This
is a lesson that I turned in for this class. It was a thematic lesson that I used for a Kindergarten class that I taught.
This class at UNM was full of hands on learning. This was fun for me, as this is how I learn. It was also important because
I learned how to teach how others learned as well.
What is Weather?
Lesson
Plan
Name: Mary Hovey
Date: November 12, 2007
Objective(s):
Students will enjoy
listening to the introduction of weather. They will enjoy participating in the lesson by brainstorming for the answer to the
questions: What is weather? What is the weather like today? What are some things that let you know what the weather is like
today? Students will be able to have a better understanding of what weather is, and what equipment is used to predict weather.
They will also be able to use every day knowledge to help them have a better understanding of what the weather might be like
from day to day. Students will finally be able to distinguish between facts and opinions that people have about weather.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K2 Ask and answer questions about surroundings
and share findings with class mates.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this introductory
lesson, I will need a white board, dry erase marker, and pictures of different weather scenarios. I will also need, for each
student, a copy of “Just the Facts, Please” game (pg. 7) on card stock with the opinions and facts cut out and
color coded, and placed in an accompanying Ziploc baggie. I will also need pictures of the sun, the wind, the rain, and the
snow, that will accompany the weather song (see attached).
Procedures:
1. I will begin this secession by singing the weather song with my class (see attached). The students
will be given a picture with a sun, rain, wind, or snow attached, they will hold it up when they hear their part of the song.
2. Next, I will write on one white board the question: What is weather? On another board I will write:
How can we tell what the weather is like today?
3. Next, I will ask the students the question: What is weather? I will have the students raise their
hands and one by one tell me what they think weather is. As they are telling me, I will write down their answers on the board
(grouping like answers together).
4. After everyone has had a chance to answer, I will ask the class the second question: How can we
tell what the weather is like today? In the same manner as the other question, I will write down student’s answers,
grouping them as I had done before.
5. When both questions have been answered, I will discuss them with the students. I will include
in this discussion facts about what weather is. I will also tell students some misconceptions that people have about weather.
(see attached)
6. As I am explaining different forms of weather to the students, I will show them pictures of different
things that make up weather. These will include: wind, rain, snow, lightning, tornadoes, hurricanes, rainbows, and pictures
of the different seasons. I will explain to them that we will go into further detail of some of these things in the days to
come.
7. I will then ask the students questions about what we have discussed. I will then hand out the
matching games that I have reproduced for them (see attached). We will do this game as a class. I will read the directions
to the students. I will then present each color strip individually to them. For example: Take out the strip that is the color
______ it says_________ is this a fact or an opinion? Place it in the correct box. This will be done until all students have
placed their strips in the boxes. Finally, we will go over our answers, explaining why each goes where it should go.
8. I will inform
the students that during the next class we will discuss instruments that we can use to help us determine what the weather
is going to be like.
Integrative Activities:
Students will participate
in activities that include Science, Music, and color recognition.
Science Extension:
I will ask the students
to watch a weather report, and come to school the following day, and tell me what the weather report was.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail Box.
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of weather and what weather is. I will also assess the students through their follow-up activity.
Further Lessons Concerning
this Subject:
The following lessons
will be: Weather Tools and How to read thermometers, Wind, Clouds, Rain, Other forms of weather, Dressing for weather, Seasons,
and Keeping track of the weather by journaling.
Weather Tools and How to Read Thermometers
Lesson
Plan
Name: Mary Hovey
Date: November 13-November 14, 2007
Objective(s):
Students will enjoy
being introduced to tools that help us determine weather (Thermometers, Weather Vanes, Wind Socks, Wind Mills, Rain Gages,
Anemometer). They will also enjoy learning about thermometers. They will learn the different stages of the thermometer (hot-90+,
warm-70-90, cool-50-70, and cold-50-). Students will also be challenged, through centers to gain hands on knowledge about
these tools.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, and pictures of different tools needed to measure weather, thermometers (one per every
four students, one bowl with ice and water, copies of pages 28-29 and 31 out of the Mail Box Weather book, one red colored
pencil per student, and a regular pencil per student, construction paper, markers, stapler, staples, string, a single hole,
hole punch, and crepe paper rolls of different colors.
