liv file · Web viewChristina Young. Weather Unit Plan. Second Grade. 5 Lesson Plans....

Christina YoungWeather Unit Plan

Second Grade5 Lesson Plans

November 14 - 18 2011

Table of Contents

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit Plan Relevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4

PA Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Key Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Integrated Planning Web and Time Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-8

Introductory Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-14

Culminating Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15-17

Assessment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

List of Materials/Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21

Lesson Plan 1: Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-26

Lesson Plan 2: Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-31

Lesson Plan 3: Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32-34

Lesson Plan 4: Tornadoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-38

Lesson Plan 5: Rainbows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39-43

Unit Relevance

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The purpose of this unit is to give students a basic understanding of different

components of weather. Students will be covering various components and types of

weather in this unit plan. Main weather conditions to be covered are the water

cycle, clouds, snow, and tornadoes. The students will take part in several hands on

activities and group learning to best meet the needs of the students. Each lesson

will be kept at a 30 minute maximum due to student dynamics.

Students will be introduced to the unit talk about different types of weather

that they see daily. They will discuss what takes place in different seasons and the

current weather. Students will make observations, the clouds, temperature, and any

precipitation. Students will also learn about meteorologists and their role in

forecasting weather.

Students will begin by learning about clouds. Students will be introduced to

the different types of clouds and when they appear. Students will complete a

graphic organizer with facts and characteristics of each cloud. The students will

also use cotton balls to make representations of each type of cloud.

The water cycle and rain will be combined in the next lesson. Students will

be introduced to the three main parts of the water cycle and the students will learn

a song to assist them in remembering the basic components: evaporation,

condensation, and precipitation. Students will also make rain in jar to show how the

water cycle works and generates rain.

To build on the water cycle, students will talk about how it produces snow.

The students will talk about what time of the year it snows and what causes it snow

instead of rain.

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The next topic covers extreme weather: tornadoes. Students will make

tornadoes in a jar to see how they work. Students will complete a graphic organizer

to show when they take place, how they work, where they are, etc. Students will use

the graphic organizer to complete a summary to show what they learned.

The final topic to be covered in this lesson is rainbows. Students will talk

about the different colors of the rainbow and use Roy G. Biv to remember the colors

of the rainbow. Each student in the class will create his or her own rainbow as

reminder of the components.

This unit plan will allow students to get a deeper look into the weather that

they see everyday. Through various hands on activities and meaningful lessons, the

students will learn about different weather processes and what they mean to us.

Students will be able to make the connection between weather in western

Pennsylvania and other places in the world.

Lessons in this unit were planned around student needs. Strategies that have

proven to be successful in this classroom (i.e. read aloud, large group instruction,

hands on activities, etc.) will be implemented throughout the unit.

PA Academic Standards

Lesson Plan # 1

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Connect the various forms of precipitation to the weather in a particular place and time.(PA Academic Standard 3.3.4.A)

Lesson Plan # 2

Connect the various forms of precipitation to the weather in a particular place and time.(PA Academic Standard 3.3.3.A4)

Explain the basic components of the water cycle.(PA Academic Standard 3.3.5.A4)

Lesson Plan # 3


Lesson Plan # 4


Explain how air, temperature, wind speed and direction, and precipitation make up the weather in a particular place and time.(PA Academic Standard 3.3.3.A5)

Lesson Plan # 5


Key Definitions

Blizzard: a big snowstorm with strong winds.

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Condensation: the conversion of a substance (as water) from the vapor state to a denser liquid or solid states usually initiated by a reduction in temperature of the vapor.

Drought: when it does not rain for a long period of time.

Evaporation: the process of water converting into vapor.

Flood: when there is too much water on the land.

Hurricane: a tropical storm that rotates about a center of low atmospheric pressure with winds of 74 miles per hour or greater that occurs especially in the western Atlantic, that is usually accompanied by rain, thunder, and lightning, and that sometimes moves into temperature latitudes.

Lightning: a flash of light in the sky. Lightning comes from a cloud.

Meteorologists: a scientist that deals with the atmosphere and its phenomena and especially with weather and weather forecasting

Precipitation: to condense from a vapor and fall as rain or snow

Prediction: the act of declaring or indicating in advance; foretell on the basis of observation, experience, or scientific reason

Rain: water falling in drops condensed from vapor in the atmosphere.

Rainbow: an arc or circle that exhibits in concentric bands the colors of the spectrum and that is formed opposite the sun by the refraction and reflection of the sun’s rays in raindrops, spray, or mist.

