Dolly W. Morris – Clark – FRIT 8530, Summer 2012Lesson Topic: Science - Weather Grade level: 1stLength of lesson: **2-day LP including Video Podcast** from Overall 3-week Unit

Stage 1 – Desired ResultsContent Standard(s):

S1E1.  Students will observe, measure, and communicate weather data to see patterns in weather and climate.

a.  Identify different types of weather and the characteristics of each type.b.  Investigate weather by observing, with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally).***c.  Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

Understanding (s)/goalsStudents will understand:

Studying weather is part of studying science

Science includes studying about weather and seasons

Weather can be observed in basic patterns related to yearly seasons (sky conditions, weather events, temperatures, precipitation amounts)

Plant conditions & animal behaviors are impacted by seasonal weather

There are four seasons in a year: winter, spring, summer, fall

Seasonal weather as well as individual weather events (thunderstorms, tornadoes, and hurricanes) affect daily human life

Essential Question(s):

Is weather always the same, why or why not? How can weather be observed? Does weather affect our daily activities: how? How can the four seasons be described? How can I learn best about the four seasons? Why do the different characteristics of the

four seasons matter to me? How is weather different during each

season of the year? How is weather the same during each

season of the year? Do I need to know the current season of

the year?

Student objectives (outcomes):

Students will know (Knowledge):

Vocabulary: patterns, temperature, wind, precipitation, sky conditions, weather events, observe/observable, thunder, tornado, hurricane, sunny, cloudy, winter, spring, summer, fall, seasons, patterns, relate, summarize, evidence, understandings, fact, opinion, revise/revisions

Seasonal details: The four seasons have distinct weather patternsand what those patterns are

Sequence and timelines of seasons where we live Activities and/or artifacts necessary for certain weather conditions/seasonal weather

changes/weather events

Plants and animals are affected by seasonal weather changes Weather can be communicated to others by observing and collecting data The different seasons and weather events affect the way humans live in the world Every person can have an opinion about any topic AND about personal preferences Opinions should be based on factual evidence from reliable sources Opinions are often based on personal experience & personal beliefs/value systems

Students will do (Skills): Construct individual graphic organizer to illustrate observable seasonal

characteristics and confirm/negate predictions that are correlated to at least one of the following weather pattern characteristics: temperature, sky conditions, precipitation amounts, or weather events

Create “classroom wall” collective graphic organizer to categorize predictions and add individual opinions

Verbalize & defend opinions in small groups and whole class discussions Synthesize and record oral opinions with factual justifications to explain seasonal

characteristics & viable artifacts necessary for people to adapt to or prepare for changing weather

Use Smartboards and Web 2.0 technology Complete active listening video viewing checklist for comprehension Complete written self-reflection on learning Practice communication skills – listening, speaking, writing Practice thinking skills – interpret and analyze weather information Practice interpersonal /group skills Practice intrapersonal/ self-reflection skills

Stage 2 – Assessment EvidencePerformance Task(s): Audio recording of student’s opinion of

scenario questions based on gathered information from class activities and according to assessment rubric criteria.

Operation: Tell Me What You Really Think: Everyone likes to give their opinion & all kinds of groups and organizations try to get us to give our opinions about products and services. Two of the most common ways a person can give his/her opinion is via a written survey or answering a telephone call survey.

You have been chosen by the National Weather Service (NWS) to be a school student survey responder. The NWS wants children to know as much as possible about weather and when/how to be protected during storms and other weather events.

Other Evidence: Teacher Observations

Completed video podcast viewer’s guide checklist & K-W-L graphic organizer

EQ classroom wall graphic organizer with seasonal photographs and denoted personal opinions indicated with “+” or “-“ during group activities and class oral discussions

Students’ written self-reflection on learning

The NWS wants to know if you think viewing photographs of seasonal characteristics and watching videos helps students learn, more than other ways, to remember more about and better understand seasonal characteristics and how weather impacts daily life.

You will complete several activities in class FIRST (current two-day plan seen here) in order to help you have your facts together, and upon which you can complete the audio recording and give a good, solid fact-based opinion to the NWS.

You will receive a rubric with necessary criteria for your audiotaped recording of your NWS Survey responses that include your fact-based opinion based on the information that you have learned utilizing Web 2.0 technology in class.