Procedures:
1. I will begin this secession by writing the theme of the lesson on one white board and on the other
white board; I will draw four thermometers with the numbers: 1st 95 degrees, 2nd 75 degrees, 3rd
60 degrees, and 4th 32 degrees.
2. Next, I will talk to the students about the tools that are used for predicting and measuring weather.
3. I will show pictures of the tools to the students, as I describe each of their uses and where
these different tools could be helpful in every day life and to everyday people (airports, marinas, ski lodges, road crews,
law enforcements, life guards, and fire departments.
4. We will discuss the history of the thermometer. (see attached)
5. We will discuss the different stages of the thermometer (hot-90+, warm-70-90, cool-50-70, and
cold-50-).
6. We will also use number recognition skills, and we will learn to read the thermometer (using the
drawings of the thermometers on the 2nd board).
7. I will introduce the centers that students will work on. (1st-in the art center, students
will be making wind socks (see attached for instructions; 2nd , and 3rd are writing centers (1st
How Cold is Cold? (see attached) the students will be coloring in thermometers to their dark lines and writing the degrees
of cold on each thermometer; 2nd Professor Groundhog’s Weather School (see attached) the students will color
pictures and thermometers and write in the spaces if the weather will be cold, cool, warm, or hot; 3rd Autumn Temperatures
(see attached) the students will be coloring the thermometer and writing down if the temperature is hot, warm, cool, or cold;
the 4th center is a Science Lab Center (students will work in groups of four, they will be assigned jobs—the
1st student will hold the tip of the thermometer in their hand until it gets warm, the 2nd student will read the thermometer after it has been in the 1st student’s hand for a minute,
the 3rd student will record the reading of the thermometer in the hand on the paper given (see attached), the 4th
student will hold the thermometer will hold the thermometer in the ice water for one minute, the 2nd student will
again read the thermometer, and finally the 3rd student will record the temperature in the ice cube on their work
sheet (see attached)
8. Students will be allowed to test their wind socks on the play ground, and their work sheets from
the other centers will go into a weather book that will be put together at the end of the weather sessions.
9. The group
center worksheet will have to be copied for all students that worked in each group.
Integrative Activities:
The subjects that will
be covered during this lesson will be: Science, Math (number recognition), Writing, Art, and Social Studies.
Science Extension:
I will ask the students
to again watch a weather report, and come to school the following day, and tell me what the weather report was I will also
ask them to finish any coloring that they might have to finish.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
Ryan, Eric (2007). Barney
Goes to School. Retrieved November 11, 2007,
from http://www.youtube.com
Web site: https://www.youtube.com/watch?v=WaqJvXcXniQ
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our weather tools and what weather is. I will also assess the students through their follow-up activity.
Further Lessons Concerning
this Subject:
The following lessons
will be: Clouds, Rain, Other forms of weather, Dressing for weather, Seasons, and Keeping track of the weather by journaling.
Clouds
Lesson
Plan
Name: Mary Hovey
Date: November 15, 2007
Objective(s):
Students will enjoy
being introduced to clouds. They will also enjoy learning the History of naming clouds. They will learn the different types
of clouds. Students will also be challenged, through Science, Art, and Writing centers. Students will finally, learn how a
cloud gets full in preparation for rain.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, and pictures of different cloud formation, construction paper with the outlines of the
clouds drawn on them, cotton balls, glue, raisins, paper plate, clear cups with each of the student’s names on them
(filled 1/4th full of water), microscope, four square method paper (see attached), colored pencils, and regular
pencils.
Procedures:
1. I will begin this secession by writing the theme of the lesson on one white board and on the other
white board; I will draw the four square methods page on the second board.
2. Next, I will introduce the “Cloud Song.” (see attached) I will sing it one time through
and then will ask the students to sing it with me two more times.
