TE403 - Fall 2017 – LDA2 & LDA3

Name: Ashley Silbert

Grade Level: Kindergarten

 PERFORMANCE EXPECTATION: K-ESS3-2 Earth and Human Activity. Ask questions to obtain information about the purpose of weather
forecasting to prepare for, and respond to, serve weather.”

o NARROWED LESSON FOCUS: The different types of weather they experience in Michigan.

o SCIENCE AND ENGINEERING PRACTICE: Asking questions and Defining Problems. Asking questions and defining problems
in grades K-2 builds on prior experiences and progresses to simple descriptive questions that can be tested. Ask questions
based on observations to find more information about designing the world.

 Task Format: #2C - Present students with a scientific phenomenon to be explained, and then ask students to
describe what evidence is needed to answer the question they generated.

Part II: Planning for Assessment

Task Name: Learning the different types of weather in Michigan

Post Assessment Task:

Students will be provided with a worksheet that they will do weather wear matching. It will have pictures of rainy, snowy, and sunny. They
will have to match the items to the correct type of weather that they are needed for. Students will need to explain at least one item they matched to
the weather to show their understanding. Mrs. Gorbe or I will write their answers for them on the worksheet.

Post Assessment Task Rationale:

This task allows me to assess my students’ knowledge on the different types of weather they see in Michigan and their ability to prepare for
it based on the knowledge they have of the different types of weather. This task assesses their knowledge to prepare for the weather by
understanding what they need to provide safety for the different types of weather. By having the students match to the weather and have them
explain at least one of their matches will show if they understand the scientific explanation for understanding why we prepare for severe weather.
Their explanations need to show a connection between the relations of the objects using a scientific explanation.
Task Response Features You Are Looking For:

- +3 if they are able to get all 8 matched correctly, and can explain to me for two of them why they matched it by constructing a
kindergarten-grade-level explanation. For example, match all pictures correctly. Sunny: hat, bathing suit, and sunglasses. Snowy: hat,
mittens, and scarf. Rainy: umbrella and rain boots. I connected the sunglasses to sunny because I need to protect my eyes from the bright
sun.
- +2 if they are only able to match 6+ correctly, and can construct an explanation for why they matched it. Or are able to construct a
sufficient explanation for the ones that were incorrect. For example, match 6+ pictures correctly. Sunny: hat and bathing suit. Rainy:
Umbrella, scarf, and rain boots. Snowy: hat, mittens, and sunglasses. I connected the mittens to snowy because it is important to protect
my hands from the cold snow.
- +1 if they are only able to match 5 or below correctly, and are unable to give an explanation that is acceptable or sufficient for the ones
that were incorrect. For example, they only match 5 or less pictures. Sunny: hat, bathing suit, and boots. Rainy: umbrella and scarf.
Snowy: mittens, hat, and sunglasses. I connected mittens to snowy because my mom puts them on me when there is snow.

Rubric is on the next page, more detail of the expected responses.

Select one or more of the following practices to try to engage your students in a class discussion that will feel different from IRE
discourse.

Equitable sense-making pedagogical practices

● Think-pair shares where students are able to hear and share their partner’s ideas
● Opportunities for multiple students to provide input at the same time and share ideas in smaller groups - starburst discussion
● Have students revoice other students’ responses
● Have students build on (add to, respond to) someone else’s idea or experience
● Provide opportunities for students to participate in different sized groups (whole, group, partners)
● Connect lessons to students’ experiences
● De-center the teacher as the person with the wisdom by using talk moves like, “Well what do you think?”
● Recognize and build off of students’ non-science knowledge
● Ask students to share examples of when/how they’ve seen/heard this before at home/afterschool/weekend/from
parents/friends --- then take up those examples and expand on them/recognize nuggets from them, ask other students what
follow-up questions those examples inspire.
● Provide multiple opportunities/output methods for students to share their expertise
● Ask students to teach you what they know about ____ (student expertise recognition) (“spotlight”)
● Ask students to debrief (in whole group) the “peer leader moments” they witnessed (“shout outs”)
● Individual predictions prior to experience/reflections after (prior to group discussions)
● Whole class input strategies: (thumbs-up, thumbs-down; everybody say their answers on 3: Example Teacher: “What is your
favorite color? 3,2,1” All students say their favorite color)
Part III: Instructional Procedures Chart:
Phenomenon and Driving Question for Lesson:

● PHENOMENON: The different types of weather they experience in Michigan.

