Earth’s System - Weather

Contributor: Hailee Bryant-Roye Sample NearPod Lesson

In this unit, Kindergarten students will observe and analyze weather such as: precipitation, wind, temperature, and climate change. They will then utilize this information to make hypothesis and draw conclusions to describe and predict weather patterns. Students will use realistic materials and resources to predict the weather for seasons such as: spring, summer, winter and fall. Learning about the weather may be difficult if they cannot visually see the content in which the teacher is presenting. For visual learners this may be challenging as well as kinesthetic10 learners who need to move. Teachers can accommodate these students by doing fun interactive weather games based on the weather of the day. Teachers can also have weather a forecast where students go outside and observe the weather and come back in and describe the weather with weather cards. This allows students to visually see and then on the instructional side match the photo to their description, so a picture with a name. This allows students to get hands on experience. Teachers can reach students by also using technology websites or stimulation games. This gives students to see weather in different parts of the world and compare to their region and the differences such as temperatures and what that tells them about a certain region whether cold or hot or etc. Weather is important for students to learn because it assists with the understanding of some events in nature that may repeat itself in their daily lives. By learning weather, they are able to get the fundamental building blocks of what they see daily and how that impacts the world. Students will participate in hands-on activities, and group work. These learning experiences will assist students as they come to understand the different dynamics of weather and how they experience weather in their everyday life. It is imperative that students have an understanding of weather so they are able to connect

the dots when learning about topics such as: natural disasters, weather changes, and climate change. Students will recognize that weather is necessary in our everyday lives and how it is important as our resource of life.

K.ESS2: Earth’s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter.

ASSURE Lesson Plan Template

Temperature Hot and Cold Behold!

Name: Hailee B. Roye Duration of Lesson: 30 minutes Subject Area(s): Science Grade Level: Kindergarten

Analyze learners

At Ida B. Wells, it is considered inner-city school where majority of the students are below academic standards. In my kindergarten class there are twenty students, 13 girls and 7 boys all of which are African American. There are no IEP’s because the State of Tennessee does not require testing for students who may need it at this stage based off their age. As well as there are not EL students. All of my students are fluent in English. Many of them have difficulty retaining information let alone learning it. Many instances there are behavioral issues that get in the way of them learning and finishing a lesson. Majority of the students come from a broken home, where the parents work two or three jobs and rely heavily on the school for support as far transportation and meals. A lot of students live in lower income neighborhoods and cannot afford nor get access to resources and opportunities. Since transitioning virtually many of the students and parents have been struggling with technology, signing in, and submitting work on time.

For this particular lesson Students should know why temperature and hot and cold is important. Examples of this exposure is the weather channel or experiencing different weathers either daily or seasonally. They also have experience with Temperature through foods and objects as well.

Curriculum Competencies

To complete this lesson, students will need to know the basic concepts of temperature and how we use it for weather, food, and objects.

Technology Competencies

To complete this lesson, students will need to know how to navigate a computer and how to identify hot and cold objects, sort object by temperature, make observations of

State & NETS*S objectives K.ESS2.1 :Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge).

ISTE Standard

1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Behavioral Objective:

Given a website called Sally the sorter students will need to be able to navigate the computer in order to sort food and objects into hot and cold categories. Then they proceed on the website to make educated guess in games to see where on the temperature line the food or object belongs.

Students will also take a dive into weather specifically hot and cold weather. In this, students will be given different seasons and explain what type of clothes are appropriate and why. Students can be broken up in four groups of five and each group will be given a season. Cut-outs of clothes will be given to each group and they will have to choose the appropriate clothing and make a collage of the clothing. While presenting their season will be presented in the background on the projector. This activity proves their understanding of temperature not just of foods and everyday items but of the weather as well that they experience.

