2013 Weather Wonders Molly Horal, Melissa Baker, and Lauren Kretowicz First Grade Integrated Unit Plan- SAT 495 4/17/2013 Unifying Theme: Grade Level: Submitted by: Universal Design for Learning: Essential Questions: Weather-“Weather Wonders” 1st grade Molly Horal UDL Standard 9- Provide options for self regulation. Students will regulate their performance through their weather journals. Expectations for these journals as well as specific instructions for them will be provided from the teacher. These journals are an excellent way for students to keep track of things they do and do not understand. UDL Standard 4- Provide options for physical action. Students will have the opportunity for hands on activities in the weather centers as well as with the use of weather instruments. Why do you think our weather changes over time during one year? How do we know what the weather will be like a few days before it happens? Common Core Grade 1 Earth Science GLCES Standards E.ES.01.21 Compare daily changes in the weather related to (Math and temperature (cold, hot, warm, cool); cloud cover Language Arts, (cloudy, partly cloudy, foggy); precipitation (rain,, snow, GLEs for Science hail, freezing rain); wind (breezy, windy, calm). and Social Studies: E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.31 Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind. E.ES.01.32 Observe and collect data of weather conditions over a period of time. Curriculum Associations: Achievement Objectives: Science Language arts Reading Physical Education Students will be able to recognize the differences in weather that occur in all four seasons. The concepts (Learning intentions) Learning Activities (in order) Students will be able to describe the job of a meteorologist. Students will keep their own record of their observations of weather over several days. This lesson presents a series of introductory activities that will introduce the entire Weather unit. Students will participate in center activities and will learn about each season and how it differs from the other three. The students will also learn about the job of a meteorologist, and will be able to step into their shoes for this lesson. Each student will create a “weather journal” to record the weather each day as well as make predictions for weather in the near future. The teacher will gather the attention of the students and gather them near a large window if available in the classroom. He or she will ask the students what the weather looks like outside. Each student must raise their hand before providing their own observation. After, students return to their seats and the teacher will pass out the weather journals to each student. All students will turn to the “My Weather Observation Data” page. The teacher will explain that students are to fill out the data of their observations of the weather over the next several days. Provide example via overhead camera/projector. Ask the students to provide you with some other weather words. Some examples are hot, cold, windy, snowy, rainy, windy, etc. Write these words on the board as the students provide them. Complete a KWL chart to be posted somewhere in the classroom. Ask the students what they know about weather as well as what they would like to know about weather. Fill out the “learn” section following this unit. Divide the students into 4 groups and send groups to the “season centers”. At each center, students will learn about one of the seasons. There will be a box or storage containers with a variety of items that go along with that season. These are a few suggestions: Summer- bucket and shovel, sandals, sunglasses, a swimming noodle, suntan lotion, watermelon for a snack. Fall- false leaves, a small pumpkin, apple cider, a football, thanksgiving memorabilia, and sliced apples for snacks. Winter- hat, mittens, a book about snowmen, holiday memorabilia, and small candy cane snacks. Spring- false flowers, plant seeds, a small watering can, rain drops, clouds, and “peeps” for a snack. Instruct students that when they arrive at each station, students will take turns one at a time pulling out the items of the boxes. Together, they will decide as a group which Resources needed seasons the station is dedicated to. In their weather journals, they will fill out the corresponding page with each season. They will write a small passage as well as add illustrations. After all four groups have visited all four stations, the students will re-group and return to their seats. Ask for a few volunteers to share their passages they wrote from their weather journals. Allow students to comment on one another’s work. Have students stand up and follow along to the movement on the following video clip about weather. http://www.youtube.com/watch?v=XcW9Ct000yY Gather students in the read aloud area. Together read aloud “What Will the Weather Be Like?” by Linda Dewitt. After the read aloud, open up a discussion about the book and “forecasting weather”. Ask students how people know what the weather will be like? Be sure to mention looking at the paper, watching the weather channel or weather forecast on TV, show students the ipad weather app. Allow students to name other locations where they may have family, and look up the weather there. The students will watch any weather forecast on the overhead projector. A forecast of the local area would be best. Next, the students will perform a think pair and share while in groups. They will use their weather journals to together fill out “Weather Research: What is a Meteorologist?” After discussing it in groups, the students will share what they came up with to the entire class. The teacher will include all their ideas on a master list to be posted somewhere in the classroom. The teacher will discuss a few items that students can use to check the weather. A few examples are a pin wheel, a thermometer, a measuring cup for rain water, a wind vane, a hygrometer, etc. Take a few of these instruments outside with students. Perform demonstrations with students and allow them to try them out. Supervise closely. Overhead projector with internet access. 4 large storage containers with seasonal items listed above. KWL chart “What Will the Weather Be Like” by Linda Dewitt Weather journals Weather instruments (if available). Writing utensils for student use Timer for group work (optional) Weather journal templates and worksheets adapted from http://www4.uwsp.edu/education/pcook/unitplans/weather. htm Assessment: The students will be assessed based on their engagement in the center activities. These should be fun for them, and will get them excited and thinking about weather. The teacher can also pay close attention to their weather journals. As they go through the unit, the students will be instructed to periodically fill in their observations as well as write some sentences about seasons, weather, and their favorite activities. Assessment Criteria I know that students will understand the material by listening and taking note of their dialogue when filling out the kwl chart. The “know portion” will give the teacher a good idea of what the students already know. The students will also fill out what they “want” to know about weather. By the end of the unit, the students should be able to answer all or most of these questions. The weather journals will act as portfolios of each student’s individual performance and understanding throughout the unit. If the students are continuously filling out their journals correctly and thoroughly, the teacher will know what they understand well and what they need more work on. Unifying Theme: Grade Level: Submitted by: Universal Design for Learning: Weather- “Raindrops on Roses” 1st grade Molly Horal UDL Standard 4- Provide options for physical action. Students are given various methods for navigating through and understanding the water cycle. The students will experience a read aloud of a children’s book, watch an animation, as well as create their own piece of work that displays their knowledge. UDL Standard 5- Provide options for expression and communication. Students are given ample tools to learn about rain and where it comes from. They have the opportunity to work collaboratively in groups, produce their own work, as well as apply what they know in a real life water cycle simulation (experiment). Essential Questions: How does weather change from day to day? How does weather affect us? Does weather cause us to do or not to do certain things? Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies: Grade 1 Science GLCES E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (cloudy, partly cloudy, foggy); precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.23- Describe severe weather characteristics. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lightning, tornadoes, strong winds, heavy precipitation). Grade 1 Core Curriculum Standards- English & Language Arts- Speaking and Listening CCSS.ELA-Literacy. SL.1.1a 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). CCSS.ELA-Literacy.SL.1.1b- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-Literacy.SL1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Curriculum Science Associations: Language Arts Reading Art Achievemen t Objectives: The concepts (Learning intentions) Learning Activities (in order) Students will understand how weather changes. Students will participate in conversations with one another regarding how the weather affects daily life. Students will understand each step of the rain cycle. In groups, students will create their own representation of the water cycle. They will be able to explain this understanding to the class. The main goal of this lesson is for students to continue and elaborate on their conversations about weather from the introductory lesson of this unit. They will activate their prior knowledge about weather, talking about their experiences and observations about how weather changes from day to day. The students will also discuss how weather affects our everyday lives. In this lesson, the focus is rain. Questions that are to be discussed include what type of clothing do we need when it’s raining? What type activities can we do or not do when it’s raining? Why is rain good or bad for our planet? Where does rain come from? What is the rain cycle? Students are gathered ready to listen in their desks. Teacher asks for student to volunteer to share a few things about what they have learned about weather so far. These can be very general points about weather conditions, or go into more detail about types of activities in certain weather. The teacher selects 4-7 students to put on a “weather fashion show”. Each student will be given a box or bag with typical clothing that is worn on during days with certain weather conditions. Some example of these include a hat and mittens for snow, sunglasses for sunny days, sweater for a fall day, a swim suit for a warm day, and a rain coat and umbrella for a rainy day. The teacher will write the different types of possible weather conditions on the board for students to select from. One at a time, each student will walk around the classroom doing their best model walk. Every student watching the fashion show will write on their personal white boards the type of weather they think their classmate is representing. After they wrote down their guess, they will turn to their neighbors and discuss why they think how they did and what their reasoning is. Every group must agree on an answer and elect a spokesperson. The teacher will go around and have each group share their answer. If there is any disagreement, the teacher will facilitate a conversation between the conversing groups. This process is repeated until every student has modeled. Inform the students that today, you will be focusing on rainy weather. Ask students to think of some words that go along with rainy weather. Some examples of these are drops, umbrella, flowers, water, etc. The teacher will pass out a raindrop cut out to each student to write their word on and add an illustration. These will later be added to a bulletin board with an umbrella. Create a water cycle in a box. You will need a medium to large empty plastic storage container, top soil, a cup of water, plastic wrap, ice packs, and a heat lamp. Begin by filling the box with top soil, and be sure that it is level. Place the cup of water on top of the soil. Then, cover the top of the box with plastic wrap, making sure that it is tight and that are no air holes. Next, cover the container with the lid. On one side of the lid, place 2 to 3 ice packs, and on the other side, apply heat from the heat lamp. Let this sit for about 30 minutes, or until the rest of the lesson is complete. In the resources section, there is an instructional you tube clip that demonstrates how to correctly put this together. Gather the students in the read aloud area. Together, read aloud “The Magic School Bus, Wet All Over: A Book About the Water Cycle” by Pat Relf. Students return to their seats. Draw a diagram of the water cycle on the board. Leave out labels. Use numbers to label the different stages instead of words. Write the terms in a word bank in a separate part of the board. The teacher will hand out 4 note cards to each student with one cycle of the water cycle written on each card- condensation, precipitation, collection, and evaporation. In groups, the students will talk to one another and look at the diagram on the board to decide on what they think is the correct order for the cycle(Students should remember from the read aloud). After five minutes, the groups will share their hypothesis. After each group shares, the teacher will write in the labels for each step of the water cycle. The students will watch a you tube animation clip that will explain the diagram once again. The students will use their note cards to make water cycle crowns. This can be done by stapling all the note cards together in a circle to indicate that this process is continuous and always occurs in the same order. Allow students to add drawings or cut outs on their note cards to indicate what occurs at each stage (see attached pictures). It is now time to return to the experiment. If done correctly, there will be Resources needed Assessment: little water left in the cup, there will be condensation on the sides of the container, some water dripping from the top, and the soil will be moist. Gather students around the experiment site. Allow them to get a good look and feel with their hands. Ask students to help you explain why the diagram looks and feels how it is. “Where do you see condensation, precipitation, collection, and evaporation taking place?” Old clothing for dress up purposes. Be sure to include clothing that can be worn for several types of weather. Brown paper bags (to put each type of clothing in). Have a bag of clothes for “sunny weather”, “snowy weather”, “windy weather”, etc. Umbrella Cut out raindrops for bulletin board Materials for “Water Cycle in a Box”- medium to large storage container with lid, top soil, plastic cup of water, plastic wrap, 2-3 ice packs, and a heat lamp. Demonstration of “Water Cycle in a Box”http://www.youtube.com/watch?feature=endscreen&v=FtY85SqiEdM& NR=1 Note cards with stages of rain cycle written on them. Art supplies for student use Stapler for teacher use Computer with internet access and overhead projector. Water cycle animation - http://www.youtube.com/watch?v=BnpiInXPTXI This lesson is adapted from http://fun-in-first.blogspot.com/ I know that the students understand the material by paying close attention to their work. As they are adding illustrations to their note cards, I can walk around and see how they are doing. The teacher will ask them clarifying questions about what they are drawing on their card and why. The teacher may ask them about any stage in the water cycle. Also, before I staple any students crown together, they must show on their desk the proper order for the cycle by placing their note cards in sequential order. Also, during the read aloud, the teacher will ask questions throughout the book to check comprehension and understanding. Assessment Criteria Students who understand the material will draw correctly correlated illustrations on their note cards. These students will also be able to explain that the water cycle is on-going, and identify each stage as well as what occurs during them. A student who can apply their knowledge to many contexts has a thorough grasp on the material will recognize the stages on the real life model (experiment). Unifying Theme: Grade Level: Submitted by: Universal Design for Learning: Essential Questions: Weather- “Lucky Rainbows” 1st grade Molly Horal UDL Standard 1- Provide options for perception: Students will be exposed to the material in numerous ways. There will be content presented within a children’s book, a diagram (student made), a short video clip, and a song/dance. UDL Standard 3- Provide options for comprehension: Students’ background knowledge will be activated so that they are able to make connections between their prior and newly formed knowledge. They will be able to highlight patterns, critical features, big ideas, and relationships. Using my five senses (sight, hearing, smell, taste, and touch), what do I observe, or notice about different types of weather? Why is it important that we talk about weather? Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies: Grade 1 Science GLCES S.IP.01.11- Make purposeful observation of the natural world using the appropriate senses. S.IA.01.12- Share ideas about science through purposeful conversation. Grade 1 Common Core Standards- English & Language Arts- ReadingFoundational Skills CCSS.ELA-Literacy.RF.1.2a-Distinguish long from short vowel sounds in spoken single-syllable words. Physical Education Benchmark- Demonstrates spatial awareness and effort in physical activities. Curriculum Associations: Achievement Objectives: Science Language Arts & Reading Physical Education (song with motions) Art (song) Students will understand the importance of observing and talking about the weather. The concepts (Learning intentions) Learning Activities (in order) Students will understand how a rainbow is formed. They will also know all of the colors in a rainbow, and in the correct order. Students will be able to distinguish a long “o” sound from a short “o” sound of one syllable words within sentences. Students will put effort into movement activities and demonstrate spatial awareness. Students will feel comfortable talking to their peers about their observations about weather, specifically rainbows. They will speak as well as listen, allowing each student to share. The students will listen to a book introducing rainbows that provides insight to how they are formed. These concepts will be reinforced by creating a diagram and watching a short video clip. Students will learn a song with movements to help them remember the concepts and further embed the material in their memories. Because this lesson is taught near St. Patrick’s day, the lesson takes on this theme, helping the students to remain engaged. The last task of the lesson is for students to identify long “o” sounds in seven “lucky” sentences about rainbows and St. Patty’s day. Gather students in the read aloud area, sitting quietly and ready to listen. Ask students what the five senses are. Go through each sense, and ask how we use them to make observations about weather. For example, “How do we use our sight to make observations about weather?” ,“How do we use our sense of hearing? If we are inside, can we listen to figure out what the weather is like outside?”, and “Why is knowing what the weather is like important?” .Have students discuss these questions with a neighbor, then allow for whole class discussions. Facilitate these conversations, but allow students to do the talking. Only one student is to speak at a time. Be sure to keep on topic. Ask students if they have ever seen a rainbow (thumbs up for yes and thumbs down for no). Have the students turn to their neighbor to share about the times they saw a rainbow. “What did you see, feel, and hear?”. Call on two volunteers to share with the rest of the class. Complete a read aloud of the book “What is a Rainbow” by Chris Arvetis. Introduce the term “prism” before reading. Ask students comprehension questions while reading. Repeatingly mention that a rainbow needs two things to form: rain and Resources needed sun. After reading, have students return to their seats. Students will watch a short youtube clip to reinforce the material they just learned. Following the clip, ask students what two weather events need to occur for a rainbow to form. Call on individual students to come up to the whiteboard to draw rain, rainclouds, and a sun. Draw arrows from the sun through the rain to indicate the process of a rainbow formation. Call on students once again to each draw one “arc” of color in the rainbow. When complete, go over the diagram in full once again, and ask for a student to assist by pointing to the proper parts of the diagram as you speak. Teach students the “Rainbow Song” as well as the motions. Lyrics can be written on the board or displayed using overhead projector. Have students begin by singing “Row, Row, Row Your Boat” to get the tune in their heads. Sing through a few times. Sing in slow motion as well as super speed for extra practice and fun. Remind students what holiday is just around the corner. Give them clues such as pots of gold at the end of rainbows, wearing green, and leprechauns, and shamrocks. Write these words on the board. Tell students that last St. Patrick’s day, you searched all day trying to find leprechauns. Luckily, you saw a rainbow! When you went to the end of a rainbow, there was an empty pot of gold with a note inside from a leprechaun. Tell them that the leprechaun made you a deal; I had to find the words with a long “o” sound in these seven lucky sentences. If I found all the words, I would receive the gold! Tell students that you are offering them the same deal. If they find all the words, you will share some of the gold with them. Before passing out the worksheets. Review the long “o” sound with students. Ask for examples of some words and write them on the board. Students must use a crayon that is one of the colors of a rainbow when working on their worksheets. Students work independently, and must have their work checked and approved before receiving a chocolate golden coin. “What is a Rainbow” by Chris Arvetis Overhead projector Whiteboard Dry Erase markers (every color of the rainbow) Assessment: Crayons for student use Access to internet, youtube Long “o” worksheets (A) Teacher Copy of “Rainbow Song” (B) Chocolate golden coins Pot for gold Assessment is completed by informal observation. During the anticipatory set, students are involved in instructional conversation about the use of our senses to determine weather and why is it important. Students will also demonstrate their knowledge of the material by singing the “Rainbow Song”. Assessment Criteria I know that students will understand the material by listening and taking note of their conversations in the anticipatory set. If they actively participate and share what they know, I know they understand the importance of weather. I will pay close attention to their conversations during the “pair” portion of the pair and share sessions. If the students make valid points about how we use our senses to make observations about weather and why, I know they are making connections to the real world. By working independently on the worksheets, I have a concrete piece of student work I can analyze to get a sense of where their understanding is for long “o” sounds. This is a great way to review the foundational reading skills that students have worked on all year. This is a type of on-going formative assessment. This will help me differentiate my instruction and determine what students need extra help in that area. Circle the words with a long “o” (o, ow, oa, o-e). 1. Leprechauns are small. They do not grow. 2. I look for a pot of gold at the end of a rainbow. 3. I eat a bowl of Lucky Charms with a spoon. 4. I wear a green bow in my hair. 5. I am cold, so I need a coat. 6. I look for Leprechauns high and low. 7. I hear a noise, but it is only a toad. I think I will go home. The Rainbow Song Red, orange, yellow, green Blue and vi-o-let, First the rain And then the sun, A rainbow’s what you get! Unifying Theme: Grade Level: Submitted by: Weather Title: Stormy Weather First Grade Lauren Kretowicz Universal Design for Learning: How have you incorporated UDL into this lesson? The lesson provides multiple means of representation to scaffold, prompt, and aid in transfer. The lesson incorporates visual imagery through illustration and demonstration, as well as auditory representation through a read-aloud and a physical activity in which students create sound. Options for perception that includes the modalities of vision, hearing, and touch are included to account for disabilities and a variety of learning styles. The lesson provides multiple means of action and expression by incorporating physical action with illustration, verbal speech, and written language. It allows the student to show their understanding individually, within groups, and as a whole class. The lesson provides multiple means of engagement by allowing for individual choice and fostering collaboration. Students are given the autonomy to choose their favorite storm and explain their preference. Students will work collaboratively in groups to discuss and answer questions. Essential Questions: How can you tell that a storm is coming? Why does it rain? How can you stay safe during a storm? Common Core Standards: CCS: ELA: SL4: Grade 1: Describe people, places, things, and events with relevant details, expressing ideas and feelings correctly. Students will describe what they see, hear, and feel during a storm verbally as a class, and individually with writing. CCS: ELA: SL5: Grade 1: Add drawings or other visual displays when appropriate to clarify ideas, thoughts, and feelings. Students will draw images to represent the storms in order to elaborate on their writing. M.RA.01.01: Demonstrate a movement pattern (locomotor and axial) to even and uneven rhythms. Students will create a auditory representation of the sound of a storm using physical movement, rhythm, and cooperation. ART.I.VA.EL1: Use materials, techniques, media technology, and processes to communicate ideas and experiences. Students will use markers and crayons to communicate a visual representation of storms. S.RS.01.11: Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. * Students will draw pictures, perform auditory representations and use experimental models to demonstrate scientific concepts about weather. Curriculum Associations: Math X Science XEnglish XSocial Studies X The ArtsX Phys. Ed.X Reading Achievement Objectives: Students will be able to understand and verbally state the underlying cause of precipitation. Students will be able to verbally describe, draw, and write clear descriptions of stormy weather conditions by using appropriate, related vocabulary. Students will be able to identify two ways to stay safe during adverse weather conditions. The concepts (Learning intentions) Students will learn about … (what are the big ideas of your lesson) Students will learn that the sun heats up the water on earth, turning it into water vapor which rises to the clouds in the sky. Students will learn that clouds rain down precipitation when they become full of water. Students will learn ways to promote safety during adverse weather conditions. Learning Activities (in order) What will the students and you do and in what order? 