day’s weather observation on weather log on computer.

    9.)Day 4
    Read A Snowy Day by Robin Nelson. Discuss what to wear when it is snowy and during what seasons it is usually snowy. Collect current day’s weather observation on weather log on computer. Review what kind of clothes worn when it is hot/cold/rainy, etc. Have students complete "What to Wear" activity (see attached). (This assignment can be done individually on the computer or can be printed out and students may cut and paste clothing items).

    10.)Day 5
    Students with create a poster displaying the icons (on their daily weather logs), the group’s daily weather log, and summarizing what they have learned.

    11.)Week 3: Weather Safety
    Day 1
    Introduction to severe weather: Discuss types of severe weather, including thunderstorms, tornados, and flash floods. Talk about places where one can find out about severe weather (i.e. Weather Channel, local news, radio stations, sirens outside). Read Tornadoes by Liza N. Burby.

    12.)Day 2
    Present Severe Weather slideshow to the class. Review thunderstorms, tornadoes, flash foods. Discuss the differences between watches and warnings.

    13.)Day 3
    Review watches and warnings. Discuss severe weather safety procedures at home and at school. Role play severe weather safety procedures.

    14.)Day 4
    Make tornadoes with 2-liter bottles.
    a) Remove labels from two 2-liter plastic bottles.
    b)Cut a 3" x 3" piece of duct tape and make a hole in the middle of it with the pen. (The smaller the hole, the tighter the spiral tail will be.)
    c) Position the tape with the hole over the mouth of the bottle, and secure tightly around the sides.
    d) Fill the other bottle 3/4 of the way with water.
    e) Place the two mouths of the bottles together (the empty one upside-down on top of the water-filled one), and tape them carefully together with the duct tape, making sure not to leave any holes.
    f) Test for leaks by carefully rotating the bottles.
    g) To create the tornado effect, turn the bottles upside-down so that the water should be flowing through the hole into the bottom, empty bottle. Swirl slowly to help create the funnel.

    15.)Day 5
    Students will work with the teacher as a class to create a flyer or newsletter summarizing what they have learned about weather safety. Have students dictate what they'd like to include and work together to decide the best way to format their information. Let individual students come to the computer to add elements of the newsletter. Use the LCD projector to display to the class the work being done on the computer.
    (Using Microsoft Works Word Processor to Produce a Flyer)
    Directions for using MS Word to Produce a Flyer.

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    Assessment Strategies

    Week 1: Teacher will assess the multimedia presentations using the attached rubric.
    Week 2: Teacher will assess participation in the poster project through observation.
    WEEK 3: Teacher will assess participation of creation of the flyer using the attached rubric.





    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.