This pdf contains the concept of Weather, its definition, meaning etc for teachers.
1. Weather and Seasonal Changes Grade 1 Created by: Jaida Howell, Zoe Walton, and Hannah Tappan 7 Day Lesson Plan Science SOL 1.7 The student will investigate and understand weather and seasonal 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 overtime. This Weather and Seasonal Changes Unit plan will be based off of Science SOL 1.7 and will be extremely beneficial to our first graders. They will get the chance to learn about the weather that occurs around them every day as well as the seasonal changes they see throughout the year. The students will have a basic knowledge of these ideas but will need guidance on the specific areas we will go over. They will cover in depth the different forms of precipitation, seasonal changes effect on the environment, as well as the effect it has on the humans and animals present. This unit’s overarching focus is Science SOL 1.7 as previously mentioned above but the learning does not stop at the end of the science block. These ideas and subject matter will be carried through the rest of the curriculum all week. We have prepared lessons in Language Arts, Math, Art, Movement as well as Technology. Each of which will supplement this standard of learning. Incorporating the other subjects in the curriculum reinforces the main ideas as well as provides different outlets for the students to grasp the information. We have created a multitude of activities to engage the students both physically and mentally to ensure their comprehension of the subject matter.
2. Weather Patterns and Seasonal Changes Science, SOL 1.7, Grade 1 This is the first lesson of a series of seven lessons that will be used to introduce weather to first grade students and teach them about how it works. The purpose of this lesson is to introduce students to a new science concept, specifically about the weather and different types of weather. In addition to introducing the science concept, students will be developing their math skills because students will be recording data in a graph format. This will help students develop their critical thinking skills. This will be beneficial to them because they will leave from the experience knowing how to tell the temperature and have an idea of how to pick out the appropriate attire for certain situations, which is a useful life skill for them. In addition, students will be further developing math skills when they are collecting data. Science SOL 1.7 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. Math SOL 1.14 1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. Objectives: Given a 7 day chart, the student will be able to record changes (Temperature, precipitation, sunshine, wind, clouds) in weather at 80% accuracy or greater. • Ask the students some of these questions to introduce the lesson and get them thinking out of the box about weather. • Ask students what they already know about the weather. o Record responses on an anchor chart for everyone to see
3. o At a later date, this anchor chart can be used to highlight key features about the weather (auditory, visual) • Show students the different types of weather to include precipitation (snow, rain, windy, sun, cloudy) (visual). o These images should be drawn prior to the lesson • Ask students more questions based upon the different types of weather and ask if they have experienced any of those different weather patterns (auditory). • After students have grasped a concept on what weather is, introduce the “weather walk” (kinesthetic, visual, auditory). o Explain that during this walk that they will be using their senses; sight, hearing and touch during this activity. • Before taking the students out on their weather walk I will hand the students two worksheets
4. • We will go over these worksheets in depth and talk about what could potentially go in each box. I will pull up and example on the Smart Board to give them • Take students outside on “weather walk” o Encourage students to record what they see, hear, smell and feel onto their Weather Exploration sheet. • After walk, enter classroom and sit at desks • Have students complete Weather Exploration sheet by answering the questions and • For strugglers: The strugglers will be paired with another student so that they can have someone to talk to and bounce answers off of. o They can also receive a simpler Weather Exploration sheet with only two questions. • For advanced: The advanced students can pick different locations to track the weather for. They can use a computer to look up different locations. • Other Extensions: Picking a specific animal or plant and talking about how the weather will be affecting that living thing and how that can change across the four seasons. • Whole class meets at the carpet with their papers (My Weather Chart and Weather Exploration sheet) to fill in the appropriate box matching the weather for the day. • Turn and talk to share observations from the weather walk o Remind students that each person in the pair should have a chance to share his or her observations. • Come back together and call on four students to share one box each from the Weather Exploration sheet.
5. • My Weather Chart (see attached) • Weather Exploration sheet (see attached) • Pencil • Journal • Crayons • Lesson derived from VDOE (http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade 1/earth_patterns_cycles_changes/sess_1-7bc.pdf) Evaluation Part A: The students will be given this worksheet to fill out about weather. They need to be able to correctly identify and answer 80% of the questions. On the second page there are 4 boxes that ask questions like How is the weather affecting people?Animals? Plants and Trees? And they need to be able to list more than one way the weather is affecting them. We will have given multiple facts for each of the categories and they will be reminded of these while on their nature walk.
