Teacher Candidate: Sara Saurazas

Cooperating Teacher: Dr. Varano

Group Size: 24
Allotted Time: 45 minutes
Subject or Topic: Measuring Weather

Date: 10/30/15
Coop. Initials: ________________
Grade Level: 1st
Section: _____________________

STANDARD: (PA Common Core): 3.3.1.A5. Become familiar with weather

instruments. Collect, describe, and record basic information about weather
over time.
I. Performance Objectives (Learning Outcomes):
1. Students will recall what they know about weather instruments by working as a class to fill out a chart
paper with the types of weather instruments.
2. Students will apply what they know about temperature to answer questions while working with an inquiry.
3. Students will use their knowledge of weather and temperature to complete a worksheet
II. Instructional Materials:
Chart paper (see attached for model)
Temperature chart (see attached)
24 hot or cold worksheets (see attached)
24 inquiry sheets (see attached)
Several cups of water at varying temperatures
6 thermometers
YouTube video: https://www.youtube.com/watch?v=Gubo3bOvuW8
III. Subject Matter/ Content :
Prerequisite skills:
1. Students need a basic familiarity with thermometers
2. Students need an understanding that temperature outside changes
Key Vocabulary:
1. Temperature: a measure of the heat in the air or an object
2. Thermometer: measures temperature
3. Rain gauge: measures rainfall
4. wind vane: measures the winds direction
5. Fahrenheit: unit of temperature
Big Idea:
1. We can learn a lot about the weather using different tools to measure the characteristics of the weather.
New Content:
1. Weather instruments:
a. Thermometer
b. Rain gauge
c. wind vane
2. Measuring temperature:
a. Fahrenheit
b. Thermometers
IV. Implementation
A. Introduction
1. Explain to the students that all this week we learned all about weather
2. Tell the students that today we are going to learn how we measure weather

B. Development
1. Have students gather at the rug, explain to the class that we will create a chart of the main types of
weather tools we need to know about.
2. Ask students if they can name the Instrument that measures temperature.
3. Write it on the chart paper and define it.
4. Ask students to name other ways we might measure weather.
5. Guide students to discuss a wind vane and a rain gauge.
6. Discuss the uses of these tools and write them on the chart paper.
7. Explain to the class that we will be looking more closely at temperature.
8. Guide students to get into their groups for inquiry.
9. Have tables set up with thermometers and various cups with water at each table.
10. Make sure some cups are warm, while others are room temperature, and others have ice in them.
11. Hand out the Inquiry sheet.
12. Review the questions on the sheet.
13. Instruct students to begin placing their thermometer in the water cups and observe what happens to
the thermometer.
14. Walk around and help students who need assistance.
15. Allow students time to work and complete their inquiry sheets.
16. Have students clean up their areas and return to the carpet with their inquiry sheets.
17. Discuss the students findings, lead students to discuss that the higher up the red line goes, the
warmer the temperature, the lower the line, the lower the temperature.
18. Show students temperature chart (see attached)
19. Discuss that we measure temperature in two units, but we will focus on Fahrenheit.
20. Explain that we will look more in depth at temperature on another day.
21. Have student return to their seats.
22. Pass out worksheet; go over the questions and directions.
23. Allow students time to work.
24. Collect the worksheet for assessment
25. Play YouTube video for students
26. Remind students that they have their unit test in two days
27. Review the lessons and inquiries with students and review for the unit test
C. Closure
1. After the video is over ask student to pair share a few new things they learned today.
2. Have a few volunteers share out their thoughts
3. Explain to students that in the next science unit we will be learning how to read a thermometer and
other weather instruments.
D. Accommodations / Differentiation Finn, a student with Autism will be able to work on the inquiry in a group with his usual class work buddy.
The worksheet and inquiry sheet will be reviewed with Finn at least one day in advance so he is aware of
what is expected of him during science class.
E. Assessment/Evaluation plan
1. Formative - The worksheet will be collected and graded for correctness. Students will
need to get 5 or more out of 6 questions correct to have mastered the skill.
2. Summative - There is no summative assessment for this lesson
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives

B. Personal Reflection
Does anything need to change about my lesson?

How interested did the students seem for the lesson when introduced? Is there anything more engaging I
could do?

VI. Resources
Standard:
PDESAS.org
Chart models and worksheet template:
www.pinterest.com
video:
https://www.youtube.com/watch?v=Gubo3bOvuW8

INQUIRY SHEET:
First cup:

How does the water feel? (circle your choice)

Hot
Cold
Warm
Cool
Did the line on the thermometer go up or down?
__________________________
Draw what the thermometer looked like:

Second cup
How does the water feel? (circle your choice)
Hot
Cold
Warm
Cool
Did the line on the thermometer go up or down?
__________________________
Draw what the thermometer looked like:

Third Cup
How does the water feel? (circle your choice)
Hot

Cold
Warm
Cool
Did the line on the thermometer go up or down?
__________________________
Draw what the thermometer looked like:

CHART MODELS:

Instrument chart

Thermometer chart