3. I will talk to the students about what a cloud is.
4. I will show pictures of the different clouds.
5. We will discuss the History of how and when clouds were named.
6. We will then discuss the different centers.
7. The 1st center is the art center: Students will find pictures of the different clouds
drawn at the top of the page on half sheets of construction paper. The bottom of the sheets will have lines on them where
students will write the names of the clouds. The students will glue cotton balls on top of the pictures in the shape of the
pictures on the pages. The next day when the glue dries, the pages will be made into a Clouds book for each student.
8. The 2nd center is a science/writing center. Students will observe raisins on a paper
plate. The students will then draw (in the top left square) a picture of what the raisin looks like on the paper plate. The
students will then look at another raisin through a microscope (already set up and focused) and draw what the raisin looks
like under the microscope in the top right square. Next, the students will place one raisin into the cup with water that has
their name on it. They will then draw a picture of the raisin in the water, in the bottom left square. The students will then
describe their drawings to the class. We will then draw their descriptions onto the four squares on the 2nd whiteboard.
9. Students will then color their pictures of the pictures that they have drawn.
10. The raisins will stay in these cups
until tomorrow’s lesson.
Integrative Activities:
The subjects that will
be covered during this lesson will be: Science, Writing, Art, and Social Studies.
Science Extension:
I will ask the students to
again watch a weather report, and come to school the following day, and tell me what the weather report was. I will also ask
them to draw a picture (on a separate piece of paper) of what they think the raisin will look like on the following day.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of clouds. I will also assess the students through their follow-up activities.
Further Lessons Concerning
this Subject:
The following lessons
will be: Rain, Other forms of weather, Dressing for weather, Seasons, and Keeping track of the weather by journaling.
The Weather Song:
(Modified
from Barney Goes to School)
What
comes up at the break of day
brightly shines all my cares away
in the evening goes away?
It’s
the sun, sun, sun.
What
falls down out of the sky
Makes
things wet that once were dry
Feeds
the plants from way up high
It’s
the rain, rain, rain.
What
blows by but can’t be seen
Makes
noise in the window screen
When
it hits the trees they lean
It’s
the wind, wind, wind.
What
falls softly through the night
Very
cold and oh so white
Covers
the land and makes it white
It’s
the snow, snow, snow.
Thermometer Lab:
Names:
Hand
Temperature:
Ice Water Temperature:
Words to Use:
Above freezing
Freezing
Below freezing
Words to Use:
Hot
Cool
Words to Use:
Hot
Cool
Cold
Warm
Words to Write:
Cirrus
Stratus
Cumulus
Nimbus
Cloud Song
Brenda Medsker: (see Mail Box Weather)
(tune of “Twinkle, Twinkle, Little Star”)
Cirrus, Cirrus, in the sky,
You’re the ones that float so high.
Up above the Earth you fly,
Like a blanket in the sky.
Cirrus, Cirrus, in the sky,
You’re the ones that float so high.
Stratus, Stratus, high and gray,
You can hide the sun away.
Cumulus, Cumulus, bouncy and white,
You make shapes for our delight.
Nimbus, Nimbus, dark and gray,
Guess I won’t go out to play!
Rain
Lesson
Plan
Name: Mary Hovey
Date: November 16, 2007 & November 19, 2007
Objective(s):
Students will enjoy
being introduced to Rain. They will also enjoy learning the process from which we get rain. Students will also be challenged,
through Science, Art, and Writing or Language Arts centers. They will learn also why rain is important to us. Students will
finally, learn how a rain levels are different within different regions.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, and pictures of different regions that show different rainfall levels, white paper for
drawing, paper towel rolls (enough for each student to have one), yarn or string, glue, markers, colored pencils, tape, one
hole, hole punch, scissors (blunt), small Ziploc baggies (one per student with their name), blue food coloring, and masking
tape, 3-4 one cup measuring cup and “Learning About Rain” page (one per student).
