LESSON PLAN Name: Leslie Madorsky Date: March/April Grade Level/Subject: 2nd grade, Science Extreme Weather Prerequisite

Knowledge: Students will have some background knowledge on extreme/hazardous weather Approximate Time: 30 minutes for day 1, 1 hour for day 2 Student Objectives/Student Outcomes: Students will understand what extreme weather is and how to stay safe during extreme weather. Content Standards: 12E. Know and apply concepts that describe the features and processes of the Earth and its resource 12.E.1aIdentify components and describe diverse features of the Earths land, water and atmospheric systems. 12.E.1bIdentify and describe patterns of weather and seasonal change. Materials/Resources/Technology: Books and videos about extreme weather to read to students before the guest speaker comes, SMART Board Implementation: Day 1 1. Ask students what they know about extreme weather/if they know what extreme weather means. 2. Read a few books about different kinds of extreme weather to the students. 3. Show a few videos of extreme weather to the students. 4. Ask students what should be added to the KWL chart and if they have any questions **the discussions about extreme weather before Professor Snodgrass comes to talk to the students do not need to be in-depth, but rather just something to give the students some background knowledge before Professor Snodgrass comes. Day 2 5. Professor Eric Snodgrass from the U of I will be coming in to talk to the students about extreme weather and showing them different demonstrations Approx. 5 minutes Opening of lesson: (Objectives, hook, behavior expectations) Ask what do they know about extreme weather Approx. 20-25 Procedures: Include critical thinking questions and accommodations for individual needs Minutes 1 hour (day 2) Read books about extreme weather and show videos about extreme weather Professor Snodgrass comes to talk to the students

Approx. 5-10 minutes

Summary/Closing: Ask students what should be added to the KWL chart/do they have any questions Student Assessment: Discussion will serve as the assessment for this lesson Student Accommodations: Be sure to use an adequate amount of wait time for questions for all students. Use drawings for ESL students in case they are unsure of what the directions/instructions are. Have ESL students come to the board to answer the questions via drawings because some have very limited English and may have a hard time verbally communicating their answers. Use proximity with MP, KW, AN, BB and KB to make sure they are working when they are supposed to be. Also check on their work consistently throughout the lesson to ensure that they do not get off-task and they understand the lesson/assignment.