Angela Buscemi Senior Portfolio May 2616Angela Buscemi Instructional Unit Plan WONDERFUL WEATHERUnit Topic: Wonderful Weather Grade: Kindergarten Essential Questions: © What is weather? * How do you identify different types of weather? ‘* How does weather effect human actions? ‘* What activities are suitable for specific weather? Rationale: The unit on weather will be taught to Ms. Fellows’ kindergarten class at Stocks Elementary School in the spring of 2010. | plan to teach this unit during my Senior Il. This unit will be taught over a two week period to twenty-five students. Kindergarten is the place where students first encounter observation of weather changes. Weather occurs every day! Students will observe and report daily weather changes for about two weeks. There are many different types of weather including rain, snow, thunderstorm, and tornado. It is i portant to understand temperature in relation to weather, wind, and cloud coverage. Students also need to understand the effects of weather on human activities. This unit will include an understanding of how wind affects the development of different clouds. Students also familiarize themselves with different types of precipitation, including: rain, sleet, and snow. Students will also distinguish between objects, clothing, and activities associated with different kinds of weather. My unit on weather will address the following NCSCOS Competency Goal and Objectives for kindergarten in science: Science Competency Goal 2: The learner will make observations and build an understanding of weather concepts.* Objective 2.01: Observe and report daily weather changes throughout the year. ‘* Objective 2.02: Identify different weather features including: © Precipitation. © Wind. © Temperature, © Cloud cover. ‘* Objective 2.04: Observe and determine the effects of weather on human activities. This unit will also cover the following NCSCOS Competency Goal and Objectives for kindergarten English Language Arts: English Language Arts Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. ‘* Objective 2.02: Demonstrate familiarity a variety of types of books and selections fe. Picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, and reenactments of familiar stories). * Objective 2.03: Use preparation strategies to activate prior knowledge and experience before and during the reading of a text. * Objective 2.05: Predict possible events in texts before and during reading. English Language Arts will be integrated by adding new vocabulary, and reac 1B many different types of literature. As a class, we will observe and report daily weather changes. We will keep a class journal, as well as, individual journals of our daily tracking.North Carolina Standard Course of Study Competency Goals and Objective: Science Competency Goal 2: The learner will make observations and build an understanding of weather concepts. ‘* Objective 2.01: Observe and report daily weather changes throughout the year. © Objective 2.02: Identify different weather features including: © Temperature. © Cloud cover. ‘* Objective 2.04: Observe and determine the effects of weather on human activities. English Language Arts Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. '* Objective 2.02: Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, and reenactments of familiar stories). © Objective 2.03: Use preparation strategies to activate prior knowledge and experience before and during the reading of a text. * Objective 2.05: Predict possible events in texts before and during reading.Content |. Some form of weather occurs every day. Il Types of weather: a wN Sunny Rain Snow Thunderstorms UI Weather features Wind a) Wind has the ability to move some objects. b) Some wind is a gentle breeze. ¢) Some winds are powerful. d) Some winds swirl and twist. Precipitation a) Rain b) Snow ©) Sleet 4) Hail Temperature a) Introduce thermometer b) c)_ Low numbers equal a cold day numbers equal a hot day d) 32 degrees freezes water Cloud cover a) Cumulus © White © Putty© Flat bottom ‘* Rounded tops © Fair weather * Can develop into storm clouds b) Cirrus weather clouds © Long © Thin © Horse hair (another name) © Very high in the sky © Made of ice ©) Cumulonimbus © Dark © Low © Thunder/lightening © Tornados © Wind Weather and its effects on human activity a 2. 3. 