Inductive/Inquiry Lesson #1: Seasons—Fall (Winter, Spring, Summer) (Day 1-4)
I will reuse this lesson for each season on these four days while reading
different books and generating word lists for each season. As a must-do
activity during literacy teams and choices, the children will be choosing five
words for the day’s season to put on sections of a paper with themed pictures
on it. This paper will be made into a word list book at the end of the
week.
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students
will investigate and describe what makes up weather and how it changes from day
to day, from season to season and over long periods of time; explain what
causes different kinds of weather; and analyze the relationships between human
activities and the atmosphere.
Benchmark (V 3ES3): Students will describe
seasonal changes in
Standard/Benchmark 3-4: Students will use
effective listening and speaking behaviors that enhance verbal communication
and facilitate the construction of meaning
(i.e.
appropriate group behavior).
Objectives:
SWBAT describe how nature looks in
SWBAT list common activities people do in each season.
SWBAT demonstrate an understanding of appropriate group time
behavior.
Materials
List:
Provide Examples/Data/Clues
Our weather watcher writes the temperature on the board each day. We
discuss it at group and each child writes it on a calendar at his/her
seat. I will ask the children to think about the temperatures we have
been recording and the type of weather we have been having and the temperatures
we have in different seasons (examples follow).
I will explain that we will be making a list of words related
to each season on chart paper. I will include all of the children’s
ideas, even if they are not accurate. Then, I will read the book related
to our season for that day.
Provide Additional Examples
We will discuss common activities of people and in nature during the season in
the book (examples follow).
We will continue to build our word list.
Draw Conclusions
We will examine the list and I will offer redirection to ideas that might not
be accurate.
Use of Questioning
I will continue to ask the children to think about what they already know about
the season for that day and periodically pause to make sure they understand.
Metacognition/Debriefing
I will tell the children that they already
know a lot about the seasons and since it is autumn now, it is easy to think
about all the ways nature changes and what people do during this season.
I will tell them that when we share ideas we can think of a lot of details
about a topic. I will remind them that it is important to let your mind think
about lots of different ideas because sometimes if you limit yourself, you end
up missing out on some really good ideas.
Each child will choose five words to write
on sections of paper with a border themed for each season. They will keep
this paper in their folder and assemble their book at the end of the week.
Inclusion of Diverse Learners
The ADHD child in our classroom can be prompted to focus on the lesson
during group time by me and by his aide. His aide will work with him
during literacy choices to help him choose five words. There will be
additional benefits of writing down the words for this particular child because
he needs tactile stimulation.
All of the children, but especially the children with special needs often need
to move for a moment to get their “wiggles” out so they can refocus at
group. If the children get antsy during group time, I like to sing this
song with them to allow for movement:
My hands are starting to wiggle
(Repeated 3 times—while wiggling fingers)
Around and Around and Around
(Repeated 3 times-while rotating hands)
My hands are starting to wiggle
(Repeated 3 times—while wiggling fingers)
But now they are settling down! (while putting hands in lap)
If the children really need a break, I may have them stand up
to stretch before continuing with this activity.
Our ADHD child may need brushing during group time to help him focus. His
aide does a good job of knowing when he needs a break. I try to recognize
appropriate group behavior, especially in children that struggle with this
issue because positive reinforcement usually helps them to want to make good
choices at group.
Cooperative Lesson #1 (Day 3)
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students
will investigate and describe what makes up weather and how it changes from day
to day, from season to season and over long periods of time; explain what
causes different kinds of weather; and analyze the relationships between human
activities and the atmosphere.
Benchmark (III 4EE2): Describe fair ways for
groups to make decisions.
Objectives:
SWBAT identify common pictures of nature and human activities
for the four seasons.
SWBAT create a collage of one or more seasons.
SWBAT share materials among table partners.
SWBAT make joint decisions regarding designing and doing this
activity.
Materials List:
Anticipatory Set
I will explain that today we are going to work on an activity that requires
concentration and cooperation, but that will also be a lot of fun. I will
tell the children that they will be choosing pictures of different seasons from
magazines. I will read Now I Know the Changing Seasons with the
children and review the seasons we have covered so far in the unit. We
will talk about ideas for pictures to choose as I read.