6. Evaluation Part B: · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?
7. Oh, What Are Seasons? Science, SOL 1.7, Grade 1 Purpose: This is a second lesson in a series of seven lessons on weather and seasonal changes. This lesson is the first lesson on seasonal changes that will be taught to students. This will be important to students because they need to be able to determine what season it is based upon months and observations. • SOL: Science 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. Objectives: Given a packet, the student will be able to draw and label 4/4 trees for each • Introduction 1. Have students look out the window and observe weather and record it on their weather chart. 2. Ask students to share something that they notice about the weather and connect it to the weather chart that they have made. 3. Ask students to get into pairs and to go over knowledge that they learned on the first day about weather patterns. 4. Depending on the season, the teacher can bring in something that matches that season. a. For example: if it is the fall, a teacher can bring in a sweater and some colorful leaves from outside for students to see and feel and play with as the teacher explains an introduction to the seasons (visual, kinesthetic). 5. Prep an anchor chart with the words: fall, spring, summer, winter for students to see (visual). 6. Guide students into giving words for the anchor chart that would fit under each specific season and fill out the anchor chart as a group. a. Examples: red, orange, leaves falling for fall; snow, cold, white for winter; hot, lots of green leaves for summer and flowers bloom, warm for spring. • Development 1. Read aloud A Tree for All Seasons by Maryse Guittet (auditory). 2. Have students to predict what they think will happen to the tree during each season. 3. Introduce the science journal that students will be keeping to help identify the seasons. 4. Name each season aloud for students and have them to repeat it (auditory).
8. 5. For each little box that they have, have a giant one for the board or screen so that you can draw and label it for students to see. 6. In each individual box per season, draw something that students might recognize or see. Call on students for responses. a. An example of this would be a winter tree being bare with no leaves. b. Another example could be flowers in grass for the spring time. 7. In the science journal do the repeat after me song (auditory) to help students better remember what goes with each season. For each season have a dance move (kinesthetic). 8. On the next page of the science journal outline for students what an appropriate outfit would be. o For students that are struggling to identify seasons have them describe to you what they would wear when it is hot or cold outside or what happens outside when it is hot or cold. o For more advanced students have them create their own 4 sentence poem that has each season in a sentence. • Summary 1. Have all students come meet together on the carpet. 2. Turn and talk to a partner and ask them to share one thing about their favorite season. 3. As a class, discuss the appropriate outfits, call on students to give responses. o Lesson adapted from: http://todayinfirstgrade.blogspot.com/2011/09/learning- about-seasons.html o A Tree for All Seasons o Science Journals o Pencils o Crayons, markers o Anchor Chart
9. Evaluation Part A 1. Have students fill out the remaining part of the journal where they have to draw their own trees and label them with 2 words about that season. 2. Place each journal into a pile of correct, half way there, and didn’t understand piles for follow up to help students better understand students. Correct is 3 or 4, half way is 2 and didn’t understand would be 1. 3. Use these piles for when students are exiting to give them more help on seasons such as through asking a question about the season to reiterate their learning. J Maybe L Evaluation Part B 1. How would I introduce this lesson differently? 2. What is another way to increase the development to make it easier to teach? 3. How would you incorporate more kinesthetic learning? 4. Did this lesson go as planned?
10. Hop, Skip and Jump to the Weather! Movement, SOL 1.3, Grade 1 Purpose: This is a supplement to the previous lesson used to incorporate kinesthetic learning into the unit for students. The purpose of this lesson is to reinforce learning through strengthening the understanding that students have on weather through the incorporation of movement. This lesson is important because it allows children to have a brain break and also retain information on weather patterns. • SOL: Science 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 relationship between daily and seasonal changes; and c) Changes in temperature, light, and precipitation can be observed and recorded over time • SOL: Movement 1.3 - The student will participate regularly in moderate-to- vigorous physical activities that cause increased heart and breathing rates. Objectives: Given a specific type of weather pattern, the student will be able to identify and move to appropriate weather pattern with 100% accuracy. • Introduction o Have students gather on carpet in a circle. o Tell students quick anecdote of how you were dancing in the rain one time. o Ask students to get in pairs and have them to review what the weather patterns are (auditory). • Development o Show dice to children. o Explain and demonstrate what each student will do for each gross motor skill. § For example: if the word is hop, show students how they are to hop. § For a hop: students are to jump on one foot and then alternate to the other foot. § For a skip: students are to mix a walk and a hop. § For walking: students are switching opposite arm and foot slowly. § For running: students are switching opposite arm and foot at rapid pace. § For jumping: students are jumping on two feet repeatedly. § Frog jumps: students are to squat and then jump up repeatedly. § All of these will be presented for students to see.
