Science lesson one - Prof. Maur PDF

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Performance Task Elementary Education Lesson Plan in Science Performance Activity Candidate: Nicholas Pond Anticipated Grade Level: 3rd Grade Science Lesson Topic: Thunder & Lightning Date: Tuesday, July 24, 2018

Standards: ACEI Content Standards:  2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement ageappropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. CCSS: State the CT Common Core State Standard(s):  CCSS.Math.Content.3.MD.A.1 – Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 

CCSS.ELA-Literacy.RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)

Next Generation Science Standards:  3-ESS2-1. – Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 

Disciplinary Core Idea(s): ESS2.D: Weather and Climate  Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)  Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

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Crosscutting Concepts:  Patterns – Patterns of change can be used to make predictions. (3-ESS2-1), (3-ESS2-2)  Cause and Effect – Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1)

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Science and Engineering Practices:  Analyzing and Interpreting Data – Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.  Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

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Performance Expectation (for unit):  Students will be able to analyze and interpret data by conducting trials and observations of thunder and lightning  Students will be able to represent data in a graph to reveal weather patterns of thunder and lightning

Learner Background:      

Students know how to ask and answer questions to demonstrate their understanding Students are capable of recalling information through note taking Students can analyze and interpret data Students understand the sequence of a pattern Students know how to make predictions and understand cause and effect Students understand the water cycle chart

Student Learning Objective(s):   

Students will evaluate and analyze lightning and thunder storms to understand, graph and make predictions about a storm. Students will identify the cause and effect of thunder and lightning Students will be able to interpret and predict how far a storm based on observations of thunder and lightning.

Focus Question(s): Questions Students Will Be Able To Answer At The End     

What is thunder and lightning? What causes thunder and lightning? What are the effects of thunder and lightning? Is thunder and lightning something to fear? What is the best way to track and graph a storm?

Concept(s): (Unit Theme)    

Understanding thunder and lightning Predicting how far a storm is Understanding weather patterns, specifically thunder and lightning Identifying causes and effects of thunder and lightning

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Content:      

Students and I will review ‘Thunder Cake’ by Patricia Polacco Students will be instructed to pay attention to what happens when it thunders during the story. What do the characters do and say? Why do you think the little girl fears thunder? Do you fear thunder? (inquiry based learning) Students will watch and listen to a thunder and lightning storm Students will work together to create a line graph that displays a lightning and thunder storm Students will witness a whole group activity where we watch a video of a lightning and thunder storm and create a line graph together Students will work in a small group, with a specific video depicting a storm and will create their own line graphs

Safety Precautions/Procedures: 

No safety precautions or procedures are needed for this science lesson

Learning Activities/Lesson Growth: 45 min lesson This lesson plan will correlate with a reading and math lesson  Students will be read “Thunder Cake’ by Patricia Polacco (10 min mini lesson during language arts) The following is to be done for this 45 min science lesson:  Students will participate in a partner discussion about their thoughts on thunder and lightning (5 min turn and talk)  

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Students will watch a thunder and lightning storm and a line graph will be modeled for them representing the weather pattern (10 min) Students will listen, observe and predict patterns of thunder and lightning and understand the cause and effects of thunder and lightning in small groups using a chromebook (10 mins) Students will understand how to graph weather patterns and practice creating line graphs using a chromebook in small groups to represent a thunder and lightning storm (20 mins)

Initiation: Students will discuss in a turn and talk way their feelings and thoughts on thunder and lightning  Students will understand the importance of thunder and how it effects not only the weather but the Earth as a whole.

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Assessing Prior Knowledge:  Materials: Anchor Charts Types of Graphs Chart How To Predict Chart 3

Cause & Effect Chart  Process Skills: Predicting Analyzing Cause and Effect  Instructional Sequence Writing cause and effects Making predictions for weather patterns Identifying graphs

Engagement: (activites in small groups, quick work, growth of lesson)  Materials: Chromebooks Videos of thunder and lightning Graph paper Science Notebooks Cause & Effect Graphic Organizer  Process Skills: Observing and Listening Predicting Discussing Collaborating Graphing Formatting Understanding Questioning  Instructional Sequence Watching videos of thunder and lightning Creating a line graph Listening, observing and predicting weather patterns Discussing the causes and effects of thunder and lightning Graphing weather patterns Interpreting and understanding data Creating a data table Understanding weather and its effect on Earth Questioning what is being learned

