Sie sind auf Seite 1von 9

K5 Science Endorsement GPS Lesson Plan

Title What’s The Weather

Maggie Gudgel ( Elmore )


Teacher(s)

E-mail Maggie.Gudgel@cobbk12.org

School Frey Elementary School

Grade 1 Concept(s) Weather


Level Targeted

 Performance Expectation – Asking questions and defining


weather attributes/ Engaging in creating claims and predictions about
weather patterns/Developing and using models/weather instruments

Science & Disciplinary Core Ideas Crosscutting


Engineering (Content) Concept
Practice

 Asking questions Weather and Climate


and defining
 Patterns of
 Scientists record patterns change can be
problems
of the weather across used to make
 Engaging in creating predictions.
different times and areas
claims
so that they can make
 Developing and
using models
predictions about what kind
of weather might happen  Cause and
 Constructing next. effect
explanations relationships
are routinely
 Obtaining, identified,
evaluating, and tested, and
communicating  Climate describes a range
of an area's typical weather used to explain
information conditions and the extent change. -
to which those conditions
vary over years.

Georgia Performance Standards


S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

a. Represent data in tables and/or graphs to identify and describe different types of weather and the
characteristics of each type.

b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either
solid (ice) or liquid (water).

c. Plan and carry out investigations on current weather conditions by observing, measuring with
simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data
(temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar,
and graphically.

d. Analyze data to identify seasonal patterns of change.

 Safety Considerations
I will make sure all weather conditions are suitable for my students to go
outside for weather watching. All weather instruments and tools will be
modeled for proper use from the students. Students will have access to my
classroom sink for hand washing/dumping of liquids used throughout the unit. I
will remind students to NEVER taste or play with dyes and chemicals they find
at home or at school.

The Learning Plan:

 ***PRETEST*** Before unit begins/ Post-test given after 4 lessons.


 ENGAGE students with questioning, themed music, interactive
videos, and phenomena’s. Students will make connections through
previous experiences to become mentally engaged to the concepts.

 EXPLORE –Students will use inquiry skills including investigation,


analyzing, inferring, and exploration with hands-on learning
activities.
 EXPLAIN that there are four types of precipitation falling into
solids/liquids. Sw understand the reasoning behind storms connected
concepts to types of clouds. Sw track and record weather daily.
 EXTEND Milk Mystery/How far away is that storm? Students will
extend on concepts with these two extension activities.
 EVALUATE student learning by revisiting big ideas and checking for
understanding with post-test and accessing CTLS ASSESS content.
Lesson
Opening/ Hook/
Logistics/Mate Work Session: Closing: Resources:
Initial Focus:
rials:

Lesson 1 Learning Style: ENGAGE: EVALUATE:  https://www.yout


“ Be a  Whole  TW show students a  Sw paste their  Each groups will get ube.com/watch?
weather data
weather Group pictures of rain from
graphs into journals
together with time_continue=6
watcher.  Small an airplane view on
(we will use these
another group and &v=qWWx3reC9
Groups a sunny day with share how they
” rainstorm sounds for several weeks sorted their cards. qA
Materials: see picture) to
playing from  The groups will
 Smartboar pandora. record the daily
 http://www.prima
weather after discuss why they
d  In groups, SW chose to put each rythemepark.co
listening to the
 Pandora discuss what they presenter. This is card where they did. m/2016/03/weat
 Anchor think they are part of our daily  This will allow for her-videos-for-
Chart seeing and why it routine. students to further
formed. Tw facilitate kids/
 Weather discuss the ideas
the conversation.  SW break apart into learned in class
data  SW watch an today.  Dr. Seuss book-
their four person
graph/jour engaging 6 min. “Oh Say Can You
table groups to sort
nals Say What’s the
video defining and weather picture  Our class will end Weather Today?”
 Sorting discussing cards into the lesson by
cards meteorology and appropriate box with playing a fun game
weather. matching seasons. of “WEATHER” four
 Storybook
 TW lead students to corners using
the conclusion that weather terms. I will
EVALUATE: TW observe model the game
there are several
students as they work. I and will label the
types of weather
will place a green cup sides of my room
that can occur
Other simultaneously and
on each table as they “Hail, Snow, Sleet,
Considerations: complete the sorting Rain.” Students will
four types of
*** Students are activity correctly. take turns
precipitation in a
assigned a specific liquid or solid state. transitioning to
day to report as the different pictured  Phenomena
 TW read aloud “Oh
picture
class meteorologist. corners to try and
Say Can You Say
This is a mini project be the last
What’s the Weather
that will last meteorologist
Today?”
throughout my standing.
weather unit.  The class presenter
will report the
weather findings
from outside- sw
check the weather
instruments to
report back to
classmates.