11. o Show posters to students and where the posters will be placed on the wall or floor. o Explain to students that for each gross motor skill they see (hop, skip, walk, run) that they will do this to the specific weather pattern that they see (kinesthetic). § For example: If a sun is thrown and also run is thrown, students are to run to the sun poster on the floor. o For students that are struggling show a picture of the gross motor skill in addition to the word. o For students that are more advanced have them think of another movement that they can do to get to the specific weather pattern. • Summary o After playing a few rounds of the game, have students to return to the circle on the carpet. o Ask students to share how movement and weather relate (auditory, visual). o Have students write about their favorite weather pattern and what they like to do during that weather. o Lesson adapted from: http://www.pre-kpages.com/weather-theme-movement- game/ o Paper dice cubed labeled o Weather Pattern Posters Evaluation Part A 1. The evaluation would be done through the game that they play. If the majority of the students can go to the correct weather pattern and perform the correct gross motor skill appropriately, this would show mastery of the understanding of the game and weather pattern.
12. 2. An addition to this would be post the game activity. As an exit ticket, students would verbally have to tell you 2 weather patterns that you can within the same season or tell you 4 of the weather patterns. Evaluation Part B 1. What is a different way to modify the game to fit the needs of all students? 2. Is there a different movement activity that could help students to learn weather patterns, such as Simon Says? 3. How will I give instructions differently?
13. Graphing the Weather! Math, SOL 1.14, Grade 1 This is the second to last lesson of a series of seven lessons that will be used to introduce weather and seasonal changes to first grade student. The purpose of this lesson is to observe the different weather patterns occurring around them, record the data collected, and graph it accordingly. This will not only help students develop their critical thinking skills but also allows them to see how two subjects can overlap. This will be beneficial to the students because they will be collecting data but also because weather is an everyday occurrence and something they should be familiar with in order to prepare for everyday life. Math SOL 1.14 1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. Science SOL 1.7 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. Objectives: Given a 7 day chart, the student will be able to record changes in weather and then graph that information into different graphs and charts at 80% accuracy or greater. • “Who remembers the weather walk we took earlier this week?” • “Do you remember what kinds of things we were looking for?” • “Do you remember what we recorded in our weather chart?” • I will have the kids get out their weather chart from the weather walk we took so we can go over some of the details that we recorded. • After they take out their weather charts they will turn and talk to their neighbor about what they found and if their findings are similar and why that is. • They will then get a graph paper and will be tasked with graphing out the different weather. • After they graph their data they will color it and make their graph to be exactly how they want it to be. • Finally they will receive the weather report summary sheet and they will have to fill out this information according to their map. This will act as a key to their map and will let me know the information on their weather chart if the graph is not fully accurate. • For strugglers: Students that are struggling will have cut out pictures to represent the weather so that they could just glue them on rather than drawing their own or having a hard time remembering. The pre cut out pictures will already be taped on their weather chart as they record the different weather so that their graph will be much more straightforward.
14. For advanced: The advanced students will be able to graph out different locations if they • have been following thoroughly and recording the weather throughout the week. • After they have completed the assignment we will meet back at the carpet and I will share my example map and open up the floor to questions about the different types of weather and I will also ask if the students found their graphs to be similar or very different from mine and why could that be. • My Weather Chart (see attached) • Weather Exploration sheet (see attached) • Pencil • Journal • Crayons Evaluation Part A: • They will have completed the recording chart. • They will great a graph based on the weather recorded • They will fill out the weather report summary based on their graphs Evaluation Part B: · What were the strengths of the lesson? · What were the weaknesses? · Did it go as planned? · How would you change the lesson if you could teach it again?