I will explain to the children that today they will be working with partners to
create a collage about two seasons. I will have the children seated by
their partners when I call them to group time. We will talk about what a
collage is. I will explain that to make a collage you cut out pictures
and glue them close together on paper. I will model cutting a few
pictures so the class can learn how to trim the pictures.
Cooperative Learning Components
I will explain that they will have to make some decisions with their partners
about this project. Each child will be given a clipboard with a choices
side and an evaluation side. They will sit “knees to knees” with their
partner and put their own name and their partner’s name on the paper.
Then, they will discuss and choose whether to do
a
Winter/Spring collage or an Autumn/Summer collage. We will discuss ways
they could make these decisions (voting, taking turns making the decisions,
etc.) I will circulate and listen to groups making decisions and redirect
where necessary.
Use of Questioning/Higher Level Thinking
I will review each season and we will discuss some ideas for the kinds of
pictures or words they could look for. I will ask them: What would
happen if people were not able to work together to make decisions? I will
listen to their ideas and offer some examples of how inability to make joint
decisions could be a real problem (If you and your brother were supposed to set
the table together, but you started arguing about who was going to put out the
silverware and who was going to put out the plates, you would not get the job
done in time for dinner and the food might get cold before you could eat.
If 2 friends both wanted the jump rope, but they didn’t want to figure out a
way to share, they could spend all of recess arguing and run out of time to
play. What would have been a better idea? It is important to
know how to make good choices with other people.) Due to the uneven number of
students, there will be one group of three for this activity. I will
choice the groups for this activity.
There will be various seasonal pictures in
trays at each table. The children will be required to put at least three
examples of the season on each side of their collages. As they work, I
will continue to monitor their cooperation with each other and they will use
their clipboard papers to remind them who will do what and to help keep them
focused on this activity.
Assessment
During this activity, I will observe who may have trouble with making decisions
together and try to redirect them to better choices and compromises. I
will ask the children to tell me about how they made decisions together.
Later in the day, we will discuss
cooperation. I will have some of the children share about their shared
decision-making at group time before we read I Can Cooperate! after lunch. Many of the
activities during literacy teams and choices require two people to work
together. This is an opportunity for me to model and discuss cooperation,
especially with children who seem to struggle with this concept. Each
child will fill out the evaluation side of their sheet about how successful
they were with joint decision making.
Inclusion of Diverse Learners
Our ADHD child struggles with social interaction with other children so this
may be a very challenging activity for him. I will pair him with a child
he likes to interact with who was previously in his preschool. We will
encourage him to converse during this activity and his aide can help him to
focus and discuss the decisions that must be made.
There are a few other children who sometimes struggle with appropriate behavior
and focus that I will need to observe and monitor. Other adults in the
room, such as pre-student teachers, will be made aware of these special needs.
Direct Lesson #1: Seasons Class Book (Day 3
and 4)
Other Centers to be Open during Literacy Teams and Choices:
Standards/Benchmarks:
Standard/Benchmark 2-4: 2,4: Students will spell words in context
(approximations) using multiple strategies and resources; e.g., letter-sound
association, analogy, word lists/walls, environmental print.
Grade Level Expectation 13 (3,5, 8-11: 1-4):
Respond to multiple text by discussing, illustrating, and/or writing in order
to reflect, make meaning and make connections.
Objectives:
SWBAT write text about the seasons for a class book.
SWBAT spell words using invented spelling with the aid of a writing
prompt.
Materials
List:
Anticipatory Set
We will review the seasons we have been studying. We will talk about
different words, clothing, and events associated with each season. I will
then introduce the activity by explaining that each student will choose their
favorite season and write about why they like it.
Clearly Sequenced Presentation
I will remind the students of various locations in our classroom where they can
find words about seasons (file folder word lists we made earlier in the week,
books, picture dictionaries, etc.). I will explain that they will each
receive a paper to use for their rough draft. I will tell them that they
will do their best to spell the words correctly and that I will help them
revise their writing before putting it on special final draft paper and
displaying it in our class book.
Use of Instructional/Visual Aides
I will model the writing process for this activity by sounding out and looking
up words. I will ask children ahead of time if I can use their word books
and folders to show the class how to look up words they do not know. I
will remind them that I want them to write what they hear. I will tell
them that no one is allowed to use my idea because I want them to come up with
their own.