Procedures:
1. I will begin this secession by writing the theme of the lesson on one white board and on the other
white board; I will have the four square methods page on the second board from the previous lesson with the first three squares
filled out.
2. Next, I will encourage the students to look at their raisins from the previous day’s lesson.
Students will draw and color their raisin as it looks now, in the bottom right square. We will also have discussion and draw
it in the final square on the 2nd white board.
3. I will talk to the students about how the raisin has filled with water, just how clouds fill with
water droplets of water and dust droplets.
4. I will ask the students to predict what will happen when the cloud (raisin gets too full of water)?
5. After the discussion I will lift the raisin from the water and show the students how water will
drip from the raisin and will pour out when squeezed.
6. I will explain to them that when clouds get full, they will also pour out. This is called rain.
7. I will explain the process of water evaporation.
8. We will then go over to the science center that will be set up for our evaporation experiment.
9. Students will be given a baggie with their names on them. They will then fill them with one cup
full of water that is colored blue. Students will zip the baggies (help might be needed). We will then hang the bags in the
classroom window with tape. (hang bags at an angle so that water gathers in one corner)
10. Students
will then return to their desk and draw what they observed in the baggies after hanging them in the window. “Learning
About Rain” paper (see attached), (this will also be modeled by me on the board. (noting the date and time for the student
in the upper left corner of the 4 square method (observation 1)) **Observation 2 will be done at the end of class following
the procedure above. **Observation 3 will be done during the following class following the same procedure above.
11. I
will then talk to the students about the differences in regions based on the amount of rainfall that these regions receive.
12. I
will show them pictures of the different regions and ask them to determine if the region receives a lot, a little, or just
right amount of rain.
13. I
will talk about the importance of rain for us, plants, and animals.
14. I
will explain the center to students for the rain mobile (see attached for directions)
15. Students will work independently to
create a rain mobile. I will help where needed.
Integrative Activities:
The subjects that will
be covered during this lesson will be: Science, Writing or Language Arts, Math (measuring), Art, and Social Studies.
Science Extension:
I will ask the students to
again watch a weather report, and complete the “Rain” hand out (see attached) and bring it back to school after
all of the days are filled out.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
(2000). Crayola.com.
Retrieved November 11, 2007, from www,Crayola.com
Web site: http://crayola.com/educators/lesson_plans
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of rain. I will also assess the students through their follow-up activities.
Further Lessons Concerning
this Subject:
The following lessons
will be: Other forms of weather, Dressing for weather, Seasons, and Keeping track of the weather by journaling.
Other Forms of Weather
Lesson
Plan
Name: Mary Hovey
Date: November 26, 2007
Objective(s):
Students will enjoy
being introduced to other forms of weather such as: tornadoes, hurricanes, wind, thunder, lightning, and snow. They will also
enjoy learning the process by which they are formed and the differences of each. Students will also be challenged through
Science. Students will be able to distinguish between lightning and thunder. Students will learn how snow if formed, and finally
students will be able to know the difference between tornadoes and hurricanes. Finally, students will gain hands on knowledge
of a hurricane and tornadoes through demonstration.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, and pictures of different types of weather formations, brown paper bags, and flash lights.
We will also need a large bowl filled ½ full of water, a large spoon, and food coloring. Finally, I will need a cyclone tube,
and 2 empty 2 liter soda bottles (one filled ½ full with water (put 10 drops of blue food coloring in the water).
Procedures:
1. I will begin this secession by writing the theme of the lesson on the white board.
2. I will also use pictures to introduce each form of weather that I will speak of.
3. Next, I will discuss tornadoes (see attached).
4. I will then demonstrate what a tornado looks like with the cyclone tube and 2 liter bottles.
5. I will then talk about Hurricanes (see attached).
6. I will demonstrate what a hurricane might look like (Stir Up a Hurricane-see attached).
7. I will discuss wind, and demonstrate this by having students blow on their hands.
8. I will talk about the History of measuring wind (see Beaufort scale-attached).
9. We will also talk about snow and the differences of snow flakes.
10. Finally,
we will discuss the difference of lightning and thunder.