1. Students will be read the book Cloudy with a Chance of Meatballs, by Judi Barrett. 2. Students will have a class discussion about storms and be asked the following questions: A. What do you hear when you listen to a storm? B. What do you see when you watch a storm? C. How do you feel during a storm? D. How do you stay safe during a storm? 3. Students will continue this discussion with a partner and write down their collaborative conclusions. 4. Create your own storm: Students will be read the following statements and asked to create corresponding sounds using movement and rhythm: A. It all begins on a windy day. (Have students rub hands together slowly.) B. The wind begins to blow hard. (Rub hands together quickly.) C. Suddenly, big rain drops begin to fall from the sky. (Snap fingers slowly, then quicken the pace.) D. Can you hear the rain drops coming faster and harder? (Clap hands for downpour!) E. Oh no! It’s pouring! And what’s that I hear? Thunder! (Stomp your feet once and continue to clap for rain.) F. After thunder, you know lightning will be coming next. (Flick classroom lights.) G. (Repeat the thunder and lightning pattern a few times. When ready, make the storm pass.) H. Just like any storm, I think this storm is going away. (Begin snapping fingers quickly.) I. It seems like there are just a few drops left. (Snap fingers slowly.) J. There’s the quiet wind again. (Rub palms together.) K. Now the storm has stopped. 5. Students will be split into two groups. Half will be asked to draw and label a picture of their favorite type of storm. They will write down why they have chosen it as their favorite. Meanwhile, the other half will be asked to participate and observe the following demonstration, “Watch it rain.” (Afterwards the two groups will switch tasks). A. Students will be reminded of significant steps in the water cycle (previously studied) through prompting and visual imagery. B. A jar ¾ full of water will be placed on a table. C. Shaving cream will be applied to the top of the jar. D. Several drops of food coloring will then be added to demonstrate the process of precipitation. *For students with visual disabilities include tactile elements by representing the feel of the heavy moisture of the cloud by putting shaving cream in her hand and using a medicine dropper to recreate the sensation of rain on the other hand. 6. Students will discuss the essential questions in pairs and then as an entire class. A. How can you tell that a storm is coming? B. Why does it rain? C. How can you stay safe during a storm? 7. Students will present their depiction of their favorite storm and describe what they like about that particular storm. Resources Needed/Used: What will you need to teach this unit and what will your students need to be able to learn? Book: Cloudy with a Chance of Meatballs. Written by Judi Barrett. Illustrated by Ron Barrett. Shaving cream Blue food coloring Water 1 glass jar 2 pieces of paper/student A variety of markers and crayons for each student “Create your own Storm” activity was adapted from the following resource: http://www.cityofpaloalto.org/civicax/filebank/documents/18 529 Assessment: Assessment Criteria “Watch it Rain” demonstration was adapted from the following resource: http://www.bathactivitiesforkids.com/2013/01/weatherexperiments-kids.html Visual image of the water cycle available at:http://thewaterproject.org/resources/lesson-plans/createa-mini-water-cycle.php (In the case of tactile adaptation) Medicine Dropper What will you do to assess student learning? How do these relate to the essential questions? Students will write about storm conditions and create illustrations that correspond to their writing. What is your assessment criteria? How will you know they know it? Students will be assessed based on the clarity and of their written description and drawings of storms, as well as verbal responses and observation. Full credit for the activity will be given for detailed, written responses that include related vocabulary with correct spelling. Unifying Theme: Grade Level: Submitted by: Weather Title: Mini Meteorologists First Grade Lauren Kretowicz Universal Design for Learning: How have you incorporated UDL into this lesson? The lesson provides multiple means of representation by providing options for comprehension that: 3.2 Highlight patterns, critical features, big ideas, and relationships. This is achieved through class discussions in which students relate weekly weather patterns to seasonal changes and underlying causes for weather conditions. The lesson provides multiple means for action and expression by providing options for expression and communication that: 5.2 Use tools for construction and composition. This is achieved through the use of the thermometer, wind sock, and rain gauge to measure and aid in interpretation of weather conditions. The lesson provides multiple means for engagement by providing options for sustaining effort and persistence by: 8.2 Varying demands and resources to optimize challenge. This is achieved through varying mathematical equation types and difficultly levels as well as varying the amount of assistance based on individual student needs. Essential Questions: What is the weather like outside today? What makes it windy? What is the temperature and how does it feel? Common Core Standards (Math and Language Arts, GLEs for Science Common Core Mathematics: 1. OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. and Social Studies: (Associative property of addition.) This strategy will be used to develop an early understanding of how to use two-digit measurement in gauging day-to-day temperature. Common Core ELA: R.CM.01-02.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. This will be accomplished by using vocabulary to describe weather in relation to personal experience and sensation. GLCE Science: S.IP.01.14 Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. Students will measure rain levels and temperatures, log, and interpret data. Curriculum Associations: X Math X Science XEnglish Social Studies X The Arts Phys. Ed. Reading Achievement Objectives: Students will learn to measure temperature using a thermometer. Students will learn to measure precipitation levels through the use of a rain gauge. Students will learn and correctly spell appropriate vocabulary words to describe weather. The concepts (Learning intentions) Students will learn about … (what are the big ideas of your lesson) Students will learn the underlying cause of wind. Students will learn mathematically compare temperatures with assistance. Students will learn to and mathematically compare precipitation levels with assistance. Students will learn to appropriately describe weather conditions Learning Activities (in order) What will the students and you do and in what order? Day One: 1. Students will take turns creating and changing weather patterns as a class using the smart board: Weather transformer http://www.pbs.org/teachers/connect/resources/7866/preview/ 2. Students will discuss, “What makes it windy?” as a small group and then further as a whole class. 3. The teacher will read about wind using: http://www.weatherwizkids.com/weather-wind.htm 4. The students will create a windsock using colored paper, ribbons, and glue or stapler. Detailed description and picture available at http://homeschooling.about.com/od/sciearth/a/HomeschoolingLesson-Plan-Make-A-Windsock.htm 5. The teacher will introduce a rain gauge and its purpose. 6. Classroom will go outside to find a place for the rain gauge and test out their windsocks. 7. In pairs, students will discuss why their windsocks moved and write down their answers. Day Two: 8. Students will be introduced to a class bulletin board which includes a calendar and two small white boards. 9. A Student will place an icon and written description of the daily weather on the calendar (i.e. Cloudy, sunny, rainy, etc.).http://youronlinenglishclass.com.pt/category/vocabulary/weat her-and-seasons/ 10. A student will check the thermometer and rain gauge (with a classroom aid) and write down the temperature and rain level on the two small whiteboards. (Students will begin to rotate this job daily). 11. Students will log the daily weather in their notebooks. “What is on the calendar to describe the weather today?” “What is the temperature and how does it feel (hot, cold, warm, freezing, etc.)?” Day 3: 12. After logging the weather conditions (consistent with above steps), students will compare the rain and temperature levels as a class and write down the differences in their logs. 13. Eventually some higher-level students will be asked to solve these problems themselves and/or create mathematical equations to match them. Day 7: 14. Students will relate weekly weather patterns to seasonal changes, weather relationships and big ideas both with partners and as a class. This process could be continued throughout the year. What will you need to teach this unit and what will your students need to be able to learn? 