INQUIRY LESSON PLAN DESIGN AND RUBRIC

EDU 505

Weather Illustration
Earth Science
1. MATERIALS/PREPLANNING
Materials- How Weather Looks worksheet, crayons
Vocabulary- Weather, Seasons
Literature- Wacky Weather A flip-the-flap book by Dr. Seuss
2. OBJECTIVE
After the lesson on the concept of weather students in grade 1 will be able to
state both orally and in writing the correct definition of weather.

State the objective in behavioral terms, as follows:

1. A=Audience, 1st Grade
2. B=Behavior, Demonstrate what weather looks like to them.
3. C=Conditions, Teach Lesson
4. D=Degree of accuracy needed to achieve the objective, 95% accuracy

Cognitive Taxonomy Level

Science Standard- 3.b Students know that the weather changes from day to day
but that trends in temperature or of rain (or snow) tend to be predictable during a
season.
ELA Standard- Ask for clarification and further explanation as needed about the
topics and texts under discussion
ELD Standard- 12.a Retell texts and recount experiences using complete
sentences and key words.

2. ASSESSMENT
Key question: Can this objective be assessed and what will the student be able
to think, say, or do when the objective is accomplished?
Describe clearly how you would assess student performance in this lesson.
Label your method of assessment as authentic, formal, or informal and the type
of assessment tool used.
Clearly state where/how this assessment will be kept (portfolio, gradebook)
Include a copy of the rubric, checklist, or other tool that will be used to assess
each objective.
I will assess this objective by observing the students ability to complete the
activity accurately. This form of assessment will be formal because I will be
collecting their work and add it to their portfolio. By completing this activity

students will be able to demonstrate their knowledge on weather and what

different examples of weather looks like.
Rubric
3 Points
Student
demonstrates
knowledge on
weather.
Student
demonstrates
knowledge on
examples of
weather and
illustrates a clear
and accurate
image for each
example.

2 Points
Student
demonstrates
some knowledge
on weather.
Student
demonstrates
some knowledge
on examples of
weather and
illustrates some
clear and accurate
images for each
example.

1 Point
Student
demonstrates little
knowledge on
weather.
Student
demonstrates little
knowledge on
examples of
weather and
illustrates a
couple clear and
accurate images
for each example.

0 Points
Student
demonstrates little
knowledge on
weather.
Students
demonstrates no
knowledge on
examples of
weather and
illustrates no clear
and accurate
images for
examples.

4. PURPOSE
Weather is an important subjects for students to know. Weather is something that
is a part of our daily lives. Its important to know what each type of weather is and
looks like so we can be prepared for our day.
5. MOTIVATION FOR LEARNING- Anticipatory Set

Before starting our lesson we will be reading a Dr. Seuss book called A Flip-TheFlap Book. This book will place an anticipatory set because it is a fun and silly
illustration of different types of weather. Before this lesson we discuss the daily
weather and they have also watched a video demonstrating weather and different
types of weather.
6. LESSON BODY: Note: Students MUST do the inquiry and teacher MUST not provide the
answers to the questions of inquiry
Provide a rationale for using this lesson model.
Students ability to complete this assignment will demonstrate the students knowledge on weather
and provides an opportunity for students to express what each type of weather looks like to them.

1. Restate the Objective- After the lesson on the concept of weather students
in grade 1 will be able to state both orally and in writing the correct definition
of weather

2. Complete following lesson steps:

a. The teacher describes the essential features of a problem or situation
(S/A Inquiry Teaching) to get students thinking and into an inquiry.
Why is it important to understand weather?
b. Students suggest possible solutions or explanations. The ideas will be
recorded on a large chart so they can be used later on in the process.
The teacher is the facilitator, not the expert. List the possible ideas here
in bullet form:
So we know how to dress that day
So we know what type of activities we can do that day.
So we know if there is any dangerous weather coming.
c. Students gather evidence that can be used to test the accuracy of these
solutions or explanations (Students use library, texts or web resources
to gather information to solve the problem)
Here, give directions to help students get to the information needed. Have
books in the classroom and a plan for them to get to the other needed
resources.
d. Next, you bring the class back to the whole group and have students
revisit the chart from step 2.
Now students will evaluate the information and discuss additional solutions and
possible applications based on the new evidence gathered from their research/
inquiry.
The teacher is the facilitator, not the authority. Let students think and evaluate
the information. List any additional ideas or cross off ideas that are not in
agreement with the new information gained in the research.
New list of ideas presented or crossed off (revised chart from step 2):
If you can travel safely.
If you are a pilot of a ship or boat it is important to always know
the weather.
e. Students will now develop a conclusion that is supported by the best
evidence. The teacher facilitates the discussion and helps keep students
focused on using the data to support the conclusions.
Looking at the possible solutions listed in step 4, evaluate each based on the
information or data students bring to the discussion. Script this discussion
briefly.