Lesson Development: Exploring the Concept

 Materials Chromebooks Videos of thunder and lightning Line graphs representing weather patterns  Process Skills Observational skills 4

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Listening skills Predicting skills Understanding patterns Cause and Effect Questioning Instructional Sequence Watch videos of thunder and lightning (observe, listen, predict) Examining line graphs that represent weather patterns Exploring causes and effects of thunder and lightning Questioning how they learned Explanation of the Concept

 Materials Science Notebooks Chromebooks Graphic organizers Graph paper  Process Skills Discussing Collaborating Analyzing Interpreting Understanding Writing Questioning  Instructional Sequence Students will discuss what they learn from the book ‘Thunder Cake’ by Patricia Polacco Students will analyze and interpret line graphs that represent weather data Students will discuss their understanding of the causes and effects of thunder and lightning Students will explain weather patterns and how to represent them on a graph Students will write about information based off their observational and listening skills Students will question why they are learning about this topic Elaboration of the Concept (Applying and Expanding)  Materials Chromebooks Graph paper Videos of thunder and lightning storms Graphic organizers  Process Skills Applying observational and listening skills Interpreting data Collaboration 5

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Predicting Understanding Questioning Instructional Sequence Students will be able to individually create their own line graph after watching a video of a thunder and lightning storm Students will be able to successfully create a line graph and data table Students will be able to interpret and predict data Students will understand weather patterns and be able to write about it Students will write about their observations, process of learning and development of a line graph Students will question how to apply what they learned.

ACEI & NGSS PRACTICES: The following practices are implemented in this lesson. Two practices are expanded in greater detail. Questioning (as described by the ACEI practices): (INQUIRY BASED LEARNING)  Students will discuss the causes and effects of thunder and lightning  Students will discuss their feelings and thoughts on thunder and lightning  Students will use inquiry in small group activities to put observational skills to the test  Students will use inquiry to discuss weather patterns  Students will discuss how weather can be represented through graphs  Students will discuss the importance of thunder and lightning and its effect on weather and the Earth Modeling (as described by the ACEI practices):  Science modeling involves a conceptual model  Modeling: What do you know, modification, finalizing with what student can explain  Students will discuss what they know about thunder and lightning  As a class, students and I will watch a thunder and lightning storm  I will model how to analyze, interpret, predict and observe a lightning and thunder storm  I will model how to analyze a weather pattern  I will model how to identify causes and effects of thunder and lightning  I will model how to use my observational skills to record data for graphing  Modifications will be made by rewording questions or providing differentiated activites and videos for students whether they are low, average or high learning students  Students will be able to explain what they learn not only in a small group activity, but individually as well for post assessment

Explanation (as described by the ACEI practices):  Students will explain data they found and what they learned in the course of the lesson. 6

Monitoring and Adjusting:  Students will be monitored during small group activites and individualized assessment. Inquiry for students will adjusted if necessary. Learning activites will adjusted if necessary. Students are free to come to the back table for further instruction with the teacher if needed.

Closure: Interactive whole group discussion followed by an exit ticket Students will discuss the cause and effects and how to observe thunder and lightning. Students will talk about the benefits of graphing weather patterns Students will compare and contrast observations from their small group activity of viewing a thunder and lightning storm  Students will discuss together what was different the same from their learning

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The lesson will close with an exit ticket. Students will rate their learning, what they liked and disliked about the lesson and one interesting fact they learned.

 Materials Exit Ticket Anchor Chart for Closing Compare & Contrast Anchor Chart  Process Skills Discussing Collaborating Compare & Contrast Reflecting  Instructional Sequence Whole group discussion Self-reflection

Technology: Students will use chromebooks:  to view videos of thunder and lightning storms  listen, observe and predict weather patterns of thunder and lightning  understanding causes and effects of thunder and lightning  effects on Earth  create a line graph to represent weather patterns  small group work to create a group line graph  independent assessment of learning or group assessment at discretion Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.  This science lesson is correlated with a math lesson 

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Students will create a line graph individually that represents data from a thunder and lightning storm (summative/project based assessment)

Formative Assessment(s):      