● DRIVING QUESTION: How do we prepare for weather in Michigan?

Lesson Objective(s) for Lesson:

● The students will know and understand the different types of weather and understand that there are cool/cold and warm/hot
temperatures and different types of precipitation, in addition to knowing how to prepare for the different types of weather in
Michigan.
Anticipated Time and Dates for Lesson Teaching: 60 minutes on December 8, 2017 [day 1]

Activity & Time

Here you will indicate Procedures: What the Teacher and Students will DO and SAY
how long you believe ** “Activities” are the items in your Experiences, E →P and P →E columns. Considerations for diverse
each activity will take.
learners
You will also note the Here you will describe: ** examples of specific
EPE Function of each ● what you plan to do and say (exact words, not a summary – the exact changes you are making to
activity. It should be language teachers use is very important) for each activity, the content, process or
one of the following: ● what you want the students to say and do, product of the activity to
● Driving Question ● ways you might encourage, monitor, and respond to equitable student meet specific, individual
● Experiences sense-making. students’ learning needs
●E→P
●P→E
● Assessment TEACHER SAYS AND DOES STUDENTS SAY AND DO
Standing in front of class: (rules on the
By repeating rules that have
classroom bored)
already been incorporated
Students will repeat the rules and and used in their classroom
Setting Behavior “Bathroom signal
behavior expectations, as they are it helps learners who need
Expectations Hands in our lap
reminders of their everyday classroom the extra reminder as well
[1 min.] Sit crisscross applesauce
rules. as helping those who might
Raise hand to talk
have trouble adapting new
Respect personal space”
rules on the spot.
Standing in front of class facilitating: Students are actively listening. They
will raise their hands and answer when
“Today we are going to be talking called on.
Probing/Pressing By using the phrase “get
about the different kinds of weather,
Student ideas about ready” in addition to
and we are going to learn how to
answers to the “prepare” helps with the
answer the question: ‘How do we “Rain”
Driving Question language barriers for
prepare or get ready for weather in “Wind”
[3 min.] different students.
Michigan?” “Snowflakes”
“Lightening”
“Can anyone tell me what they know “Thunder”
 about the different weather? For
example, snow.”

“If you are not sure think about when

you go outside and what you see? Do
you ever see anything outside that you
don’t see today?”
Sitting down presenting pictures Students are patiently sitting and
under the camera to share on board: listening to instructions.

Will present students with different Students will remain on their assigned
Calling on students who
pictures of different type of weather. spots on the carper while we go
raise their hands so that no
There are 6 different pictures: through the 6 pictures. They will raise
cloudy, windy, rainy, sunny, snowy, their hands and wait to be called on. student feels forced to
and stormy speak up and feel
Descriptions I am looking for… uncomfortable.
“I will show you a picture of different
types of weather. So, what we are 1. Sunny: Sun, white clouds, blue I will have students give
going to do is by rising our hands skies, hot, can get a sunburn, and thumbs up if they agree
Activity 1 describe what we see in the picture. bright. with statements to help
You will wait until I call on you to 2. Rainy: rain, water, wet, can be include those who are not
[20min] answer.” slow or fast, can be soft or hard, most comfortable speaking
drizzle, showers and drops of up.
[Experience] As the students list off descriptions I water.
will write them down on a giant 3. Cloudy: grey or dark clouds, and This also helps include the
sticky note, but will divide them up cool or warm. student with cerebral palsy
based on temperature and 4. Snowy: cold, snowflakes, blizzard, who is non-verbal.
precipitation. hail, snow, can build a snowman,
can play in it, and it is white. By placing them on the
“Here is picture number 1. Can 5. Stormy: rain, water, wet, different sticky notes for the
anyone tell me what kind of weather lightening, thunder, and wind. categories will help all
this is? (Sunny).” 6. Windy: can be warm or cold, we learners, specifically those
Continue for the next 5 pictures… can feel the wind but cannot see it, who are more visual
1. Sunny it blows, and can move things, and
learners.
2. Rainy can be strong.
3. Cloudy
4. Snowy Students will give thumbs up if they
5. Stormy agree.
 6. Windy
Students will notice about the
When a student gives a description I different categories…
will have them give a thumbs up if
they agree. Temperature:
1. Hot/warm – sunny, rainy,
“Do you agree that a sunny day is stormy
____? If you do please give thumbs 2. Cold/cool – snowy, cloudy,
up.” windy