Checking for Understanding
I will ask the children to explain the directions for this activity back to me
and answer any questions they may have.
Guided Practice Provided
The children will be given a writing
prompt to work on during literacy teams and choices. It will read: I
like _________ because ____________. The seasons will be
written on the board. The children will chose their favorite season for
the first blank in the writing prompt. Various adults will be available
to suggest strategies for writing and spelling words. These rough drafts
will be collected, edited, and returned.
Closure/Summary of What Has Been Learned
I will explain that the rough drafts have been corrected and that good writers
do a lot of rewriting. I will praise the children for doing such a good
job at invented spelling and explain that I corrected their work to get it
ready for our special class book.
Independent Practice
The children will work on their pictures and writing while I meet with literacy
teams. This will be a must-do activity before they can do other choices.
They will choose special paper that goes with their seasons. The finished
class book will be available for families to view as they wait for their
conferences to begin.
Assessment
I will look at the work of the students and see how well they did as they
attempted to spell words and what kind of ideas they used in their
writing. The children will read their writing to a friend before putting
it in their mailboxes. Other adults and I will observe during that time
to see how well the children did with this activity. We encourage the
children to use a checklist we call the “Five Star Sentence” to evaluate their
own writng.
Inclusion of Diverse Learners
We will try to help our special needs child share his writing with another
child. His aide will try to help him to overcome his social fears.
I will set high expectations for group time behavior as well as quiet work time
during this activity to help those who sometimes tend to get off task.
Direct Lesson #2: Kidspiration Seasons (Day 5)
My class has scheduled computer lab time each Monday for about an
hour.
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students
will investigate and describe what makes up weather and how it changes from day
to day, from season to season and over long periods of time; explain what
causes different kinds of weather; and analyze the relationships between human
activities and the atmosphere.
ISTE NETS*T Standard 3: Technology Productivity
Tools: Students will use technology tools to enhance learning,
increase productivity, and promote creativity.
Objectives:
SWBAT recall the basic characteristics of different seasons.
SWBAT identify pictures that coincide with an assigned
season.
SWBAT create a simple concept map using Kidspiration.
Materials List:
Anticipatory Set
This activity will be introduced before lunch so the children are ready to go
to the lab as soon as lunch is over. I will remind them of the previous
activity they did using Kidspiration
where they connected pictures of activities and items they liked to a picture
of a child who looked liked them. I will review the four seasons and some
of the information we have been learning about them. I will explain that
there is a small piece of paper inside their log in card that tells them what
season they will use for this activity.
Clearly Sequenced Presentation
On the computer in our classroom, I will model what the children are to do for
this activity. When we get to the lab, they will log in using their user
name and password (most have already mastered doing this successfully).
Then, they will look at the season that has been placed on the back of their
log in card. The center of their concepts maps will be a circle with the
name of their season written in it. The children can use the back of
their card to make sure the season name is spelled correctly. I will
model this process.
Next, I will show them how to put their
names on their work in Kidspiration
by clicking on the green person on the top right hand corner of the screen and
putting in their names. Then, they will scroll through the many choices
of pictures and find ones related to the season they are working on. We
will review how to select and drag and drop them around the center circle of
their concept maps.
Use of Instructional/Visual Aides
In our classroom, we have a monitor that displays the image on the computer
screen up where the children can see it clearly. We can also zoom in and
point to specific parts of the images so I will use this technology to give the
children directions about this activity.
Checking for Understanding
I will ask the children to repeat back to me what they will do when get to the
lab:
Guided Practice Provided
When we get to the lab, I will peruse the room, answering questions and helping
children to get started.
Closure/Summary of What Has Been Learned
As the children get started on this activity
I will allow them to work more independently. I will take on more of an
observer role as they complete this project.
I have a parent helper scheduled to be in the lab on the day
of this activity.
Independent Practice
I will print out some work samples in color so they can be included in my COATT
technology portfolio. Their work will also be displayed in our class book
about seasons for families to look at while waiting for conferences to begin.
Assessment
After we are finished, I will examine the finished products and see what kind
of examples the children found about different seasons.
