KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

17

Subject or Topic:

Katie Shpakovsky
Cristy Clemson

Date:

2/21/14

Coop. Initials

Allotted Time 30 mins

Grade Level 4

Weather (Lesson 3)

Section

065

STANDARD:
S4.A.2.1.3: Observe a natural phenomenon (e.g., weather changes, length of
daylight/night, movement of shadows, animal migrations, growth of plants), record
observations, and then make a prediction based on those observations.
S4.D.2.1.2: Identify weather patterns from data charts or graphs of the data (e.g.,
temperature, wind direction, wind speed, cloud types, precipitation).
I. Performance Objectives (Learning Outcomes):
A. Students will understand what wind is
B. Students will understand how wind effects weather
C. Students will understand how to measure wind
II.

Instructional Materials
A. 17 pieces of different colored construction paper
B. 85 strips of tissue paper
C. glue
D. tape
E. 17 pieces of yarn or string
F. hole punch

III.

Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite skills
1. Students should know what wind is
2. Students should be able to follow instructions in order to
complete an activity/ project
B. Key vocabulary

1.
2.
3.
4.

Wind
Wind speed
Measure
Windsock

C. Big idea
1. A wind sock is an important instrument because it helps
measure wind speed and wind direction
IV.

Implementation
A. Introduction
1. Teacher will present students with a several questions
a. What is wind?
b. How can wind be measured?
2. After students have given their answers, teacher will present an
example wind sock in front of students
a. Teacher will point out the important parts of a wind
sock
i. Students will be directed to construct their own
1. Students will also be given a
performance based assessment rubric
B. Development
1. Prior to starting the activity, students must first understand how
to measure wind speed using a wind scale
a. Students will be given a questionnaire to test their
knowledge
2. Once students have completed the questionnaire, the teacher
will check their answers
a. The teacher will then review the correct answers with
the class
3. Students will then receive materials by table group numbers
a. Students will be instructed to take 1 sheet of
construction paper, 5 sheets of tissue paper, 1 piece of
string, and one glue stick/ glue bottle
4. Students will begin construction by first gluing on their tissue
paper pieces to the construction paper (hot dog style)
a. Students will then be instructed to glue the construction
paper together to form a cylinder
i. Once students have reached this point, a teacher
will come around to put 2 hole punches in the
construction paper
1. The students will then tie a piece of
string through these two holes to form a
handle loop

C. Closure
1. Once wind sock is completed, students will gather outside to
test their wind socks
a. Students will observe and estimate the current wind
speed
D. Accommodations/Differentiation
E. Assessment/Evaluation Plan
1. Formative
2. Summative
a. Wind Speed questionnaire
b. Performance based assessment rubric (Wind Sock
Rubric)
V.

Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
N/A
Remediation Plan
N/A
B. Personal Reflection
N/A

VI.

Resources
A. Science Curriculum textbook