Questioning Book Discussion Observing small group discussions and interactions/ partner turn and talks Answering and responding to student questions Student participation during whole group discussions Exit slip

Extension:     

Extension activities will occur only if the lesson ends early, runs out of time or to accommodate students who complete the class work before other students Sponge activites, interactive learning stations STEM activites using manipulatives Science books on weather, specifically thunder and lightning Cause & Effect Problem Solving station

Materials/Resources:          

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Anchor Charts Types of Graphs Chart How To Observe & Predict Chart Cause & Effect Chart & Graphic Organizer Chromebooks Videos Of Thunder & Lightning Graph Paper Science Notebooks Line Graphs Representing Weather Patterns Books About Thunder & Lightning: https://www.goodreads.com/list/show/27696.Best_Children_s_Books_About_Lightning _and_Thunder ‘Thunder Cake’ by Patricia Polacco Educational Websites On Thunder & Lightning: http://www.weatherwizkids.com/weather-lightning.htm https://www.ready.gov/kids/know-the-facts/thunder http://www.kidcyber.com.au/thunder-and-lighning/ https://sciencing.com/thunder-lightning-activities-kids-10069023.html Exit Tickets

Individuals Needing Differentiated Instruction: 

The following chart discusses students with learning differences who could be in the general ed. classroom. The chart briefly describes modifications for these students who may have a range of

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ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.

Which Students Do You Anticipate May Struggle With The Content/Learning Objectives Of This Lesson? Evidence That The Student Needs How Will You Differentiate Instruction In Student Name Differentiated Instruction This Lesson To Support Student Learning?  Student participates in whole group  The student will be given harder and small group discussion science problems to analyze and graph for assessment as learning  Student understands the concept of  Student will work with a video that creating a line graph to represent Student A – Gifted & presents harder data to analyze and weather patterns Talented Student present on a line graph  Student can independently identify  Student will be asked to write about cause and effects of thunder and their individualized line graph lightning and write about it  Student will work in STEM manipulative stations  Short attention span  Students be will be encouraged to talks  Little to no participation during and share whole group and small group  Group partners will be chosen by discussions students as long as it is approved by Student B – Student Who  Student struggles to understand the the teacher concepts of thunder and lightning Needs Additional  Students will be provided photo copies  Student struggles to write about Assistance of anchor charts for their notebooks thunder and lightning  Students will be given writing prompts  Student struggles to record data to  Students will be given a graphic create a line graph organizer on how to create a line graph and data table Why The Strategies Would Improve Student Learning:  Student A would enhance their knowledge by solving challenging tasks like watching a longer storm to create data on or writing about their individualized line graphs and experience with learning about thunder and lightning.  Student B would enhance their knowledge by working one on one or in a small group with the teacher, working in STEM stations. Strategies like anchor charts, writing prompts and graphic organizers allows the student to be more successful by destressing the learning tasks

References/Appendixes: Assessment Resource Banks. (2018). Predict, Observe, and Explain (POE). Retrieved July 24, 2018, from https://arbs.nzcer.org.nz/predict-observe-explain-poe Corbin, M. (2017, April 24). Thunder and Lightning Activities for Kids. Retrieved July 28, 2018, from https://sciencing.com/thunder-lightning-activities-kids-10069023.html

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Education Oasis. (2017). Education Oasis. Retrieved July 24, 2018, from http://www.educationoasis.com/printables/graphic-organizers/cause-and-effect-t-chart/ Goodreads. (2018). Best Children's Books About Lightning and Thunder (25 books). Retrieved August 24, 2018, from https://www.goodreads.com/list/show/27696.Best_Children_s_Books_About_Lightning_and_ Thunder KidCyber. (2018). Thunder and lightning. Retrieved July 24, 2018, from http://www.kidcyber.com.au/thunder-and-lighning/ Polacco, P. (2013). Thunder cake. Boston: National Braille Press. Ready. (2003). Thunderstorms and Lightning. Retrieved July 24, 2018, from https://www.ready.gov/kids/know-the-facts/thunder TheTeacherTookKit. (n.d.). Exit Ticket. Retrieved July 24, 2018, from http://www.theteachertoolkit.com/index.php/tool/exit-ticket Wicker, C. (2015). Lightning. Retrieved July 24, 2018, from http://www.weatherwizkids.com/weather-lightning.htm

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