Lesson 2 Learning Style: ENGAGE: EXPLAIN: EVALUATE: https://mysteryscie


 Whole  Show students  TW relate the Students will now nce.com/weather/m
academic use the pieces they
“Storm Group picture of
vocabulary to completed earlier to
ystery-2/local-
Spotter”  Partnered phenomena ____
Lesson 1’s activity. play the matching weather-patterns-
pairs https://www.flickr.co
m/photos/51647007  TW teach students vocabulary game weather-
 Independ
@N08/5033180223/ chant about the with a partner. Each prediction/47?
ent types of child will draw the r=12526407#slide-
Materials: precipitation, and label piece from a
id-1360
 Allow students a few the water cycle. cup and have to re-
 Picture of moments of SW learn how to make attach it to the
phenome
na
discussion as to predictions about the correct picture Labeling vocab.
what may have weather by observing matching it. Sw play Cards- (uploaded to
 Vocab caused the clouds and their this game until
cards phenomena
the blog.)
changes. In the activity, pieces are all
 Pencils lightning storm students create a small matched.
 Smartboa photo. book to record their “Storm Spotter”
rd video  Students will go on notes and use it to Sw use the picture foldable activity
an interactive 4 practice storm kayak prompt from
 “Storm
minute video call prediction. Sw complete the smartboard to
Spotters”
“Weather watch” the “Storm Spotter’s predict the weather
foldable/i
this video will have Guide” foldable book to by observing the
nteractiv
probes to ask the complete while clouds with the
e booklet.
students to respond watching the interactive following prompt:
while watching and video that goes along Do you think
Other making connections with the storm spotter there will be a
Considerations: to weather they’ve booklet. I will stop the storm soon? Why
Change discussion experienced. video periodically while do you think that?
groups to allow walking around the If you think there
students the room monitoring will be a storm,
 Sw complete the
how long will it
opportunity to hear student note taking.
weather vocabulary
from more of their Students will use the last?-
cards by writing the
peers. video guide to complete
correct weather
the pages. The students Students should
name under the
will be given a “local” predict-
picture, sw then cut There are cumulus
the card name off landmark from me to
see if bad weather is clouds and tall
the card to be able cumulonimbus clouds
to match it in the coming. in the distance. It
game later in the ‘ looks like the wind will
lesson during the EXTEND: How Far blow them toward you.
evaluate session. Away Is That We think there will be
a thunderstorm that
Thunderstorm? will last less than an
hour — so we would
Students will be wait until after the rain
encouraged to to go boating.
document from home
how far away a
thunderstorm is for a
“house point” reward
for this at home
extension. I will explain
to the students that
after seeing flash of
lightning, start counting
off the seconds like this:
one-one thousand, two-
one thousand, three-
one thousand. Stop
counting as soon as you
hear the thunder.

