Lesson Plan
Teacher Candidate: Skyler Ramp Date: 2/9/24
Group Size: Whole Class Allotted Time: 30 minutes Grade Level: 2nd
Subject or Topic: Science Unit weather- Natural Disasters
Common Core/PA Standard(s)
S.K-2.D.2.1.1 Identify weather variables (i.e., temperature, wind speed, wind direction, and
precipitation).
S.K-2.D.2.1.2 Identify how weather conditions affect daily life.
Standard - 3.1.2.C2 Explain that living things can only survive if their needs are being met.
Standard - 3.3.2.A4- Explore and describe that water exists in solid (ice) and liquid
(water)form. Explain and illustrate evaporation and condensation.
4.5 2.A Identify the natural resources used to make various products.
Learning Targets/Objectives
● Students will be able to identify different natural disasters
● Students will be able to identify the cause and effect of the natural disaster they are
assigned
● Students will be able to identify how to prepare for a natural disaster
Formative Assessment Approaches Evidence observation or method of collection
1. Students will work with their pod group 1. Students will figure out the cause and
and have an assigned natural disaster effect of their natural disaster by
putting together a puzzle piece with
2. Students will copy down what natural the natural disaster picture, and
disaster they think is most interesting in their definition
weather journal 2. This will help students record their
favorite and remember it to help their
knowledge grow
Assessment Scale for any of the assessments above if needed
Summative if applicable N/A
Subject Matter/Content to be taught in the lesson
Prerequisites
Weather is the different conditions that happen every day
New Key Vocabulary
Condensation: is the change of the state of matter from the gas phase into the liquid phase, and
is the reverse of vaporization. The word most often refers to the water cycle.
Precipitation: When the clouds meet cool air over land, precipitation ( rain, sleet, or snow) is
triggered, and water returns to the land (or sea).
Evaporation: The change of a liquid to a gas; the sun heats energy up and turns water into
vapor(gas)
Transpiration: Evaporation of water from the leaves of a plant gives of purified water to be
evaporated
Runoff: the draining away of water (or substances carried in it) from the surface of an area of
land, a building or structure, etc.
Tornado: Make an emergency plan; include family communication and evacuation plans
Hurricane:A hurricane is a type of storm called a tropical cyclone, which forms over tropical
or subtropical waters.
Earthquake: An earthquake is what happens when two blocks of the earth suddenly slip past
one another. The surface where they slip is called the fault or fault plane.
Tsunami: Tsunamis are giant waves caused by earthquakes or volcanic eruptions under the
sea.
Wildfire: A large, destructive fire that spreads quickly over woodland or brush.
Volcanic Eruption: A volcanic eruption is when gas and/or lava are released from a volcano—
sometimes explosively.
Content/Facts
Students will follow along with the google slides about the different natural disasters
Students will put together a puzzle piece with the natural disaster assigned
Students will listen to the story read by the teacher about natural disasters
Students will copy down the natural disaster they find most interesting in their weather
notebook
Students will write down the weather for the day in their weather journal
Introduction/Activating/Launch Strategies
Teacher will complete the calendar and have teachers helper Rowan tell the class the weather
for the day
Teacher will call students up to the carpet and read a book about all the natural disasters we
will be learning about
Once the book is finished we will go over the google slides about natural disasters with the
pictures, definitions, pictures and how to prepare for it.
Once we are done with the presentation we will talk about it as a class and if students know
anything already about natural disasters
Development/Teaching Approaches
1. Teacher will call on students to ask them about the different disasters and what their
favorite is
2. Teacher will then tell students to head back to their seats and wait for the next
instruction
3. Students will go back to their seats and get out their weather journals
4. Teacher will write on the board the weather for the day and then their favorite natural
disaster in their weather journal
5. Once students are done with their journals they will put them away in a safe place
6. Teacher will explain what they are going to do for the next activity
7. “Now you are going to work in your pods and I am going to give all groups a natural
disaster”
8. “You are going to look at the picture of the natural disaster and the definition and then
fill in the cause and effect paper.”
9. “Once you are done filling it out, raise your hands and I will come around to check.”
10. Once everyone is done we will go around talking about everyone's natural disaster and
the cause and effect of each one.”
Closure/Summarizing Strategies
1. Once we are done talking about it as a class I will let the students switch puzzles and
look at the other natural disasters
2. Teacher will explain to the students “tomorrow we will be talking about the different
types of clouds.”
3. “I know some of you already know the different types of clouds but I bet there will be
somethings you don't know!”
Accommodations/Differentiation
- Follow all IEPs and 504 plans
- Chunking material
- Preferential seating
- Repetition of directions
- Allow extra time if needed
- Provide visual pictures with the water cycle so students can match the words to the
pictures
- Have parts cut out for the craft so students wont spend the whole time cutting instead
of putting it together
Materials and Resources:
- Weather Journal
- If you were a kid surviving a hurricane by Josh gregory
- Super Storms by Seymour Simon
- Puzzle piece natural disaster activity
- Cause and Effect paper
- google slides on natural disaster
https://docs.google.com/presentation/d/1Vv4Wi-
tMdx1yleLgf7JSfYZvS2kd3g3SEOpIcj0g89A/edit#slide=id.g109840f46ad_0_3650
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts
