Weather - Web view... for second grade science (2 ... assessment in the form of the science notebook ... water falling in drops of clouds) is a form of

1WONDERFUL WEATHER- UNIT OF INSTRUCTION

Wonderful Weather

Gamewell Elementary School

Mrs. Meeks, 2nd Grade

Amanda Phifer, Fall 2009


Wonderful Weather Unit of Instruction- Rationale

Context:

This unit of instruction was created under the guidance of Dr. Diane Marks, the instructor for the CI 4000 class at Appalachian State University, in the Fall of 2009. It was practiced at Gamewell Elementary School in Lenoir, North Carolina, in Mrs. Meeks second grade classroom. In this unit students will become familiar with changes in weather and how to measure that, including identifying common tools in which to measure weather, quantitative measures to describe weather, and observing weather over time. Students will use weather vanes, thermometers, rain gauges, and science notebooks to explore these goals. I incorporated both science and language arts objectives into this unit of instruction. It was a week long unit that included five lessons on this topic.

Impact:

This assignment allowed me to gain valuable insight and practice into the creation of a unit of instruction. Integrating science and language arts through this unit also gave me a better understanding of subject integration. Students will understand the changes in weather. Students will describe weather using quantitative measures of temperature, wind direction, wind speed, precipitation (Science Competency Goal 2.03). Students will identify and use common tools to measure weather with a wind vane and anemometer, thermometer and rain gauge Science Competency Goal 2.04). Students will observe and record weather changes over time in their science notebooks (Science Competency Goal 2.06) (Language Arts Competency Goal 2.02 and 2.08).

Alignment:Standard 4: Teachers Facilitate Learning for Their Students

· Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

I met this standard by meeting with my classroom teacher in order to create this unit that aligns both with the classroom pacing guide and the curriculum they are to study. This unit is developmentally appropriate for second graders. Also, this unit meets North Carolina Standard Course of Study goals for second grade science (2.03, 2.04, 2.06) and second grade language arts (2.02, 2.08).

· Teachers plan instruction appropriate for their students.

I met this standard by using various methods of instruction while delivering my unit of instruction. I have also made individual adjustments to accommodate learners as needed.


· Teachers use a variety of instructional methods.

I met this standard by using various methods in my instruction; including experiential, interactive, inquiry based activities, and independent study.

· Teachers integrate and utilize technology in their instruction.

I met this standard by using a variety of technologies including map quests, video feeds, interactive computer games, and creating digital movies.

· Teachers help students develop critical thinking and problem-solving skills.

I met this standard by asking questions that promoted higher level thinking in my students with regard to weather and its changes.

· Teachers help student work in teams and develop leadership qualities.

I met this standard by using grouping strategies in several of my lessons on weather measurement to help the children create a deeper and more meaningful understanding of the concepts with which they were presented.

· Teachers communicate effectively.

I met this standard by providing clear and concise directions throughout my lessons, on weather and its changes, and continuously evaluating and communicating with the students to make sure that they were on task and had a true understanding of the objectives we were utilizing at the given time.

· Teachers use a variety of methods to assess what each student has learned.

I met this standard through the continuous informal assessment I was using as well as the formative and summative assessments I created in my unit. I also provided several examples of pencil and paper assessment in the form of the science notebook entries I used as part of my lessons.


Wonderful Weather Unit of Instruction- Purpose

The purpose of this unit is for students to learn about weather and its changing forms. This includes temperature, forms of precipitation, common tools to measure weather, and weather as it changes over time. This unit will align with the North Carolina Standard Course of Study for second grade science. This unit will meet second grade science competency goal 2 The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather. The learner will explore weather in various forms as well as meet Objective 2.06 Observe and record weather changes over time and relate to time of day and time of year. This unit will show how to appropriately and responsibly observe and record information on various kinds of weather.

I believe that this is age appropriate for second graders because the by observing and measuring weather they will obtain a background knowledge that they can build on in further weather study. This concept is important to know because second graders experience weather every day. A basic understanding of weather and its measurement and change will help them carry those principals into other subjects, such as mathematics and social studies. At this age, they are developmentally ready to begin learning about the complex and abstract issues of weather in a very basic and quantitative way. Second graders bring with them a base knowledge of weather, seasons, and change over time. Using those principles, they can expand to include more weather into their understanding of the world around them.

