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{lesson plan final ae528.doc.rtf}

Lesson Plan Number One:
Grade Level(s): 6, 7, 8 (Modify to First/Second grade level for MR)
Topic:
Meteorology
OVERVIEW: The students will be able to forecast the weather up to 48 hours.
PURPOSE: By gaining an understanding of how to forecast weather, the students will be able use weather reports for their personal benefit.
OBJECTIVE(s):
STUDENTS WILL BE ABLE TO:
1. Tell what weather is.
2. Read barometer, anemometer, wind vane, hygrometer, (psychrometer) and thermometer.
3. Understand basic cloud formations relationship to weather.
4. Forecast the weather for two days.
For students with MR:
Use objectives one, but let the students tell you what they think weather is and
how would they define.
Reduce the number of instruments in objective two to thermometer and wind vane.
Omit objective three, and provide newspaper each day for a week for the students
to look up the daily weather and record it in on a data sheet provided by the
teacher.
For students with LD/ED:
Omit objective number three or pair students with a higher level learner to help
her/him with lessons. Provide notes, study guide and/or outline of the lesson
ahead of time so the students will know what the lesson is about before hand. Use
a variety of sensory strategies for learning: audio tapes, visuals such as the
overhead or pictures, have the notes on the overhead as you go through the
lesson. In the general education classroom the student should be seated up front
and near the teacher, so teacher can check progress and keep student on task.
Distractions should be kept at a minimal with seating near students who are not
behavior problems, away from computer screens, trash can, pencil sharpener, and
window and doors.
Students will need to have covered basic weather topics such as fronts, high and
low pressure areas, use of meteorological instruments, etc. before beginning this
activity. You can do this by having students watch TV or newspaper or National
Weather Service weather reports daily. Using this information along with the
demonstration reading from the instruments in your school the students can make
weather charts of cold and warm fronts, high and low pressure systems, etc. Also
you need to cover the cloud types with pictures and actual viewing.
ACTIVITIES AND PROCEDURES:
Each day, for two or three weeks have students use a thermometer, barometer, wind vane, anemometer, and hygrometer to take measurements of the current weather conditions. MAKE SURE STUDENTS KNOW HOW TO USE EACH OF THE WEATHER GATHERING INSTRUMENTS.
CROSS-CURRICULUM IDEAS/ASSESSMENT:
Math: Have students keep track of high and low temperature in both F degrees and C degrees for one week. Graph those temperatures and figure the mean average for the week.
MR: Keep up with only the F degrees and omit the graphing. LD/ED: Make sure the assigned partner helps the students with this activity. Student may need extra time to complete.
English: Do a narrative of the life of a cloud.
MR: Let them draw a picture
Lesson Plan Number Two:
Grade Level(s): 4, 5, 6 (Modify to First/Second grade level for MR)
Topic:
Meteorology
Overview: The movement of air masses can be confusing and difficult for students to conceptualize. This activity aids in the understanding of high and low pressure behavior, vacuums, and molecular structure.
Purpose The purpose of this activity is to give the students a hands-on reference for a "larger than classroom" event.
Objectives: As a result of this activity, students will be able to:
Students will be able to identify a high pressure area by describing one.
Students will be able to identify a low pressure area by describing one.
Identify a front.
Explain why a high pressure area seeks a low pressure area.
MR: This lesson will need to be broken down into at least two or maybe three lessons because MR students can only understand one concept at a time. Beware of introducing too many ideas into one lesson.
One lesson should introduce high and low pressure only. Let students give responses about what they think a high or low pressure means then after the lesson go back to their responses and see what they learned from the lesson. The activities are appropriate for a variety of learning levels, however extra time will be needed for explanation. Allow plenty of time for understanding, questions, and probably the need to go back over the activity and material again. On the next day cover the next two objectives. On the third day re-teach any concepts or objectives not comprehended by the students (you will know by assessment results and by blank look on their faces).
LD/ED: Provide notes, study guide and/or outline of the lesson ahead of time so the students will know what the lesson is about before hand. Use a variety of sensory strategies for learning: audio tapes, visuals such as the overhead or pictures, have the notes on the overhead as you go through the lesson.
Materials:
Possibilities although none are needed:
teacher made or student made signs indicating high or low
balloons
scissors or pins
Procedure:
Tell the class to imagine that all of the students in every class in the school were tightly packed into their classroom with standing room only. All doors and windows were closed. This room then would be a high pressure area.
Now imagine that there is no one in the hall outside the classroom. It is totally empty. The hall then is a low pressure area.