Inclusion of Diverse Learners
Our ADHD child may need some help during this activity, but he enjoys art and
creating projects. His aide will help him if necessary.
A few other children may have trouble focusing or understanding this
assignment. I will have other adults (as well as myself) help these
children in the lab.
Direct Lesson #3 (Day 6)
Purpose Statement: The book used in this lesson,
Whoosh!, is
only loosely related to this weather unit because of it talks about the
wind. However, this lesson is included in this cross curricular unit
because I used this book to connect what we were learning in science with
language arts.
Standards/Benchmarks:
Grade Level Expectation 2 (1,3,6:1-3): Students will “read” a variety
of texts with accuracy, appropriate rate, and expression.
Grade Level Expectation 4 (1,4:2-4): Students will use structural cues
(letter/sound association, chunking, word families, running starts), syntactic
cues (phrase or sentence arrangement), and semantic cues (meaning) to recognize
words in isolation and in context.
Grade Level Expectation 5 (1:4): Use phonics
rules, picture clues, context clues, and prediction to aid in decoding.
Standard/Benchmark 3-4: Students will use
effective listening and speaking behaviors that enhance verbal communication
and facilitate the construction of meaning
(i.e.
appropriate group behavior).
Objectives:
SWBAT employ chunking techniques to figure out words that end
in –ick.
SWBAT demonstrate an understanding of appropriate group time
behavior.
Materials List:
Anticipatory Set
We will reread Whoosh! while
concentrating on identifying the rhyming words on each 2 page spread. The
children will help me “read.” After reviewing the story, I will make the
word “kick” with magnetic letters on the board.
Clearly Sequenced Presentation
Then, I will spell other words that end with –ick. I will have the children use their
imaginary “rubber bands” to stretch the words to hear the sounds. We will
develop a list of seven words ending in –ick.
Use of Instructional/Visual Aides
I will use the magnetic letters to build words with the children and I will
remind the children that they can figure out words they not know by putting new
sounds on the front of the word.
Checking for Understanding
I will take away the different beginning letters and one by one, I will put
together words and ask the children to read the –ick words.
Guided Practice Provided
If they struggle, I may ask children to
answer individually, but I will take mental note of those who may be having
trouble so I can continue to monitor their progress. We will continue to
review and I will scaffold the children’s learning as much as
possible.
Closure/Summary of What Has Been Learned
One of the words we make with –ick
will be the word “lick.” I will tell the children they did a great job
figuring out the –ick
words. I will then tell them that we are going to make a slider similar
to the ones we made for other word families. Then, I will show them the
slider will look like an ice cream cone because “lick” ends in “-ick.”
Independent Practice
As a must-do activity during literacy teams and choices, the children will
write the beginning letter(s) of each –ick
word onto a cardstock strip of paper. Then, they will weave the strip
through the ice cream cone paper. They will then read each –ick word to an adult in the room
during literacy choices.
Assessment
I will do informal assessment of the children during group time while we are
working with the magnetic letters. I will observe how many children are
able to read the words and use the chunking technique to help them figure out
unknown words both at group time and when they are practicing reading their
sliders.
Inclusion of Diverse Learners
We have been working on social interaction with our child who has an aide in
the room. He receives stickers each time he initiates conversation with
other children at appropriate times. He can read his slider to his aide,
but we will encourage him to read it to a friend to receive one of his stickers
also.
One child in our class receives daily reports home about his choices and
behavior. This positive reinforcement also helps him to focus and
complete his work in a timely manner.
Day 7: Culminating Activity—Leaf Printing
We had a special presentation from the
Day 8: Culminating Activity—Tools Meterologists Use
In preparation for our continuing study of
weather, I shared a book called
Weather on Earth: Concept Science that discussed
various tools that weather scientists
called meteorologists use to predict the weather. I modeled how to make a
rain gauge out of a two liter bottle and the directions to do this activity
were sent home in my newsletter so that the children could make their own rain
gauge at home. We also discussed wind gauges, thermometers, and weather
forecasting. During Inductive/Inquiry Lesson #2, I did a class demonstration
of how to make rain. The directions for this activity were also sent home
in the newsletter.