The weather unit allows language arts to be integrated into it. With the use of “weather I Poems” students will use their oral and written skills to create written representations of observations and lesson they have learned. During this unit, students will meet the second grade language arts goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2.02 Use texts for a variety of functions, including literary, informational, and practical. Students will also meet 2nd grade language arts goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate. Students will gain an understanding of language as a medium for creating interesting and more complex stories. Students will begin to understand and create stories with context, details, and meaning. Written and oral comprehension is essential for students and developmentally second graders are ready to experiment with new forms of information and techniques of recording and interpreting information. Second grade is a developmentally appropriate age to introduce technology into science as a form of data recording and exploration.

This unit will use several forms of instructional strategies in order to accommodate the greatest number of students on both their instructional and developmental levels, as well as their learning styles. Students will be given responsibility over their own learning while the unit instruction guides them in the right direction. I will use indirect instruction, inquiry based activities, experimental, interactive, and independent instruction. Students will work in groups to “discover” the things they will be learning. I will utilize independent study in their individual writings and scientific analysis.


Wonderful Weather Unit of Instruction- Content Outline

2nd Grade Science Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather.

2.06 Observe and record weather changes over time and relate to time of day and time of year.

In the foothills (area just below the Appalachian Mountains) of North Carolina, many weather changes, such as rain, temperature fluctuations, wind, and snow are experienced throughout the years’ four seasons. Weather is the state of the atmosphere (air) in relation to changes such as rain, wind, and temperature. Rain (water falling in drops of clouds) is a form of precipitation (water that falls to the earth as hail, mist, rain, sleet, or snow) experienced when clouds reach their saturation (filled to the point where no more can be absorbed) point and spill over the excess water onto the ground. Temperature (relative heat or cold) fluctuations, often seasonal, are experienced in this area. Summer and Spring experiences hotter temperatures, while Fall and Winter experience cooler temperatures. Wind (a movement of wind) is very common in the foothills, especially in the Fall season. Snow (ice crystals formed from water vapor) is a very common weather change in the foothills in Winter.

Observation is watching a subject carefully, while collecting data, making inferences, and interpreting information critically. Recording (write or draw in a specific way to show data) observations is an important part of the process of science and learning.

2nd Grade Language Arts Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.

2.02 Use texts for a variety of functions, including literary, informational, and practical.

Written text can tell us many things. When we speak, we use oral text, a more casual, less formal vocabulary. We use slang terms and poorly formed sentences but because we are speaking and we can explain as much as we need to, the thought we are trying to get across is usually successful. When we write, it is a good idea to use more formal language and


vocabulary so that anyone who reads what we’ve written will understand exactly what we mean. When people read what we’ve written they don’t get the chance to ask us questions, so we must make sure that our writing is well organized, and complete so that it makes sense and conveys what we want it to.

Depending on what the text will be used for the vocabulary and style may be more or less formal. Stories are usually more conversational, but a text that is meant to teach must use proper vocabulary and be more formal in order for it’s message to be gained.

2nd Grade Language Arts Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.

4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.

When you are writing something that others will read you want to use your most interesting and precise words. If you write a story or poem as you would say it out loud, you will often find that it doesn’t make sense. You can’t pause on paper like you do when you’re talking. There are no facial expressions and hand gestures to help you illustrate a point. Most importantly, there is no inflection, no changing tone in writing, so the reader won’t know if you’re joking unless you tell them.

Word selection and literary language help to make a written product more understandable and enjoyable for the reader. Choosing good adjectives, describing words, helps to paint a clearer picture in a readers mind. Sometimes normal conversational speech can work in a written story, but you must write the story as if the reader has no other information, because often times they don’t. They only know what you tell them.