1 Rain Gauge 1 Thermometer 1 Bulletin board with calendar and 2 small dry erase boards and marker (to record temperature and rain gauge level) Weather icons to apply to calendar http://youronlinenglishclass.com.pt/category/vocabulary/weatherand-seasons/ 1 Notebook per student 1 Pencil per student Smart board Internet Access to “Weather Transformer” http://www.pbs.org/teachers/connect/resources/7866/preview/ 1 piece of construction paper per student Assessment: 6+ ribbons per student Glue or stapler What will you do to assess student learning? How do these relate to the essential questions? Assessment will be based on the content of their weather logs which describe the weather, temperature, and wind in relation to the essential questions. Students will be assessed on a weekly basis. Assessment Criteria What is your assessment criteria? How will you know they know it? Appropriate vocabulary words are used to describe the weather with correct spelling. Temperature is correctly logged with degree symbol. Interpretation of degree of heat in relation to temperature is appropriate and correctly spelled (e.g. hot cold, etc.) Mathematical assessment of differences between precipitation levels is correct. http://www.weatherwizkids.com/weather-wind.htm Wind What is wind? Wind is air in motion. It is produced by the uneven heating of the earth’s surface by the sun. Since the earth’s surface is made of various land and water formations, it absorbs the sun’s radiation unevenly. Two factors are necessary to specify wind: speed and direction. What causes the wind to blow? As the sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth receive direct rays from the sun all year and are always warm. Other places receive indirect rays, so the climate is colder. Warm air, which weighs less than cold air, rises. Then cool air moves in and replaces the rising warm air. This movement of air is what makes the wind blow. What is a windstorm? A windstorm is just a storm with high winds or violent gusts but little or no rain. What is a gust front? A gust front is the leading edge of cool air rushing down and out from a thunderstorm. There are two main reasons why the air flows out of some thunderstorms so rapidly. The primary reason is the presence of relatively dry air in the lower atmosphere. This dry air causes some of the rain falling through it to evaporate, which cools the air. Since cool air sinks (just as warm air rises), this causes a down-rush of air that spreads out at the ground. The edge of this rapidly spreading cool pool of air is the gust front. The second reason is that the falling precipitation produces a drag on the air, forcing it downward. If the wind following the gust front is intense and damaging, the windstorm is known as a downburst. What is a downburst? A downburst is created by an area of significantly rain-cooled air that, after hitting ground level, spreads out in all directions producing strong winds. Unlike winds in a tornado, winds in a downburst are directed outwards from the point where it hits land or water. Dry downbursts are associated with thunderstorms with very little rain, while wet downbursts are created by thunderstorms with high amounts of rainfall. What is a derecho? A derecho is a widespread and long-lived windstorm that is associated with a fastmoving band of severe thunderstorms. They can produce significant damage to property and pose a serious threat life, primarily by downburst winds. To be classified as a derecho, the path length of the storm has to be at least 280 miles long. Widths may vary from 50-300 miles. Derechos are usually not associated with a cold front, but a stationary front. They occur mostly in July, but can occur at anytime during the spring and summer. What is the jet stream? The jet stream is a fast flowing, river of air found in the atmosphere at around 12 km above the surface of the Earth just under the tropopause. They form at the boundaries of adjacent air masses with significant differences in temperature, such as of the polar region and the warmer air to the south. Because of the effect of the Earth's rotation the streams flow west to east, propagating in a serpentine or wave-like manner at lower speeds than that of the actual wind within the flow. What is a monsoon? A monsoon is a seasonal wind, found especially in Asia that reverses direction between summer and winter and often brings heavy rains. In the summer, a high pressure area lies over the Indian Ocean while a low exists over the Asian continent. The air masses move from the high pressure over the ocean to the low over the continent, bringing moisture-laden air to south Asia. During winter, the process is reversed and a low sits over the Indian Ocean while a high lies over the Tibetan plateau so air flows down the Himalaya and south to the ocean. The migration of trade winds and westerlies also contributes to the monsoons. Smaller monsoons take place in equatorial Africa, northern Australia, and, to a lesser extent, in the southwestern United States. What are the global wind patterns? The equator receives the Sun's direct rays. Here, air is heated and rises, leaving low pressure areas behind. Moving to about thirty degrees north and south of the equator, the warm air from the equator begins to cool and sink. Between thirty degrees latitude and the equator, most of the cooling sinking air moves back to the equator. The rest of the air flows toward the poles. What are the trade winds? The trade winds are just air movements toward the equator. They are warm, steady breezes that blow almost continuously. The Coriolis Effect makes the trade winds appear to be curving to the west, whether they are traveling to the equator from the south or north. What are the doldrums? The doldrums is an area of calm weather. The trade winds coming from the south and the north meet near the equator. These converging trade winds produce general upward winds as they are heated, so there are no steady surface winds. What are the prevailing westerlies? Between thirty and sixty degrees latitude, the winds that move toward the poles appear to curve to the east. Because winds are named from the direction in which they originate, these winds are called prevailing westerlies. Prevailing westerlies in the Northern Hemisphere are responsible for many of the weather movements across the United States and Canada. What are the polar easterlies? At about sixty degrees latitude in both hemispheres, the prevailing westerlies join with the polar easterlies to reduce upward motion. The polar easterlies form when the atmosphere over the poles cools. This cool air then sinks and spreads over the surface. As the air flows away from the poles, it is turned to the west by the Corioliseffect. Again, because these winds begin in the east, they are called easterlies. What is a sea breeze? On a warm summer day along the coast, this differential heating of land and sea leads to the development of local winds called sea breezes. As air above the land surface is heated by radiation from the Sun, it expands and begins to rise, being lighter than the surrounding air. To replace the rising air, cooler air is drawn in from above the surface of the sea. This is the sea breeze, and can offer a pleasant cooling influence on hot summer afternoons. What is a land breeze? A land breeze occurs at night when the land cools faster than the sea. In this case, it is air above the warmer surface water that is heated and rises, pulling in air from the cooler land surface. How is wind helpful to Earth? Wind is the fastest growing source of electricity in the world. It's often one of the least expensive forms of renewable power available. Some experts say it can sometimes be the cheapest form of any kind of power. Generating power from the wind leaves no dangerous waste products behind. Best of all, its supply is unlimited. How do windmills work? Windmills work because they slow down the speed of the wind. The wind flows over the airfoil shaped blades causing lift, like the effect on airplane wings, causing them to turn. The blades are connected to a drive shaft that turns an electric generator to produce electricity. What are some different types of wind names? Many local wind systems have their own names. Here's a few! chinook-(westerly wind off the eastern side of the Rocky Mountains) santaana-(easterly towards Southern California ) scirocco-(southerly from North Africa to southern Europe) mistral-(northwesterly from central France to Mediterranean) marin-(southeasterly from Mediterranean to France) bora-(northeasterly from eastern Europe to Italy) gregale-(northeasterly from Greece) etesian-(northwesterly from Greece) libeccio-(southwesterly towards Italy) Beaufort Scale The Beaufort scale is an empirical measure for the intensity of the weather based mainly on wind power. The scale was created by the British naval commander Sir Francis Beaufort around 1806. Beaufort number Wind speed MPH Wind Speed Description Knots 0 <1 <1 Calm Flat Calm 1 1-3 1-3 Light air Ripples without crests Wind motion visible in smoke 2 4-7 4-6 Light Small wavelets Leaves rustle Sea conditions Land conditions breeze 3 8-12 7-10 Gentle breeze Large wavelets Smaller twigs in constant motion 4 13-18 11-16 Moderate breeze Small waves Small branches begin to move 5 19-24 17-21 Fresh breeze Moderate longer waves Smaller trees sway 6 25-31 22-27 Strong breeze Large waves with foam crests Large branches in motion Near gale Sea heaps up and foam begins to streak Whole trees in motion Twigs broken from trees 7 32-38 28-33 8 39-46 34-40 Gale Moderately high waves with breaking crests 9 47-54 41-47 Severe gale High waves with dense foam Light structure damage Trees uprooted. Considerable structural damage 10 55-63 48-55 Storm Very high waves. The sea surface is white 11 64-72 56-63 Violent storm Exceptionally high waves Widespread structural damage Hurricane Sea completely white with driving spray. Massive and widespread damage to structure 12 73-82 64-71 http://homeschooling.about.com/od/sciearth/a/Homeschooling-Lesson-PlanMake-A-Windsock.htm Grade Levels Preschool Elementary (K-5) Middle School (6-8) Time Required 30 minutes (or more, if extending it for older children) Skills Needed cutting taping Materials copy paper ribbon scissors masking tape stapler hole puncher string Directions 1. Make the cuff. Hold the paper sideways so it is longer than it is high. Fold it in half from top to bottom. 