11. I will demonstrate this by following
“What Causes Thunder?” (see attached)
Integrative Activities:
The subjects that will
be covered during this lesson will be Science and History.
Science Extension:
I will ask the students to
complete “The Beaufort Scale” paper and return the next day.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
(2006). National Geographic
marcopolo Xpeditions Geography Standards in
Your Classroom. The Eye Of The
Hurricane. Retrieved November 13, 2007, from nationalgeographic.com Web site: http://www.nationalgeographic.com/xpeditions/lessons/07/g35/trythishurricane.html
(2006).
National Geographic marcopolo Xpeditions Geography Standards in
Your Classroom. What Is
A Tornado?. Retrieved November 13, 2007, from nationalgeographic.com Web site: http://www.nationalgeographic.com/xpeditions/lessons/15/gk2/tornadowhat.html
(1996). Stir Up a
Hurricane. Retrieved November 13, 2007, from National
Geographic Kids Web site:
http://www.nationalgeographic.com/ngkids/trythis/tryfun3.html
(2007).
Beaufort scale. Retrieved November 13, 2007, from Wikipeda, the
free encyclopedia Web site:
http://en.wikipedia.org/wiki/Beaufort_scale
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of other form of weather. I will also assess the students through their follow-up activities.
Further Lessons Concerning
this Subject:
The following lessons
will be: Dressing for weather, Seasons, and Keeping track of the weather by journaling.
Dressing For The Weather
Lesson
Plan
Name: Mary Hovey
Date: November 27, 2007
Objective(s):
Students will enjoy
learning how to dress for different types of weather. Students will understand that weather affects the way we live. One of
those way is by the clothes we choose.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, a mixture of different types to be worn in the different types of weather, different
types of material scraps, scissors, glue, poster board paper doll form (see attached), yarn (brown, black, yellow, and burnt
red), google eyes, and markers.
Procedures:
1. I will begin this secession by writing the theme of the lesson on the white board.
2. I will also use pictures to introduce each form of weather that students might dress for.
3. Next, I will discuss different clothes types for different types of weather (see attached).
4. I will also bring in different types of hats that can be worn for different types of weather.
5. Finally, students will choose different types of material to make clothes for their doll forms.
6. They will glue on the clothes, glue on yarn to match their hair, glue on google eyes, and draw
the rest of the features using markers.
7. When students
are complete, they will explain what season they dressed their doll for.
Integrative Activities:
The subjects that will
be covered during this lesson will be Science and Art.
Science Extension:
I will ask the students to
complete any dolls that are unfinished and bring them back the next day.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
Giant
Look It’s Me! Bulletin Board Kids. Retrieved November 13, 2007,
from orientaltrading.com
Web site: http://www.orientaltrading.com/application?namespace=browse&origin=browseProductMain.jsp&event=link.itemDetails&demandPrefix=11&sku=57/6425&xsaleSku=57/6426&cm_sp=Cross%2520Sell-_-Product%2520Detail-_-+Product%2520Detail&mode=Searching
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of dressing for the weather. I will also assess the students through their follow-up activities.
Further Lessons Concerning
this Subject:
The following lessons
will be: Seasons, and Keeping track of the weather by journaling.
Seasons
Lesson
Plan
Name: Mary Hovey
Date: November 28, 2007
Objective(s):
Students will enjoy
learning about the different seasons of the year. Students will learn about what to expect during the different seasons. They
will also learn when each season begins (see attached).
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, white paper, markers, tape, and scissors, and a large calendar.
Procedures:
1. I will begin this secession by writing the theme of the lesson on the white board.
2. I will also use pictures of a tree and what it looks like during the different seasons.
3. Next, I will discuss the different things in the pictures that tell us what season we are looking
at.
4. I will introduce a large calendar to the students to show them when the seasons change in the
year. (see attached)
5. Finally, students
will work on a Two-sided Seasonal Triarama (see attached).