4 5, 6. Hot weather versus cold weather Rainy day activities Cold weather activities ‘Summer weather activities . What to do on a snowy day . Appropriate clothingVocabulary and Defini ins (in alphabetical order) Cirrus Clouds: Thin, wispy clouds that form high in the atmosphere as their water vapor freezes into ice crystals. Cirrus clouds are a principle cloud type. Clouds: A visible collection of tiny water droplets or, at colder temperatures, ice crystals floating in the air above the surface. Clouds come in many different sizes and shapes. Clouds offer important clues to understanding and forecasting the weather. Cumulonimbus Clouds: A dense and vertically developed cloud that produces thunderstorms. The cloud can bring heavy showers, hail, lightning, high winds and sometimes tornadoes. Cumulus Clouds: Fluffy, evel clouds that develop in towering shapes and signal fair weather. Cumulus clouds are a principle cloud type. Hail: Pellets of ice and snow created within clouds, which then fall to Earth. Hailstones can sometimes be quite large and can cause significant damage. Precipitation: Condensed moisture that falls to the earth as rain, sleet, snow, frost, or dew. Rai Liquid precipitation in the form of water droplets. Sleet A frozen raindrop that is not a snowflake or hail pellet. ‘Snow: When clouds become too heavy with humidity, water falls from them. In colder clouds, this water forms ice crystals that fall from the sky as snow. All snowflakes are hexagonal that have six points. Temperature: The measurement of how hot or cold something is. ‘Thermometer: An instrument that measures temperature. Thunderstorm: A storm produced by a cumulonimbus cloud and always has lightning and thunder. Rain, hail and high winds may or may not occur.Weather (Which should be first!): It describes the con ion of the air at a particular time and place. Weather also tells how the air moves (wind) and describes anything it might be carrying such as rain, snow or clouds. Thunder, lightning, rainbows, haze and other special events are all part of weather. Wind: The movement of air relative to the surface of the earth.Dear Parents and Guardians, My name is Angela Buscemi and | am a senior at East Carolina University. 1 will be graduating this spring! 1 was placed in Miss Fellows’ classroom to do my internship where 1 will have the opportunity to teach a science unit on weather! We will record daily weather patterns. We will investigate the wind and the clouds as well as temperature and precipitation. We will examine the effects weather has on humans. | have many fun and hands on activities planned for your children! Below are some books that you can read to your children that will enhance their knowledge about weather: The Cloud Book by Eric Carle Rabbits and Raindrops by Jim Aronsky Like a Windy Day by Frank Asch & Devin Asch Froggy Gets Dressed by Jonathan London & Frank Remkiewicz ‘The Rainy Day by Anna Milbourne If you have any suggestions or ideas, please let me know. If you have any questions, please let me know; I will be at Stocks Elementary everyday. 1 in your children becoming meteorologists! Teacher in Training, would love to have volunteers and guests are also welcome. Come take Page 2)Assessment Strategy Science Competency Goal weather concepts. he learner will make observations and build an understanding of Objective 2.01: © Lead the class when singing the “Weather Song” ‘* Recording the daily weather during carpet time '* Completing a circle map Objective 2. © Recite the poem Rain ‘* Making rain sticks ‘* Identifying hot and cold on a thermometer by the amount of red it has ‘* Answering verbal questions on It Looked Like Split Milk * Answering verbal questions on A Snowy Day ‘* Creating a cumulus, cirrus, and a cumulonimbus cloud using cotton balls © Investigating what wind can move * Making wind socks ‘© Answering verbal questions about the poem The Wind Came Running Objective 2.04: * Sorting activities done during hot weather and activities during cold weather * Sorting hot weather clothes and cold weather clothes * Answering verbal questions on A Snowy Day ‘* Sorting rainy day activities and snowy day activities © Sorting rainy day clothes and snowy day clothes * Drawing a picture of Using the Sunny Weather and Snowy Weather Scholastic Weather Mats ‘* Dressing a doll for a hot day and a cold day using the book The Fabulous Book of Paper Dolls. © Matching using the “What could you do in this weather?” Scholastic Weather Mats for both sunny and snowy weather ‘+ Matching using the “What would you wear in this weather” Scholastic Weather Mats for both sunny and snowy weatherAt the end of the unit, | will give a post assessment that will determine what the students have learned. Although | will be giving a pre-assessment, this is just a jumping off point for me to see what my students already know and what | need to teach them.Name: Pre/Post Assessment Directions: | will read the following questions and you are to circle the correct answer. 1. Circle a cloud you might see during a storm. 2. Circle an example of weather. m 3, What would you wear ona very cold day? Fie Fes Stra! seam am4. Ifitwas very hot outside what would a thermometer look like? AIA —f\ 7] 5. What would you do on a hot day? 6. What can make wind?7. What would you do if it were raining outside? 8. Where does rain or snow come from? 9. What would you wear if it were raining outside? 