2. Arrange the ribbons. Cut 18 pieces of ribbon about 2-3 feet (0.5-1 m) long. Tear off a piece of masking tape as long as the paper. Place it the long way on the table in front of you, sticky side up. Stick the ribbon streamers onto the tape at even intervals. 3. Attach the strip of ribbons to the cuff. Open the cuff and slide it under the strip of tape inside so the bottom edge of the tape is just touching the bottom edge of the paper. Close the paper along the fold, pressing so that the ribbons stick to the inside of the paper cuff. 4. Finish cuff. Bring the side edges of the cuff together, overlapping slightly, to make a tube. Staple closed where the sides overlap. On the edge of the cuff away from the ribbons, punch three holes at regular intervals. 5. Hang the wind sock. Cut three pieces of string, each about 6 inches (15 cm) long. Tie one end of each piece of string to one of the holes in the cuff. Tie the other ends together. Cut another piece of string about 1-2 feet long, Tie around the knotted ends of the three strings. Hang the windsock from a tree limb or planter hook as a decoration. To observe wind direction, tie it to a pole so that it can spin around freely. 6. Variations and extensions. See the following Homeschooling Lesson Suggestions for ideas on how to customize the windsock project for different subjects and grade levels. http://youronlinenglishclass.com.pt/category/vocabulary/weather-and-seasons/ Unifying Theme: Grade Level: Submitted by: Weather Title: Ben Franklin and the Lightening Story First Grade Lauren Kretowicz Universal Design for Learning: How have you incorporated UDL into this lesson? 2.2 Promote Understanding across languages This lesson uses pictures to clarify vocabulary. 5.3 Build fluencies with graduated levels of support for practice and performance The “magic squares” activity is first modeled, then done as a whole class, and finally done individually. 7.2 Optimize Relevance, value, and authenticity The lesson invites the students to relate the experiences of Ben Franklin to their own interests and experiences. Essential Questions: Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies: What causes Lightning? Who was Ben Franklin? What would you like to invent? Common Core Math: OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition. Students will use these strategies to help fill in the blanks on magic square puzzles. GLCE Math: N.MR.01.09 Compare two or more sets in terms of the difference in number of elements. Students will use these strategies to help fill in the blanks on magic square puzzles. GLCE ELA: R.CM.00-02.02 retell up to three events from familiar text using their own words or phrasing. 1 - retell in sequence up to three important ideas and details of familiar simple oral and written text. 2 - retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. Students will discuss in pairs elements and events within the reading about Ben Franklin GLCE Science: S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Students will participate in an experiment that explores friction, electricity, and its connection to lightning. Curriculum Associations: X Math X Science XEnglish XSocial Studies X The Arts Phys. Ed.X Reading Achievement Objectives: The concepts (Learning intentions) Students will be able to comprehend and verbally state the underlying cause of lightening. Students will be able to name at least one profession held by Benjamin Franklin. Students will be able to name at least one invention of Ben Franklin. Students will understand the concept and procedures to solve a magic square puzzle. Students will learn about … (what are the big ideas of your lesson) Students will learn about the cause of lightning. Students will learn about the contributions to culture and history that were made by Ben Franklin. Learning Activities (in order) Students will learn about the process of completing a “magic square.” What will the students and you do and in what order? Part I. 1. Students will participate in an experiment in which they generate electricity in order to create tiny lightning bolts. A. Prior to the lesson students will save and clean Styrofoam lunch trays. B. Students will cut off a piece of the Styrofoam which they will bend to create a handle to hold an aluminum pie tin. C. Students will rub the left-over Styrofoam on their hair. D. Students will pick up the pie tin, hold it one foot above the tray and drop it. E. The lights will be turned off. F. Students will touch the pie tin with their finger to create a bolt of electricity 2. The teacher will explain that the connection between the friction of the balloon and the hair to the friction within clouds that causes lightning to form. Part II. 3. The students will read the book How Ben Franklin Stole the Lightning by Rosalyn Schanzer. 4. The students will be shown a website containing facts about the life of Ben Franklin and have a class discussion detailing his many professions and inventions. http://www.brighthubeducation.com/historyhomework-help/101237-interesting-and-fun-facts-about-ben-franklin/ 5. The students will discuss and the following questions in pairs and individually write down their answers: A. What happened in the story about Ben Franklin and lightning? B. What jobs would you like to have someday? C. What would you like to invent? 6. The students will be invited to share their answers with the class. Part III. 7. The students will be shown a website introducing them to another creation of Ben Franklin, “magic squares.” http://www.allmath.com/magicsquare.php 8. The teacher will scaffold the process and then invite the class to solve another square together. 9. Students will be given a worksheet (attached) to solve their own squares. 10. Students will revisit the information presented. A. What causes lightening? B. Who was Ben Franklin and what did he do? C. How did Ben Franklin make a lightning rod? 11. Students will create their own kite using paper, chopsticks, tape, crepe paper and twine. http://www.marthastewart.com/945293/paper-kites. Resources needed What will you need to teach this unit and what will your students need to be able to learn? 1 Styrofoam lunch tray per student 1 pie tin per student 1 scissors per student Access to: http://www.marthastewart.com/945293/paper-kites http://www.exploratorium.edu/science_explorer/sparker.html http://www.brighthubeducation.com/history-homework-help/101237interesting-and-fun-facts-about-ben-franklin/ http://www.allmath.com/magicsquare.php http://cybersleuthkids.com/Math_Worksheets/Magic_Squares/printable/magicsquares_001.htm Assessment: Book:How Ben Franklin Stole Lightning by Rosalyn Schanzer 1 copy of “Magic Squares” worksheet per student 2 sheets decorative paper, at least 19 by 19 inches each One 3/16-inch-diameter, 36-inch-long dowel Kitchen twine Small flat brush All-purpose clear-drying glue Crepe paper What will you do to assess student learning? How do these relate to the essential questions? Students will be assessed based on discussion of the essential questions and extension of the questions to their own interest and life experience. Assessment Criteria What is your assessment criteria? How will you know they know it? Students will be observed as they answer the essential questions in pairs to ascertain their level of understanding of the material. Students will be assessed based on appropriate content, spelling, and complete sentences in their writing about their jobs and inventions. http://www.exploratorium.edu/science_explorer/sparker.html scissors Styrofoam tray from your supermarket (ask at the meat or bakery counter for a clean, unused tray) masking tape aluminum pie tin Cut a piece off one corner of the Styrofoam tray, as the picture shows. You'll have a long bent piece that looks a little like a hockey stick. Tape the bent piece to the center of the pie tin. Now you have a handle! Rub the bottom of the Stryofoam tray on your hair. Rub it all over, really fast. Put the tray upside down on a table or on