Direct Lesson #4: MS Paint (Day 9)
My class has scheduled computer lab time each Monday for about an
hour.
Standards/Benchmarks:
Benchmark (V 3ES2): Students will describe
weather conditions.
ISTE NETS*T Standard 1: Basic Operations and
Concepts: Students will demonstrate a sound understanding of the
nature and operation of technology systems.
ISTE NETS*T Standard 2: Social, Ethical, and Human
Issues: Students will develop positive attitudes toward technology
uses that support lifelong learning, collaboration, personal pursuits, and
productivity.
ISTE NETS*T Standard 3: Technology Productivity
Tools: Students will use technology tools to enhance learning,
increase productivity, and promote creativity.
Objectives:
SWBAT recall what different types of weather looks like.
SWBAT create a weather picture using MS Paint.
Materials List:
Anticipatory Set
(Throughout this unit, I will be talking about the basic parts of a computer
and using a computer poster to remind students of the proper names for simple
computer processes and basic computer hardware. This will help the
children be more familiar with the names of the parts and processes of
computers.) This activity will be introduced before lunch so the children
are ready to go to the lab as soon as lunch is over. I will remind the
children of all the weather words we have discussed and all the kinds of
weather we have learned about. I will tell them that today they will get
to make a weather picture using a paint program in the computer lab. Due
to printing restraints, we will do these pictures using only black ink.
They will be collected and used for bellwork
on the following day when the children will color them and add a title.
Clearly Sequenced Presentation
On the computer in our classroom, I will model what the children are to do for
this activity. When we get to the lab, they will log in using their user
name and password (most have already mastered doing this successfully).
We will then do an activity using MS Paint. The children used MS Paint in
kindergarten and are very familiar with this program so they can start their
pictures as soon as they get to the lab. I will remind them not to use
color and that they will be able to add color later.
Use of Instructional/Visual Aides
In our classroom, we have a monitor that displays the image on the computer
screen up where the children can see it clearly. We can also zoom in and
point to specific parts of the images so I will use this technology to give the
children directions about this activity.
Checking for Understanding
I will ask the children to repeat back to me what they will do when get to the
lab:
Guided Practice Provided
When we get to the lab, I will observe the children while they explore the
program.
Then, I will move around the room, answering questions and helping children to
get started.
Closure/Summary of What Has Been Learned
As the children get started on this activity
I will allow them to work more independently. I will take on more of an
observer role as they complete this project.
Independent Practice
I will have the children save their work in their H drives and later I will print
out some work samples in color (in our classroom) so they can be included in my
COATT technology portfolio. Each child will save their picture in color
and then print it out without color so they can color it at home or in the
classroom.
Assessment
After we are finished, I will examine the finished products and see what kind
of weather the children showed in their pictures.
Inclusion of Diverse Learners
Our ADHD child will likely need some help during this activity, but he enjoys
art and creating projects. His aide can help him if necessary.
A few other children may have trouble focusing or understanding this
assignment. I will have parent helpers assist these children in the lab.
Direct
Lesson #5 (Days 10-13)
During the weather portion of my unit, each
child will be making a book of the four types of clouds and learning a song
called the “A Cloudy Serenade” (see words at end of lesson). The children
will be given a long sheet of paper that they will use for this project.
They will learn about one type of cloud each day and put that part of the book
together.
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students
will investigate and describe what makes up weather and how it changes from day
to day, from season to season and over long periods of time; explain what
causes different kinds of weather; and analyze the relationships between human
activities and the atmosphere.
Objectives:
SWBAT identify the four cloud types by a description of how
they look and the weather that usually accompanies them.
SWBAT recall the words of “A Cloudy Serenade” to help them to
remember the cloud types.
Materials List:
Anticipatory Set
At group time, I will show the children different pictures of clouds and ask
them to guess what type of weather the different clouds make. I will ask
them about their experiences with clouds and if they have ever took time to
watch clouds. I will explain to them that we will be learning about four
kinds of clouds, but they are hard to remember so we will just work on one each
day.
Clearly Sequenced Presentation
Then, I will read Now I Know Clouds. As I read, I will have the
children repeat the names of the four cloud types. After we read the
book, I will talk about the cloud type for that day and ask the children to
look more closely at clouds when they go outside so they can start to notice
that clouds are not always the same.
