Weather Watchers

Science Lesson Plan

Flor Aparicio 9/19/2014

Title Weather Watchers Grade Level 1 Name Flor Aparicio

Rationale I will teach my students by always discussing in the beginning of class of what we will be doing. I will lead with a small discussion and then proceed to an activity. I choose to do a lot of hands on activities because I believe it helps the students learning for understanding. I will read directions aloud while everything will be on the board. The students will work individually and in small groups. This will help the students get comfortable with each other and help one another.

Major goals or objectives The objectives will be written on the board. The teacher will proceed with the objectives of the day before the class discussion. The objectives will be explained by the teacher while the students see it on the board and the teacher points. The teacher will allow the students to ask any questions or concerns after going through all the objectives of the day. The main purpose of this unit is to have the students comprehend how to investigate, identify, and describe various forms of seasons as well as the different weather forecasts. The students will begin to understand how to record temperature using a thermometer.

SOL addressed 1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans; b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.

A matrix showing which lessons cover which SOLs SOL number Frist Day Second Day Third Day Fourth Day Fifth Day Sixth Day X X X X X 1a 1b 1c X Subjects Science, Math, and English Science and English Science, English, and Art Science and English Science, English, and Art Science and English

X X X X

Concept Map Overview

List of materials 1. Construction paper 2. Plastic cups 3. Water (Hot and Cold) 4. Worksheets/Handouts 5. Finger paint 6. Color pencils/Crayons 7. Thermometers 8. Cotton Balls 9. Glue/tap 10. White printing paper

Special safety concerns 1. Paper cut 2. Spilling water 3. Mess

Lesson Day 1 Changes in Temperature 1. Cass Discussion a. The teacher will ask the class does this water look hot or cold. b. The students will think for a minute c. The teacher will pick three students to guess d. The teacher will explain why guessing is not always right. e. The instructions will be on the board as the teacher explains what the students will be doing today. 4. Activity a. The students will write in their KWL chart about temperature (hot, warm, and cold). a. The students will be measuring using a thermometer b. There will be groups of three working together. c. The stations will set up beforehand. d. Each student will have a role while doing the activity. e. One student will put the thermometer in the cup, the other will record, and the last person will hold the cup still. f. The next time the students will switch roles. g. The students will learn how to record temperature. h. The students will write an observation, a few minutes will pass and the students will do another trial. i. Students will look at the difference between the hot cup and the cold cup. (steam/fog) j. Students will write their observations for the day based on the activity they did. 3. Materials a. Cup of hot water b. Cup of cold water c. Thermometer d. Paper and pencil

Lesson Day 2 What is the Weather? 1. Class Discussion a. The teacher will have a PowerPoint with different weather forecasts. b. The students will be picked to describe what they see. c. Students will be asked to write what they think of, see, smell, and taste depending on the weather outside. d. Another student will be asked what they know about the certain weather. e. The students will lead into discussion of how each type of weather is different. 2. Activity a. The students will write in their KWL chart about the weather. b. Each student will be making their own weather book. c. The book will be done right after the picture discussion and brainstorming from the discussion. d. Each student will draw and paste the different kind of weather. e. On the bottom of the type of weather the student will write at least one of the five senses (taste, smell, see, hear, or feel). 3. Materials a. Cotton Balls b. Crayons/color pencils c. Construction paper d. Cut out weather names (Precut by teacher)

Lesson Day 3 The Water Cycle 1. Class Discussion a. The teacher will ask the students to write on their KWL chart about the water cycle. b. The teacher will explain the water cycle and how it affects the weather. 2. Activity a. The students will write in their KWL chart about the water cycle. b. The students will have a leader at each table that will pick up a piece of white paper for each member at their table. c. The students will have another leader at each table that will pick a zip lock bag for each member at their table. d. Another student will be assigned to pick up glue or tape for the students to share at their table. e. The last leader will pick up the markers or crayons for their table to share. f. Each student will make their own water cycle poster. 3. Materials a. Wide print paper b. Markers/crayons c. Precut words in a zip lock bag (Precut by teacher) d. Glue/tape

Lesson Day 4 Dress for the Season Project 1. Class Discussion (weather and clothing) a. The students will write in their KWL chart about seasons and dress for the weather. b. Students will sit in a circle on the floor. c. The teacher will sit with them and ask how the weather is outside. d. The teacher will call on three students to answer the question. e. The following question the teacher will ask is what am I wearing? f. The teacher will pick three different students to answer the question. g. The teacher will explain to the students that the weather effects what people wear every day. h. The teacher will begin to write down their ideas on the board. 2. Activity: a. Students will choose a season and then create a wardrobe for the person to wear. Students will recognize that people dress differently for each season. The student may use any colors, clothing, and creativity. b. Students will then write an observation of how the weather affects what people wear.

3. Materials Needed a. Blank person handout b. Crayons/color pencils c. Notes that will be on the board

Name: ___________________________

Lesson Day 5 Seasons Change Animals and Plants 1. Class Discussion a. The teacher will show a PowerPoint on seasons. b. The teacher will ask what kind of animals would live depending on the weather. c. New vocabulary words will be up on the board such as migration and hibernation. d. The students will begin to hear the new vocabulary words to get familiar. e. The students will learn about changes over an extended period of time. 2. Activity a. The students will write in their KWL chart about animals and weather. b. Each student will draw the four seasons on a paper. c. The students will use figure painting for this assignment (Gray/White is winter, Orange/Red is fall, Yellow/Blue is summer, Pink/Purple will be spring). d. The students will draw an animal that would around during the season. e. The students will have trees and have other kind of plants to show how they would change depending on the season. 3. Materials Needed a. Construction paper b. Finger paint c. Notes (On the board)

Name: _____________________________ Weather Test

Directions: Try your best! 1. Circle the material we used to measure temperature

2. Draw a type of weather. (Sunny, Rainy, Cloudy, Snowy or Stormy)

3. What is one thing you would wear when it is cold and snowing outside? (Can draw or write)

4. What kind of animal hibernates (sleeps) during winter? (Can draw or write)

5. What season does each tree belong in? (Winter, Summer, Spring, or Fall)

6. Match the picture to the correct season by drawing a line to connect them.

Spring

Winter

Summer

Fall

Assessment rubric a. Attempting the KWL Chart. b. Test c. Completing the weather book. d. Completing the water cycle assignment. e. Completing the dress for the season assignment. f. Students will be observed by the teacher. g. During discussion the teacher will write down when the student participated and pick on the students who need more points. Extension activities and activities to meet the needs of diverse learners a. Students will be engaged by participating b. Students will have hands on assignments. c. The directions will be on the board as well as said aloud by the teacher. d. The students will have opportunities to ask questions. e. There will be a word wall in the classroom for the students who are having trouble with spelling or reading.

Sources http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/ science1.pdf https://www.google.com/search http://thefirstgradeparade.blogspot.com/2010/10/whats-weather.html

KWL CHART
What I know What I want to know What Ive learned

Opening up Lesson & Tying it all Together 1. Opening Class Discussion a. The students will be introduced to the objectives of the day. b. The students will receive a KWL chart. c. The students will be using the KWL chart throughout the unit. 2. End of Unit Activity a. The students will transform their KWL chart to a weather activity. b. The students will write on raindrops to represent the knowing. c. Clouds will represent the want to learn. d. The Snowflakes will be the learning. e. This will occur at the end of the unit to see how much progress the students have made and to answer any questions still left. 3. Materials a. Construction paper b. Markers/Crayons