Someone opens the door. Where then would the students in the classroom want to go? Where does a high pressure want to go? Yes, out the door or to a low pressure area.
Discuss the occurrence at the doorway. Could the flow be slow and easy? Fast and furious?
Now imagine that some students were moving from right to left or in a counterclockwise direction in the hallway. As the students moved out of the classroom, they were allowed to exit only by moving left to right or in a clockwise direction. Ask for ideas about what might happen--pile ups (clouds), bumping an rubbing or friction (lightning)...
Have students blow up balloons in pairs. The will leave a peak in the top of the balloon. Instruct them to tie the end and remain holding it securely. The second student will then either cut off the peak (anvil cloud) or prick it with a pin. The student holding the balloon will release it simultaneously. This activity represents a cumulonimbus cloud. The peak of the balloon represents the part of the cloud that becomes the anvil that occurs when the jet stream passes over and may cause a tornado like the one they just experienced.
Students may actively participate by wearing signs indicating they are part of the high or low area. They would then move in the clockwise or counterclockwise direction. Other students could represent the front that occurs where they meet.
Lesson Plan Number Three
Topic:
Clouds
Objectives:
1. As a result of this lesson students will be able to identify the different types of cloud coverage.
2. As a result of this lesson students will be able to use fractions to measure cloud coverage.
MR: Take two days to cover these two objectives. The second objective will require teacher support. After the students go to the websites indicated the teacher will need to take the students through the activities step by step. Break it down. Some of the students will need or want a challenge, so let them try to complete as much of the activities as they can. If other students become frustrated because it is too difficult, their lesson can be modified further by requiring less work or information. These may need to skip the fraction section. The teacher can still walk them through the activity.
LD/ED: These students will need extra time for the activities. Again assign a partner in case they have difficulty. Teacher support may also be needed for completion of the fraction activity.
Materials:
Pencils, internet, poster paper (at least two pieces), graph paper, Pie in the Sky student E-Sheet, Cloud Cover Weather Symbols student sheet, Cloud Cover Weather Symbols teacher sheet, weather chart.
Procedure/Problem:
Students we have been studying the different types of clouds and how they are formed. Today we will investigate another characteristic about clouds. Motivation: Today we are going outside again to look at the sky and describe how it looks today. You will be given a weather chart to use in your description. You will notice that the chart covers one week, so we will take a few minutes every day for the next week to observe the clouds (to save time, this can be done indoors if the classroom windows allow access to viewing the sky) and complete our charts.
Internet Activity:
1. Give the students a few minutes to discuss their cloud observations. List the students observations on a piece of poster paper for use later.
2. Divide students into four groups and use the Pie in the Sky student E-Sheet to go to Clouds at the BrainPop site.
3. They should watch the movie, look at the Learn More About Cloud Symbols section, and then play the quiz. The Learn More About Cloud Symbols section shows pie diagrams and cloud coverage.
NOTE: This site will only allow you to watch two movies per day unless your school subscribes to the site, so be sure students go right to the Clouds movie.
4. Give students their Cloud Cover Weather Symbols student sheets.
NOTE: Teachers will use Cloud Cover Weather Symbols teacher sheet as a reference to answer any questions. This activity asks students to differentiate between different types of sky, from clear to overcast.
5. At the completion of this activity, they should be ready to do The Pie in the Sky activity on the Plane Math website.
NOTE: In this activity, students learn the four types of cloud cover, their fractional component, and then assign the correct type of cloud cover to given samples of sky. The four different types of cloud cover are described as:
a. Clear – 0 – 1/10th covered
b. Scattered – 1/10th - 5/10th covered
c. Broken – 5/10th – 9/10th covered
d. Overcast – fully covered
Most students have problems with fractions. This activity emphasizes the very basics of fractions, so it is a great activity for developing their skills in the use of fractions. The teacher should assist students as needed with this activity.
6. Once at The Pie in the Sky student E-Sheet start by clicking on the Lesson box and then follow the “Go on” button, found in the bottom right corner of each page.
7. Tell students the websites are book marked for faster and easier accessing.
8. Ask students if there are any questions.
9. Give them a copy of the directions.
Discussion:
1. Have students discuss what they did, what they learned about cloud cover. Ask students questions, what are the four types of cloud covers described in the lesson? Did you notice that one site you visited described four cloud covers and the other site described five types? Tell me about that.
2. Describe the sky now based on today’s lesson. Write all answers down on the last sheet of post paper and tape on board or wall. Go back to the answers given during Motivation activity at the beginning of the lesson. Tape the poster paper with these answers next to the other one. How is your description of clouds now different from your description at the beginning of the lesson?