Wonderful Weather Unit of Instruction- Unit Assessment

In this unit there are multiple chances for assessment. Each individual lesson has it’s own assessment opportunities which are detailed within the lesson, but the unit as a whole is assessed using a pre and post test. This pre and post test was designed to measure the students’ knowledge of the major concepts in the unit both before and after the unit was taught. The pre test will help to refine the unit lessons so that they are as effective as possible. The post test will help to measure if the unit was successful in teaching the major concepts. Here is the unit assessment test:

Weather

Name:

Results:

Date:

1. Weather is

a. The state of the atmosphere.

b. What happens outside.

c. I don’t know.

2. Precipitation is

a. Clouds.

b. Forms of water that fall (rain, snow).

c. I don’t know.

3. Evaporation is


a. When water moves into the clouds.

b. When water falls from the clouds.

c. I don’t know.

4. Saturation is

a. When a cloud or the ground is full.

b. When it rains.

c. I don’t know.

5. Temperature is

a. Something that only happens when you are sick.

b. How hot or cold something is.

c. I don’t know.

6. Wind is

a. The movement of air.

b. Only at the beach.

c. I don’t know

7. Snow is

a. Pieces of cloud that fell off.

b. Precipitation when it is below 32 degrees Fahrenheit.

c. I don’t know.


Wonderful Weather Unit of Instruction- 6 Lesson Plans

Lesson 1What is Weather?

http://www.dpi.state.nc.us/curriculum/science/units/elementary/

Subject: Science

Standard Course of Study:

Science:Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather.

2.03 Describe weather using quantitative measures of temperature, wind direction, wind speed, precipitation. 2.06 Observe and record weather changes over time and relate to time of day and time of year.

Language Arts:Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.

2.02 Use text for a variety of functions, including literary, informational, and practical.2.08 Interpret information from diagrams, charts, and maps.

Grade: 2nd

Time: 30 mins.

Materials: Chart paper Weather observation record form- Calendar (master and individual copies for children) Weather Channel Kids.com internet site Wonderful Weather poem

Assessment: Children will be filling out a weather record form as the unit goes on and will be asking

weather related questions as a group or individual groups.

CM Strategies:


Proactive strategies, such as rules, procedures (each lessons), and routines (routine for data chart information collection and sharing), will be used.

Each lesson will begin with the proper procedures being laid out and modeled. Modeling of proper group behavior will be presented throughout lesson, as needed.

A graphic organizer will be written on the board to help students stay on task. Cooperative groups will be utilized throughout the lesson.

Accommodations: If students can’t write the weather words while filling in the weather record form, then

they may draw the appropriate weather.

Procedure:

Lesson 1 Graphic Organizer: What is weather?

o Factorso Change?

Weather Record Sheeto What to record?o How to record?o How to find out.

Wonderful Weather Poemo Season and weather

Begin by asking students what they think when they hear the word “weather” (list responses on chart paper).

o What factors contribute to weather? (hot/cold, wet/dry, calm/stormy, clear/cloudy)

o Does weather change? (time of year, where you are) o Who tells us about the weather on TV? (meteorologist- may say “weather man”) o Define Weather on chart paper as a class.

Once you establish a baseline of weather knowledge, tell children we’re going to keep a record of the weather this week.

o Ask them how we should record the data? (lead towards a calendar-already created)

o Have students record the days temperature, date, and weather (by drawing picture- cloudy, sunny, ect.). Also have student record next day’s high temperature in bottom right corner of temperature box so they can check and compare the findings on the next day.


o Go to the Weather Channel Kids.com and show the children how to find where the forecast is for today (Do this with groups- seated groups- assign each member a number and have each group watch individually.

o Next day, ask number 1’s to look up the data- they’ll need guidance). Model how to record on data sheet the weather (sun, rain, wind, cloudy, snow, ect.) along with the temperature (the day’s high temperature). The numbers will rotate each day and during other activities other members of the group will have other jobs. You will do this each of the 6 days as the beginning part of each lesson.

Read Wonderful Weather poem from http://www.canteach.ca/elementary/songspoems17.html to introduce the concept of seasons and weather being connected, as well as the concept that weather changes over time.

Wonderful Weather

http://www.canteach.ca/elementary/songspoems17.html


I like to watch the way the windcan spin a weather vane.

I like to wear my big blue bootsto splash with in the rain.

I like to ride my bright red sledon cold snowy days.

I like to feel the sun's warm rayswhen I wade in the ocean waves.

Wind, rain, snow, and sunEvery kind of weatheris wonderful and fun!

Lesson 1 Reflection


The introductory lesson to weather utilized techniques that varied in success level. The pretest results indicated that the students’ knowledge base on the topic was highly limited. As a result, the lesson was not modified to reduce materials presented. After the pretest the classroom discussion did indicate that the students showed an interest in the topic presented.

Having the students sit on the floor was to produce a more relaxed and engaged atmosphere. It was an effort to give the students a chance to be less confined and give a change to their day to day setup of being seated at desks. During the lessons the students continued to migrate forward. This was an indicator that the students were not used to this type of presentation style. With this knowledge, I would have set physical boundaries, such as tape marks, for the students in order to aid them in proper behavior.

The classroom discussion spurred the students’ interest in the topic of weather. There was a great amount of verbal interaction, as well as topic exploration, by the students. Apparently this technique works well for the students in this classroom. The introductory poem engaged the students while also laying a foundation for later lessons. Having the students take on the role of scientist/meteorologist engaged their interest. The use of the website WeatherChannelKids.com proved very helpful in engagement, as well as verbal weather knowledge assessment, and gave the students an extension of the lesson that they can take home and use on their own.

Lesson 2Spring into Spring Weather!

Subject: Science






2.02 Use text for a variety of functions, including literary, informational, and practical.

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.


Grade: 2nd

Time: 30-35 mins.

Materials: 6 strainers 6 sponges (cut to fit in strainers) 6 bowls (to catch water) 6 cups of water


weather related questions as a group or individual groups. This activity will feature formative assessment out loud as they complete each stage of

the discovery process. The teacher will know at each step what is being understood and will give each student opportunities to show they understand.

CM Strategies: Proactive strategies, such as rules, procedures (each lessons), and routines (routine for

data chart information collection and sharing), will be used.


Each lesson will begin with the proper procedures being laid out and modeled. Modeling of proper group behavior will be presented throughout lesson, as needed.

A graphic organizer will be written on the board to help students stay on task. Cooperative groups will be utilized throughout the lesson. This lesson will be a creative

brainstorming lesson. Due to their age and inexperience with this type of lesson, we’ll perform it “whole

group” (guided, but not taught by me). Later in the year, this type of lesson would happen in small groups, but that would require practice and routine.


they may draw the appropriate weather. Students who have a hard time staying on task or who don’t have the manual dexterity

to handle the experiment will be aided by a person in their group.

Procedure:

Lesson 2 Graphic Organizer: Number 1’s Record Weather Information

o Weather Channel Kids.com o Temperature

Spring: Rain Demo (Teacher) Student Experiment

o Group Members jobs Solve the Problem: What does each represent?

o Spongeo Strainero Water Cupo Bowl

Rain I Poem Creationo Descriptive wordso Details

Have number 1’s go to the computer one at a time and look up the Weather Channel Kids.com information for their group. They must record the data correctly and then share their findings with their group members who must also record the data correctly. (This will take about 5 mins, although it will be going on throughout the lesson as the computer is free.)

Introduce today’s season: Spring. Teacher demonstrates pouring water in the sponge (in the strainer). Act surprised when

water doesn’t immediately come out. Ask children what this experiment reminds them of (rain).


Experiment: Now, let students perform own experiments (same as modeled experiment) in seated groups.

#1- pick up materials #2- weather information recorder #3- hand materials to each group member #4- experiment manager (ask questions, keep group on task) #5- spokesperson for group

Once the Experiment is complete, begin asking guided questions. o If this reminds us of rain, then what is the sponge? (cloud) o Why didn’t the sponge pour water out immediately? (saturation- may or may not

get there-not point of lesson, but great if they get it) o If the sponge is the cloud, what is the strainer? (sky) o What is the bowl? (ground) What is the cup? (air-atmosphere) o How does the water get from the bowl (ground) to the cup (atmosphere)? o Here is where you’ll take your time, using examples like boiling water and rain

puddles to get them to understand the process of evaporation. This process must be reached because it will be important for the winter (Snow) lesson.