15. Season Tree Art, SOL 1.11 and SOL 1.3, Grade 1 This is the last of seven lessons that will be used to introduce weather and seasonal changes to first grade students. The purpose of this lesson is to incorporate art into the classroom and into our learning about weather. The students will throughout the week be learning and observing different seasonal changes and will be tasked with identifying what weather would be found during each season. This will give the students access to different medias such as crayons, markers, and paint and allow them to take what they have observed and recreate it on paper. This lesson will be beneficial because it will Fine Art SOL 1.11& 1.3 1.11 The student will create observational drawings of people and objects in the 1.3 The student will use the senses of sight, touch, and hearing as inspirations for works of art Objectives: Given four different pieces of paper, the students will be able to depict each of the seasons by drawing or painting examples of the weather that could occur during that specific season, with 100% accuracy. • The students have already been exposed to the different seasonal changes in both their science and math curriculum. I would start with this sheet of paper with 4 bare trees. • I would then ask the students to tell me the different seasons and will list different characteristics with my help guiding them. (Questions such as: what colors will the leaves be during this seasons? Do you think you will feel warm or cold?) (Auditory and visual) • Ask students more questions based upon the different types of weather and ask if they have experienced any of those different weather patterns (auditory). • After modeling the different possibilities of seasonal changes the students will have to create their own 4 part tree and accurately depict the different changes. (visual and kinesthetic)
16. • They will be able to use a variety of different materials: Crayons, markers, paint, cotton balls, colored chips, felt, and tissue paper. (kinesthetic) • Gather the students to talk about the different seasons and how they specifically look • Model for them what you would see on the trees during the specific seasons • After modeling for them show them different materials that they will be able to use. • Make sure they have four trees to create each of the seasons • The teacher should be walking around the classroom and looking at the students work. • Commenting on things such as- “I notice you are using orange and red on this tree what does that tell us about what season it is?” • For strugglers: The strugglers can go up to the board to look at the model we created as a class to get some ideas. They could also receive a sheet in a different format depending on their abilities. • For advanced: The advanced students could make a different more difficult season tree. This will be pretty difficult so they could create each individual tree and them come to the teacher to have it put together. • After the students have finished they will let them dry and we will have a whole group meeting at the carpet. • We will close by reading the book Fall Changes by Ellen B. Senisi • And then talk about how the changes in the book are similar to the ones we just talked about and depicted in our artwork.
17. • Crayons • Glue sticks/ glue • Scissors • Markers • Paint • Cotton balls • Colored chips • Felt • Tissue paper • http://todayinfirstgrade.blogspot.com/search?updated-max=2011-10- 17T18:41:00-07:00&max-results=7 • https://www.bakerross.co.uk/craft-ideas/teachers/season-tree- project/#sthash.RsjgH4Zk.qjtu Evaluation Part A: I will be looking for the correct seasonal changes depicted on the four trees as well as 3 out of the 5 words for each season. Evaluation Part B: • What worked in this lesson? • What needs to be changed? • Did it go according to plan?
18. Weather Words Language Arts, SOL 1.1, Grade 1 Today’s lesson will be the third lesson in a sequence of lessons on weather and seasonal changes. This lesson will specifically focus on words used to describe the weather and seasonal changes. Science 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. Language Arts 1.1 The student will continue to demonstrate growth in the use of oral language. a) Listen and respond to a variety of electronic media and other age- appropriate materials. b) Tell and retell stories and events in logical order. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. d) Participate in creative dramatics. e) Express ideas orally in complete sentences. Given a worksheet, the students will be able to match the objects to the appropriate season with 81% accuracy. • While the students are at their desks, have them take out their “My Weather Chart” worksheet. • Ask the students what the weather is like today. Have them record it on their sheet. o What is the weather like today? o Sunny, cloudy, rainy, windy, or snowy • Have the students put away their weather chart and transition to the carpet. • Explain to the children what they will learn for the day. o Today we will talk about weather. o How many seasons are in a year?
19. o What are the four seasons? o Do you know what a meteorologist is? • Read aloud Oh Say Can You Say, What’s the Weather Today? by Tish Rabe (auditory). o Before reading, create an anchor chart titled “Weather Words” (visual). o While reading, stop at every few pages and have students share weather words they have heard throughout the book (auditory, visual). § Give one example so they can understand (ex. sunny). • After the read aloud, allow students to give more suggestions on weather words that were not mentioned during the read aloud. o Are there any more weather words you can think of that we did not include? • Have one of the students remind the class of the job description of a meteorologist. o Does anyone remember what a meteorologist does? o Show short video of local meteorologist. • Briefly discuss the video. o Did you see how the weatherwoman spoke about the weather? o What are some weather words she used? • Describe the oral activity the students will be doing. o Pretend you are a meteorologist (auditory, kinesthetic) o You will choose your favorite season and predict the weather for a typical day in that season. o Report the weather prediction just like a o You must use at least 7 weather words from the anchor chart. Write down the words on a piece of paper with your name and give to me before you share. o You will be working in partners that I have already chosen • Give students assigned partners and allow them to work for 15-20 minutes • Each pair will share their report with the entire class if they are comfortable. o Both students must report together. o If a student is not comfortable, they do not have to share but they have had to participate in the preparation of the report. o The class should clap after each report.