I will help students identify the Precipitation:

categories by placing them on the 1. Snowy, rainy, stormy
different sticky notes. This will be 2. Sunny, cloudy, windy
more difficult for the students to
identify. By creating them before Student will understand that
hand it well help students create the different weather can have different
connections and focus more on why types of temperatures. It can rain on
they are divided. a summer day. They will also
recognize that snowy, rainy, and
stormy all have some form of
precipitation, a form of water that is
occurring during that weather.
Explain to students:

“We are now going to look at each of

the sticky notes that have different
types of weather on it, and talk about
weather patterns. For example, Students will remain seated on their
weather can be identified by spots on the carpet, and listen as I
Transition temperature. Weather can be transition the activity. Students will
n/a
[30 seconds] warm/hot or cool/cold. Or weather answer the question and describe
can have precipitation. Can you tell what they notice about the group of
me what you notice about these pictures.
pictures? (Will be the group of
pictures for temperature for
cool/cold).
 Standing in front of the class I will
present each of the sticky notes that
have the division of temperature and
Students will raise their hands quietly
precipitation.
until called on to answer the question. Calling on students who
raise their hands so that no
First I will present the two sticky
Answers I am looking for… student feels forced to
notes about temperature. The
speak up and feel
students will then describe what
1. Cold/cool: Snowy, windy, uncomfortable.
they notice is different between the
rainy, stormy, cloudy. The
two of them. I will help lead the
temperature can be low. Students will have the
discussion by asking… “Is it hot or
2. Hot/warm: Sunny, rainy, descriptions we made
cold on a sunny day? How is this
stormy. The temperature can together and the photo to
different from a snowy day?”
be high. help them answer the
Students will then identify the two
3. Precipitation: Rainy, snowy,
different types of temperatures that question. This will help
stormy. The weather has
weather can have. students who have a harder
water in some form. It is wet
Activity 2 time without any visual
outside.
information.
4. No precipitation: Sunny,
[5-7min]
cloudy, and windy. There is no
By including think pair share
form of water. It is dry during
[E-P] it will help with students
these types of weather.
who don’t like to speak up
Think. Pair. Share. Students will be as often and it will give
Students will be able to think, pair
allowed to partner up and discuss them the chance to share
share, to help them answer the
the questions to help them work
questions and share ideas to work on ideas or learn new ones that
together to find an answer. Then can later be shared to the
their skills with conversing with a
those who are comfortable will share
partner before sharing their class as a whole.
with the group.
thoughts.
Students will have different
Next, I will present the precipitation
types of opportunities to
sticky notes in front of the class. Here
Students will identify the pictures communicate with one
the students will identify that one set
with some form of precipitation and another and with the
of the weather pictures have some
pictures without. In addition, to teacher.
form of precipitation (water) and the
identifying pictures based on their
other set does not. They will learn
temperatures.
that some types of weather involve
water/rain in some form. Students
will be able to identify that some
 pictures present this while the others
have no representation of
precipitation.