I think weve got a great list of examples as to why it is important to know

about weather. So now that we have our list lets go through each example
and discuss why this is important.
f. Students will write a summary of the evidence and a concluding statement
or rationale based on the information gathered. This writing will be part of
their
portfolio or journal and would likely need an accompanying scoring
guide or rubric. This task can begin in class and be finished for homework or
in future days.
7. CLOSURE
Include/describe a strategy for closing the lesson.
To close our lesson I will have students split up into small groups and
share with one another their examples of weather and explain their
pictures for each example.
Ask the students to state here what they learned in their own words. It is here
that you pull them back together as a class for a moment. They should be able to
express in their own words the learning they acquired.
Ask students if they have any other comments.
Teacher should restate the learning one last time in another way.
8. INDEPENDENT PRACTICE
Assign Journal Entry response. The research should be addressed and added to the
journal selections.
Why is weather important?
9. DIFFERENTIATION/ADAPTATIONS OF INSTRUCTION (10 points)
How will you meet the learning needs of all students in the group? Provide specific strategies
that might be used for each type of learner. Provide a rationale by answering How and Why for
each student group.
Color highlight the strengths, weaknesses, and your adaptation

Red Weaknesses
Green Strengths
Blue What you are doing about both strengths and weaknesses.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students
learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You
can include links to theory/frameworks, or text resources if appropriate. Link to the objective and specific standard
element and cognitive level(s) addressed.

1.
2.
3.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ______________which is linked to ____________standard
or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

Describe Focus Student Presenting Instructional Challenge

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and
any other behavior or cultural factors to consider in planning instruction. What was the actual evidence (i.e., student

actions) that formed the basis of your description?

Prescribe /Describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs.

1. Because Student struggles with ____________I am doing ________________.

2.
3.
Provide Rationales for each Adaptation
Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students
learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You
can include links to theory/frameworks, or text resources if appropriate. Link to the objective and specific standard
element and cognitive level(s) addressed.

1.
2.
3.
Rational for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of ______________which is linked to ____________standard
or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

Describe Advanced Focus Student

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and
any other behavior or cultural factors to consider in planning instruction.

What was the actual evidence (i.e., student actions) that formed the basis of your description?

Prescribe /describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs.

1. Because Student struggles with ____________I am doing ________________.

2.
3.
Provide a Rationale for each Adaptation
Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students
learning. Be specific so that reader can easily see the connections between your decisions and the student needs. You
can include links to theory/frameworks, or text resources if appropriate. Link to the objective and specific standard
element and cognitive level(s) addressed.

1.
2.
3.
Rational for making Adaptations Sentence Frame
Because the student(s) is/are weak in this particular skill of ______________which is linked to ____________standard
or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

10. THEORETICAL OVERVIEW 10 PTS. : Provide an overview of the theoretical

basis for this lesson model and a rationale for why you have selected this content for
this lesson model. Link your rationale to the specific lesson objective/standard cognitive
level and corresponding descriptive words (i.e., construct, inquire).
Structure of Knowledge

Cognitive Level

Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

The Analysis stage was reached by students brainstorming ideas to support why it is important to know
about the weather.
The Application stage was reached by students drawing images demonstrating different examples of
weather.

Example: I used a Direct Instruction lesson for this standard because..

11. ATTACHED STUDENT WORK

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.

12. Complete the following reflective summary of your lesson preparation

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
o Adaptation of
Content
One on one time
o Background
Knowledge
Daily weather, video
o Strategies Used
Class discussion,
chart, individual
drawing

Scaffolding
o Modeling
Drawing
o Guided Practice
Class discussion, chart
o Independent Practice
Drawing
o Comprehensible Input
Vocabulary Words

Grouping
o Whole group
Class discussion,
chart
o Small groups
Share drawings
o Works
Independently
Drawing

Adaptation
o Advanced
Write about what their
drawing for each
example
o EL
Translation sheet for
examples of weather
and vocabulary

Integration of
Processes
o Reading
Dr. Seuss book
o Speaking
Class discussion
o Listening
Dr. Seuss book
o Vocabulary
Vocabulary terms
discussed

Application
o Hands on
Drawing
o Meaningful
Dr. Seuss book, class
discussion
o Engaging
Dr. Seuss book, drawing
o Active Learning
Class discussion, chart

Assessment
o Rubric
Used to assess
objectives
o Group
Class discussion,
chart
o Oral
Participation in class
discussion and
completing chart
o Formative
Compete drawings of
examples with
accuracy

Objective
o Linked to Standard
3.b
o Integrated with
Language Arts
Vocabulary terns
o Age Appropriate
Using Grade 1
standard

Notes for next lesson:

o

Strengths/weaknesses of lesson based on learning results.

Strength- drawing illustrations to support examples of weather.
Weakness- All students participating in class discussion on Why weather is important.

Students needing more help

In understanding the importance of weather.

o Content adaptations
One on one time, translation sheet (for EL learners)
o Vocabulary clarification
Spend one on one time to focus on questions about vocabulary terms.