Stage 3 – Learning PlanLearning Activities:

Day 1:1. Reference Unit Standard S1E1; Read aloud and review element “C” of Standard S1E1

and the lesson’s Essential Questions (Teacher has already posted EQs on sentence strips linearly on available room wall to serve as category headings for upcoming lesson task)

2. Students take turns discuss & highlight/circle need-to-know Unit Vocabulary contained w/in standard element & EQs on wall sentence strips and/or projected vocab. list using Document Cam/Smartboard; Teacher guides identification of unfamiliar words via oral questioning (Use class set markers/highlighters available on file cabinet behind teacher desk for sentence strip EQs located on class wall & use Smartboard markers with lesson vocabulary projected on Smartboard; Mrs. Jones next door will assist with powering up Document Cam/Smartboard for vocab. review)

3. Students utilize distributed K-W-L graphic organizer to predict answers to EQs in groups (2 questions per group assigned in advance by teacher; EQs black line master attached to this plan) & write predictions, along with W-“curious about”/”I wonder” statements related to seasons/weather on K-W-L paper; group members may work at their own pace to complete other questions beyond those assigned, if time permits(K-W-L black line master attached to this plan)

4. Groups take turns offering responses from K-W-L graphic organizers aloud while group “reporters” take turns compiling K-W-L replica on class Smartboard; individual class members record omissions to personal K-W-Ls from whole-class replica for use with upcoming task as it is compiled during group assembly & class discussion (Students up & moving during this activity)

5. Group members take turns selecting/retrieving appealing seasonal photographs from available class set (Photos are exact copies from video podcast to be used on Day 2 of lesson; Extra photocopy set of photos attached to this plan and laminated class set

available on file cabinet behind teacher desk; CD with photos also in “substitute” tray on teacher desk; may be used with Smartboard; Students are up and moving during this activity)

6. Group members decide if/which photograph from their newly-assembled set offers “evidence”, or proof, of at least one of K-W-L prediction & students take turns placing photo(s) beneath EQ “category” affixing with available Velcro tab until all photographs are affixed; Teacher adds “none” category for those photos not deemed to align with any EQ/K-W-L prediction by students (“NONE” sentence strip & self-stick Velcro located on file cabinet behind teacher desk; Students are up and moving during this activity)

7. Each group member takes turns and comes forward to Smartboard using his or her initials with “+” or “-“ beside initials to indicate agreement or disagreement with photo’s placement under a particular EQ category or based on previously stated predictions (Previous set class markers/highlighters available for students and/or Document Cam/Smartboard markers available for use with Smartboard ONLY; Students are up and moving during this activity)

8. Ticket Out the Door (TOD) Summarizer – Students take turns as called on by teacher to verbalize justification for their “+” or “-“ citing specific prediction denoted on Smartboard-projected class K-W-L or other personal experience as called upon by teacher; completed K-W-L submitted (Collect paper copy of K-W-L from students as “ticket” to line-up for dismissal from class)

9. Teacher hands out list of lesson vocabulary for students to take home (green Science folder) and share with parents for review & upcoming vocabulary assessment in a few days. (Vocabulary list black line master attached to this plan & copies located on file cabinet behind teacher desk).

Day 2:1. Teacher references existing EQ categories & reviews class consensus/dissension from

previous day re: “weather” and “seasonal” knowledge showcased on class wall graphic organizer (visual summary of class’ previous day’s thoughts/discussion); previous day’s individual graphic organizer re-distributed for student reference during discussion (Yesterday’s individual K-W-L copies available on file cabinet behind teacher desk along with “blank” copies available for any student who may have been absent yesterday)

2. Teacher describes the role-play scenario for upcoming “Operation: Tell Me What You Really Think.” (Students will complete final performance task (audio recording) for this scenario in a few days, but today, class will begin the “think” work behind eventual solid, factual final products.) Teacher presents initial scenario today by reading aloud & asking whole class to start thinking about how they would answer the following question, “Do you think photographs of the seasons like these on our classroom wall or watching a video can lead to better weather & season understandings?” The National Weather Service has chosen our class and each of you to be student survey responders for this question and to record your fact-based opinions with Web 2.0 technology that we will be learning later and according to criteria on a rubric that your teacher will be giving you soon. In a few days, you will make an audio recording of your opinion to this question for the NWS. But today, as a first step towards practicing locating and giving a fact-based opinion, the class will view a video podcast & each of you will complete an active listening comprehension checklist to help you summarize factual evidence about weather & seasons, upon which you can base your new understandings. Are you ready? Let’s get started!” Teacher gives active listening guide checklist to each student prior to start of podcast

& explains that they should listen for the information AS IT IS presented in the podcast and place a check beside the information when they hear it in the podcast. Explain that time will be given at the conclusion of the video, too, for completion of the checklist. (Checklist black line master attached to this plan & blank copies available on file cabinet behind teacher desk).

3. Class views video podcast “Weather & Seasons: How can we describe the weather during each season of the year?” Podcast URL: http://www.youtube.com/watch?v=99X2B5dMnbI&feature=youtube_gdatafeaturing excerpts from the book, Our Seasons, by Ranida T. McKneally & Grace Lin. (Copy of book is at the front of the classroom on board tray. May be used as “filler” at any point throughout the lesson for students or whole class for early finish.)