Explain to students:
By using the phrase “get
Transition “We are now going to look at each of Students will remain seated on their ready” in addition to
the sticky notes that have different spots on the carpet, and listen as I “prepare” helps with the
[30 seconds] types of weather on it, and talk about transition the activity. language barriers for
what need to prepare or get ready for different students.
them”
I will present one of the giant sticky Calling on students who
notes and then present will place the raise their hands so that no
background scene behind the dog. I student feels forced to
will have the students raise their speak up and feel
hands and will pick one student to uncomfortable.
place something that they dog will
need on him or around him, till I will have thumbs up if they
everything is complete. agree and thumbs down if
they disagree with the
“Now we are going to be dressing the Students will raise their hands to statements to help include
Activity 3 dog named Buddy to prepare or get place one of the pieces on Buddy those who are not most
ready for the weather. I am going to based on the weather that has been
comfortable speaking up.
[10 minutes] place the background and I will call chosen. Students will also place the
on you if your hand is raised quietly to sun, clouds, snowflakes, or raindrops
This also helps include the
[P-E] pick one item to put on Buddy. Here is around Buddy based on the weather
the first sticky note we are going to do, that is being worked on. student with cerebral palsy
can anyone tell me what this one is?” who is non-verbal
Other students will remain quiet while
“What will Buddy need to prepare or the one student picks a piece and This activity moves from
get ready for going outside on a sunny places it on Buddy. working with words, to
day?” active visualization and
(Each student will place an item till If the student walks up and is taking participation. This will help
everything is on the dog). too long they will be allowed to pick a more hands on and active
partner and work together and then learners. This will also
For the sticky notes like rain and place it on Buddy. If they take too long support students who
 stormy the first student will get to pick they will be asked to sit down. (Think, struggle with language
by placing the dark clouds or the pair, and share). barriers.
stormy clouds around Buddy.
Students will thumbs up if they agree By using the phrase “get
I will have the students give thumbs and thumb down if they disagree. ready” in addition to
up if they agree. “prepare” helps with the
For students who are wrong some will language barriers for
“Thumbs up if you think this belongs be asked to explain why they think it is different students.
here? Now thumbs down if you correct or incorrect.
disagree.”

If the students have thumbs down and

are wrong I will ask some of them
why.

Transition “You guys are doing a great job, we Students will patiently wait as I put
are now going to put Buddy away and Buddy and all the felt parts back in the n/a
[30 seconds] move onto the next part of the lesson.” bag.
Students are actively listening and Students will be able to
answering questions when called on. actively point things out if
Standing in front of the class they are unable to grasp the
facilitating the conclusion: Students will respond to what weather words they want to explain.
is with the different types of weather This will incorporate all
Can anyone tell me what weather is? we talked about or the words we used learners of different
to describe them. abilities.
Can anyone tell me the different type
Conclusion of weather we see in Michigan? The different types of weather we see Reflecting back on what
in Michigan students should be able to students need to prepare for
[3-4min] Who can tell me what I need to say: snowy, sunny, windy, cloudy, rainy, certain weather will help
prepare or get ready for a windy day? stormy them better understand the
Stormy day? final assessment, for those
Students will be able to list off the who might be confused.
Students will be aloud to point things different things needed to prepare for a
out in the classroom if they struggle windy day and stormy day. By using the phrase “get
with wording. Windy: long sleeve, coat, jacket, ready” in addition to
something warm, pants, shoes, “prepare” helps with the
maybe a hat language barriers for
 Stormy: rain boots, maybe a hat, different students.
raincoat, rain pants, umbrella

“Now we will do our final assessment

that is a worksheet you will each do
individually. I will show you an
example before you do it on your own”

I will trace over the line that has Not all students are at a
already been shown. strong level with writing this
assessment allows all
“You are going to draw a line and students to participate.
match the item that is needed to one Students will listen to instruction and
of the three different types of follow along with the demonstration. The assessment is very clear
weather.” and should be easy enough
Students will then get into the two lines for all students to follow
“When you are finished please bring
get their worksheets and begin the instructions correctly.
Assessment Task you worksheet to Ms. Gorbe or I and
assessment.
[15 min.] you will have to explain one of your
Allowing them to explain
matches to us.”
When completed they will bring their verbally to show their
“Boys make one line and girls make assessment to me. When they come up reasoning even if I would
another line.” I will ask them to explain one or two of mark them wrong,
their answers. sometimes their
I will have the helper of that day help explanations can give them
me pass the papers out to one of the more points.
lines.

Students will bring their sheet up

when they are done and have to
explain at least one of their answers
to Ms. Gorbe or I to show their
understanding.