Grade: 1st

Topic: Weather

Content Area: Science

Instructional Objective
Following a class discussion about temperature and the weather, students will have a class
discussion identifying what clothing is worn in each type of weather using the "Guess the
Dress" iPad app and a SMARTBoard. Students will then create an opinion-based story, which
will be graded using a teacher created rubric, about perfect weather creating a perfect" day.
Key Concept
Students will demonstrate their knowledge of weather conditions and how it affects daily life.
Standards and Indicators
NYS Common Core Standards
1.W.1: Write opinion pieces, in which they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Indicator: This will be evident when students create their opinion-based My Perfect Day stories
and discuss why they selected particular weather conditions.
1.SL.1: Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
Indicator: This will be evident when students actively participate in a teacher led discussion
about what to wear in various types of weather.
1.SL.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Indicator: This will be evident when students create illustrations to their My Perfect Day stories.
1.SL.6: Produce complete sentences when appropriate to task and situation.
Indicator: This will be evident when students actively participate in a teacher led discussion
about what to wear in various types of weather and in the Guess the Dress activity.
1.L.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Indicator: This will be evident when students write their My Perfect Day stories, and actively
orally participate in a teacher lead discussion about what to wear in various types of weather and
the Guess the Dress activity.

ISTE NETS for Students

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
Indicator: This will be evident when students use the iPad and SMART/Promethean board to
participate in the Guess the Dress activity and use the iPad to create illustrations to accompany
their My Perfect Day stories.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Indicator: This will be evident when students use the iPad and SMART/Promethean board to
analyze the given environment to properly participate in the Guess the Dress activity.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
b. Select and use applications effectively and productively
Indicator: This will be evident when students use the iPad and SMART/Promethean board to
participate in the Guess the Dress activity and use the iPad to create illustrations to accompany
their My Perfect Day stories.
Motivation
The students will watch a Sesame Street video about the rainy weather and what to wear in
different types of weather.
Materials
1. Computer(s)
2. iPad(s)
3. Guess the Dress iPad application
4. Drawing Free iPad application
5. Smart Board/Promethean Board
6. Lined Paper

7. Blank Paper
8. Pens
9. Pencils
10. Crayons
11. Colored Pencils
12. Markers

13.
14.
15. Strategies
16. Group discussions, direct instruction, indirect instruction, and teacher demonstration.
17.
18. Adaptation
19. The student who has a visual disability will be placed in the front of the class during the
use of the Smart/Promethean Board.
20.
21. The student who has a learning disability in writing will be provided with a note taker.
22.
23. The student who is an English language learner will be provided the vocabulary for the
lesson two school days prior to the lesson.
24.
25. Differentiation of Instruction
26. The teacher realizes not all students learn or work at the same pace. Therefore, the class
will be divided by pace.
27.
28. Group A: Students will be given 15 minutes to write their Perfect Day stories.
29. Group B: Students will be given 20 minutes to write their Perfect Day stories.
30. Group C: Students will be given 25 minutes to write their Perfect Day stories.
31.
32. Developmental Procedures
33. Activities
1. The teacher will lead students in a class discussion about what types of clothing is worn
in each type of weather and for what temperature. (What type of clothing is worn in hot
and sunny weather? When do you wear rubber boots? Should you wear sandals when it
is snowing? When is it important to wear extra layers of clothing?)
2. Students will use the class iPad, and the SMART/Promethean Board to use the Guess the
Dress app and help characters choose the best items to wear for each type of weather.
(Which kind of hat did you wear for a Spring day? When did you choose the fleece/furlined boots? Why was the character upset when you did not choose the proper clothing
for the weather? What was your favorite outfit?)
3. Students will create an opinion-based story about weather conditions that will create the
perfect day and what they can wear and do because of the selected weather. (In your
opinion, what are the perfect weather conditions? In your opinion, what are the worst
types of weather? Why did you choose particular items of clothing? Why do the weather
conditions you chose make your day perfect?)
4. Students will create an illustration to accompany their My Perfect Day stories using the
Drawing Free application on the iPad. (What part of your story will you illustrate? Why

did you select that part of the story? Why did you select certain colors to describe your
weather? Do you believe certain colors represent certain types of weather conditions?)
34. Assessment
35. The teacher will assess students The Perfect Day stories using a teacher created rubric
36.
37. Independent Practice
38. For homework, students will create a weather wheel with a collage of pictures of the
clothing they should wear for the type of weather in each section.
39.
40. Follow-Up
41. Direct Teacher Intervention
42. Under direct intervention with the teacher, students who did not meet the objective will
be given pictures of four types of weather and a selection of clothing pictures on the
SMART/Promethean Board. The student will draw a line from the clothing to the type of
season it is worn in.
43.
44. Academic Enrichment
45. For students who met or surpassed the objective, they create a weather dress up game for
their favorite character and present it to the class.
46.
47. Teacher References
48.
Cooney, T. (2008). Scott Foresman science (Diamond ed., student ed.). Glenview, Ill.:
Pearson/Scott Foresman.
49.
Cousins, L. (20112006). Maisy's wonderful weather book (2nd U.S. ed.). Cambridge,
MA: Candlewick Press.
50.
Heddle, R., & Shipton, P. (1993). Science with weather. London, England: Usborne Pub.
51.
Jones, R. M. (2002). Harcourt science. Orlando: Harcourt School Publishers.
52.
Jones, R. M. (2002). Harcourt science. Orlando: Harcourt School Publishers.
53.
Rice, D. (2012). Weather. Huntington Beach, CA: Teacher Created Materials.
54. Snedeker, J. (2012). The everything kids' weather book: from tornadoes to snowstorms,
55.
puzzles, games, and facts that make weather for kids fun!. Avon, Mass.: Adams
Media.