Name: Melissa LeSage

Grade Level: Second Grade

Date: Implemented
Group Size: Learning Center
Subject/Lesson Topic: Science/ Weather
Objectives: (TLW:)
The learner will use this worksheet to answer all the questions posed about the weather
using their own observations and what they have learned about different weather types.
Standards/GLEs:
Pose questions that can be answered by using students own observations, scientific
knowledge, and testable scientific investigations (SI-E-A1)
Contextual Factors: (What contextual factors were considered when planning the
lesson)
The school is located in community with a majority of low income and middle

income students. The area has majority African American and Hispanic students.
The class contains 24 enrolled students and one inclusion student that is not

enrolled in the class. There are 15 boys and 10 girls in the class.
This classroom contains a variety of children. There are 4 children with IEPs in
the classroom. Two students without IEPs receive speech accommodations. Two
other students also have a 504 document in place. Two other students are ESL
students.

Teacher Materials/Resources:
PowerPoint presentation from the whole group lesson
Student Materials/Resources:
Worksheets
Books about different types of weather (LR books about thunderstorms, rain, and
tornados)
Their science textbook
Pencil
Crayons
Technology Integration:
No technology integrated in this lesson. If the class had iPad or portable computers, I
would allow the students to research their weather on the computer.
Family/Community Connection or Extension:
For this assignment, I will talk to the kids during their learning center about what they do

with their family during the type of weather they like or dislike. Then, I will ask them to
share their weather report with their parents at home.
Pre-Assessment:
During the whole group lesson, I noticed that the children had trouble with weather
instruments. They could not remember what a wind vane, anemometer, and a wind sock
were. They also got confused about the different uses for these instruments. Some of the
children also had questions about some weather types. I tried to do a learning center that
connected all of these things together and allowed the student to conduct his/her own
research.
Lesson Procedure and Activities:
Introduction:
After doing their workbook pages, I will bring them to the rug to review the
PowerPoint I used in the whole group lesson.
o We will pay attention to reviewing the weather instruments, what they
measure, and why we use them.
Then, we will talk about what they are going to be doing in the learning
center.
o Give directions for both activities that they are going to be doing.
Have them do the weather report before they do the crossword puzzle.
o Some things to mention:
For the crossword puzzle, the words are up and down,
diagonal, and some of them are upside down.
For the weather search, they are going to be picking two
different types of weather. One they like and one they do not
like.
After explaining, the directions ask the kids if they have any questions.
Activities
The children should begin working on the weather report first. During this
time, they should use the LR books or their science textbook to help them.
o They will have to pick a weather that they like. Then, go on to write
why they like it, what they see during this weather, what they wear
during this weather, what instruments scientists use when this weather
is occurring, and what they do during this weather. Finally, they get to
draw that type of weather.
o Then, they will have to pick a weather they do not like and do the
same thing.
After they are finished with their weather report, they will move on to their
word search. The word search gives the students the definition of a word we
talked about during the lessons on weather. They will have to read the
definition and find the correct word to match. Then, they should go in the
word search and find the word.

Closure:
After 25-40 minutes in centers, we will give them five minutes to clean up and
be on the rug.
When everyone is on the rug, I will allow a few students to come up and share
with the class their report. The will be able to show their drawing and talk
about what they wrote on their report.
Differentiation:
For the crossword puzzle, there are three different types. There is a hard one that will
accommodate your high level students, a middle one that will cover your students in the
middle, and a very easy one that will accommodate your low level students. To assist
these groups further, you can give them the words that they should match to the
crossword puzzles definitions. For the higher level students, you can also challenge them
not to use the book when doing the assignment.
For the weather report, the questions will change depending on the person. For children
that are lower level, I will take out the question about the weather instruments. The rest of
the questions should be easy enough for them to do on their own. I will also walk over
and talk them through what the questions say. Then, pair them with a partner that can
help them complete the assignment. For children that are higher level, I will tell them to
get their journal out and write an opinion piece about the weather they like the most.
They will have to include at least three of the questions from the weather report
worksheet.
Formative Assessment/Evaluation:
Both of these activities can be used as a formative assessment. The word search shows
that the children know what the definition of some of the terms are. The weather report
shows that they know about types of weather and the different weather instruments.
Observations during the center can help you tell if the children are grasping the concepts.