10. Which cloud is an example of a cumulus cloud?Rubric for Lesson Plan 1 Delighted Daily Riveting Recording Student Name: eee Categories Excellent — Good ‘Score 2 Carpet Learning The student sat The student sat The student had to quietly in the quietly, but did be spoken to right position Not sit properly | multiple times for while lesson on or the student sitting quietly and the carpet sat properly, but | properly did not did quietly Participation The student The student The student listened while listened while interrupted others another student | another student | while they were or the teacher or the teacher talking and if they were talking and | were talking, but Participated in the raised his/her did not answer discussion, their hand to answer any questions comments were and add his/her | off topic add his/her own thoughts. thoughts and and ideas ideas | Behavior The student did | The student only | The student had to not have any had to be spoken | be spoken to behavior issues to once or twice | multiple times and during the entire during the entire | disturbed others | lesson lesson around him/her 7 Circle Maps: The student The student The student did Neatness/ Cleans | worked quietly worked quietly not work quietly up Work Area to complete for the most part | and may or may circle maps to complete not complete the correctly and circle maps circle map cleans up work correctly and correctly and may areainatimely | cleans up work or may not clean fashion area up work area Total:Rubric for Lesson Plan 2 Sizzling Sun and Arctic Freeze Student Name: correctly and cleans up work area ina timely fashion with a partner correctly and cleans up work area and may or may not clean up work area Categories Excellent ‘Good ‘Needs ‘Score 3 2 provement i Carpet Learning | The student sat | The student sat | The student had to and Interactive | quietlyinthe | quietly, but did _| be spoken to Read Aloud right position | not sit properly | multiple times for while lesson on | or the student _| sitting quietly and the carpet and | sat properly, but | properly and may actively listened | did not did or may not have to the book quietly and listened to the listened for the | book post part to the L book Participation The student The student The student listened while | listened while _| interrupted others another student | another student | while they were ortheteacher | or the teacher _| talking and if they were talking and | were talking, but | participated in the raised his/her | didnot answer _| discussion, their hand to answer | any questions —_| comments were Questionsand | and add his/her _| off topic add his/her own thoughts thoughts and —_| and ideas ideas 2 Behavior The student did | The student only | The student had to nothave any —_| had to be spoken | be spoken to behavior issues | to once or twice | multiple times and during the entire | during the entire | disturbed others : lesson lesson around him/her Center The student The student The student did Transition/ worked quietly | worked quietly _| not work quietly Working with to complete each | for the most part | and may or may others/ center alone or | to complete each | not complete the Completing work | with apartner | center alone or _| centers correctly Total:Rubric for Lesson Plan 3 Perfect Participation Student Name: a Categories Excellent Good ‘Needs ‘Score 3 2 Improvement a Carpet Learning [The student sat__| The student sat _| The student had to and Learning the | quietlyinthe | quietly, but did _| be spoken to Poem about rain right position while lesson on the carpet and not sit properly or the student sat properly, but multiple times for sitting quietly and Properly and may actively listened | did not did or may not have and learned the | quietly and listened and poem about rain | listened and learned the poem learned the about rain : poem about rain _ Participation The student The student The student listened while listened while interrupted others another student | another student | while they were or the teacher or the teacher talking and if they were talking and | were talking, but | participated in the raised his/her lid not answer discussion, their hand to answer | any questions comments were questions and | and add his/her _| off topic add his/her own thoughts thoughts and —_| and ideas ideas : aa Behavior The student did | The student ‘only | The student had to not have any had to be spoken be spoken to behavior issues | to once or twice | multiple times and during the entire | during the entire | disturbed others lesson lesson_ around him/her Rainy Day Picture: | The student The student The student did Neatness/ Cleans up Work Area worked quietly to complete the drawing and writing correctly and cleans up work area ina timely fashion worked quietly for the most part to complete the picture and writing correctly and cleans up work area not work quietly and may or may not complete the picture and writing correctly and may or may not clean up work area Total:Rubric for Lesson Plan 4 Whimsical Winds Student Name: — issues during the entire lesson once or twice during the entire lesson multiple times and isturbed others around him/her Categories Excellent jood Needs ‘Score | 3 2 Improvement. 