Crystal Moore
Internship Unit Assignment
March 2014
Day 1 / Lesson 1
National
Standard
NSES:
Content Standard A:
Science as Inquiry
As a result of
activities in grades
K-4, all students
should develop:


Abilities
necessary to
do scientific
inquiry
Understanding
about
scientific
inquiry
Date of Lesson: 03/17/14
Common Core or
Objective
ALCOS
1st Grade
TSW
develop an
Science
awareness
8.) Recognize daily
of weather
changes in weather, terminology
including clouds,
and
precipitation, and
understand
temperature.
different
types of
• Recognizing
weather.
instruments used to
observe weather
Examples: thermometer,
rain gauge, wind sock,
weather vane
• Recording weather
data using weather
journals, charts, and
maps
English/Language
Arts
30.) With guidance
and support from
adults, recall
information from
experiences or gather
information from
provided sources to
answer a question.
[W.1.8]
31.) Participate in
collaborative
conversations with
diverse partners about
Grade 1 topics and
texts with peers and
adults in small and
larger groups.
[SL.1.1]
Lesson
Description
TTW introduce
weather by
having a
classroom
discussion about
the following:
What is weather?
Is the weather the
same at the North
Pole and the
equator? Why or
why not?
TTW show
visual images of
weather on the
Smart Board.
TTW ask the
students to
discussion and
share with their
partner a
weather
experience that
they have
experienced.
Partner 1 will speak
first and share their
encounter. Then
partner 2 will have
a turn to share.
TTW call on 3
students to
share. TS will be
chosen by show
of hand. TTW
point out some
of the key
words that TS
Assessment Materials
*Class
discussion
*Rain Drop
worksheet
*Weather
Forecast
activity
sheet
*Smart
Board
Pictures
*Chart
Paper
*Sharpie
*21 pencils
* Crayons
*21 Rain
drops
Crystal Moore
Internship Unit Assignment
March 2014
a. Follow agreed-upon
rules for discussions
(e.g., listening to others
with care, speaking one
at a time about the
topics and texts under
discussion). [SL.1.1a]
use, such as,
windy, snowing,
etc.
TTW introduce
weather
terminology
such as:
Rain, chilly, snow,
freezing, hot,
storm, rainbow,
icicles, Spring, Fall,
Winter, Summer,
tornado, blizzard.
TTW and TSW
create an
anchor chart
with Weather
Words.
TS will pick their
favorite weather
word and use
the Rain Drops
to write and
illustrate their
word.
TS will share
their words with
the class.
TTW recap
today’s lesson
and give TS a
chance to ask
questions to
clear up
misconceptions.
Crystal Moore
Internship Unit Assignment
March 2014
Crystal Moore
Internship Unit Assignment
March 2014
Day 2 / Lesson
2
National
Standard
Content Standard
A: Science as
Inquiry
As a result of
activities in
grades K-4, all
students should
develop:
*Abilities
necessary to do
scientific inquiry
*Understanding
about scientific
inquiry
Date of Lesson: 03/18/14
Common Core
or ALCOS
1st Grade
Science
8.) Recognize
daily changes
in weather,
including
clouds,
precipitation,
and
temperature.
• Recognizing
instruments used
to observe
weather
Examples:
thermometer, rain
gauge, wind sock,
weather vane
• Recording
weather data
using weather
journals, charts,
and maps
Mathematics
18.) Organize,
represent, and
interpret data
with up to three
categories; ask
and answer
questions about
the total number
of data points,
how many in
each category,
and how many
more or less are
in one category
Objective
Lesson
Description
TSW develop TTW introduce
awareness of cloud types by
cloud types, asking TS
as well as,
“Raise your
graph and
hand if you
assist with
have ever
interpreting
looked up in
the data
the sky at the
obtained
clouds?”
from the
graph.
TTW ask
“What did you
see? Did all the
clouds look the
same?”
TTW use
equity sticks to
call on TS to
respond.
TTW say
“Today, we are
going to learn
about different
types of
clouds!”
TTW use the
Smart Board to
explain and
show visual
images of
stratus, cirrus,
cumulonimbus,
and cumulus
clouds.
