Temperature, Pressure, and Cloud Formation

SCIED 411 Lesson Plan Evaluation Form

Component	Description	Max Points	Points
Source Information	The authors of the lesson are clearly indicated, as well as the source of the lesson plan. Sample citations for published lessons: “Temperature, Pressure, and Cloud Formation.” Lesson 6 of STC/MS Catastrophic Events http://www.nsrconline.org/pdf/CE_TG_sample_6.pdf.	5	4
Grade level and topic	Is the grade level and general topic of the lesson clearly indicated and appropriate?	5	4
Standards and inquiry	Is at least one relevant State or National science or environmental education standard clearly identified, and is it substantively addressed in the lesson?	5	5
Instructional objectives	Is it clear from the statement of the lesson objectives what a student should be able to do as a result of completing the lesson?	10	10
Materials, equipment, and set-up	Are the materials and equipment needed for this lesson described clearly enough that another teacher could set it up and carry it out?	10	10
Body of the Lesson If evaluating a unit or an entire curriculum, look for the following elements in at least a couple of lessons.
Engagement	Will students’ attention be gained early in the lesson? Will their initial conceptions be solicited?	10	8
Exploration	Can you perceive a clear guiding question/purpose for the lesson? Will the students collect data or retrieve interesting data from elsewhere? Are the instructions for doing this clear?	15	8
Explanation	Will the students be able to make sense of their exploration? Are they asked to report what they learn?	15	13
Elaboration	Are there suggestions for extending the lesson (e.g., or advanced students)?	10	5
Evaluation	Is there a mechanism for evaluating students’ understandings? Does that mechanism match the lesson’s objectives?	15	10
DISCRETIONARY	Any additional points you wish to assign for especially good treatment in any section of the lesson plan (maximum of 10) (plus 7 for the depth of material covered)	10	7

This extremely expansive lesson is obviously designed to cover multiple class periods. It does a very good job of integrating a variety of meteorological as well as physical science concepts. Perhaps the strongest point of this lesson is the way that ideas are built on one another, culminating in an exercise that allows students to create their own weather maps.

Of course, being that the lesson is so long and in depth, it might be difficult for students to see how each piece ties together. A teacher would definitely need to review the previous sections before moving on to a new one. Furthermore, the lesson leaves little room for an instructor to expand on the given concepts. It might be difficult for a teacher to keep all of the students at the same pace.

Another strong point of the lesson is the way in which it adheres to the Pennsylvania as well as the National Science Education Standards. Pennsylvania Standard 3.5.7.C which reads, “Describe basic elements of meteorology” is clearly and thoroughly met. Furthermore, the lesson meets the ideals of the second research finding of inquiry which reads, “Students build new knowledge and understanding on what they already know and believe.” It is likely that every student has seen a weather map; this lesson allows them to see what goes in to creating one.