the floor. Use the handle to pick up the pie tin. Hold it about a foot over the Styrofoam tray and drop it. Now--very slowly--touch the tip of your finger to the pie tin. Wow! What a spark! (Be careful. DON'T touch the Styrofoam tray. If you do, you won't get a spark.) Use the handle to pick up the pie tin again. Touch the tin with the tip of your finger. Wow! You get another great spark. Drop the pie tin onto the Styrofoam tray again. Touch the pie tin. Another spark! Use the handle to pick up the pie tin. More sparks! You can do this over and over for a long time. If the pie tin stops giving you a spark, just rub the Styrofoam tray on your head again, and start over. Try using your Super Sparker in the dark. Can you see the tiny lightning bolts you make? What color are they? What makes the Super Sparker spark? When you rub Styrofoam on your hair, you pull electrons off your hair and pile them up on the Styrofoam. When you put an aluminum pie tin on the Styrofoam, the electrons on the Styrofoam pull on the electrons. Some of the electrons in metals are free electrons --they can move around inside the metal. These free electrons try to move as far away from the Styrofoam as they can. When you touch the pie tin, those free electrons leap to your hand, making a spark. After the electrons jump to your hand, the pie tin is short some electrons. When you lift the pie tin away from the Styrofoam plate, you've got a pie tin that attracts any and all nearby electrons. If you hold your finger close to the metal, electrons jump from your finger back to the pie tin, making another spark. When you put the pie tin back on the Styrofoam plate, you start the whole process over again. What does all this have to do with lightning? The lightning bolt is a dramatic example of static electricity in action. You see lightning when a spark of moving electrons races up or down between a cloud and the ground (or between two clouds). The moving electrons bump into air molecules along the way, heating them to a temperature five times hotter than the surface of the sun. This hot air expands as a supersonic shock wave, which you hear as thunder. http://www.brighthubeducation.com/history-homework-help/101237-interesting-and-funfacts-about-ben-franklin/ Getting to Know Ben Franklin written by: Lynne Ringle • edited by: Noreen Gunnell • updated: 2/8/2012 Ben Franklin's life and his inventions and ideas helped form the country into what we know today. Benjamin Franklin contributed much to the growth of the United States. He was very bright and had a very curious mind. Franklin's ideas and inventions typically came about because he saw something that needed to be improved and he took the initiative to do it. Basic Facts about Ben Franklin Born: January 17, 1706 in Boston, Massachusetts Died: April 17, 1790 in Philadelphia, Pennsylvania Education: Honorary degrees from Harvard, Yale, University of St. Andrews, University of Oxford, University of Edinburgh Founding Father: One of five men who helped draft the Declaration of Independence Author: Published "Poor Richard's Almanack" in 1732 Famous Firsts from Ben Franklin Ben Franklin created many systems that changed the lives of Americans not only in his lifetime, but for Americans for centuries to come. His innovations literally changed the way many Americans live and work. Public Hospitals: Franklin was one of the founders of the Pennsylvania Hospital in 1751, which was the first public hospital in the country. Before this, there was no help for public health system for the poor. The public hospital system that Americans know today is modeled after the Pennsylvania Hospital. Public Library: In the early 18th century, books were mainly available to wealthy people, whom had their own private libraries. In 1751, Franklin developed the concept of a subscription library, where members paid a fee and shared books amongst themselves. This system served as the model for the public library system. Post Office: Franklin was once the country's postmaster general. During that time, he instituted regular mail routes, a standard fee structure and an internal auditing system. Many of the systems are still in use by the postal service today. Volunteer Fire Department: In 1752, Franklin organized the first volunteer fire department in Philadelphia. The success led to other volunteer fire departments in the city. Fire Insurance: Franklin also was responsible for creating the first fire insurance company in 1752. Subscribers paid a fee for the assurance of having their property repaired or replaced if it was damaged in a fire. 10 Jobs Held by Ben Franklin An interesting fact about Ben Franklin's life is that he had many different jobs. Here are ten jobs that he had in his career. 1. Printer 2. Writer 3. Politician 4. Inventor 5. Scientist 6. Volunteer firefighter 7. Librarian 8. Postmaster 9. Bookstore owner 10. Soldier in Philadelphia militia Inventions Ben Franklin invented many things that are still used today. Here are just a few of Franklin's inventions: 1. 2. 3. 4. 5. Bifocals Lightning rod Swimming fins The Franklin stove, an iron fireplace that produced less smoke and used less wood. Glass armonica, a musical instrument More Fun Facts o He actually had two birthdays. Franklin's birth certificate says that he was born on January 6, 1706, but on September 2, 1752 the British colonies changed to a different calendar. Over time, calendars no longer line up with seasons and adjustments must be made to make sure that seasons happen in the right month. That is why we have leap year. Therefore, at midnight on September 2, 1752, it legally became September 14 and Franklin's new birthday became January 17. o His picture has been on every $100 bill minted since 1928. o Franklin thought the turkey should be the national bird, rather than the bald eagle. He wrote in a letter to his daughter, Sarah, in 1784 that the turkey is more respectable than eagles and a true native of the United States. o He taught himself five different languages: Latin, German, Spanish, Italian and French. o Franklin crossed the Atlantic Ocean eight times and spent 27 years of his life living in other countries. It is amazing to see how much Ben Franklin accomplished. It is hard to think of anyone who did more with his life than Franklin and his impact is still felt today, over 300 years after he was born. He is truly one of the Founding Fathers of the United States. References Image: http://www.archives.gov/exhibits/charters/treasure/treasure_hunt_03.html PBS: Benjamin Franklin. An Extraordinary Life. An Electric Mind. URL: http://www.pbs.org/benfranklin/ The Ben Franklin Tercentenary URL: http://www.benfranklin300.org/ http://cybersleuthkids.com/Math_Worksheets/Magic_Squares/printable/magicsquares_0010.htm http://www.marthastewart.com/945293/paper-kites Paper Kites These paper decorations are a fresh alternative to balloons and, hung from a tree or a ceiling, work for all kinds of parties. Plus, they're a breeze to make. The kites require only a bit of glue, kitchen twine, a wooden dowel, and some decorative and crepe paper. Because they lie flat, they're easy to store (though you may want to display them in a kid's room when the party is over). Tools and Materials 2 sheets decorative paper, at least 19 by 19 inches each One 3/16-inch-diameter, 36-inch-long dowel Kitchen twine Small flat brush All-purpose clear-drying glue Crepe paper 1. Download and print kite templates. Trace templates onto decorative paper, and cut out. 2. Cut dowel into one 19-inch piece and one 16-inch piece. 3. Cross dowels; lash together by wrapping and tying twine around the point where they intersect. 4. Place dowels on back side of 1 piece of paper (use the 19-inch dowel for the vertical, and the 16-inch one for the horizontal). Brush glue on smaller pieces of paper, and adhere them over the dowels to larger piece of paper at each of the 4 corners. Let dry. 5. Cut another piece of twine to desired length for hanging kite. Poke a small hole through paper where dowels intersect; thread twine through for hanging. 6. To create tail, cut a long length of twine, and cut crepe paper into 4-by-1 1/2-inch strips. Twist crepe strips at center, and tie in knots along tail about 8 inches apart. Tie tail to bottom tip of dowel. 7. Brush glue along back edges of paper; adhere second piece of paper, patterned side up. Let dry. Decorative paper (similar to shown), from $2.50, paper-source.com. 3/16"-by-36" dowel, $3.50 for 10, craftparts.com. Kitchen twine, $11, surlatable.com.Crepe paper, from $2.50, castleintheair.biz. Unifying Theme: Grade Level: Submitted by: Universal Design for Learning: Essential Questions: Weather Lesson: How Do Clouds Form? First Grade Missy Baker UDL Guidelines addressed in this lesson: 9.1: Promote expectations and beliefs that optimize motivationTeacher will guide group discussion before activity, and will provide guided instruction during activity. 1.1: Offer ways of customizing the display of informationStudents with motor disabilities/delay will be able to draw pictures instead of write sentences and words on their cloud. 5.2: Use multiple tools for construction and compositionStudents will have the option of using tape, glue, or staplers to attach strings to their mobiles. 