TT and TS will
briefly discuss
how clouds are
formed.
Assessment
Materials
*Classroom
discussion
and
participation
*Smart Board
cloud pictures,
graph,
observation and
interpretation of
data
* Teacher
observation
*Chart Paper
*Sharpie
*Little Cloud by
Eric Carle
(Optional)
Crystal Moore
Internship Unit Assignment
March 2014
than in another.
[1-MD4]
TT and TS will
graph (on the
smart board)
each students’
favorite type of
cloud.
TT and TS will
make
observations
and interpret
the cloud data.
TTW recap
today’s lesson
and give TS a
chance to ask
questions to
clear up
misconceptions
TTW end the
discussion with
asking TS to
look up in the
sky when they
are on their
way home to
try to identify
some of the
clouds types
that we have
discussed
today.
Crystal Moore
Internship Unit Assignment
March 2014
Day 3 / Lesson 3
National
Standard
Date of Lesson: 03/19/14
Common
Objective
Core or
ALCOS
NSES:
1st Grade
TSW learn
Content Standard A:
about the
Science as Inquiry
Science
water cycle,
As a result of
8.)
condensation,
activities in grades
Recognize
evaporation,
K-4, all students
daily
and
should develop:
changes in
precipitation.
weather,
including
 Abilities
clouds,
necessary to
do scientific
precipitation,
and
inquiry
 Understanding temperature.
about
• Recognizing
scientific
instruments
inquiry
used to
observe
weather
Examples:
thermometer,
rain gauge,
wind sock,
weather vane
• Recording
weather data
using weather
journals,
charts, and
maps
Lesson
Description
Assessment Materials
TTW say
“Yesterday we
learned about
clouds and today
we are going to
learn about the
water cycle.”
*Teacher
*Smart Board
observation (Poster)
TTW ask “How
do you think the
clouds and the
water cycle are
related?”
*Water
cycle
labeling
activity
*21 copies of
water cycle
labels
*21 pieces of
construction
paper
*21 Glue sticks
*21 pencils
TSW raise their
hand to respond.
TTW explain that
the clouds and
the water cycle
are related
because the
water cycle helps
form the clouds.
TTW use the
Smart board to
show and
discuss the
following:
Condensation,
precipitation,
and evaporation.
What is
condensation?
How is it formed?
What is precipitation
and how is it
formed?
What is
evaporation?
*Class set of
crayons
Crystal Moore
Internship Unit Assignment
March 2014
After discussion,
TT will give
directions and
TSW cut out,
label, and
illustrate the
water cycle on
construction
paper.
TTW recap
today’s lesson
and give TS a
chance to ask
questions to
clear up
misconceptions.
Crystal Moore
Internship Unit Assignment
March 2014
Day 4/ Lesson
4
National
Standard
Content Standard
A: Science as
Inquiry
As a result of
activities in
grades K-4, all
students should
develop:
*Abilities
necessary to do
scientific inquiry
*Understanding
about scientific
inquiry
Date of Lesson: 03/20/14
Common Core
or ALCOS
1st Grade
Science
8.) Recognize
daily changes
in weather,
including
clouds,
precipitation,
and
temperature.
• Recognizing
instruments used
to observe
weather
Examples:
thermometer, rain
gauge, wind sock,
weather vane
• Recording
weather data
using weather
journals, charts,
and maps
English/
Language
arts:
31.) Participate
in collaborative
conversations
with diverse
partners about
Grade 1 topics
and texts with
peers and
adults in small
and larger
Objective
Lesson
Description
TSW develop TTW show TS
awareness of a thermometer
weather
and ask, “By
tools
show of hand,
who knows
what this is
and what its
purpose is?”
TS will respond
by show of
hand.
TTW introduce
the
thermometer
and clear up
any
misconceptions
about the
thermometer.
TTW say
“Today we are
going to learn
about weather
tools also
known as
instruments.
What are some
other tools we
use for
weather?”
TS will raise
their hand to
respond.
TTW introduce
and explain the
following tools:
Assessment
Materials
* Teacher
observation
* Outdoor
thermometer
*Weather
tools sorting
sheets
*21 Red crayons
*21 Pencils
*21 Record
sheets
*21 weather
tools sorting
sheets
Crystal Moore
Internship Unit Assignment
March 2014
groups.