Then, I will teach the children the verse of “A Cloudy Serenade” that is about
the cloud type we are studying.
Use of Instructional/Visual Aides
I will use pictures of different clouds in my anticipatory set and as I read
the book, I will draw attention to the pictures of clouds. Then, I will
ask the children to make guesses about what kind of clouds were in the pictures
based on the examples in the book.
Checking for Understanding
After a discussion about the cloud for that day, I will ask the children to say
it together. I will ask them to tell me what the cloud looks like and
what kind of weather it goes with.
Guided Practice Provided
While we are doing literacy teams and choices, the children will need to
prepare their book and cut and paste the section for the cloud we discussed.
Closure/Summary of What Has Been Learned
We will read our books together throughout the time we are working on the
different cloud types and we will review the different verses of “A Cloudy
Serenade.” At the end of the four days, the children will complete their
book and we will review the four types of clouds.
Independent Practice
The children will read their books to each other and other adults in the room
after they finish the section for that day and they will be able to practice
reading their cloud book during free choice activities. The children will
quiz each other on the cloud types prior to an assessment.
Assessment
I will listen to the children reading their books and practicing “A Cloudy
Serenade” and offer extra support to those who need more help remembering the
cloud types.
Inclusion of Diverse Learners
Our ADHD student will review his cloud book with his aide to be sure he begins
to understand the four cloud types. She may need to review it with him
individually to help him focus.
If any of the children who sometimes have trouble focusing need extra help with
this project, I will ask pre-student teachers and/or the cadet teacher to
review the cloud book with these children individually.
“A
Cloudy Serenade”
Stratus
clouds are sheets of gray,
Sheets of gray, sheets of gray.
Stratus
clouds are sheets of gray.
They
stay close to the ground.
Cumulus
clouds are piled up high,,
Piled up high, piled up high.
Cumulus
clouds are piled up high.
They
soar on sunny days.
Cirrus
clouds are wispy curls,
Wispy, curls, wispy curls.
Cirrus
clouds are wispy curls.
They
form high in the sky.
Nimbus
clouds are stormy and gray,
Stormy and gray, stormy and gray.
Nimbus
clouds are stormy and gray,
Rain
is sure to fall.
Inductive/Inquiry Lesson #2 (Day 12)
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students
will investigate and describe what makes up weather and how it changes from day
to day, from season to season and over long periods of time; explain what
causes different kinds of weather; and analyze the relationships between human
activities and the atmosphere.
Benchmark (V 3ES3): Students will describe
seasonal changes in
Standard/Benchmark 3-4: Students will use
effective listening and speaking behaviors that enhance verbal communication
and facilitate the construction of meaning
(i.e.
appropriate group behavior).
Objectives:
SWBAT make hypotheses about what makes rain.
SWBAT identify parts of the water cycle after seeing a rain
demonstration.
Materials
List:
Provide Examples/Data/Clues
I will tell the children that today we are going to talk about rain.
Provide Additional Examples
I will tell the children that today we are
going to make rain in our room. I will ask them questions as I boil the
water under the pie pan to make the ice into a raining cloud.
·
Where did the teakettle cloud come from?
(water in the teakettle)
·
What made the water turn into a
cloud? (heat)
·
What made the cloud turn into water
droplets? (cold from the ice)
Draw Conclusions
We will talk about how we can use this activity to help us understand how real
clouds form and make rain.
Then, I will read the back of the Weekly
Reader about the water cycle. I will explain the conclusions we just
discussed and take the children through the water cycle process.
Use of Questioning
I will let the children lead with their discoveries by giving them
opportunities to answer questions leading them to conclusions.
Metacognition/Debriefing
I will ask the children if they knew where clouds came from before they saw
this demonstration. I will explain that sometimes we can collect
information by asking questions and look at information in books and observing
what we see to figure out the answers to our questions. Scientists like
to observe what happens and try to figure out information from what they see.
Inclusion of Diverse Learners
I will make sure that the aide in our room is aware that I will be doing this
demonstration with the hot plate today. She will prepare our special
needs child and explain safe procedures to him. I will explain safe
procedures to the whole class before we start the activity as well. I
will also ask the aide to help our special needs child prepare for this
activity by making sure he has been brushed and is ready to focus during the
demonstration.