Snow: precipitation in the form of small white ice crystals formed directly from the water vapor of the air at a temperature less than 32 degrees.

Snowflake: a tiny piece of frozen water. Snowflakes fall from clouds.

Temperature: a degree of hotness or coldness measured on a definite scale.

Thunder: the sound that lightning makes. You can hear thunder after you see lightning.

Water Droplet: a tiny drop of water. Water droplets are smaller than raindrops.

Water Vapor: part of the air outside.

Tornado: a tower of air that spins very fast.

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Integrated Planning Web

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Time Frame

Monday

November 14, 2011

Tuesday

November 15, 2011

Wednesday

November 16, 2011

Thursday

November 17, 2011

Friday

November 18, 2011

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1 Day

Lesson Plan # 1ScienceClouds

In a large group, the students will learn

and discuss the different types of

clouds. The students will place the characteristics

of the different clouds into a

graphic organizer.

Each student will recreate each type

of cloud using cotton balls.

1 Day

Lesson Plan # 2Science

The Water Cycle

In a large group, the students will

learn the basic components of the

water cycle and learn the Water Cycle Boogie to remember the

parts.

In small groups, the students will make

rain in a jar.

1 Day

Lesson Plan # 3ScienceSnow

Using a story, in a large group, the

students will identify when snow

occurs and its relation to rain.

Students will also watch a You Tube clip of a Blizzard.

Each student will create a snow globe to represent what

was learned.

1 Day

Lesson Plan # 4Science

Tornadoes

The students will read about

Tornadoes and complete a GIST

graphic organizer. Using the

information from the graphic

organizer, the students will write a short summary.

In groups, the students will make a tornado in a jar to see how a tornado

works.

1 Day

Lesson Plan #5Science

Rainbows

The teacher will teach the students Roy G. Biv to assist

them in remembering the

colors of the rainbow after the students discuss

how rainbows are formed and when they are visible.

Each student will create his or her

own rainbow and write a few

sentences to attach stating what was

learned.

Introductory Experience

Students will be introduced to weather by discussing what the students

already know. The purpose is to activate the student’s prior knowledge and to take

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inventory of what the students need to gain from this experience. The teacher will

go over the daily weather that takes place each morning in the classroom.

First the students will look out the window and observe the weather outside.

The teacher will ask the students what they see and what they know. The students

will then look at the temperature in the window. The teacher will explain to

students what temperature means to weather. The students will talk about what

happens when the temperature changes and if they have made any observations

since the beginning of the year.

Students will also be introduced to meteorologists. The students will discuss

the weather forecasters on the news each day and what they do. The teacher will

show a short news clip to engage the students in the discussion. The teacher will

explain to the students that this week we are going to be our own meteorologists

and learn about weather.

The teacher will give an insight about what topics will be covered during the

week. The teacher will explain to the students that we will talk about rain, snow,

tornadoes, rainbows, and clouds. The teacher will also introduce the weather

journal that will be completed as the culminating activity. The students will begin

the weather journal. The students will complete the first page of the journal where

they will write about what they want to learn about weather.

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Weather Journal

Weather Journal

What I want to learn about Weather:

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What I want to learn about Weather:

Today I learned:

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What I like to do in the __________:

Weather Journal RubricName: ________________ Date: ______________

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The journal shows understanding of learned

weather concepts3 2 1 0

The journal is neat and organized. 3 2 1 0

The journal is creative. 3 2 1 0The journal is colorful and

decorated. 3 2 1 0The pictures accurately represent the topic and

summary.3 2 1 0

Score: ___/___

Comments:

Culminating Experience

As a culminating experience, the students will complete the weather journal

that was introduced on the first day of the unit. The students will complete a page

for each instructional day. Each student will finish his or her own book. The pages

will contain what the students wanted to know and what they learned about each

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weather topic. The teacher will also formally assess the student’s work to see what

knowledge was gained over the course of the unit. The teacher will identify

students who were not successful and how modifications can be made to ensure

success. Students will have the opportunity to decorate and personalize his or her

journal.

Following the completion of the weather journal, students will work in small

groups to give a weather presentation to the class. The students will assume the

role as meteorologists that have to give a weather report. Each group of students

(there will be 4 groups) will be given a different weather topic that was covered

over the week. The students will be given a class period to design a short weather

report to present in front of the class. The students will be provided materials to

create any props that they need to complete the weather report. Students will be

able to use worksheets and materials that were used throughout the unit.