[SL.1.1]
c. Ask questions
to clear up any
confusion about
the topics and
texts under
discussion.
[SL.1.1c]
Thermometer:
Temperature
Hygrometer:
Humidity
Wind Vane:
Direction of wind
Rain Gauge:
Amount of rain
TTW use the
Smart Board to
offer a visual
for visual
learners.
TTW use the
Hoover Cam to
show an actual
thermometer
and TS will
color in the
correct
temperature on
the Temp.
sheet.
TTW say “Now,
we are going
to talk about
scenarios and
the tools that
we might use
during these
situations.”
TSW complete
the Weather
Tools scenario
activity sheet
to obtain a
further
understanding
of the use of
weather tools.
Crystal Moore
Internship Unit Assignment
March 2014
TTW recap
weather tools
and give TS a
chance to ask
questions
throughout the
lesson to clear
any
misconceptions
See below…
Crystal Moore
Internship Unit Assignment
March 2014
Name:___________________________________ Date:______________________________
Weather Tools
Thermometer
Hygrometer
Wind Vane
Rain Gauge
Crystal Moore
Internship Unit Assignment
March 2014
You’re outdoors and you notice that
your skin feels a little “moist and
sticky.” Which instrument would give
you information based on your
experience?
You’re outdoors and you notice that
the trees are blowing in the same
direction. Which instrument would
give you information based on your
experience?
You’re outdoors and you notice that
you have to take off your jacket.
Which instrument would give you
information based on your
experience?
You’re outdoors and you see liquid
precipitation falling from the sky. In
order to measure, you try capturing it
in your hands, but it’s too difficult.
Which instrument would give you
information based on your
experience?
Crystal Moore
Internship Unit Assignment
March 2014
Crystal Moore
Internship Unit Assignment
March 2014
Day 5/ Lesson
5
National
Standard
Content Standard
A: Science as
Inquiry
As a result of
activities in
grades K-4, all
students should
develop:
*Abilities
necessary to do
scientific inquiry
*Understanding
about scientific
inquiry
Date of Lesson: 03/21/14
Common Core
or ALCOS
1st Grade
Science
8.) Recognize
daily changes
in weather,
including
clouds,
precipitation,
and
temperature.
• Recognizing
instruments used
to observe
weather
Examples:
thermometer, rain
gauge, wind sock,
weather vane
• Recording
weather data
using weather
journals, charts,
and maps
Objective
Lesson
Description
TSW develop Prior to the
awareness of lesson TS will
wind
pack up to
dismiss. The
end of this
lesson will be
held outside.
(This lesson is at
the end of the
day)
TTW say
“Yesterday we
discussed
weather tools.
Raise your
hand if you
remember
which tool
helps
determine
wind.”
TS will respond
with wind
vane.
TTW say “Well,
today we are
going to learn
about wind.
What can you
tell me about
wind?”
TSW raise their
hand to
respond.
Assessment
Materials
* Teacher
observation
*Bubbles
*Classroom
discussion
*21 pieces of
construction
paper
*63 pieces of
streamer (3pc
per student)
*21 glue sticks
*21 pieces of
yarn
*Class set of
markers
Crystal Moore
Internship Unit Assignment
March 2014
TTW say “Can
you see wind?
How do you
know it’s
there?”
TSW respond
by raising their
hand.
I can feel it.
I can see the
trees moving.
TTW say,
“Well, we are
going to make
a wind sock
and go outside
to experiment
with wind. We
will also use
bubbles to help
us determine
which way the
wind is
blowing.”
TTW give
instructions to
make the wind
sock.
TT and TSW
gather
belongings and
go outside with
wind socks to
conclude the
lesson.
Crystal Moore
Internship Unit Assignment
March 2014
TT and TS will
discuss natural
ways to
determine if
and in which
direction the
wind is
blowing.
TTW blow
bubbles
outside.
TSW determine
the direction
the wind is
blowing by
using the
bubbles as a
visual.
TSW
experiment
with the wind
socks to
determine wind
direction.