I will speak to our other child who receives daily behavior reports and explain
that I really want him to be able to see this demonstration and I would love to
see him make good choices so he could see it rain in our room. Usually, a
short reminder that I am watching and that I believe he can do well, helps him to try harder when
we do activities like this.
Day 13: Culminating Activity-- Sensational Seasons
All the children were traced on brown paper for a special activity on this
day. They each drew a season randomly and drew and colored clothes on their
tracing. The tracings were displayed in sets of four representing all the
seasons. The children loved this activity and worked together to clean up
and help others finish. They also were able to show me through this
activity all they had learned about the seasons during this portion of our
unit. We used the cafeteria for this activity and I coordinated parent
helpers and pre-student teachers to make this activity successful.
Direct Lesson #6: Graph Club (Day 14 and 15)
My class has scheduled computer lab time each Monday for about an
hour.
Standards/Benchmarks:
Benchmark (V 3ES2): Students will describe
weather conditions.
ISTE NETS*T Standard 5: Technology Research Tools:
Students use technology tools to process data and report results.
Benchmark (V 1EE2): Acquire information from
observation of their environment.
Grade Level Expectation 6(1:1-3): Identify
categories for collecting and sorting data, collect and organize the data into
charts, and display the data into picture graphs.
Objectives:
SWBAT compare temperatures collected in the month of October
using a bar graph.
SWBAT categorize temperatures by intervals of 10 degrees.
Materials List:
Anticipatory Set
Throughout the month of October, we have collected temperature readings each
morning we are in school. I will explain that we are going to look at
this data or information to try to learn some information about fall, the
season we are in.
Clearly Sequenced Presentation
I will have the children get out their monthly calendar and we will color
code and tally the number of temperatures we recorded in the 20’s, 30’s, 40’s,
and 50’s.We will talk about how fall can have different temperatures and I will
review that sometimes the temperature has been above freezing and sometimes it
has been below freezing. I will explain that I will make a graph of this
information that we will look at the next day.
Use of Instructional/Visual Aides
The children will have their individual calendars to color the appropriate
boxes and I will tally temperatures on the board using corresponding colors.
The next day, I will have a large version of our graph and I will have small
version to give all the children as we discuss the results.
Checking for Understanding
I will ask the children to read the graph by asking them how many days we had
temperatures in a particular category.
Guided Practice Provided
Then, I will ask them other, more interpretive questions about the graphs, such
as: “Did we have more days in the 20’s or in the 30’s?”
Closure/Summary of What Has Been Learned
I will sum up what we have learned by
reminding the children that adults and children can use graphs to learn new
information. Scientists gather data, or information, so they can look at
it and try to figure out questions they have. Each child will get to take
their individual graphs home.
Independent Practice
I will encourage the children to go home and tell their families about the
graph and what it tells them about the weather they observed in October.
Assessment
I will note who does well and who needs extra help with interpreting graphs as
I ask the children questions. We will have opportunities to make other
graphs as we have been this school year.
Inclusion of Diverse Learners
Our ADHD child will likely need some help staying focused during this
activity. He could also look at the big graph during literacy choice
activities.
Again, I will set high expectation for my class to pay attention and focus
during this activity and I will reward positive choices. High
expectations can go a long ways in motivating otherwise unfocused students.
Direct Lesson #7: Wild Weather (Day 16 and 17)
Standards/Benchmarks:
Benchmark (V 3ES2): Students will describe
weather conditions.
Grade Level Expectation 21(8:3): Identify major
idea(s) and details in expository text
Grade Level Expectation 27 (5,9,10: 1-3): Connect personal knowledge and
experience to ideas in texts.
Objectives:
SWBAT describe different types of precipitation.
SWBAT describe different types of severe weather.
Materials List:
Anticipatory Set
I will tell the children that we have learned a lot about weather and seasons
in the last few weeks. I will tell them that later today they will be
able to explore a special computer book that I made, but before I tell them
about it, I will read
What’s the Weather Today?
Clearly Sequenced Presentation
We will discuss the vocabulary in the book and the severe weather
examples
(in a way
that will not frighten the children).