4. Students complete video podcast active listening viewers-guide checklist on seasonal characteristics during and after podcast viewing

5. Upon conclusion of podcast, students re-assemble in groups and discuss photographs’ alignment on classroom wall graphic organizer to determine if information from podcast warrants moving any of the wall photos they previously placed yesterday (photos are exact copies from podcast) to other EQ categories based on today’s now-verified podcast information about seasons; this activity is followed by class discussion; active listening checklist utilized for reference during revisions and class discussion

6. Students individually complete “L” (What I have Learned) of K-W-L graphic organizer from previous day utilizing video podcast checklist for reference and submit both documents to teacher (Slow finishers may take this assignment home tonight to finish for homework in Science folder (green) & return both papers tomorrow to teacher.)

7. TOD - Students complete self-reflection activity with thoughts about the following questions: (Paper copies of self-reflection located on file cabinet behind teacher desk) – “What have I learned about the seasons of the year so far? What have I learned about weather? What helps me learn and remember the most and why – my teacher? Working in groups? Using photographs? Completing a graphic organizer? Watching a podcast? Other?” Why does this way of learning work best for me? (Teacher collects TOD reflections as “ticket” for students to line-up for class dismissal when finished or time dictates. Any student who is NOT FINISHED with TOD may take it home in Science folder (green) and finish for homework)

Follow-up Activities:

Lesson Vocabulary List (Day 1) K-W-L graphic organizer (Day 2) Video podcast active-listening checklist (Day 2) TOD student self-reflection (Day 2)

Materials:

Markers/highlighters

Document Camera – available in classroom

Smartboard & Smartboard markers – available in classroom

Podcast URL: http://www.youtube.com/watch?v=99X2B5dMnbI&feature=youtube_gdata

Our Seasons, by Ranida T. McKneally & Grace Lin

____________________________________________ EQs black line master:

Essential Questions – Element C

Is weather always the same, why or why not? How can weather be observed? Does weather affect our daily activities: how? How can the four seasons be described? How can I learn best about the four seasons? Why do the different characteristics of the four

seasons matter to me? How is weather different during each season of the year?

How is weather the same during each season of the year?

Do I need to know the current season of the year?

____________________________________________Lesson vocabulary black line master:

Lesson Vocabulary – Element C patterns temperature wind precipitation sky conditions weather events observe/observable thunder tornado hurricane sunny cloudy winter

spring summer fall seasons patterns relate summarize evidence understandings fact opinion revise/revisions_____________________________________________

K-W-L black line master KWL Chart

KNOWWhat do I already know about weather patterns & seasons?

WANT TO KNOWWhat I want to learn about

weather patterns & seasons?

LEARNEDWhat have I learned about

weather patterns & seasons?

____________________________________________Lesson Photos copies (laminated set, CD copy, & black line masters)

____________________________________________Active-listening checklist black line master

Active-listening Video Podcast Comprehension Checklist

Student Name: ______________________________________________

1. There are four seasons each year.

                       2. The names of the seasons are winter, spring, fall, and summer.

                                                               3. Weather is observable – we can see it and often feel it.

                                                            4.  Sky conditions are one thing that we can observe to predict what the weather is like. Skies can be sunny, cloudy, stormy, or dark.

         5. Temperatures of each season are observable.

                                            6. Occurring weather events like tornadoes, floods, ice storms, rains and thunderstorms, as well as droughts, can help us predict/know the season of the year.

                                                           7. Precipitation is another word for the amount of water received in daily weather or seasons – like rain, snow, or sleet.     

                                                           8. We notice weather patterns in each season through what we observe.

                                                           9. Many changes take place during fall – crops are harvested, days are shorter, leaves fall off of trees and bushes, temperatures lower, jackets and sweaters are needed, and sometimes floods and tornadoes occur because of all these changes.

                                                           10. In winter, temperatures are cold, skies are cloudy and dark, and precipitation is usually in the form of snow or sleet, which is like icy rain.

                                                           11. Spring can be a very windy season and takes place during the months or March, April, and May.     

                                                           12. Many people vacation during the summer months, but as summer ends, children prepare to return to school for another year.     

                                                          

_____________________________________________Self-reflection black line master

Self-reflection Weather/Seasons

Name  ____________________________ Date _______________________

Write about what you have learned so far about seasons and weather patterns.

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Write about what season you like best & why.___________________________________________________________________

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Write about the ways that we can observe weather each season.

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Circle the smiley that describes your feelings.

I liked working in groups.   

I knew what to do on the K-W-L.  

It was easy to share my ideas on the K-W-L.

  It was easy to share my ideas when we worked with photographs.

I think working with a graphic organizer helps me learn & remember the most about weather and seasons.

   

Working with photographs helps me learn & remember the most about weather and seasons.

  Working with my teacher helps me learn & remember the most about weather and seasons.

  Watching a video podcast helps me learn & remember the most about weather and seasons.

  I could help someone do this – write about weather patterns in seasons.

  The work in this lesson was easy.  

The work in this lesson was hard.  

I was able to help someone complete the active listening checklist after watching the podcast.  

  I like working alone on my class assignments.

I like learning about the weather and seasons.

  The thing I liked most about being part of this lesson was … because…

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