lesson+plan+for+820+group

By: Shannon, Melinda, and Alyssa E.

Weather Bear


 * Grade: ** 1
 * Subject: ** Earth Science

3. Weather can be observed, measured, and described. b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season. c. Students know the sun warms the land, air, and water.
 * California Standards: **

To teach how one prepares for different types of weather by dressing appropriately. To teach how weather affects the body.
 * Objectives/Goals: **


 * Materials: **
 * Paper Bear
 * Double stick tape
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Paper “weather”
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Paper clothes

<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Ask the class: This helps to make connections to the real world and to what they already know. Also, it gives the teacher a way to learn about his/her students.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Introduction: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">What type of clothing are you wearing today? Why are you wearing what you are?
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Do you remember having to wear something different because it was colder or hotter?
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">How do different types of weather make you feel? (Cold? Wet?)
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">What is your favorite holiday? What is the weather like around that holiday?

<span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">As a diagnostic assessment ask the class:
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Direct Instruction: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Who knows what the word "weather" means?
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Definition: The state that the outdoors is in, like how windy it is, how hot or cold it is, or if it is raining or snowing.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Who can tell me different types of weather?
 * o <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Rain, Snow, Sun, Wind
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">What happens to you when you are in that type of weather? Do you dress differently? Do you stay indoors?
 * Use this assessment to drive your instruction throughout the lesson. What they already know will effect what the teacher needs to explain.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Guided Practice: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Find a surface to tape up the bear. Then above the bear select a type of weather and tape that up above.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Give the kids two options for different pieces of clothing. After they give an answer to what to put on Teddy, ask them why they chose that piece of clothing (to make sure that they have a reason for their answers).
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Example: Should Teddy wear a sweater or a t-shirt? Should he wear sunglasses or a scarf? Should he wear snow boots or sandals?
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Dress Teddy according to what the kids say. This way, they are making their own choices, as a group, rather than watching you choose. They will actually be learning and working together.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Repeat for all 3 types of weather (only do 3 of the 4 types of weather: rain, snow and sun) to make sure that they understand the different aspects of weather.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">As they suggest things, be sure to have them state why (Example: "Okay, we will put the sweater on Teddy because it's cold. He needs the sweater to keep warm.") so that it is clear that they have logic behind their answers, and so they learn to express themselves.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Use this as a summative assessment. Build off of the students responses by probing or expanding on the reasons.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">If the teddy bear is dressed inappropriately for the weather, lead the students in an informal assessment of their own work. Work with the students in order to stay within their ZPDs so that you reach each child at their level.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Independent Practice: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Students will work on a worksheet where a week's weather forecast will be given. Under each day, students will draw the clothes that they should wear on that day, according to the weather forecast. This allows the teacher to observe through formative assessment if the students understood the effects of weather and how they should prepare their days according to the weather forecast.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Differentiation: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">GATE students can label their drawings on the individual worksheet (differentiated product) this allows GATE students to improve their writing skills and vocabulary.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">For ELL levels 1-2, the teacher will ask closed questions during guided practice, for example, "Should the bear wear shorts or pants?" For ELL levels 3-5 the teacher will ask open-ended questions like, "Why would the bear wear shorts?" This allows ELL students of different levels to participate in the lesson, improving their speaking vocabulary and feeling included in classroom.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">For at-risk students, the teacher will spend more time on the introduction of the lesson. Making sure to tap into prior knowledge and understand where the students may need extra help. This gives the teacher a better foundation for teaching the rest of the lesson allowing the student information gathered drive the rest of the instruction.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">Assessment: **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">During guided practice, the teacher will observe students and see if they are calling out appropriate answers. Does the class seem to understand why the bear's clothes are affected by the weather? This formative assessment allows the teacher to see if the class had understood the lesson and is ready to move on to more complex scenarios or the next lesson.
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 12pt;">The teacher will check if the students put the appropriate clothing under the week's forecast on the independent practice worksheet. This assessment will inform the teacher whether the class is ready to move on, or whether the lesson needs to be explained more.