Once class reaches a definition of evaporate, have them teach it to their partner, then switch.

Define Precipitation, Evaporation, and *Saturation on the chart paper as a class. Guide and model for students how to write an I poem about rain.

o Remind students to use descriptive and detail words.o Use template to help guide students in the right direction.

I Am Poem/Persona Poem Template

Adapted from (Levstik & Barton, 1997)

FIRST STANZAI am (two special characteristics)

I wonder (something you are actually curious about)I hear (an imaginary sound)

I see (an imaginary sight)I want (an actual desire)

I am (the first line of the poem repeated)


SECOND STANZAI pretend (something you pretend to do)

I feel (a feeling about something imaginary)I touch (an imaginary touch)

I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

Lesson 2 Reflection


This lesson dealt with weather conditions during the spring, in particular, rain. Students were given several activities that dealt with the topic. The different activities introduced, reinforced, and allowed students to apply the knowledge gained from the lessons. The Rain I Poem acted as an assessment tool for the teacher to analyze the students’ knowledge of vocabulary and characteristics of the topics.

The multiple means of presenting the information connected the lesson to all the learners. The students found the Rain experiment to be very engaging. Within a small group setting the students cooperated and collaborated while discussing the lessons key concepts. The experiment allowed the students to experience a difficult concept, like saturation.

During the Rain I Poem creation several management issues became apparent. One issue was time. Poetry, when done well, takes time to model and revise and so this was not the best activity for a single lesson. Also, the concept of creating images using details is one that also takes practice to achieve success. All of this considered, the I poem was a very enjoyable activity that the students enjoyed and ultimately excelled at. The I poem also allowed the teacher an assessment tool. In the poem, the students successfully employed vocabulary knowledge from the lesson. Another issue that arose in this lesson was materials management. Once the experiment was over, I took too long collecting and re-organizing the materials.

Lesson 3Weather is Hot, Hot, Hot, in Summer!


http://www.brighthub.com/education/k-12/articles/27379.aspx#ixzz0UhHwdyWb

Subject: Science






Grade: 2nd

Time: 30-35 mins.

Materials: (6?) Jumbo paper Thermometers (worksheets) Markers or scenario pictures and glue sticks


weather related questions as a group or individual groups. Thermometer worksheets, marked with temperatures, as well as freezing and boiling

temperatures marked will be used to assess understanding.


data chart information collection and sharing), will be used. Each lesson will begin with the proper procedures being laid out and modeled. Modeling

of proper group behavior will be presented throughout lesson, as needed. A graphic organizer will be written on the board to help students stay on task.


Cooperative groups will be utilized throughout the lesson. Move around the room to keep students attention. Teacher will use cards with students names on them to call on students, eliminating the

need for students to raise hands or call out answers.


they may draw the appropriate weather. If students can’t write scenarios on the thermometer, have pictures of scenarios for

them to glue at appropriate places.

Procedure:


o Weather Channel Kids.com o Temperature

Summer: Temperature Experimento Thermometer Procedureo Thermometer Exercise

Number 2’s Record Weather Informationo Weather Channel Kids.com o Temperature

Summer: Temperature Experimento Thermometer Procedureo Thermometer Exercise

Have number 2’s go to the computer one at a time and look up the Weather Channel kids.com information for their group. They must record the data correctly and then share their findings with their group members who must also record the data correctly. (This will take about 5 mins, although it will be going on throughout the lesson as the computer is free.)

Introduce today’s season: Summer. Explain that temperature is a big part of the summer season.

o Talk about the role temperature plays in food, clothing, travel, ect. Show students a large thermometer. Ask what they know about this instrument.

Depending on how they answer, make sure to cover:


o Numbers in Fahrenheit and Celsiuso Mercury insideo How to read thermometero Thermometer safety

o Explain freezing point and boiling point. Have students mark them on thermometer using blue for freezing and red for boiling.

o Draw three temperatures on 5 (number of seated groups) thermometers and pass them out to each group. Describe three outdoor scenarios and ask students which scenario matches which temperature. Have students write the scenario that matches each temperature.