Language Objective:

Select instructional methods, media, and materials ●20 crayons for student work in a group setting (student centered)

●10 cut-outs for students in a group setting (studentcentered)

●20 pencils (student centered)

●20 already logged on computers with website up

●5 poster boards

●10 glue sticks

Technological Materials

●Website from schoology. (2020). November 15, 2020 , https://www.schoology.com/ (student centered)

•20 media devices (computers-everyone student has one for a virtual setting) with Wi-Fi/internet connection (student centered)

•Computer for video (teacher centered)

•Projector for video (teacher centered)

•Pull-down display screen (teacher centered)

•Dry erase board (teacher and student centered)

•Printer with ink and paper (student centered)

♣“ S&HF: Puppets Teach Hot & Cold (Warm & Cool).” YouTube, 2 Mar. 2015, www.youtube.com/watch? v=7MQyX4h_kac. (Student centered)

Utilize media and materials

●Preview the Puppets Teach Hot & Cold (Warm & Cool)

-- *previewed and approved*

●Preview the Schoology lesson plan of Sally the sorter

--*previewed and approved*

●Preview the website for appropriate weather and temperature examples-- *previewed and approved*

●Check the printer, ink, and paper supply

●Make sure the printer is connected to the adapter cord for the computer

●Print cut-outs in total of 50 for each for each group (10 for each group)

●Make sure all crayons are in the appropriate setting and place

●Make sure all 20 pencils are sharpened and put in the right place.

●Have the video prepared on the computer

●Have the websites logged in for all computers

●Have writing utensils for dry erase board

●Make sure there are an even about of cut outs for each category. 6 cut-

Outs in total.

●Make sure all 50 cut outs are cut before disbursing into the group

●Make sure the sound works for the video

Require learner participation After the instruction on how to use the technology, Students will log into schoology under science and click sally the sorter lesson website. Here students will organize and identify objects and food based off temperature. They will complete 10 examples on this website. Once done, students will be broken into 5 groups of 4. The groups will then be provided with a poster board, glue, pencil, crayons, cutouts , on their given season. From there the students assist each other with the appropriate attire match combo for each category. Once clothes are found and agreed upon, they will great a collage of the clothing for the season. The last portion of the lesson will be used for group presentations of the answers they presented. The students in the presenting group will display their answer

The students will be graded on their completion of the 10 matching the blanks on temperature hot and cold, the correctness of their composed answer, and their effort to participate within their group.

Evaluate and revise

Formative assessments used in this lesson include observation of group participation and activity while composing their logical conclusion on their specific season. Presentation is also important making sure each student understands and knows why their group may have agreed upon a certain attire. Once agreed upon each group will make a collage of the clothing they picked and present a reasoning why. Students will demonstrate understanding by using their own experience with temperature to form their own ideas and opinions about their answers and the question.

When pertaining to the website students will use prior knowledge they already know and what they used from the Sally sorter beginning stage to answer the questions provided. They will work individually on their own computer to gain comprehension of the fundamental basis of temperature. The formative assessments should be recorded on a group record sheet that will be entered into the gradebook. The students will need to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to picture the appropriate attire. This includes input, collaborative work, participation and comprehension. While presenting, I expect all students to discuss or speak at least once on why they think the certain attire is for their season. Being able to put your thoughts into logical conclusions are important. I can provide my students with redirection during their quick presentation. If students still have trouble understanding the concept of temperature and how it deals into the factors of our lives, I will repeat the lesson with different lessons and scenarios that are more relatable or maybe even songs or activities that allows their brain to connect the concepts. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or examples or time.

Teacher Name: Miss Roye

Student Name: __Group Weather Collage_______________________ _______________

CATEGORY Attention to Theme

Titles and Text 4 3 The The students students gives a gives a reasonable reasonable explanation explanation of how every of how most item in the items in the collage is collage are related to related to the assigned the assigned theme. For theme. For most items, many of the the items, the relationship relationship is clear is clear without without explanation. explanation. Explanation Explanation s were s were written written clearly and clearly and were easy to were easy to read from a read closedistance. up. Text Text varied varied in in color, size color, size and/or style and/or style for different for different text text elements. elements. 2

The students gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme. Explanation s were written clearly and were easy to read closeup. There was little variation in the appearance of text. 1

The student's explanations are weak and illustrate difficulty understandi ng how to relate items to the assigned

theme. Explanations are hard to read, even when the reader is close.

