KUTZTOWN UNIVERSITYELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

STANDARD:3.3.1.A5: Become familiar with weather instruments. Collect, describe, and record basic information about weather over time.

I. Performance Objectives (Learning Outcomes): The student will understand wind by creating a windmill

II. Instructional Materials “The Wind Blew” by Pat Hutchins Worksheet for book 5 baskets 5 Q-tips 5 Dixie cups 5 pieces of paper 5 cans Chart paper Markers 1 bag of streamers per student 1 piece of paper per student 1 glue stick per table I straw per student

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of additional content)

A. Prerequisite skills At level writing skills At level reading skills How to handle materials carefully Follow directions

B. Key Vocabulary

Teacher Candidate: Courtney Stone Becca Haines Date: 11/14/16

Cooperating Teacher: Coop. Initials

Group Size: Whole class Allotted Time 40 min Grade Level 1 st

Subject or Topic: Wind Section

Wind: the perceptible natural movement of the air, especially in the form of a current of air blowing from a particular direction.

C. Big Idea How wind blows and what materials will be blown by wind and ones that will

not

IV. ImplementationA. Introduction

“Good morning class, everyone come up to the front of the class and have a seat, bring a pencil with you”

“Today we are going to continue talking about weather! Yesterday we talked about clouds, and today we will be talking about wind! Who can tell the class something they know about wind?”

Students should respond and the teacher will write their responses up on chart paper

“Good job boys and girls. So you may be wondering, well, how is wind formed? Wind is air in motion. The uneven heating of the earth’s surface produces wind by the sun.”

I will have this written up on the chart paper The teacher will hand out a sheet of paper with pictures on it “I handed out a sheet of paper with pictures on it, while we read the story, circle

the items on the paper in front of you that are blown away by the wind in the story. If they are not in the story, you do not have to circle them.

I will read the story “The Wind Blew” to the class

B. Development While the story is being read, the students will be circling the items on their

paper that are being blown away by the wind “Who can raise their hand and give something on their list that the wind blew

away?” I will call on 3 students “Good, now who can list something that was not being blown away by the wind? I will call on 2 students “Good job class, now go back to your seats and wait for directions” Students will go back to their seats “There is a basket of items on each table. Carefully take out the items and places

them in two different categories, if they will be blown away by wind or if not! The teacher will walk around with a check sheet listening to conversation going

on between students and seeing if students are placing the items in the correct category.

“Can anyone raise their hand and name something they found in their basket that can be blown away by wind?

Students should respond “Can anyone raise their hand and name something they found that could not be

blown away by wind? “Good job class!”

“Now we are going to test this out! There is a straw on everyone’s desk that I want you to pick up.”

The students will pick up the straws “So now, each student should choose one item out of the basket and place it in

front of them.” The students will place the chosen item in front of them. “What we are going to do is put our straw up to our mouth and blow into it. This

will act as wind and we will be able to see if our prediction is correct and if the objects can be blown away by wind or not!”

Each student will test out every item in his or her basket at the table. “Great job class! Our predictions were great!” “Today we are going to make our own wind chime!” I will show my example “You can take these home with you to hang somewhere and watch as the wind

blows it” The teachers helpers will handout a piece of paper for the top of the wind chime “Decorate only half of the paper how ever you would like.” The students will decorate their papers for 5 minutes Once completed, I will demonstrate how to fold the paper and have the students

glue it together to make the chime The teachers helpers will pass out a bag of streamers to each student “You can glue your streamers onto the bottom of the wind chime just like I did,

but only put 4 on! Save your last streamer” I will show my example again The students will work on gluing their streamers onto the bottom “With your last streamer, you’re going to glue it on the top of the wind chime to

hang it wherever you want!” Once students are completed, they will put away all of their materials “Where will you hang your wind chime to see when the wind is blowing? Students should respond Respond with that they should only keep it outside or by their open window to

see when the wind is blowing “Good job today class, you are now all wind experts” C. Closure The students will put away their wind chimes to take home I will have a chart up on the board with the title wind Each students has to come up to the board and either write something that would

be blown away by wind or a characteristic of wind “Great job today class on wind! Tomorrow we will be reviewing all of the

different things we learned this week about weather!”

D. Accommodations/Differentiation C.B has a visual disability; I will have her sit closest to the book and have her paper printed out with larger images

C. Assessment/Evaluation Plan 1. Formative

Checklist as walking around the class when the students are separating the items End of lesson where students come up to the board to write something that will

be blown away by wind

2. Summative End of unit

V. Reflective ResponseA. Report of Student Performance in Terms of Stated Objectives

Remediation Plan

B. Personal Reflection How helpful was the book on describing wind? Were the students able to sort the items correctly?

VI. Resources (in APA format) Hutchins, P. (1974). The wind blew. New York: Prentice Hall & IBD.

Name: _________________________