6.3: Facilitate managing information and resourcesTeacher will write sample sentences and words on the board for students to refer to for ideas, or to copy. 7.1:Optimize individual choice and autonomyStudents will be encouraged to be as creative as they would like with illustrations and sentences during the art activity. InThe Question and Answer Book: World of Weather, we learned clouds are formed from water vapor which is evaporated water from lakes, rivers, pools and other sources of water. Why doesn’t all the water in lakes and rivers evaporate completely? Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies: Common Core Standards: Language Arts Reading Informational Text: RI.1.1: Ask and answer questions about key details in a text. RI.1.2: Identify the main topic and retell key details of a text. Speaking and Listening: Comprehension and Collaboration SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. GLCE Science:E.ES.E.2 Weather-Weather changes from day to day and over the seasons. E.ES.01.22 Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. Curriculum Associations: MathScience English Social Studies The Arts Phys. Ed. Reading Achievement Objectives: Students will participate in a group discussion after listening to teacher read from The Question and Answer Book: All About The concepts (Learning intentions) Learning Activities (in order) Resources needed Assessment: Assessment Criteria Weather. Students will use what they learned in discussion to write sentences about clouds, rain, and weather on their paper cloud mobiles. Students will be able to complete art activity with minimal help from teacher. Students will learn about how clouds form. They will learn about evaporation when the teacher uses a humidifier to demonstrate what water vapor is. Students will understand that water evaporates, forms clouds, clouds become heavy and then rain falls back to earth. This is why water never completely evaporates from the earth. Students will gather in the reading area and sit quietly. Teacher will read to students from The Question and Answer Book: All About Weather, How Do Clouds Form?.After the reading the teacher will lead the class in a short discussion about the book, and will go over the water cycle with students. (Students have learned about the water cycle in previous lessons.) After the group discussion, students will be dismissed to their desks. Students will be given instructions about the art project they will make (a cloud mobile). As a class, the teacher will help students brainstorm two sentences about clouds, and a list of words about clouds, rain, and weather. Then students will be instructed to begin making their cloud mobile. Teacher and any helpers in the room will offer assistance to students who have special needs, or who have questions. Question and Answer Book: All About Weather Pre-cut clouds, rain drops, yarn for mobile Tape, glue, staples Humidifier White board White board markers Clips to hang mobiles I will assess student learning during group discussion by giving each student an opportunity to answer questions about what we read/discussed. I will allow a certain number of comments by students as well during discussion. During our brainstorming time I will be looking for words and sentences which apply to what we discussed during our group time. As students make their mobiles I will visit each group of tables to discuss with students the words they decided to use and the sentences they wrote in order to assess understanding, writing abilities, and overall comprehension of the activity and lesson. If students are able to remember the water cycle, some terms we talked about, like evaporation and water vapor, and other details about what we discussed as a group while reading The Question and Answer Book, and appropriately associate words that go with the activity I know they have a good understanding of the concepts we have discussed. Unifying Theme: Grade Level: Submitted by: Universal Design for Learning: Essential Questions: Common Core Standards (Math and Language Arts, GLEs for Science and Social Studies: Weather SNOW First Grade Missy Baker UDL Guidelines Addressed in This Lesson: 1.1: Offer ways of customizing the display of information: Students will have the choice of materials when completing their art piece. (Watercolors, oil pastels, cut paper, etc.) 1.3: Offer alternatives for visual information: Teacher will have visual slides to present on the overhead for students if the book is not big enough for all students to see. 2.1: Clarify vocabulary and symbols: Teach students what the Caldecott award is 3.2: Highlight patterns, critical features, big ideas, and relationships: Teacher will help students see the relationship between the story and the pictures. 6.2: Support planning and strategy development: Teacher will help students plan their art piece and come up with ideas by showing them examples from previous students and letting them look through the book Snow. There is a sticker on the front of this book cover. It is a special award. What is the Caldecott award? Why is art important in stories? How does art help to tell a story? Curriculum Associations: GLCEs: L.RP.01.02 Select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. L.RP.01.03Respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections. Common Core Standards: Reading and Listening: RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Speaking and Listening: SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarity ideas, thoughts, and feelings. Math Science English Social Studies The Arts Phys. Ed. Reading Achievement Students will participate in a picture read of SNOWand discuss Objectives: The concepts (Learning intentions) Learning Activities (in order) Resources needed Assessment: different forms of art. Students will listen to the story following the discussion and see how illustrations add to the story. Students will then create their own works of art using different art mediums: watercolors, tempera paints, crayon, marker, oil pastels, or cut paper. Students will learn what a Caldecott award is. They will learn that art helps to enhance and tell a story. Students will picture read the story Snowwith the teacher, by looking at the illustrations. Students will then create a work of art on their own, using Snow as a reference and example. Students will understand the importance of art in stories. Teacher will call students to the reading area and present them with the book Snow by Uri Shulevitz. She will point out the Caldecott award sticker on the front cover and ask students if they know what the sticker means. If no one knows the teacher will explain that the Caldecott award is given to outstanding artists of children’s picture books. It is a very important award. The teacher will explain to students that art is an important part of stories and helps to tell the story. Before reading the book to students the teacher will picture read the book with students, talking about each picture to see if they can tell the story. The teacher will then read the story to students. After reading the story the teacher will talk about different kinds of art and ways to create art using different materials. She will explain to students that they will be creating their own village piece like in the book using their choice of material (watercolor, tempera paint, oil pastels, chalk, crayon, marker, or cut paper). The teacher will encourage students to try to tell a story through their art piece. She will ask students to use detail and be as creative as they can be. Snowby Uri Shulevitz Large, heavy paper Tempera paint (in many colors) Watercolors Oil pastels Chalk (in many colors) Crayons Markers Construction paper (in a variety of colors) Glue Scissors Paint brushes Smocks to cover students clothes The teacher will assess student learning through discussion and through individual conferences. During group discussion the teacher will be asking questions which will require students to access the information they learned and repeat it in their answers. The teacher will also conduct conferences while students are working on their art Assessment Criteria pieces. She will be talking with them about their work, what it means, why it is important, how it tells a story. She will also talk to them again about the Caldecott award and the story Snow and ask for information regarding the story. Students will be assessed based on their participation in group discussion. If they are participating in a meaningful way, offering answers to questions, expanding on ideas about why art is important in picture books, recalling information from the story, and sharing ideas, students are demonstrating purposeful learning of the material and object of the lesson. The teacher will also be talking to students in conferences while they are working on their art pieces. She will be talking to them about what their story is, what they want to say with their art, how they want the audience to feel when they look at the picture. The teacher will be looking for students to be able to convey some understanding about creating emotion through pictures.