20. •For struggling students: o Pair these students with non-struggling students. o If they must, have them use only 5 words instead of 7. • For advanced students: o Have them choose two seasons if they finish before extremely early. o Both seasons must have their own report with 7 weather words. o OR they can use at least 9 weather words in one report. • Have students return to their desks. • Hand out Season Match-up worksheet and explain the directions. o Each tree represents a season (Spring, Summer, Fall, and Winter, respectively) o Each object goes in one of those season (only 4 per season) o Cut out the objects on the side and glue them to their proper season • Have students turn in the papers when they are done. • My Weather Chart • • Oh Say Can You Say, What’s the Weather Today? by Tish Rabe • Season Match-up Worksheet • • Video of local meteorologist
21. http://wric.com/2016/05/21/clouds-hanging-around-for-the-rest-of-the- weekend/ • Scissors • Glue • Pencil • Paper • Colored Pencil/Crayon Evaluation Part A: Students will receive Season Match-up Worksheet. They will cut out the objects to the right of the paper and glue them to the appropriate season. If they get 13 or more out of the 16 correct, they will be placed in the “Got It” pile. If a student gets 9-12 correct, they will be placed in the “Still Learning” pile. If a student gets less than 9 correct, they will be placed in the “Don’t Have It” pile. Evaluation Part B: Did the students meet your objectives? How? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again?
22. What Will I Wear Today? Technology, SOL 2.1, Grade 1 Today’s lesson will be the fourth lesson in a sequence of lessons on seasonal changes and weather. This lesson will specifically focus on appropriate attire for the weather. The students will learn how weather affects humans. This can help students understand and identify the typical weather for each season. Science 1.7 The student will investigate and understand weather and seasonal 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. Computer Technology K-2.1 Demonstrate an operational knowledge of various A. Use various types of technology devices to perform learning tasks. • Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. • Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks. B. Communicate about technology with appropriate terminology. • Use basic technology vocabulary as needed Given an iPad, the students will be able to demonstrate appropriate clothing for each season with 75% accuracy. • While the students are at their desks, have them take out their “My Weather Chart” worksheet. • Ask students what the weather is like for the day. Have them record it on their sheet (visual). o What is the weather like for the day? o Sunny, cloudy, rainy, windy, or snowy • Have the students put their weather chart away and transition to the carpet.
23. • Ask the students to describe today’s weather using the weather words we discussed the previous day (auditory). o Using the weather words we discussed yesterday, what does today’s weather look like? • Have students examine their clothing. Turn and talk to their neighbor about what they are wearing (visual, kinesthetic). o What season do you think we’re in based off of what you’re wearing? • Come together as a class and have a few students share what they are wearing. Record their answers on the board. • Explain to students that the weather affects what we decide to wear. • Read aloud What Will I Wear by Huck Scarry (auditory/visual). o During the read aloud, have students point out the importance of wearing clothing that is appropriate for the weather. o Why should he wear rain boots on a rainy day? o Why shouldn’t he wear rain boots on a sunny day? • After the read aloud, introduce the SMARTboard activity (visual, kinesthetic). o As a class, we will be dressing our own people for the appropriate weather. o Each student will be able to drag one piece of clothing onto the person. o As a class, we will check the entire outfit to make sure the person is wearing the appropriate clothing. • After the activity, have the class go back to their seats. • Have two students help pass out the iPads. • Have students log on and enter the Kidnspiration app o The students will find weather pictures and chose a picture (season) to dress a person for (visual, kinesthetic). • For struggling students: o They can work with another struggling student for help. o However, they must dress, print, and turn in their own person. • For advanced students: o These students can dress one person for each season. • Have students return to the carpet with their printed papers. • Allow students to turn and share with their neighbor their designs and the season they chose to dress for. o Why did you choose the season you chose? o What clothing is • Have a few students share with the class. • Have all students turn in the papers.
24. • Lesson plan modified from Alabama Learning Exchange (http://alex.state.al.us/lesson_view.php?id=13362) • My Weather Chart • Pencil • Colored Pencil/Crayon • iPad with Kidspiration app (WeatherDressEx.kid)
• What Will I Wear by Huck Scarry • Printer • Paper • Promethean Board/SMARTboard • “Dressing for the Weather” SMARTboard activity (http://exchange.smarttech.com/details.html?id=97722fa1-ff6e-436b-ba5d- 21c0cf5e13e2) Evaluation Part A: Students will use iPads to enter the Kidspiration app. The students will dress a person for a season they choose. Once the student is done dressing the person, they must print it out and turn it in. If the student got at least 3 out of the 4 items correct for their chosen season, they are put in the “Got It” pile. If a student gets less than 3 items correct, they are put into the “Don’t Have It” pile. Have It Don’t Have It
25. Evaluation Part B: Did the students meet your objectives? How? What were the strengths of the lesson? What were the weaknesses of the lesson? How would you change the lesson if you could teach it again?