Integrative Activities:
The subjects that will
be covered during this lesson will be Science and Art.
Science Extension:
I will ask the students to
complete any dolls that are unfinished and bring them back the next day.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
(2006). When do the
seasons start?. Retrieved November 13, 2007, from
INMS Web site: http://inms-ienm.nrc-cnrc.gc.ca/faq_time_e.html
(2000). Crayola.com.
Retrieved November 11, 2007, from www,Crayola.com
Web site: http://crayola.com/educators/lesson_plans
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation and their re-telling of information once I have asked them follow-up questions concerning
our discussion of the seasons. I will also assess the students through their follow-up activities.
Further Lessons Concerning
this Subject:
The following lessons
will be: Keeping track of the weather by journaling.
Keeping Track of the Weather by Journaling
Lesson
Plan
Name: Mary Hovey
Date: November 29, 2007
Objective(s):
Students will enjoy
learning how to keep track of the weather by keeping a weather journal.
Standards/Benchmarks:
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark I: Use scientific methods to observe,
collect, record, analyze, predict, interpret, and determine reasonableness of data.; K1- Use observation and questioning skills
in science inquiry.; K2- Ask and answer questions about surroundings and share findings with class mates.; K3-Record observations
and data with pictures, numbers, and or symbols.
Strand I: Scientific
Thinking and Practice; Standard I: Understanding the process of scientific investigations and use inquiry and scientific ways
of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark II: Use scientific thinking and
knowledge and communicate findings.; K1 Communicate observations and answer questions about surroundings.
Strand
I: Scientific Thinking and Practice; Standard I: Understand the processes of scientific investigations and use inquiry and
scientific ways of observing, experimenting, predicting, and validating to think critically.; K-4 Benchmark III: Use mathematical
skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings.; K1 Observe and describe
the relative sizes and characteristics of objects (e.g. higher, lower)
Strand II: Content of
Science; Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the
interconnections among them, and the processes and interactions of Earth’s systems.; K-4 Benchmark II: Know the structure
and formation of Earth and its atmosphere and the processes that shape them.; K1 Observe that changes in weather occur from
day to day and season to season.; K2 Observe that the sun warms the land and water and they warm the air.
Material(s) Needed:
For this lesson, I will
need a white board, dry erase marker, colors, pencils, computer, bulletin board
paper, string, wooden dowels, glue, crepe paper streamers, and markers, a four square “seasons” for each student
(see attached), and one weather journal per student (see attached).
Procedures:
1. I will begin this secession by writing the theme of the lesson on the white board.
3. I will also use a computer to pull up the day’s weather forecast.
4. I will draw an example of the day’s page out of the weather journal to demonstrate how the
students should fill out their own pages from day to day.
5. This is an ongoing project that will be incorporated into each day’s lesson.
6. Students will work on filling in the right spaces with the right numbers, or responses.
7. They will also color pictures that are present on the page.
8. I will introduce the centers that I have set up.
9. The 1st center is a reading center. It will be set up with books that have to do with
weathers and seasons.
10. The
2nd center is an art center. Students will be constructing kites.
11. The 3rd center is a writing
or Language Arts center. Students will do a four square writing project where students will fill in the four square of the
seasons.
Integrative Activities:
The subjects that will
be covered during this lesson will be Science, Computers, Reading,
Writing or Language Arts, and Art.
Science Extension:
I will ask the students to
continue to watch the weather forecasts in order to keep up with their journals from day to day.
Resources/References:
Fields,
K., & Murphy, S. (1999). Weather. Greensboro: The Mail
Box.
http://weather.aol.com/
Accommodations:
I will make the appropriate
accommodations to make sure that all of the students are in a safe, comfortable learning environment.
Assessment/Evaluation:
I will assess the students
through watching their participation in their journals and the centers.
Further Lessons Concerning
this Subject:
The following lessons
will be: Review of weather, and then Health.