Every five seconds you


count equals about one
mile. So if you counted
5 seconds, the storm is
about a mile away. If
you see lightning but
never hear the thunder,
the storm is more than
12 miles away — too far
for you to hear the
thunder.
Lesson 3 Learning Style: ENGAGE: EXTEND: EVALUATE: Cobb CTLS-1st grade
“Testing Science Unit
the
waters…  Whole  Show students SW do a fun experiment  In their groups, SW Milk Experiment
and milk” Group picture of to continue practicing discuss what they drawing sheet- sw
 Table phenomena. predictions called learned after their draw before and after
groups- “Mystery Milk” Students water experiments model of the milk
3/4  Pose the will have a tray filled and milk mystery colored created.
students questions: with whole milk. The observation.
students will first watch  Students will
Materials: How do you make a
prediction? as I conduct the complete the
 Pictures experiment over the
Students will first prediction handout
of projection. Each group
observe their group’s to draw their before
phenome will make a prediction
blue water cup; each and after pictures of
na of what will happen
group will take the their creation.
 Water when I dip my blue
trays temperature reading of
their regular blue water dawn soap cue-tip into
 Thermom the milk with coloring.
eters cup. Students will then
 Pencils/cr predict what will
happen as they release Afterwards, the
ayons students will each get
a blue ice cube into the
 Observati to conduct the rainbow
cup of fresh water. Sw
on milk mystery. I will walk
draw their prediction on
handout around to each group’s
their papers.
 2 Water tray and I will add 4
Tw share several ideas
cups-per different food coloring
aloud as the students
group colors to each. The
are watching their
 Blue students will take turns
cubes change and melt.
frozen ice touching the cue-tip to
cubes- the milk to observe the
premade food coloring spreading
 Food quickly before their
coloring eyes rather than
 Milk/trays mixing. Students will
 Cue-tips play around with their
 Dawn colorful milk until the
soap substance turns a
greenish mixed mixture.
Other
Considerations:
 One of my
students has no
arms, his group
will conduct the
experiments
from the floor to
ensure everyone
can participate
safely. SW be
working with
water, food
coloring, ice
cubes, dawn
soap, and
instruments.
They will have
plenty of space
and safety
goggles when
necessary.

Lesson 4 Learning Style: ENGAGE: EXPLORE: EVALUATE:


DAY 1:  Small  Review concepts Students will help 
Groups from previous days conduct the snow Students will
by singing the making as a group. collaborate to end
“Let it  Whole
Each student will have
weather song and the unit by creating
snow!” Group
water cycle tune as a role to play in making a skit OR an
Materials: a whole class. the snow. The first step informational
Other  I will be dressed for is to add the entire weather poster to
Considerations: a “snowy” day with canister of corn starch present to the class.
 SW be working a scarf, mittens, etc. into the bowl with the Each group will
with cornstarch, and I will prompt the shaving cream. Next, need to work
stirring utensils, students to decide students will take turns together to
large container, what I am preparing mixing the concoction include/describe the
shaving cream for. Sw should until they have fluffy four types of
suggest that I am snow! Students will precipitation
preparing for snow. I have 10 minutes to
will then ask the build, play, and explore
students to get in their snow.
ready to create
snow! EXTEND: Students will
take turns with my
support watching a
“cloud” be made in the
microwave. I will use
ivory soap to
microwave on high for 2
minutes. Students will
get to touch and see
the puffy cloud creation
made from the heated
soap. I will encourage
students to discuss and
chat about their
observations and
connections to clouds
they have seen.
Lesson 4 Learning Style: ENGAGE: EXPLORE: EVALUATE:
(2 days)  Small  Students watch . SW rotate around 7  www.pinterst.com
Groups table exploration As a whole group,
a homemade
stations exploring wind we will stop after
DAY  Whole wind vain made and what items can
TWO: Group from a 4th grader blow in the wind with center rotations to Cobb County CTLS
“WHIRLIN blow around in ease, and difficulty. SW evaluate and record
G WINDS” Materials: front of a use red and green our data onto a
Pom Poms circulating fan. I popsicle sticks to drop large anchor chart.
Streamers in the cup above the While I facilitate the
prompt students streamer he/she
Cups to ask them believes to be the conversation, sw
7 Balloon Air what is hardest (red) and compare the
blowers happening. We easiest to blow (green) I various
Different will discuss wind will be evaluating their measurements that
weighted items choices. At two tables,
and relate wind their classmates
students are blowing
Timers back to our pompoms while recorded.
recent storms. measuring distance on
different paths (zig zag, Sw revisit the big
straight line) the ideas about air
students will be timed
movement and
with timers to try to
blow their pompom wind while
through the maze describing their
quickly. claims and
reasoning behind
their selection of
red/green sticks.

Das könnte Ihnen auch gefallen