Swimming at beach (high temp) Raking leaves (medium temp) Sledding down a snow bank (low temp)

Define Temperature on chart paper as a class.

Lesson 3 Reflection


This lesson dealt primarily with understanding how to read a thermometer and the significance of temperature, especially freezing and boiling points. The lesson involved class discussions, students’ personal experiences, and practice in reading a thermometer. These methods were successful in engaging the students and their retention of the information.

The class discussion allowed students to incorporate personal experiences to the topic at hand. Students would discuss experiences that they’ve had with the various temperatures, through the medium of the seasons and related clothing. This was also a discussion that all students had experiences with and could relate the information to. This was also a means for the teacher to do a pre assessment of the students’ knowledge base. This particular group of students becomes highly engaged in topics where they have personal experience.

The personal relationship with the topic connected the students to learning how to read a thermometer. The various temperatures didn’t seem arbitrary to the students. Having the students’ first focus on current temperatures with the thermometer allowed them a mental gauge as to higher and lower temperatures. The emphasis was on the freezing temperatures because I knew that this information would be important once we reached the topic of snow.

Issues that arose in this lesson were keeping students on track; their instinct was to go off on personal tangents instead of sticking to the topic. In the future, I will remind students of the “Discussion Rules” more often. Also, I wasn’t entirely happy with the thermometer worksheets I found. In the future I might create my own. Classroom Management was defiantly an issue in this lesson.

Lesson 4Fall into Windy Autumn!


http://www.eduref.org/Virtual/Lessons/Science/Meteorology/MET0033.html

Subject: Science






Grade: 2nd

Time: 35 mins.

Materials: Feathers Leaves scraps of paper tissues straw


weather related questions as a group or individual groups. A formative assessment of this lesson will be the worksheet provided and completed in

the experiment groups. Also, teacher observations will be critical assessment in this activity. This is a simulation,

so traditional paper based assessment isn’t really applicable.


data chart information collection and sharing), will be used. Each lesson will begin with the proper procedures being laid out and modeled. Modeling

of proper group behavior will be presented throughout lesson, as needed. A graphic organizer will be written on the board to help students stay on task.


Cooperative groups will be utilized throughout the lesson. Teacher will use cards with students’ names on them to call on students, eliminating the



they may draw the appropriate weather. If students can’t fill out their experiment worksheet, then they can discuss the questions

and findings with members of their group, to show they’re on track and understanding the concepts.

Procedure:


o Weather Channel Kids.como Weathero Temperature

Fall: Wind Experimento Group Member jobso Weak windo Strong windo Compareo *Outside


Begin with today’s season, fall. Explain that fall is a time when there is a lot of wind. o We can’t see air or wind, but we can see things that the wind is moving: flags,

sand, leaves, and clouds. How do we know air is moving? Experiment: Have students use materials (feather, leaves, paper scraps, tissues) and use

the straw to move them. This will be done in students seated groups.

#1- experiment manager (ask questions, keep group on task) #2- spokesperson for group #3- pick up materials #4- weather information recorder


#5- hand materials to each group member

o First, use a small breath to move the objects. o Can you see the air coming out of the straw? (no) o How do you know the air is there? (objects move). o Next use a stronger breath with each object. o Can you see the air coming out of the straw? (no) o How do you know the air is there? (objects move). o Does the strength of the wind make a difference as to how the objects move?

(yes- the stronger the wind, the farther they move). o If there is time, allow students to go outside and see if the natural wind that day

is strong or not. There will be a self guided worksheet handed out to guide children in this experiment.

“Wind” ObjectsFeathers Leaves Scrap of

PaperTissue

Small Breath

Medium BreathBig Breath

*Outside

Define Wind on chart paper as a class.

Lesson 4 Reflection


The topic of wind was one that the students were very familiar with. The students were familiar with a good portion of the vocabulary and the concepts. The lesson served as a means for the teacher to expand on their knowledge base. Also, the lesson allowed the students to use their vocabulary knowledge base accurately and authentically.