The teacher will provide a created television set made from a cardboard box

to make the weather report more realistic for the students. The teacher will also

provide dress up clothes for each student to feel like a real meteorologist. Each

group will present to the students talking about the assigned weather topic.

Students will talk about what they learned: what they know about their topic, when

it will occur, etc. Students will show the created props and any other

representations of the weather topic. Presentations should be about five (5)

minutes per group.

The teacher will assess what the students have learned over the course of the

unit and what changes could be made to improve future instruction of this unit plan.

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The teacher will reflect on the strengths and weaknesses of the unit and if

instruction was successful with the specific group of students. Students will be

graded using a rubric.

Weather Report RubricName: ________________ Date: ______________

The weather report shows understanding of learned

weather concepts3 2 1 0

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The weather report is organized with all needed

materials.3 2 1 0

The students are dressed as meteorologists.

3 2 1 0

The props are colorful and creative. 3 2 1 0

The weather report contains accurate information of the

assigned weather topic.

3 2 1 0

Score: ___/___

Comments:

Assessment Plan

Lesson Plan # 1

(Informal Assessment, Individual)During the lesson, the teacher will monitor student progress to be sure that all students are successfully completing the graphic organizer. The teacher will provide guidance to any students that are struggling.

(Informal Assessment, Individual)The teacher will review the student’s cotton ball cloud representations. The teacher will look to see if the students made an accurate representation based on the characteristics discussed in class and they will also be assessed on neatness and creativity.

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Lesson Plan # 2

(Informal Assessment, Large Group)As the students learn and sing the song, the teacher will monitor the students to make sure that all students are successful. The teacher will provide assistance to students that are struggling to identify the parts of the water cycle.

(Informal Assessment, Individual)During the group discussion, the teacher will engage the students in discussion about rain in a particular place and time. The teacher will check for understanding and the students making connections. Assistance will be given to any struggling learner.

Lesson Plan # 3

(Informal Assessment, Large Group)As the students are working as a group, the teacher will monitor for lesson comprehension. The teacher will modify instruction if it is clear that students do not understand the lesson. The lesson will be modified to meet the needs of individual students.

Lesson Plan # 4

(Informal Assessment, Large Group)While the students are working, the teacher will make sure that the students are completing the graphic organizer with the correct information in each area.

(Formal Assessment, Individual)After the conclusion of the lesson, the teacher will evaluate the brief summary written by the students. The teacher will be looking for understanding of the lesson and modify future instruction if necessary.

Lesson Plan # 5

(Informal Assessment, Individual)As the students are working, the teacher will walk around the room to make sure that all students are successfully completing the task. The teacher will briefly read each student’s sentences to check for understanding of the lesson. The teacher will reinforce specific parts of the lesson if needed and assist any student that is struggling to complete the lesson.

Culminating Activities

(Formal Assessment, Individual)

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Each student will complete a weather journal throughout the course of the unit and it will be completed on the final day. The teacher will use a rubric to grade each student on understanding of the weather topics, organization, creativity, and accuracy of information.

(Formal Assessment, Small Group)In small groups the students will be giving a weather report to their classmates. The teacher will use a rubric to grade each group of students. The students will be graded on understanding of the weather topics, organization of props, appropriate dress, creativity, and accuracy of presented information.

List of Materials/Resources

Lesson Plan # 1

Mayer, Cassie (2007). Clouds. Chicago, Illinois: Heinemann Library (1) http://teacher.scholastic.com/activities/wwatch/observe_step1.ht Teacher Chart (1) Cloud Charts (24) Teacher-generated example (1) http://www.superteacherideas.com/science9-weather.html Blue Construction Paper (24)

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http://www.superteacherideas.com/science9-weather.html

http://teacher.scholastic.com/activities/wwatch/observe_step1.ht

Glue (24) Bag of Cotton Balls (1) Marker (1) Pencils (24)

Lesson Plan # 2

Water Cycle Image (1) Water Cycle Paper for Students (22) Water Cycle Boogie (22) http://www.songsforteaching.com/bananaslugstringband/

watercycleboogie.htm Jars (6) Hot Water Bag of Ice (1) http://tlc.howstuffworks.com/family/science-experiments-for-kids12.htm

Lesson Plan # 3

Mayer, C. (2007). Weather Watchers: Snow. Chicago, IL: Heinemann Library. Baby food jars (22) Container of glitter (1) Water Figurines (22) Teacher-generated example http://www.youtube.com/watch?v=HsYT77XbDHs&feature=related http://crafts.kaboose.com/snglobe.html

