Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Casey Enloe

Position Science Teacher

School/District East Cobb Middle School/Cobb County School District

Grade Level(s) 6th

Content Area Science

Time line 1 week

Standards
 What do you want students to know and be able to do?
 What knowledge, skills, and strategies do you expect students to gain?
 Are there connections to other curriculum areas and subject area benchmarks?
 Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.
S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water
Content Standards affect climate and weather
d. Construct
1.1 Empowered an explanation of the relationship
Learner-Students between to
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pressure, weather
an active role infronts, air
choosing,
NETS*S Standards: achieving, and demonstrating competency in their learning goals, informed by the learning
sciences
Overview (a short summary of the lesson or unit including assignment or expected or possible products)

 Students will create a weather forecast that describes a type of severe weather and explain the air
pressure, fronts, and air masses associated with that type of weather

Introduction:
Students will complete a Nearpod lesson that reviews the types and causes of severe weather than were learned
in previous lessons

Main Lesson:
 Students will choose one type of severe weather to research: hurricanes, tornadoes, thunderstorms, or
blizzards
 Students will independently research their weather type. Student research must include the type of air
pressure, weather fronts, and air masses associated with that type of weather. Research must also
include causes and effects and safety tips.
 After writing a script, students will create a weather forecast video using the Flip (formerly Flipgrid)
application.

Closing:

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Essential Questions

 What essential question or learning are you addressing?

Essential Question: What are the causes, effects, and safety measures for the different types of severe weather
experienced in the continental United States?

 What would students care or want to know about the topic?

Assessment

 What will students do or produce to illustrate their learning?

To illustrate their learning, students will produce a weather forecast using the Flip application. This weather
forecast will cover the causes, effects, and safety measures for one type of severe weather.

 What can students do to generate new knowledge?

Resources

 How does technology support student learning?

In this activity technology supports student learning in a variety of ways. Students can review concepts via a
Nearpod lesson on severe weather. Students are also able to produce a creative weather forecast video via the
Flip video application.

 What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact
with the content?

In this activity the digital tools used are Nearpod, Flip, and Class Notebook via OneNote on Office 365. Students
will use the Nearpod lesson to review concepts related to severe weather. Students can use the Flip application
to produce a creative weather forecast video. Finally, students will share their weather forecast scripts on the
OneNote Class Notebook on Office 365. The Class Notebook not only helps students familiarize themselves with
the OneNote tool, but it also helps students learn to collaborate digitally with their peers.
Instructional Plan and Preparation
 What student needs, interests, and prior learning provide a foundation for this lesson?

Students will need to understand the types of severe weather as well as air masses, air fronts, and air pressures
in order to complete this assignment.

 How can you find out if students have this foundation?

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.

 How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)

Students will work as individually in a class of approximately 32 students

 What strategies will you use to achieve equitable access to the Internet while completing this lesson?

All students will have equitable access to technology during this lesson. All students in my class have access to a
Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.

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Instructional Strategies and Learning Activities:

-Graphic Organizer: Students will use graphic organizers to write their weather forecast scripts

-Student-Centered Learning: Students are completing an activity in which they are conducting the research and
the majority of the work

Differentiation

 How will you differentiate content and process to accommodate various learning styles and abilities?
 How will you help students learn independently and with others?
 How will you provide extensions and opportunities for enrichment?
 What assistive technologies will you need to provide?)

 How will you differentiate content and process to accommodate various learning styles and abilities?

One way content will be differentiated is through the language the content is provided in. Multiple of my students
receive IEL services and have extremely limited English language skills. For these students I will provide rubrics
and instructions in their native languages of Portuguese and Spanish. Another way that I will differentiate is
through the script graphic organizer. For my students who require chunking or reduced content I will provide

Reflection
 Will there be a closing event?
 Will students be asked to reflect upon their work?
 Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

 How will you know if the students found the lesson meaningful and worth completing?
 In what ways do you think this lesson will be effective?
 Why do you think this?
 What problems do you anticipate and why?
 How would you design and/or teach this lesson differently if you had more time?
 Will there be a closing event?

For a closing event, students will be required to submit their weather forecast scripts to the Class Notebook on
OneNote. Students will also be required to comment on at least one of their peer’s Flip videos.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Upon reflecting on this lesson and its implementation there are a few things I learned from this experience. I
believe my troubleshooting resources were extremely effective for my students. However, because it was my
class’s first experience using the Class Notebook in OneNote students struggled to use it in a collaborative way.
My students were able to open OneNote and upload their forecasts scripts relatively easily. However, most of my
students did not understand that they could collaborate with their peers on the Class Notebook. I knew that my
students had experience using OneNote in their social studies classes, but I did not realize that they were not

References

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Person. (2011, November 30). 10 powerful instructional strategies. Edutopia. Retrieved November 20, 2022, from
https://www.edutopia.org/stw-school-turnaround-student-engagement-video
Shabatura, J. (2022, July 26). Using Bloom's taxonomy to write effective learning outcomes. Teaching Innovation
and Pedagogical Support. Retrieved November 20, 2022, from https://tips.uark.edu/using-blooms-
taxonomy/
Vorholt, J. (2019, January 3). | on teaching speaking: 4 benefits of Flipgrid video recording. TESOL Blog.
Retrieved November 26, 2022, from http://blog.tesol.org/on-teaching-speaking-4-benefits-of-flipgrid-video-
recording/

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