Quality of Construction

TOTAL: _____/18 Graphics are Graphics are Graphics Graphics are trimmed to trimmed to have been untrimmed an an trimmed to OR of appropriate appropriate an inappropriat size and size and appropriate e size and/or interesting interesting size and shape. It shape and shape and shape, but appears little are arranged are arranged the attention well, some with some arrangement was given to in front and items in of items is designing some front and not very the collage. behind. Care others attractive. It has been behind. The appears taken to canvas, there was balance the however, not a lot of pictures does not planning of across the appear the item canvas. balanced. placement. The collage The collage The collage The collage shows shows shows some was put considerable attention to attention to together attention to construction construction sloppily. construction . The items . Most items Items appear . The items are neatly are neatly to be just are neatly trimmed. All trimmed. All \"slapped trimmed. All items are items are on\". Pieces items are carefully and securely may be loose carefully and securely attached to or hanging securely attached to the backing. over the attached to the backing. A few barely edges. the backing. A few barely noticeable Smudges, There are no noticeable stray marks, stains, rips, stray marks, stray marks, smudges or uneven smudges or smudges or glue stains edges, and/ glue stains. glue stains are present. or stray Nothing is are present. Nothing is marks are hanging over Nothing is hanging over evident. the edges. hanging over the edges. the edges.

Media Share Resources

The Earth Moves

This game stimulator allows students to see as the earth moves the weather and climate changes. In this game students get to explore different regions. Students get the chance to see the difference in temperature, weather changes, and the difference in regions as well. The game showcases temperature, humidity, symbols, vocabulary and more. As well as a map so students can visually see and connect what place they are looking at. This game pushes students to truly critically think and encourages retainment. This game brings together everything they have learned about weather and expands it to regions and different locations.

K.ESS2: Earth’s Systems (2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The game uses models such as symbols, vocabulary, temperature, weather for students to predict the weather and use it correlate with the seasons.

Urban Programs (2020). The Earth Moves. [Website] Retrieved on September 8, 2020 from https:// web.extension.illinois.edu/kalani/

Kid Weather

Kid weather app is for young children to comprehend weather better. The app itself was created by a sixyear-old boy whose dad happened to be a meteorologist. The dad wanted his son engaged in weather, but in a fun and interactive way. This app is packed with real time weather conditions, forecast, science, fun facts, and some interactive and engaging games. Students are able to dress their avatar based on the weather as well as animals too. The app also includes STEM stimulated activities. For students who are so young and who are so tech savvy with technology this is a great resource to utilize when giving their technology time. It allows to tour and explore the app and what it has to offer as well as allows them to take control of their learning. The app also heightens the student’s vocabulary awareness such as Fahrenheit and Celsius. As well as introduces weather and map symbols when discussing different regions and climate. The app as a whole is a wonderful way for students to be hands on, strengthen their vocabulary and be exposed to different components of weather in a fun critical thinking way.

K.ESS2: Earth’s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game allows students to pick clothing, and appropriate gear based on the weather and characteristics they are given through the game. Students

analyze and interpret the weather in order to relate their knowledge of what they know about the season and its weather and what it produces and means for the daily weather.

Berk, Justin. (May 19, 2013). Kid Weather App. [iTunes App, Google Play, Amazon Cost: $1.99] Retrieved on September 8, 2020 https://www.kidweatherapp.com/#:~:

Season and Weather

Season and Weather is a science educational app that is geared towards teaching young children the difference between seasons and other weather facts. This app is made by PBS and a large portion of this app encourages and engages children of all ages and all academic performance to learn new things about the weather and its elements. The app has three levels beginner, intermediate and advanced. Each level is based off the knowledge and understanding of the child. This allows students, teachers and parents to see the growth in their child as they are learning about the lesson and the materials provided. This game does not penalize for wrong answer yet just Reloop’s until the student has succeeded. The app eases students into dressing for seasons as well managing calendar education as well. No reading skills are required and it allows student to learn at their own pace.

