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Name: Lucy Frey Date: 3/11 Content Standards(s):

Lesson Title: Rain Storms Grade Level: Kindergarten

Must be from at least 2 different content areas. Use no more than 2 standards. Earth and Space Sciences- Topic: Daily and Seasonal Changes Content Statement: Weather changes short and long term ( Weather changes occur throughout the day and from day to day). Music: Topic: Cognitive and Learning Processes, Observe, listen, attend to, discriminate PERCEIVING/KNOWING/CREATING (CE) Content Statement: 8CE Explore connections between sound and its visual representation.

Developmental Skill(s): Cognitive, Social, Language, Fine Motor Instr. Objectives

No more than 2

Assessment of Student Learning Identify Evidence: What will you collect or record to
demonstrate students have met your objective/s?

Learning Experience Must include:

Enough detail for someone else to teach the lesson if you are

Objective/s: The students will be able to... Demonstrate a rain storm using their fine motor skills to make the cloud release its rain drops until all of it is released. Compare and contrast verbally and physically the sounds the instruments make to the sounds they hear from the rain drops to see which instrument sounds the most like rain.

not there. Include only authentic materials and minds-on-learning.

I will collect pictures of the students demonstrating the rain storm by using their fine motor skills to squeeze the cloud. I will make a chart of the different instruments each child chose to replicate the rain, and write down on chart paper each students reasoning for why they chose that instrument. Lastly, I will compare their preexisting knowledge and knowledge after the lesson on rain.

Aggregate/Compile Evidence: How will you aggregate or

compile your evidence into a class or group view?

I will compile each students reasoning of why they chose that instrument on a poster. I will also have a checklist of who was able to use their fine motor skills to complete the task and who could not complete it.

Start out the lesson by asking the students Where do you think rain comes from? Record these observations of preexisting knowledge on chart paper. After the teacher records the students reasoning, pass out the premade clouds (socks filled with stuffing and knotted at the end of the sock) at the small group tables. Divide the students into two groups and have each of them bring their socks around the water tables. Tell the students that just for today these socks will make a rain storm just like the clouds in the sky. Next, demonstrate to the students how rain storms happen all while explaining it to them: Water droplets form from warm air. As the warm air rises in the sky, the warm air cools. When enough of these droplets collect together, we see them as clouds. If the clouds have enough water droplets inside them, the droplets collide and form larger water drops (pour some water from the pitcher into the sock). When the drops become too heavy for the cloud to hold, they fall because of gravity in the form of rain (keep pouring water until the drops come out of the bottom of the sock. Once the drops begin to slow down, squeeze the rest of the water out to show that the rainstorm ended and there was a change in the weather). Now let the children explore with their sock clouds. Help them pour the water into their socks as well as tie the knot back into the sock once the water is poured in. Next, lead the students over to where the musical instruments are laying out (rain stick, xylophone, and hand drums). Show the students how to properly use these instruments and then let them explore together having one group of listeners while the others play and vice versa. Have them see which instrument sounds like rain. After they are finished exploring, gather on the carpet and ask the students which instrument or instruments sounded like rain (write on chart paper). After talking about their observations, sing the song Pitter Patter, Pitter Patter with them while playing each instrument,

Modifications: If a students hands are not strong enough to squeeze the sock then the teacher can squeeze the sock with the student until all of the water is released from the cloud showing the rainstorm had finished. If the student struggles remembering what the rain drops sounded like, there will be headphones available for the student to listen to the rain drops while experimenting with the instruments.

Interpret the Evidence: What have you learned about your

students and your teaching and what are you going to do about it? This is part of your reflection after the lesson. I learned that many of the students struggled with keeping the water inside the water table. Many of the students wanted to show their friends their water droplets which in turn led to water spilling all over the floor which became slick. Next time I do a lesson involving water, I will have a bigger area for the students to explore such as low to the floor bins with a tarp underneath to catch any spilt water.

showing them how they all can make the pitter patter sound like rain. After this, ask the students if they can remember where rain comes from (chart answers). Next collect all of the clouds and have students wash their hands before moving to the next activity.

What will the other adults in the room be doing? Any parents or other co-teachers will monitor the other water table by passing out cloud socks and pouring the water into each childs cloud socks. The other parent will take pictures of the children using their fine motor skills to make the clouds release the rain.

Lesson Plan Format