Evaluation:
1. Hand out graph paper, and tell students to make a grid with as many sections as they like. (They may want to do something different from four or ten as they have already experienced and they should be encouraged to do so, particularly to emphasize that fractions can have any number on top or on bottom.)
2. They should color as many blocks that represents what the cloud coverage looks like today.
3. At the bottom of the paper, they should put the fraction that expresses the cloud coverage.
MR: Have students use graph paper and colored pencils to describe the different cloud coverage. Results do not have to be exact. This will give you some idea of how much of the lesson they understood.
LD/ED: These students may need peer and or teacher guided directions to complete the assessment.

Please access the following rubric by clicking on the link below:
{PowerPoint Presentation.docx}
Name: Date:
Criteria
Exceeds expectation
Meets Expectation
Below Expectation
Organization
12-15 points
8-11 points
4-7 points
Presentation includes clear, organized, significance
Significance (greater context – why should we care?) Introduction (what are you going to say, some background)Body (studymethods/results)Conclusion (what was most important –main points)
Meets all criteria
One componentnot clear andorganized.
Meets 1 to 3 criteria with some literature
Problem definition
16-20 points
11-15 points
7-10 points
Problem definition meets all of the following:
-The instructional problem to be solved by the project is clearly defined
- Definition identifies the audience and context of the problem
- Definition includes background information supported by the literature.
- Definition includes explanation of why the problem is important and worth solving.
Meets all criteria
Meets 3-4 criteria, but literature support and rationale are weak
Partially meets 2-3 criteria, with weaknesses in some key criteria
Goal Analysis
20-25 points
16-19 points
7-15 points
- Purpose of goal analysis clearly stated
- Goal analysis clearly identifies the instructional problem to be solved
- Goal analysis clearly identifies the overall goal.
- Goal analysis identifies possible solutions to the problem in terms of appropriate sub-goals.
Meets all criteria
Meets 3-4 criteria
Meets 1-2 criteria
Learner Analysis
20-25 points
16-19 points
7-15 points
- Identifies and describes all appropriate learner characteristics that would affect instruction and performance
- Identifies and justifies all prerequisite skills needed to benefit from the instruction
Meets all criteria, some weakness in treatment of topic
Meets all criteria, but lack depth in the treatment of the criteria
Partially meets both criteria, with significant weakness in treatment of topic
Contextual Analysis
20-25 points
16-19 points
7-15 points
- Contextual analysis clearly defines the learning environment in which the learner will interact with the instruction
- Contextual analysis identifies the specific context in which the learning will take place and in which skills learned will be used
- Identifies and describes data sources for the contextual analysis fully
Meets all criteria, some weakness in topic treatment
Meets all criteria, but lack depth in topic treatment
Partially meets all criteria, with significant weakness in topic treatment
Mechanics
12-15 points
8-11 points
4-7 points
- The project report flows from general ideas to specific conclusions and/or vice versa.
- All sub-sections follow a logical order.
- Transitions tie sections together as well as individual paragraphs.
- The writing is clear and concise.
- The writer uses the active voice where appropriate.
- There are few, if any, errors in spelling, grammar and punctuation.
Meets all criteria
Meets 4-5 criteria
Partially meets 3-4 criteria, with weaknesses in some key criteria
Formatting and Citation
8-10 points
5-7 points
1-4 points
- Document follows APA formatting (title, running head, abstract, heading, numbering, etc.)
- It includes all necessary citations in the body of the paper.
- The references listed match the in-text citations and correctly written in APA format.
- References are verifiable
Meets all criteria
Meets 3 criteria
Partially meets 2-3 criteria, with weaknesses in some key criteria
Creativity
12-15 points
8-11 points
4-7 points
- The work is original, not a copy of an example
- Clarity of thoughts
- Reflects applications in a work setting
Meets all criteria
Partially meets criteria or meets 2 of 3 criteria
Partially meets criteria with weaknesses
Total = 150 points
Student’ score =

Project 1 Assessment RubricPlease access the following rubric by clicking on the link below:
{PowerPoint Presentation.docx}
Name: Date:
Criteria
8-11 points
4-7 points
organized, significance Significance
Significance (greater context say, some background)
Body (studymethods/results)
Conclusionbackground)Body (studymethods/results)Conclusion (what was
Meets all criteria
One component
notcomponentnot clear and
organized.andorganized.
Meets 1 to 3 criteria with some literature
Problem definition