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Grade

4th Grade

Duration

32 Minutes

Class Size

14 Students

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Standards Addressed

NGSS: K-ESS3-2
Analyze and interpret data to determine how weather hazards affect people.

Common Core ELA:
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas clearly.

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions.

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Learning Objectives ("I Can" Statements)

• I can identify different weather hazards and explain how they affect people.
• I can use a Claim-Evidence-Reasoning framework to explain what I learned about weather hazards.
• I can observe and describe how sunlight affects different surfaces on Earth.
• I can share my observations and questions during class discussions.

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Materials Needed

• Projector/Smartboard
• Video clip on Weather Hazards (prepared by teacher following guidelines)
• Video clip on Energy from the Sun
• Science Today - Watch It! Activity Handouts (one per student)
• CER Writing Prompt Handouts
• Concept Attainment Quiz Handouts
• Chart paper & markers for anchor charts (See, Think, Wonder and Driving Question boards)
• Kid-watching anecdotal note sheets for teacher use
• Graphic Organizer anchor chart printed and visible

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Lesson Structure & Timing

1. Introduction & Engage: Weather Hazards Video (7 minutes)

• Preparation: Teacher cues video and organizes handouts.
• Activity: Show Weather Hazards video two times.
• Pause at key points to scaffold responses on Science Today worksheet.
• Students share one observation or question aloud.
• Teacher charts responses on anchor chart.

Differentiation:

• Provide sentence starters for students needing writing support:

  "I noticed that..."
  "I wonder why..."

• Pair discussion for shy students before whole group sharing.

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2. Evaluate: Claim-Evidence-Reasoning (CER) Writing Prompt (7 minutes)

• Preparation: Teacher exemplifies one CER response related to weather hazards.
• Activity: Students form small groups (3-4) to complete Claim and Evidence portions on CER handout.
• While some groups work on CER, others complete the Concept Attainment Quiz independently.

Differentiation:

• Assign roles within groups (recorder, reader) to support participation.
• Provide sentence frames for constructing claims and citing evidence.

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3. Engage: Energy from the Sun Investigative Phenomena (7 minutes)

• Preparation: Teacher cues energy video and prepares “See, Think, Wonder” chart.
• Activity: Show Investigative Phenomena video twice.
• Facilitate whole-class sharing about observations and questions.
• Post student responses on chart paper under See, Think, Wonder columns.
• Write Driving Question, “How does sunlight affect different types of surfaces on Earth?” on a separate chart.
• Record student-generated hypotheses or ideas under this question.

Differentiation:

• Provide sentence starters for observations: "I see...", "I think...", "I wonder..."
• Encourage ELL or struggling students to draw or use gestures to express ideas.

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4. Engage: Accessing Prior Knowledge (6 minutes)

• Preparation: Teacher projects student handout on board.
• Activity: Read prompts aloud, guiding students through the activity.
• Each student or table group shares responses.
• Teacher charts key points on board.
• Teacher uses a kid-watching tool to capture informal notes on student engagement and misconceptions.

Differentiation:

• Allow students to answer verbally, in drawing, or short writing depending on ability.
• For students needing extra support, prompt with direct questions.

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5. Wrap-up & Formative Assessment: Exit Ticket (5 minutes)

• Activity: Distribute one open-ended question from the Open-Ended Response Assessment.
• Students independently write or dictate a response related to weather hazards or energy from the sun.
• Collect exit tickets for assessment and next-step planning.

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Assessment

• Formative: Anecdotal notes from kid-watching tool during each phase (observations, questions, participation).
• Written: CER handouts, Concept Attainment Quiz, and Exit Tickets will provide evidence of understanding.

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Anchor Charts

• Science Today Response Chart (Weather Hazards)
• See, Think, Wonder Chart (Energy from the Sun)
• Driving Question Board: “How does sunlight affect different types of surfaces on Earth?”
• Graphic Organizer visible at all times for reference.

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Differentiation Summary

Learner Needs	Strategies
English Language Learners (ELLs)	Sentence starters; paired peer discussions; use of visuals and gestures
Students with IEPs	Roles in group activities; alternative ways to respond (drawing, verbal, short writing)
Gifted Students	Encourage generating additional questions; provide extension prompts for deeper inquiry
Shy/Reserved Students	Think-pair-share before whole group; nonverbal response options like drawings or gestures
All learners	Use of anchor charts and graphic organizers for continuous support

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Teacher Reflection Tips

• After lesson, review anecdotal notes to identify common misconceptions.
• Adjust next lesson to address misconceptions or extend learning.
• Consider adding a hands-on experiment with different materials and sunlight for next class to deepen inquiry.

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This tightly paced, student-centered lesson supports engagement, formative evaluation, and inquiry while meeting NGSS and Common Core standards for fourth grade science and literacy integration.