K.ESS2: Earth’s Systems 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The season song gives clues and characteristics that allow students to predict and identify the patterns they see in each seasons. This game utilizes different models, symbols, and tools for students to advance to the next level and build on to the level of knowledge they know about weather and what presides in each seasons.

PBS (June 20, 2011) Seasons and Weather. [iTunes App, Google Play, Amazon Cost: Free] Retrieved on September 8, 2020 from https://apps.apple.com/us/app/seasons-weather-wonderwood/ id1419485022

Season Song

Weather is broken down into many different compartments and segments. With this in mind it is essential to utilize the first 15 minutes of my students functioning and focused time to instill in the information I want them to learn. Songs of seasons allow them to see the add on from the weather song. It allows them to see the different weather options within each season. It describes the activities, as well as use adjectives, and characteristics of each seasons. The video is repetitive but that’s good because we learn when something is repeated it is easier to remember. I want students to not only have a foundation but see how each compartment of weather builds upon. So, for example winter is cold, but with winter we associate snowmen, snow, snow angles, scarves and more. We start with the basics and then analyze and connect on a wider scale. This makes it easier to connect and relate it to their everyday experience with weather.

K.ESS2: Earth’s Systems 2) Develop and use models to predict weather and identify patterns in spring, summer, autumn, and winter. The season song gives clues and characteristics that allow students to

predict and identify the patterns they see in each seasons. It is also repetitive which allows students to see the patterns in fall, spring, autumn and summer, which makes it easier to identify and predict.

Have Fun Teaching.(May 18, 2015). Seasons Song [YouTube Video]. Retrieved on September 8, 2020 from https://www.youtube.com/watch?v=8ZjpI6fgYSY

Weather Games

This website is a game stimulator where students match the weather symbol with the name. In this case I would pull up the game on a projector and ask the students to tell me what each symbol represented (K.ESS2: Earth’s Systems 1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This includes rain, snow, sun, tornado, wind, cold, and more. By sharing and starting with the two song videos about seasons and weather. This will be a review. Students will not only learn about weather using symbols but it also introduces them into symbols which they will see on our morning calendar, on the news, and maybe even Television. Teachers will be amazed by this website and how it integrates reality and the attention of students about weather a science

K.ESS2: Earth’s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This game is challenging and allows students to use temperature which then allows them to analyze and interpret the weather and predict what it may be.

Learning Games for Kids (2013). Weather Games. [Website]. Retrieved on September 8, 2020. From https://www.learninggamesforkids.com/weather-games.html

Weather Song

The weather song is a great way for emerging learners such as kindergarten to get familiar with the of weather. Songs and videos are very catchy for young learners for they are strengthen and bringing awareness to those motor skills they are developing. The video includes not only visuals, but it includes the effect of weather such as rain, tornadoes, thunderstorms, hurricanes and more. The video also breaks down the climate in different regions. This could be used when asking the students what temperature or weather they typically see on the daily basis. This is good for an introduction of weather and a way for them to get excited and engaged. At the end of the song for a review the teacher can ask students questions about what they saw, heard or remembered and then connect the dots to get them critically thinking about weather.

K.ESS2: Earth’s Systems (1) Analyze and interpret weather data (precipitation, wind, temperature, cloud cover) to describe weather patterns that occur over time (hourly, daily) using simple graphs, pictorial weather symbols, and tools (thermometer, rain gauge). This standard specifically using simple graphs, pictorial weather symbols ties in with the video for it is building off of temperature and showing and introducing symbols for each different weather topic.

Have Fun Teaching.(June 9, 2015). Weather Song [YouTube Video]. Retrieved on September 8, 2020 from www.youtube.com/watch?v=e5UTaPV-DIg.