Lesson Plan- Items to include/Consider

Title, Grade, Subject Area, and Time Required- REQUIRED

What is rain? (Special Ed children learning rain and weather concepts)
Grades: 1, 2, 3
Science, Art
Two class periods.

Introduction/Overview-REQUIRED
This lesson plan will teach students about rain and weather concepts. The students will watch a
PowerPoint presentation and answer questions on a worksheet provide to the students before the
presentation starts. Finally, the children will make a model out of construction paper and yarn to
represent a rain cloud and rain.

Learning outcomes-REQUIRED
Students will learn about where rain comes from and how is helps plants, animals and people. They
will understand the concept that rain comes from clouds.

Curriculum alignment-REQUIRED
Art Standards (Nevada)
In a world inundated with an array of messages and meanings, an arts education helps young people
explore, understand and accept ambiguity and subjectivity. At the same time, the arts bring
excitement and exhilaration to the learning process which transcend subject matter boundaries. Study
of and competence in the arts and other disciplines reinforce each other; students become
increasingly interested in learning, add new dimensions to what they already know, and enhance their
expectations for learning even more. Research has shown that students of the arts continue to
outperform their non-arts peers on College Board Examinations.
Perhaps most important, the arts have intrinsic value. They are worth learning for their own sake,
providing benefits not available through other means. The arts also make a contribution to education
that reaches far beyond their intrinsic value. The skills recommended for success in the workplace of
the future are those learned in arts education programs: working in teams, communication, self-
esteem, creative thinking, imagination, and invention. Finally, a comprehensive, articulated arts
education program engages students in a process that helps them develop the self-discipline and
self-motivation necessary to lead productive and fulfilling lives.
Through the study of music , students move, sing, play, dance, and create as well as engage in the
fundamental musical processes of analyzing, evaluating, and listening to sound.
Through education in theatre, students study and integrate acting, designing, directing, script writing,
researching, analyzing and critiquing, and understanding contexts of theatrical forms.
Through study in the visual arts, students develop thinking skills by analyzing artwork in multiple
contexts and by producing artwork in various media.
Systematic involvement in the arts also facilitates the important modes of physical, cognitive, and
emotional development of students because they gain powerful tools for:
developing problem-solving skills which bring an array of expressive, analytical, and developmental
tools to every human situation;
communicating their thoughts and feelings in a variety of modes, giving them a vastly more powerful
repertoire of self-expression;
enhancing body directionality and kinesthetic development;
understanding human experiences, both past and present;
learning to adapt to and respect others
Nevada Academic Content Standards for Science (NVACSS)
The purpose of science education is to provide students with positive learning experiences enhanced
over time by a deeper understanding of science content and the provision of tools students need in
order to research, predict, hypothesize, investigate, analyze, conclude, and start the process all over.
This is why we do science instead of sliding into rigid, unchanging roles in the education process. As
science educators, we are all teachers, we are all learners and we are all scientists. And we educate
with the understanding that the educational opportunities created by this process are available to our
students. The goal: Our students research problems, predict outcomes, analyze results and make
conclusions understanding this is only the beginning of the life-long learning process.
With this purpose in mind, Nevada's K-12 science education stakeholders, the Nevada Board of
Education and the Nevada Department of Education collaborated and adopted our current Nevada
State Academic Content Standards for Science (2014) based on the Next Generation Science
Standards (NGSS). This adopted regulation is in response to the call for science educators to
progress science standards in order to make our Nevada students college and career ready. In
response, Nevada science educators collaborated and decided that science standards based on A
Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas findings
would best serve Nevada's students. This adopted regulation embraces rigorous goals for all
students, provides a greater opportunity for Nevada's educators to foster the development of a
scientifically literate society via its alignment to other K-12 disciplines and the inclusion of the 21st
Century Skills and reflects the real world interconnections in science. This adopted regulation was
developed based on current and relevant science research in order to meet the diverse needs of all
our students through its emphasis of the following:
Disciplinary Core Ideas
1) Earth & Space Science
2) Engineering Design
3) Life Science
4) Physical Science
Crosscutting Concepts
1) Patterns
2) Cause and Effect: Mechanism and Explanation
3) Scale, Proportion, & Quantity
4) Systems & System Models
5) Energy & Matter: Flows, Cycles, & Conservation
6) Structure & Function
7) Stability & Change
Science & Engineering Practices
1) Asking questions (for science) and defining problems
(for engineering)
2) Developing and using models
3) Planning and carrying out investigations
4) Analyzing and interpreting data
5) Using mathematics and computational thinking
6) Constructing explanations (for science) and designing solutions (for engineering)
7) Engaging in argument from evidence
8) Obtaining, evaluating, and communicating information
Please refer to Appendices on the Next Generation Science Standards webpage (listed under
websites) for more information regarding the practices as well as implementation of Nevada current
science standards.
Science Education in NevadaMOVING FORWARD: NVACSS Implementation
Nevada's school districts have the opportunity to help decide how we move forward and have done
well with the collaborative opportunity. Currently, Nevada science education stakeholders are
continuing to collaborate on the implementation of our current science standards. District NVACSS
(2014) Implementation teams have been working with their science community to prepare for the
2015-2016 classroom implementation of the NVACSS.
Please work closely with your district teams as we continue to move forward in the science standard
implementation process. Your district implementation team has been asked to provide feedback as
we work toward district implementation of the Nevada State Academic Content Standards for Science
(2014) for the 2014-15 school year. Classroom implementation will begin during the 2015-2016
school year.

Materials needed-REQUIRED
Required Materials:
Construction paper
Tape
Yarn (light blue & white)
Computer
Projector
Crayons / color pencils
Teacher created PowerPoint and worksheet

Technology resources-REQUIRED
Just one computer and a projector to show PowerPoint to the class.

Websites and APPS- REQUIRED

Teacher will just need access to their Presentation. Bubbl.us

Pre-activities-REQUIRED
Teacher: Prepare a PowerPoint presentation on rain and weather concepts.
Create a worksheet to go along with the PowerPoint, with questions highlighting what each student
should be learning from the presentation.
Students: Do not need anything to prepare for this lesson.

Activities-REQUIRED
1. Students will watch a PowerPoint presentation about rain and weather concepts.
2. The students will follow along on a worksheet, answering questions (with teachers assists if
needed).
3. The students will make a model of a rain cloud and rain using construction paper, crayons/
color pencils and yarn.
4. After they finish students will display their rain cloud on the wall.

Assessment- REQUIRED
Students will turn in their completed worksheet after the PowerPoint presentation. Teachers will be to
evaluate what each student learned from the presentation. While working on their clouds I will have
each student come up and show me on the smart board that they understand the rain cycle.
 (the arrows will not be there and the student will have to
show the appropriate place for each bubble)

Modifications- RECOMMENDED once you have your own class you would need to include this
information for your students.
Modifications and Accommodations will depend on each students disability.
extra time
show the PowerPoint twice to make sure students understand