Lesson Plan # 4

http://teacher.scholastic.com/activities/wwatch/tornadoes/index.htm http://teacher.scholastic.com/activities/wwatch/tornadoes/

experiments.htm http://www.weatherwizkids.com/weather-tornado.htm Mayer, C. (2007). Weather Watchers: Wind. Chicago, IL: Heinemann Library. One-quart glass jar with a lid (1) ¾ quart of water 2 teaspoons liquid dish detergent 2 teaspoons of white vinegar 2 drops of blue or green food coloring Teacher graphic organizer (1) Student graphic organizers (22)

Lesson Plan # 5

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http://www.weatherwizkids.com/weather-tornado.htm

http://teacher.scholastic.com/activities/wwatch/tornadoes/experiments.htm


http://teacher.scholastic.com/activities/wwatch/tornadoes/index.htm

http://crafts.kaboose.com/snglobe.html

http://www.youtube.com/watch?v=HsYT77XbDHs&feature=related

http://tlc.howstuffworks.com/family/science-experiments-for-kids12.htm

http://www.songsforteaching.com/bananaslugstringband/watercycleboogie.htm


Freeman, D. (1966). A Rainbow Of My Own. New York, NY: Puffin Books. http://www.weatherwizkids.com/weather-optical-illusions.htm Construction paper (22 strips of each color) White Paper (22) Glue (22) Teacher-generated example (1) Roy G. Biv cards (22)

Additional Resources

http://www.scholastic.com/kids/weather/ http://www.theweatherchannelkids.com/ http://illiniweather.com/pages/kids_weather_links.htm http://www.education.noaa.gov/sweather.html http://kids.discovery.com/tell-me/curiosity-corner/weather http://www.pbs.org/wgbh/nova/elnino/anatomy/earthsweather.html http://urbanext.illinois.edu/treehouse/ http://www.pbs.org/teachers/connect/resources/7866/preview/ http://www.pbs.org/teachers/connect/resources/6456/preview/

Lesson Plan 1 of 5: Clouds

I. HEADINGChristina YoungNovember 14, 2011ScienceSecond Grade – 22 Students30 Minutes

II. RATIONALE AND BACKGROUND

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http://www.pbs.org/teachers/connect/resources/6456/preview/

http://www.pbs.org/teachers/connect/resources/7866/preview/

http://urbanext.illinois.edu/treehouse/

http://www.pbs.org/wgbh/nova/elnino/anatomy/earthsweather.html

http://kids.discovery.com/tell-me/curiosity-corner/weather

http://www.education.noaa.gov/sweather.html

http://illiniweather.com/pages/kids_weather_links.htm

http://www.theweatherchannelkids.com/

http://www.scholastic.com/kids/weather/

http://www.weatherwizkids.com/weather-optical-illusions.htm

The purpose of this lesson is to give students a better understanding of the different types of clouds. Students will make connections between what they see in the real world and the science that explains it. The students will form an understanding of the four different types of clouds and be able to differentiate the four types. All students should finish the lesson with the same knowledge of the types of clouds and be able to describe the characteristics of each type of cloud. The lesson will be adapted to fit each students needs to ensure that all students succeed.

The students will use personal experiences and prior knowledge of clouds to assist in this lesson. Students have also briefly touched on the topics of weather and will continue to build on that knowledge.

III. LESSON OBJECTIVESPennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to…

A. TLW be able to identify characteristics of the four types of clouds.(PA Academic Standard 3.3.3.A)PI: Using a graphic organizer, the student will identify characteristics about each type of cloud.(Cognitive Domain; Large Group, Informal Assessment)

B. TLW represent the different forms of clouds.(PA Academic Standard 3.3.3.A)PI: Given a teacher-generated example, TLW generate a diagram showing the shape of each cloud.(Cognitive Domain; Individual, Formal Assessment)

IV. LIST OF MATERIALS/RESOURCES- Mayer, Cassie (2007). Clouds. Chicago, Illinois: Heinemann Library

(1)- http://teacher.scholastic.com/activities/wwatch/observe_step1.ht - Teacher Chart (1)- Cloud Charts (24)- Teacher-generated example (1)- Blue Construction Paper (24)- Glue (24)- Bag of Cotton Balls (1)- Marker (1)- Pencils (24)- http://www.superteacherideas.com/science9-weather.html