During the discussion of wind the students were probed to create their own questions about the topic. This technique seemed to help the students reflect on the topic of wind. The movie Sharkboy and Lava Girl was the source of many students’ prior knowledge base. Strangely enough, the movie accurately explained the hot and cold air circulation that creates wind and offered a memory tool for the students. The viewing of the movie and the knowledge gained from it helped the students attach to the topic. They seemed excited about their ability to pull information from an unusual source, like a children’s movie.

The lesson seemed to go very quickly. The pre test hadn’t prepared me for their understanding of the subject, so I think that in the future I will pay more attention to the kinds of information I cover on pre tests. Also, because the lesson moved so quickly I would plan more activities for this topic in the future. It took about 10 minutes total to cover the procedure and complete the Wind chart. Time management was defiantly an issue in this lesson.

Lesson 5Watch for Winter Snow!


Subject: Science






Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.


Grade: 2nd

Time: 30-35 mins.

Materials: White paper scissors




data chart information collection and sharing), will be used. Each lesson will begin with the proper procedures being laid out and modeled. Modeling of proper group behavior will be presented throughout lesson, as needed. A graphic organizer will be written on the board to help students stay on task. Cooperative groups will be utilized throughout the lesson. Teacher will use cards with students’ names on them to call on students, eliminating the





Procedure:



Winter: Snow Creationo Remember Precipitation and Evaporationo Remember Temperatureo Create Snowflakeso How are snowflakes made in nature?

Create Snow I poemo Remember details and descriptive words


Introduce today’s season: winter. Snow is a big component of winter weather. Review the concepts of precipitation and evaporation from day 2 and the concept of temperature from day 3.

o When precipitation and low temperatures mix, what do you get? (snow)o What does snow look like? (white, wet- may say, no snowflakes are alike)o Explain that snowflakes are all unique.

Pass out white paper and scissors. Show students how to create their own unique snowflakes. Once snowflakes are created, have pairs tell their neighbor how snowflakes are made. Switch and tell how snowflakes are made.

Discuss as a class how snowflakes are made. Use guiding questions and reminders from rain lesson to guide their discovery.

Define Snow creation on chart paper as a class. Have students create an I poem about Snow.

o Remember to use descriptive words and include details.o Show students how to go back and edit the Rain I Poem.


Lesson 5 Reflection

Mention the word snow and you instantly have the attention of students. The task at hand here is keeping them focused on the content for this topic. What engaged them and kept


them on topic was the knowledge that they would learn how to better predict the conditions that allow for snow.

The students used the website BBC Schools. On the website the students were able to view animations of different kinds of precipitation (including rain, snow, sleet, and hail) and experience what happened along with each. We studied how the sky and ground reacted to the snow. This is an excellent website, not just for weather or science, but for any educational topic. The website not only keeps students interested but provides an excellent quality of instruction. The graphics were entertaining as well as educational.

At the end of the lesson the students added to their I Poem by creating a second stanza about snow. This allowed them to review their previous knowledge and apply information from the snow lesson. This time the process went much more fluidly and the end product that the students were able to produce was much more impressive. There was even time left over to revise the previous rain poem. This proves that time and practice is important when teaching children how to write creatively.

One thing I think I did particularly well was that I told the student I would post the I poems on my blog. This opened up the discussion to what publishing means and that if I am going to put the work on my blog it has to be high quality. I told the student that all of m,y college friends and teachers would see my blog so we had to be impressive. This worked really well as a motivator. Here is the post http://phiferal.wordpress.com/2009/12/03/precipitation-i-poems/.

Lesson 6Bringing the Seasons back together!

Subject: Science

http://phiferal.wordpress.com/2009/12/03/precipitation-i-poems/

http://phiferal.wordpress.com/2009/12/03/precipitation-i-poems/







Grade: 2nd

Time: 30-35 mins.

Materials: Chart Paper with class definitions




data chart information collection and sharing), will be used. Each lesson will begin with the proper procedures being laid out and modeled. Modeling of proper group behavior will be presented throughout lesson, as needed. A graphic organizer will be written on the board to help students stay on task. Cooperative groups will be utilized throughout the lesson. Teacher will use cards with students’ names on them to call on students, eliminating the




Procedure:




Weather through the Seasonso Weather happens when?o What kinds of weather have we studied?