Use of Instructional/Visual Aides
I will take advantage of the nice weather pictures and ask the children about
their experiences with weather.
Checking for Understanding
I will ask them to tell me the meaning of some basic vocabulary from the book.
Guided Practice Provided
I will show them that they can learn a lot from the book even by just looking
at the pictures. I will tell them this big book will be available during
literacy choices and they can ask each other questions about the words in the book. I will
model this activity for them.
Closure/Summary of What Has Been Learned
I will show them Wild Weather and tell them there are some really great
pictures in this book and it will be available during choice time.
Independent Practice
During choice time, they can explore the books in pairs and ask each other
questions about the words they have learned in this unit.
Assessment
Other adults and I will observe the children exploring these books and take
note of who chooses to do so during choice time. We will also listen to
conversations about weather during choice time.
Inclusion of Diverse Learners
Our special needs child could be paired with his good friend in our class who
he seems to be willing to talk to. Again, he could also earn a star if he
initiates conversations with his classmates.
Other Centers to be Open during Literacy Teams and Choices:
Direct Lesson #8: Max Show Slides (Day 18)
Purpose Statement: This technology lesson
focuses on math and number models. However, it is included in this
cross-curricular unit because I used weather-related icons to connect this
activity to the science unit.
Standards/Benchmarks:
Grade Level Expectation 11(1:2,3): Develop strategies for basic addition
and subtraction facts.
Grade Level Expectation 12 (2:3): Recognize and
represent relations using mathematical symbols.
Objectives:
SWBAT represent simple math facts with objects (stamps) in
Max Show.
SWBAT utilize mathematical symbols to show simple math facts.
Materials List:
Anticipatory Set
The children will make pictures in slides and add words the week before we do
this activity to help them become comfortable with the program.
I will discuss what number models are and explain that the children will be
making pictures of number models for today’s activity. I will remind the
children of an activity they did with pennies and pictures of their hands where
they used piles of pennies to represent a math problem. I will explain
that they will use “stamps” in Doodle Pad to represent their number models just
like the pennies were used in the other activity. The children will make
up their own addition number models for this activity.
Clearly Sequenced Presentation
I will model the process of representing the fact using Max Show. For
instance, if the fact was 2+2=4, I
would show the children how to put two “stamps” in the large box at the top,
draw a plus sign in the middle, and stamp another set of two “stamps.”
The children will type their number models in a separate box at the bottom of
each slide.
Use of Instructional/Visual Aides
I will use the overhead monitor that reflects the image on the computer screen
to make this visible to the children. I will zoom into the specific area
I want them to see and I will encourage them to use weather symbols to
represent their problems.
Checking for Understanding
I will continue to do examples until I feel most of the class understands what
this activity is all about. I will ask some volunteers to tell me the
steps of making number model slides.
Guided Practice Provided
Then, I will model another simple problem, but I will let the children tell me
what to do next.
Closure/Summary of What Has Been Learned
I will review the instructions and tell the children what we will do during our
computer lab time this afternoon. Some of the children’s work will be
used in my COATT technology portfolio according to the parental releases that I
had signed. No names will be used on student work or pictures.
Independent Practice
The children will be given about 40 minutes to make number model slides during
our computer lab time. Then, they will put their slide shows in
presentation mode and the children will rotate around to different computers to
view the slide shows of their classmates.
Assessment
I will do authentic assessment of how well the children understand as they work
and when I look at their finished work. We will not print these slide
shows out because they are best viewed as actual slide shows, but I can view
their slide shows later through my own computer.
Inclusion of Diverse Learners
Our special needs child can receive extra help with this activity from his
aide, but he is usually very interested in computer activities. He
probably will not need additional assistance. Other children who
sometimes have trouble with focusing can receive support from parent helpers I
periodically schedule to help in the computer lab.
End of Unit: Culminating Activity
In addition to the culminating activities I
mentioned throughout this unit, my class produced Seasons Greetings cards for
the winter holidays. They used their knowledge of seasons, weather
vocabulary, and stickers to decorate the cards. The cards were
distributed to the Chelsea Retirement Community to residents who do not receive
mail often. Through this activity, children were able to help their
community and learn about having empathy for others.