V. PROCEDURESA. Introduction and Motivation

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http://www.superteacherideas.com/science9-weather.html

http://teacher.scholastic.com/activities/wwatch/observe_step1.ht

i. The teacher will begin by taking the students to the windows in the classroom. Once all of the students have gathered the teacher will explain to the students that we will be talking about clouds. The teacher will then instruct the students to look into the sky through the windows.

ii. The teacher will ask the students what they see outside in the sky. As the students look out the windows, the teacher will ask the students about what they see. “What is in the sky?” “Are the clouds the same/different?” “What do clouds do?”

iii. After discussing the clouds outside, the students will gather in the front of the classroom on the floor.

B. Lesson Bodyi. The lesson will begin by introducing clouds. The teacher will

read an excerpt from, Clouds. The book will describe to students the different types of clouds and what types of weather are likely to accompany them. While reading the teacher will engage the students in higher order thinking. Through questioning the students will make connections between what they saw outside and what is being read.

ii. After the reading the teacher will pass out a cloud graphic organizer to each student. Students will use this to write down facts and characteristics about each type of cloud.

iii. The teacher will then pull up the Scholastic Teacher Weather Watcher website to further discuss the clouds: cumulus, stratus, cirrus, and cumulonimbus. The teacher will read each type of cloud and its characteristics. As the teacher is shows the picture of the cloud and discusses the characteristics the students will write the characteristics in their own words on the graphic organizer. The teacher will model on the board.

iv. Once the students have finished viewing the website and completed the graphic organizers, the students will return to their seats.

v. The teacher will explain the activity to the students. A teacher-generated example will be placed on the board. “Now that we have learned about the different types of clouds we are going to make them. Using cotton balls and a sheet of construction paper, you will make 4 diagrams to represent each type of cloud.”

vi. The teacher will pass out all needed materials to the students. The teacher will instruct the students to fold the construction paper in half twice to create four blocks. The students will then unfold the paper and label each block with the type of cloud inside. After they have completed all preparations, the students will begin working on their cloud diagrams. The teacher will assist the students when necessary.

C. Closure

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i. After the students have completed their diagrams, the teacher will collect all extra materials. The teacher will also collect the student’s work.

ii. The teacher will pass out each students “Weather Journal.” The students will write for five (5) minutes about what they learned.

VI. EVALUATIONA. Student Assessment

i. (Large Group, Informal)During the lesson, the teacher will monitor student progress to be sure that all students are successfully completing the graphic organizer. The teacher will provide guidance to any students that are struggling.

ii. (Individual, Informal)The teacher will review the student’s cotton ball cloud representations. The teacher will look to see if the students made an accurate representation based on the characteristics discussed in class and they will also be assessed on neatness and creativity.

B. Self-Evaluationi. Identify and list three (3) strengths of this lesson.

ii. Identify and list three (3) elements or areas that need improvement.

iii. Based on the closure and student evaluation portions of this lesson plan, identify students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to insure success.

Cloud Charth

Name: __________________________

Cumulus Stratus

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Cirrus Cumulonimbus

Cloud Example

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Lesson 2 of 5: Water CycleI. HEADING

Christina YoungNovember 15, 2011Science Second Grade – 22 Students30 minutes

II. RATIONALE/BACKGROUNDThe purpose of this lesson is to give students a better understanding of the water cycle. Students will be able to make connections between the weather they see on a daily basis and the science behind it. This lesson will be adapted to fit individual students needs to insure that all students successfully complete the lesson.

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Students will use the previous lesson on clouds to assist in the understanding of this lesson. Students will also use basic knowledge of the world around them to make connections to the lesson.


A. TLW identify the parts of the water cycle.(PA Academic Standard 3.3.5.A4)PI: Using a song, TLW identify the basic parts of the water cycle.(Cognitive Domain; Large Group, Informal Assessment)

B. TLW identify the type of precipitation in a particular place and time.(PA Academic Standard 3.3.3.A4)PI: During a small group discussion, TLW discuss where it rains and what time of year.(Cognitive Domain; Small Group, Informal Assessment)

IV. MATERIALS/RESOURCES- Water Cycle Image (1)- Water Cycle Paper for Students (22)- Water Cycle Boogie (22)- http://www.songsforteaching.com/bananaslugstringband/

watercycleboogie.htm- http://tlc.howstuffworks.com/family/science-experiments-for-

kids12.htm- Jars (6)- Hot Water- Bag of Ice (1)

V. PROCEDURESA. Introduction

i. “Yesterday we talked about the different types of clouds and when we see them. Who can tell me about these clouds?” The teacher will review the four types of clouds and facts about each one with the students.

ii. After the students have reviewed all of the clouds the teacher will say, “Today we are going to begin talking about rain. Do you think clouds play a part in rain? Lets find out.”