1 Carpet Learning | The student sat | The student sat The student had to and Interactive quietly in the right | quietly, but didnot | be spoken to Read Aloud position while sit properly or the multiple times for lesson on the student sat sitting quietly and carpet and actively | properly, but did not Properly and may or listened to the did quietly and may not have Poem listened for the post | listened to the : Part tothe poem _| poem Participation The student The student listened | The student listened while while another interrupted others another student or | student or the while they were the teacher were | teacher were talking and if they talking and raised talking, but did not Participated in the ‘her hand to answer any discussion, their answer questions | questions and add | comments were off and add his/her his/her own topic L thoughts and ideas _| thoughts and ideas 7 Behavior The student did not | The student only The student had to have any behavior | had to be spoken to | be spoken to | | Experiment and Worksheet The student worked quietly to complete the experiment and worksheet alone or with a partner correctly The student worked quietly for the most Part to complete the experiment and worksheet alone or with a partner correctly The student did not work quietly and may or may not complete the experiment or the worksheet correctly | Kite: Neatness and Cleans up Work Area The student worked Quietly to complete the kite correctly and cleans up work area in a timely fashion The student worked quietly for the most part to complete the kite correctly and cleans up work area The student did not work quietly and may or may not complete the kite correctly and may or may not clean up work area TotStudent Name: Rubric for Lesson Plan 5 Clever Clouds ———— ee Categories Excellent Good Needs ‘Score 3 2 Improvement a Carpet Learning | The student sat | The student sat | The student had to and Interactive quietly in the quietly, but did be spoken to Read Aloud right position not sit properly multiple times for ile lessonon | or the student _| sitting quietly and the carpet and _ | sat properly, but | properly and may actively listened | did not did ‘or may not have to the book quietly and listened to the listened for the book Post part to the book Participation The student The student The student listened while listened while interrupted others another student | another student | while they were or the teacher or the teacher talking and if they were talking and | were talking, but | participated in the raised his/her did not answer discussion, their hand to answer | any questions comments were questions and and add his/her | off topic add his/her own thoughts ‘thoughts and and ideas : ideas a Behavior The student did | The student only | The student had to not have any —_| had to be spoken | be spoken to behavior issues to once or twice | multiple times and during the entire | during the entire | disturbed others L_ lesson lesson around him/her Cloud Activity The student The student The student did worked quietly worked quietly not work quietly tocomplete the | for the most part | and may or may art correctly and | to complete the | not complete the cleans up work art correctly and | art activity areainatimely | cleans up work | correctly and may fashion area or may not clean up work areaRubric for Lesson Plan 6 Rainbows Student Name: — worked quietly to complete the art correctly and cleans up work area ina timely fashion worked quietly for the most part to complete the art correctly and cleans up work area not work quietly and may or may not complete the art activity correctly and may ‘or may not clean Categories Excellent ‘Good Needs ‘Score 3 2 Improvemer 1 Carpet Learning | The student sat__ | The student sat _| The student hadto and Interactive quietly in the quietly, but did be spoken to Read Aloud right position _| not sit properly | multiple times for ile lesson on | or the student _| sitting quietly and the carpet and _| sat properly, but | properly and may actively listened | did not did or may not have to the book quietly and listened to the listened for the book post part to the book 7 7 Participation The student The student The student listened while | listened while _| interrupted others another student | another student | while they were ortheteacher | or the teacher _| talking and if they were talking and | were talking, but | parti ‘ipated in the raised his/her did not answer discussion, their hand to answer | any questions comments were questions and | and add his/her _| off topic add his/her own thoughts thoughts and and ideas ideas : _ Behavior The student did | The student only | The student had to not have any had to be spoken | be spoken to behavior issues to once or twice | multiple times and during the entire | during the entire | disturbed others lesson lesson around him/her Fruit Loop Activity | The student The student The student did up work areaChildren’s Books on Weather Aronsky, Jim (2001). Rabbits and Raindrops. Putman Publishing Group. Asch, Frank and Devin Asch (2002). Like a Windy Day. Gulliver Books. Carle, Eric (1998). Little Cloud, Puffin Books. Keats, Ezra Jack (1976). A