Teacher: School: Essential Question(s) Grade/Subject: K/ Science Week of: How can we record quantitative observations of the local weather and temperature? What patterns were observed in their observation? NGSS Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1) Lesson Objective Opening/ Do Now Description of Each Instructional Component I can describe precipitation patterns by making observations in a daily journal with 80% accuracy. Circle Time (5 minutes) Brainpop Video https://jr.brain pop.com/scienc e/weather/wat ercycle/ 1.Mini- Lesson (I Do)Teacher introduces “Precipitation” by use of a Power point. (Slides 69-80) http://www.trento n.k12.nj.us/files/_7 PBtr_/c916010c75 6cd4fa3745a49013 852ec4/Unit_5__Weather__Climat e__Presentation_Slid es.pdf The teacher will read over slides, thinking aloud, “What is precipitation? What is snow? What is rain? How can I record precipitation data?” Introducing key words precipitation, snow, rain, drizzle, shower, meteorologist, rain cloud, rain guage. SWBAT Use and share observations of local weather conditions to describe patterns over time. *What is precipitation? (2:37-5:25) Have students draw a picture of a form of precipitation. Share with class. Or Circle Time Youtube Video Precipitation https://www.y outube.com/wa tch?v=jofRqD7 2.We Do- See formative Formative Assessments: Checks for Understanding 1. PowerPoint Questions (Slide 7880) 2. Observations Differentiation/ Modifications Closing/ Reflection/ Assessment Precipitation Labs *Rain Gauge Lab (Slide 73) *Snow Lab (Slide 77) Weather Journal Post Observation: * What precipitation did you record during your lab? Special Education and or ELL*Pacing(provide ample time for lab task and observation recordings) *Simple Language *Create Vocabulary cards with vocab terms and pictures *Teacher can create a large font anchor chart for weather/precipitati on including pictures and key terms *Anchor chart for tools used during lab *What pattern did you see? Students will perform this lab for two different seasons. After the second season students should take results of precipitation and compare and contrast. *What pattern did you see during season Materials/ Resources Used Rain Guage Masking Tape Coffee Can Weather Journal Empty Bottles Computer Youtube BrainPop Weather and Climate Powerpoint m4tQ Have students draw a picture of a form of precipitation. Share with class. assessment 1 3.Weather Journal (You Do) Unit 5-Weather and Climate (Weather Journal Page 9) Students will record data in a weather journal. The focus will be on precipitation. Students will interpret the data at the end of the unit and discuss the patterns. Use the precipitation labs to help record data. Rain Gauge lab and Snow Lab. When it is raining or snowing place coffee can outside, measure the precipitation with gauges. http://www.trenton.k12.nj. us/files/_7PBtu_/73dd3595 2ff34da43745a49013852ec 4/Unit_5__Weather__Climate__Weather_Journal.pdf *Deliver mini1? During lesson in small season 2? groups *Group students with partners to complete lab observations *Modify assessment questions from lab observations *Create a semantic map of precipitation (snowrain) *Model lab observation task/recordings *Allow oral responses to lab assessment or drawn responses Visual- Use tools to measure precipitation ;Create vocabulary flashcard with words and pictures that depict each word Bodily KinestheticHands-on investigations during precipitation labs Musical- Listen to Youtube precipitation Songs) InterpersonalGroup students together with a partner to perform lab observation/recordi ng task encouraging students to discuss their observations through prompted questions and turn and talk discussions. IntrapersonalAllow student to perform lab independently with moderate prompting and discussion. Give students journal starts to privately record observations from lab. Linguistic-Have students perform task announcing vocabulary terms as they spot them. Logical- Allow students to measure precipitation amounts and ask questions to guide a reason for more precipitation vs less n certain days