B. Lesson Bodyi. The teacher will begin by placing an image of the water cycle

on the smart board and pass out a paper to each student. The teacher will ask the students to describe what they see.

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ii. First the teacher will direct the student’s attention to the puddle or ground water at the bottom of the picture. The teacher will ask the students, “Where does the water in puddles come from? How does it get there?” The teacher will then describe to the students how water from the puddles evaporates because of the sun.

iii. “Where does the water go?” The teacher will explain that the water goes up into the clouds where condensation takes place. The teacher will write condensation on the board and give a student friendly definition.

iv. The teacher will then ask the students what they think will happen next. After the students make predictions the teacher will show the students that precipitation is next.

v. After the teacher reviews the water cycle with the students, the teacher will have the students stand and form a circle. “Today we are going to learn the water cycle boogie.

vi. The teacher will demonstrate the water cycle boogie for the students. “Evaporation (fingers go up), Condensation (twirl hands about head), Precipitation (fingers come down like rain), The water cycle boogie goes round and round (students turn), The water cycle boogies goes up and down (move hands up and back down).

vii. The teacher will then do the water cycle boogie a couple times with the students. Once the students remember the teacher will allow the students to do the water cycle boogie on their own.

viii. After completing the water cycle boogie the students will return to their seats. The teacher will say, “now that we have learned about the water cycle, we are going to make rain. Each table will get a glass jar, warm water, and ice.” The teacher will pass out all needed materials to the students. “Place the warm water into the glass jar. Take the lid and place it upside down on top of the jar. Inside the lid, place ice cubes. Watch for rain.”

ix. The teacher will move around the room to make sure that the students have placed their items correctly. Assistance will be provided to students if necessary.

x. The teacher will say, “as you are watching your rain jar, talk with your table about when you see rain. What seasons does it rain? Is it warm or cold?”

C. Closurei. The teacher will talk with the students about what they saw as

the materials are collected. “What time of year do we see rain? Why does it rain in certain seasons?”

ii. Once all materials are away the students will write what they learned into their weather journal.

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i. (Large Group, Informal)As the students learn and sing the song, the teacher will monitor the students to make sure that all students are successful. The teacher will provide assistance to students that are struggling to identify the parts of the water cycle.

ii. (Individual, Informal)During the group discussion, the teacher will engage the students in discussion about rain in a particular place and time. The teacher will check for understanding and the students making connections. Assistance will be given to any struggling learner.




Water Cycle Image for Students

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The Water Cycle Boogie

Evaporation! (Hands go up)

Condensation! (Hands twirl above head)

Precipitation! (Hands trickle down like rain)

The water cycle boogie goes round and round! (Move hands in a circle

and turn)

The water cycle boogie goes up and down! (Reach hands up and

back down)

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Lesson 3 of 5: Snow

I. HEADINGChristina YoungNovember 16, 2011Science Second Grade – 22 Students30 minutes

II. RATIONALE/BACKGROUNDThe purpose of this lesson is to expand students understanding of the winter weather around them. Students will take an in depth look at where snow comes from and the particular place and time in which it occurs. The lesson will be adapted to insure that all students are successful.

Students have previously discussed rain and the water cycle in class. The students learned where this weather takes place and what time of the year. The students will use this information to assist them in this lesson.


A. TLW will make the connection between precipitation in a particular place and time.(PA Academic Standard 3.3.3.A4.)PI: Using a story, TLW identify when snow occurs in a particular place and time.(Cognitive Domain; Individual, Informal Assessment)

IV. MATERIALS/RESOURCES- Mayer, C. (2007). Weather Watchers: Snow. Chicago, IL: Heinemann

Library.- Baby food jars (22)- Container of glitter (1)- Water- Figurines (22)- Teacher-generated example- http://www.youtube.com/watch?v=HsYT77XbDHs&feature=related - http://crafts.kaboose.com/snglobe.html

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http://crafts.kaboose.com/snglobe.html

http://www.youtube.com/watch?v=HsYT77XbDHs&feature=related


i. The teacher will begin by reviewing the lesson on rain and the water cycle. The students will recall information that was previously learned to assist them in completing this lesson. *If there is snow outside the students will go to the window to discuss observations about the snow outside.

