Unit 11 Week 24: Weather
Winter/Spring
El Paso ISD: Science Grade 1
Reporting Category: Earth and
Space
Date: Feb. 24-28, 2014
WRITTEN CURRICULUM
Scientific Investigation and Reasoning (SIRs), Readiness Standards, Supporting Standards
Unit Focus: The student will learn about the weather happening around them and the characteristics of Winter and Spring.
English Language Proficiency Standards (ELPS):
TEKS:
1.8 (A) record weather information, including relative temperature, such as hot or
cold, clear or cloudy, calm or windy, and rainy or icy;
(C) identify characteristics of the seasons of the year and day and night; and
SIRs TEKS:
The Scientific Investigation and Reasoning (SIRs) TEKS are embedded in the
exemplar lessons.
1.2D Develops abilities to ask questions and seek answers
1.3C (Scientist: Jim Cantore (American), Meteorologist- The Weather Channel)
1.4A (Science Tools: notebooks)
Vertical Connection:
K.8A, 2.8AB, 3.8A, 4.8A, 5.8A
(Document can be found in Forethought under Course Document)
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Kinder- observe and describe weather changes
First- record weather information
Second- measure, record, and graph weather information
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Kinder- identify events
First- identify characteristics
Second- identify the importance
“In order for the ELL to meet grade-level learning expectations across the
foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffold) commensurate
with the student’s level of English language proficiency.”
Chapter 74.4 English Language Proficiency Standards
Refer to English Language Proficiency Standards (ELPS)
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
College and Career Readiness Standards (CCRS):
I. Nature of Science: Scientific Ways of Learning and
Thinking
A. Cognitive skills in science
3. Formulate appropriate questions to test understanding of natural phenomena.
4. Rely on reproducible observations of empirical evidence when
constructions, analyzing, and evaluating explanations of natural
events and processes.
Careers related to TEKS: Meteorologist
Cross-Content Connection:
Supporting TEKS:
4.8(A) measure and record changes in weather and make predictions using weather
maps, weather symbols, and a map key
5.8(A) differentiate between weather and climate
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Grade1 Unit 11 Week 24 p.1
TAUGHT CURRICULUM
Visit the Best Practices & Strategies Page on Forethought
Academic Vocabulary:
Guiding Questions & Enduring Understandings
Season-a time of year that shows a certain weather pattern
Graph- a picture that shows data
Winter- the season that follows fall
Cold-low temperature
Icy-to become covered with ice
Spring-the season that follows winter
Pattern-similar actions or events
Weather-what the air/temperature outside is like
Cloudy- when clouds block out the sunshine
Rain-water that falls in drops from clouds to the earth
Hot- a high temperature, very warm
Warm-not too hot
Identify characteristics of Winter & Spring
Content Instruction:
Exemplar Hands-on Investigation:
*TEA recommendation is for teachers to provide 20% direct instruction
Harcourt Science
Winter - Unit D, Ch. 2 Lesson 4, pp D38-41
In winter the air feels cooler, fewer hours of daylight, growing things are dormant,
animal’s are hibernating
Link to Background Content Information for Teachers
*TEA recommendation is for teachers to facilitate classroom or outdoor
investigations at least 80% of instructional time.
 EPISD Lesson: “Season Collage”
Harcourt Science
Spring - Unit D, Ch. 2 Lesson 1, pp D26-29
Materials: Old magazines
Have students cut and paste pictures from magazines to represent and describe
Winter.
www.unitedsteaming.com
Weather Smart: Winter and Snow (15:00)
 EPISD Lesson: “Seasonal Changes” (Literature Connection)
www.youtube.com
Peep and the Big Wide World: Spring Thing/ Springy Thingy (22:01)
 EPISD Lesson: “Comparing Seasons”
Students will compare Winter and Spring activities, sort and place in appropriate
class t-chart.
(available in Forethought)
STEMscopes: Seasons and Objects in the Sky (1.8BC)
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Materials: Any books that tells about winter, old magazines
Read Caps, Hats, Socks, and Mittens by Louise Borden or Fall Is Not Easy by Marty
Kelley (any book that shows the change of seasons). Have students identify and
compare the change between seasons. Create a class chart collecting magazine
cut-outs for each season. Then each student will receive a sorting page with tchart. They will sort the clothes they will wear in the summer or weather seasons.
(available on Forethought)
 STEMscopes: “Science Art!”
Materials: Teacher will need copy of cards and handout found on STEMscopes.
This project will use the student’s drawing and design skills. Teacher will give each
Grade1 Unit 11 Week 24 p.2
Explore: Student journal- Students will draw a picture of a season along with which
activities they will do during that season. Students will also observe the objects in
the sky and record findings.
Explain: Student vocabulary cards
http://elpasoisd.stemscopes.com
 EPISD Lesson: “Read Aloud”
Read and discuss, “What will the Weather be like Today? “ by Paul Rogers
student a location and the weather for that location. Student will pretend that
he/she is a reporter, draw themselves at the location. They will include what they
are wearing and what the background will look like.
 EPISD Lesson: “Signs of the Seasons”
Materials: Green construction paper, crayons
Students will illustrate pictures of Spring inside the seasonal shape and glue in
notebook and write words to describe the season.
(available on Forethought)
 EPISD Lesson: “Spring Foldable”
Materials: any color of construction paper
Students will complete a teacher made envelope foldable. Each flap will be labeled
with what the students sees (new plants growing), hears (birds chirping, wind) and
smells (the new flowers, etc.) during the spring.
(example available on Forethought)
 Teachers Pay Teachers (free): “Seasonal Trees”
Students will decorate each tree (available on Forethought) they will have a
different tree for each season www.teacherspayteachers.com
(available on Forethought)
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Teachers Pay Teachers (free): “A Tree is Nice”
Students will create a mini book www.teacherspayteachers.com
(available in Forethought)
Additional Content Resources:
(Choose any of the following to support the TEKS.)
STEMscopes: Weather and Air (1.8AD)
Intervention: Cloze-ing in on Science, p. 3 only
Seasons and Objects in the Sky (1.8BC)
Engage: Science Rock
Elaborate: Next step inquiry (Handouts and thermometer template)
Intervention: Cloze-ing in on Science p.5-6
http://elpasoisd.stemscopes.com
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Grade1 Unit 11 Week 24 p.3
TIER II/III Response to Intervention
STEMscopes: Weather and Air (1.8AD)
Intervention: Cloze-ing in on Science page 1
http://elpasoisd.stemscopes.com
Coordinated School Health:
(available on Forethought)
Vignette 8 .Balanced Diet
TESTED CURRICULUM
Formative Assessments diagnose student needs and guide teachers as they plan for further instruction.
Formative Assessments measure the understanding of the Curriculum Standards (TEKS/SEs).
Pre-Assessments
K-W-L
Formative Assessments
Science Notebook-Student will illustrate, identify, label and/or compare seasonal
changes between Winter and Spring.
The student will be able to do the clothes sort successfully.
Observations during class and/or lab
Common Assessment will be administered at end of week—26—
Background Content Information for Teachers
1.
Weather is the term to describe the atmospheric conditions on the Earth which we can observe, experience, measure, and predict. Weather can change from day to
day, hour to hour, and even minute to minute.
2.
The natural world includes the air around us and objects in the sky.
We can record weather information including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy; and to demonstrate that air is all
around us and observe that wind is moving air
For additional teacher background, see http://elpasoisd.stemscopes.com
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Grade1 Unit 11 Week 24 p.4
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Grade1 Unit 11 Week 24 p.5