Kids as Teachers!


Pull out chart paper definitions and use it to guide lesson. o Tell students, “This week we’ve traveled through all of the seasons and many

kinds of weather. Today we’re bringing all of those things back together.” o When does weather happen? (all the time, anytime- if don’t get it, remind them

about the weather in all seasons, remind them of their weather definition)o Assign each group a season and have them create a visual representation of their

season/weather and tell the class about the weather we studied in that season. Have the groups review/re-teach that concept to the class.

Wonderful Weather Unit of Instruction- Assessment Matrix


Student Pre Test

# Correct out of 7

Post Test

# Correct out of 7

1 1 6

2 0 4

3 0 6

4 0 6

5 1 6

6 0 6

7 0 4

8 0 5

9 0 6

10 0 6

11 1 7


12 0 6

13 0 6

14 0 6

15 0 6

16 0 6

17 0 6

18 1 6

Based on the results of the matrix, as well as the feedback I got from the lessons themselves, I believe that this unit was successful in achieving the concepts it meant to achieve. The lesson was well planned, as the initial concepts were understood by few, if any of the students in the class. As the matrix shows, all of the students’ grades improved dramatically after the unit was taught. I will say that my first question about weather was worded very poorly and it will be reworded for this unit in the future. All students’ grades improved by at least 3 questions. Most students improved by at least 5 questions. On the post test, no students marked “I don’t know” for any question.

Wonderful Weather Unit of Instruction- Case Studies


High Achieving Student

This student was one of the few who scored 1 out of 7 on the pre-test. Obviously this student has heard some of the vocabulary that we would be using. This student is a consistent high achiever in all academic areas, so it didn’t surprise me when they were one of the few to make a score on the pre-test. However, this student only got 1 correct, so I knew my lessons would still engage and teach him.

Throughout the lessons, this student was eager to participate and respond to any questions that were posed. Always an active participant he often found raising his hand and having to wait to answer difficult because he was so eager. The solution I found was to use the rotating name cards. He quit calling out and patiently waited his turn. Those cards were like magic!

On the post test this student, again, was one of the few to get all 7 questions correct, which I consider to be very impressive because technically question #1 had 2 correct answers, although I was looking for the more precise one. This student remembered our scientific key words, which didn’t surprise me, given that he was always active and present during the lessons.

Average Achieving Student

This student was also one of the few who scored 1 out of 7 on the pre-test. This student is a consistent high to average achiever in all academic areas, so it didn’t surprise me when they were one of the few to make a score on the pre-test. However, this student only got 1 correct, so I knew my lessons would still engage and teach her. This student often has a hard time keeping still, which I believe is what makes her average instead of high. Intellectually she has all the ability but she is unable to maintain herself in order to truly achieve her potential.

This student was also actively engaged during my lessons, answering questions. She really came alive during the group work. As I would walk by and observe the less restrictive group work setting really seemed to play to her strengths. She is a natural born leader, firm but fair. The other students appreciated her guidance and she always participated more confidently whole group after she had engaged in a small group activity.

In the post test her score was 6 out of 7, but again, I was so unhappy with that first question that I feel as though I don’t know how to count it towards overall learning. In the end, I feel confident based on written and oral assessments from this student that she understands the concepts put forth in this unit.


Low Achieving Student

This student got no answers correct on the pre test. She circled “I don’t Know” for every answer. This is not unusual for this child. She is a low achiever in all academic areas and often rushes through her work, choosing random answers just to turn in something complete.

During this lesson, she rarely volunteered an answer unless several other classmates had already said it first. She did, however, blossom during the experiments and small group portions of the lessons. While not a leader, she is an enthusiastic follower and seems to grasp concepts much better with hands on approaches and when concepts are explained to her by other students.

On the post test she tried to answer every question, not marking “I don’t know” at all, which is a great achievement for her. She got 4 out of 7 correct, which is, again, a great achievement for her. Considering that I would throw 1 question out, she basically received a 4 out of 6 which means she grasped the majority of the concepts. The interaction that I witnessed from her in the later lessons supports these findings as well.

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