B. Lesson Bodyi. The teacher will begin by reading Weather Watchers: Snow to

the students. The teacher will make the connection with the students that snow uses the water cycle, just as rain does. It is following the same process; however snow is frozen water. The teacher will explain to the students that the water freezes in the cloud and falls as snow instead of rain.

ii. The teacher will finish the story and talk about snow in Pennsylvania. The students will discuss what time of year and what season snow occurs in. The students will also make a connection to the temperature that they take daily.

iii. The teacher will explain to the students that a bad snowstorm with high winds is called a blizzard and ask when these would take place. The teacher will show a YouTube video of a Blizzard in New York City last winter. As the students are watching they are to make different observations about the storm. The teacher will discuss these observations as the video clip progresses.

iv. Upon completion of the video, the teacher will instruct the students to return to their seats.

v. The teacher will explain to the students that they will be making their own representation of snow. Each student will receive a jar. The teacher will have different figurines for the students to choose from to put inside the jar. The teacher will allow the students to choose a figurine and then the teacher will use a hot glue gun to attach it to the lid. The students will then fill the jar with glitter and water. The lid will be sealed on as well. Each student will have a snow globe to represent snow.

C. Closurei. The teacher will instruct the students to clean his or her work

area. The teacher will then allow the students to write an entry in the weather journal about what they learned.


i. (Large Group, Informal)As the students are working as a group, the teacher will monitor for lesson comprehension. The teacher will modify instruction if it is clear that students do not understand the

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lesson. The lesson will be modified to meet the needs of individual students.




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Lesson 4 of 5: TornadoesI. HEADING

Christina YoungNovember 17, 2011Science Second Grade – 24 Students30 minutes

II. RATIONALEThe purpose of this lesson is to teach students about extreme weather. In this lesson students will learn about tornados and the effect on humans. This lesson will be adapted to meet the needs of various students allowing all students to be successful.

Students have previously learned parts of weather. The students will use their prior knowledge of weather to assist them in this lesson.


A. TLW identify different aspects of weather that cause a tornado.(PA Academic Standard 3.3.3.A5)PI: Using a graphic organizer, TLW identify the various parts of a tornado.(Cognitive Domain; Large Group, Informal Assessment)

B. TLW write a summary about tornadoes.(PA Academic Standard 3.3.3.A4)PI: Using the completed graphic organizer, TLW write a summary about tornadoes.(Cognitive Domain; Individual, Formal Assessment)

IV. MATERIALS/RESOURCES- http://teacher.scholastic.com/activities/wwatch/tornadoes/

index.htm- http://teacher.scholastic.com/activities/wwatch/tornadoes/

experiments.htm- http://www.weatherwizkids.com/weather-tornado.htm - Mayer, C. (2007). Weather Watchers: Wind. Chicago, IL: Heinemann

Library.- One-quart glass jar with a lid (1)- ¾ quart of water- 2 teaspoons liquid dish detergent

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http://www.weatherwizkids.com/weather-tornado.htm





- 2 teaspoons of white vinegar- 2 drops of blue or green food coloring- Teacher graphic organizer (1)- Student graphic organizers (22)


i. The teacher will ask all of the students to sit on the carpet in the front of the room.

ii. The teacher will begin by doing an experiment. The teacher will use a one-quart glass jar and add ¾ quart of water, 2 teaspoons of liquid dish detergent, 2 teaspoons of white vinegar and 2 drops of blue or green food coloring to the jar.

iii. The teacher will place the lid on the jar and shake it in a circular motion. The teacher will ask the students what they think is happening in side the jar. The students will observe what is happening.

iv. The teacher will explain to the students that we made a tornado in a jar and that we will be learning more about tornados in this lesson.

B. Lesson Bodyi. The teacher will pass out a graphic organizer to each student

and place the teacher graphic organizer onto the board. The students will be using a GIST graphic organizer where they will identify: What a tornado is, When it happens, Where it happens, How it is measured, Why it happens and Who is affected.

ii. The teacher will begin by putting the Scholastic Weather Watch website onto the smart board. The teacher will read to the students what a tornado is. The students will record what a tornado is in their own words onto the graphic organizer. The teacher will model this for the students. The students will also look at a photo of a real tornado.

iii. Next the teacher will read how a tornado works. The students will engage in a discussion about how they work and what important parts need to be placed into the graphic organizer. Again, the teacher will model for the students.

iv. The teacher will read an excerpt from the website for each category on the graphic organizer. The teacher will have the students work together to fill in the remaining parts of the graphic organizer after that section is read. The teacher will engage the students in a brief discussion about each topic.

v. The teacher will cover the Fujita scale and where tornados typically occur. Students will also discuss what time of year this happens. Using prior knowledge, the students will make

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ties to other forms of weather and concepts previously learned in the weather unit.