Snowy Day. Puffin Books. Ginsburg, Mirra (1997). Mushrooms in the Rain. Aladdin Paperbacks. London, Jonathan and Frank Remkiewicz (1992). Froggy Gets Dressed. Penguin Group. Milbourne, Anna (2005). The Rainy Day. EDC Pub. Polacco, Patri ia (1997). Thunder Cake. Paperstar Books. Shaw, Charles G. (1992). It Looked Like Spilt Milk. HarperCollins. Stojic, Manja (2000). Rain. Random House.tesource List Pre Kinders 1999. Retrieved From http://www.prekinders.com/weatherunit.htm On September 2009, This website was the foundation of my entire unit! This is where | found many of my ideas. Although this website is meant for pre-kindergarten, | found that | was able to adapt them for ‘my class of kindergarteners. There is a wide variety of books about weather and many songs and poems appropriate for a kindergarten class. Weather Wiz Kids 2009. Retrieved From http://www.weatherwizkids.com/ On September 2009. ‘This website was designed from Crystal Wicker, a television meteorologist from Indiana. She has done a wonderful job of categorizing this website by the different types of weather. | found that the vocabulary list was of great help when planning my unit. Weather Wiz Kids also explains weather concepts that may be difficult to teach to students. ‘Web Weather for Kids 2000. Retrieved From http://eo.ucar.edu/webweather/cloudact1.html On September 2009. found that this website was especially helpful when | was creating my lesson on clouds. This website offered an experiment showing how a cloud is formed and | used this in my lesson. It also has many great pictures of the many different types of clouds. This website has activities and games to do as well as lessons on safety during bad weather. The “Weather Dude” by Nick Walker 2008, Retrieved From http://www.wxdude.com/tomorrow.html On October 2009. Nick Walker works with The Weather Channel and he has designed his own wonderful website. This website covers a wide variety of concepts. The reason | am attracted to this website is because of the “Musical Meteorology” page. He has songs with CD’s and audio clips. He also hhas the lyrics available so the class can learn the song without having the CD. Especially in kindergarten, children love to sing and it helps them learn and remember key concepts. ProTeacher Collection 1998. Retrieved From http://www.proteacher.org/c/105_Weather_Unit.html On October 2009. This site has a million topics and ideas organized by subject available for teachers . This website has a page of real teachers sharing their ideas about weather. Teachers have written blogs telling the reader how they teach weather. | found this website of value because I learned there is no one way to teach a unit! ProTeacher also had a “Weather Song” that I used in my unit.CanTeach 1997. Retrieved From http://www.canteach.ca/elementary/songspoems.htm! On October 2009. ‘CanTeach has a song or poem for everything you can imagine! This website had a very long link. toa list of all the songs and poems about weather. My kindergarten class would go crazy learning and singing all these songs about weather! This site also does a good job of categorizing different subjects and themes. Teaching is a Work of Heart's Weather Unit 2003. Retrieved From http://www.teachingheart.net/weather.htm on October 2009. This is a wonderful website is specialized for a pre-kindergarten class, but many of the ideas could be used in any kindergarten classroom. It has many creative weather activities, lessons, and songs. This website also created a list of great weather books to incorporate during a unit. This website has at least three activities to do with every weather idea, such as, clouds, rain, and wind. tAchnology 1998. Retreived From http://www.teach-nology.com/ On October 2009. This website is packed helpful tools and tips about teaching! It has many printables and rubrics for teaching weather. | found that this website has bookmarks available to print off: there is even some about weather! Although there is tons of information on this site because it covers grades K-12, there is still ideas and crafts on the kindergarten level. ‘The Weather Channel 1995. Retrieved From http://www.weather.com/ on October 2009. This website allows real work application to occur when teaching about weather. Although a large portion of the information on this page will be too difficult for the students to understand, they will benefit from the sections do they understand. The students can personalize the page by finding how the weather is in their state and in their county. The students will love this and it could even be used as a morning carpet ritual. ‘Scholastic Weather Maps | found this box reduced at a book store going out of business. At the time, | had no idea | would appreciate this teaching tool as much as I do now. These are an assortment of mats with corresponding picture cards. Although | only used the mats for sunny weather and snowy weather, the package also includes windy mats and rainy mats. | think this tool works best for a small group in centers.