C. Closurei. The teacher will have the students return to their seats. Using

the graphic organizer and what they have learned, the students will write a short summary on tornadoes.


i. (Large Group, Informal)While the students are working, the teacher will make sure that the students are completing the graphic organizer with the correct information in each area.

ii. (Individual, Formal)After the conclusion of the lesson, the teacher will evaluate the brief summary written by the students. The teacher will be looking for understanding of the lesson and modify future instruction if necessary.




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Tornadoes!Name: _________________

What is it? Where are they located?

What causes them?

How do they work?

When do they happen?

Who is affected?

Lesson Plan 5 of 5: Rainbows

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I. HEADINGChristina YoungNovember 18, 2011ScienceSecond Grade – 22 Students30 Minutes

II. RATIONALE AND BACKGROUNDThe purpose of this lesson is to teach students about rainbows. Students will learn a helpful mnemonic to remember the colors of the rainbow: Roy G. Biv. The students will learn what rainbows are and when they appear. This lesson will be adapted to meet the needs of individual learners allowing all students to be successful.

Students will use information previously learned in this unit to assist them in completing this lesson.


A. TLW identify when Rainbows occur and the colors represented.(PA Academic Standard 3.3.3.A4)PI: Using a teacher-generated example, TLW create a rainbow and identify when rainbows occur.(Cognitive Domain; Individual, Informal Assessment)

IV. MATERIALS/RESOURCES- Freeman, D. (1966). A Rainbow Of My Own. New York, NY: Puffin

Books.- http://www.weatherwizkids.com/weather-optical-illusions.htm - Construction paper (22 strips of each color)- White Paper (22)- Glue (22)- Teacher-generated example (1)- Roy G. Biv cards (22)


i. The teacher will begin by having the students join on the floor in the front of the room. The teacher will first recall prior knowledge by talking about the previous lessons. The teacher will specifically point out the lesson on the water cycle when the students discussed rain.

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http://www.weatherwizkids.com/weather-optical-illusions.htm

ii. The lesson will begin by reading A Rainbow Of My Own. The teacher will ask the students to observe the different colors and what they see in the story.

iii. After completing the story the teacher will explain to the students that today’s lesson is on rainbows.

B. Lesson Bodyi. The teacher will pass out Roy G. Biv cards to each student. The

teacher will explain to the students that this is to help remember the colors of the rainbow: red, orange, yellow, green, blue, indigo, and violet.

ii. The teacher will then put the Weather Wiz Kids website onto the smart board. The teacher will read aloud to the students about different rainbow topics. The students will engage in a discussion about where rainbows come from, where we can find them, and other interesting facts. As the teacher is reading, there will be stopping points to talk about the various points.

iii. Once the read aloud is complete the students will return to their seats.

iv. The teacher will explain to the students that they will be creating their own rainbows. Each student will receive a piece of construction paper. They will tear the paper into pieces to make the rainbow. Students will have a white piece of paper as a base to glue the colored pieces on.

v. The students will be able to make their rainbow however they wish. The teacher will be available to assist students. The teacher-generated example will be placed on the board as a model.

vi. Once students have completed the model, each student will write a few sentences on what he or she learned about rainbows in the lesson. The sentences will be attached to the bottom of the rainbow.

vii. The teacher will circulate the room to assist students if needed.C. Closure

i. As a closure, each student will share his or her rainbow with the class. The students will also say one fact that they learned about rainbows.


i. (Individual, Informal)As the students are working, the teacher will walk around the room to make sure that all students are successfully completing the task. The teacher will briefly read each student’s sentences to check for understanding of the lesson. The teacher will reinforce specific parts of the lesson if needed and assist any student that is struggling to complete the lesson.

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Roy G. Biv

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Teacher Example

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liv file · Web viewChristina Young. Weather Unit Plan. Second Grade. 5 Lesson Plans....

Documents

Transcript of liv file · Web viewChristina Young. Weather Unit Plan. Second Grade. 5 Lesson Plans....