Eliani Diaz-Aguilera

ECE 251
Curriculum Planning Map
Age Group: 1st grade
Theme: Weather

Math Science Manipulatives

1. Clouds with rain 1. Tornado in a bottle 1. Thermometer
droplets (printed 2. Making a 2. Weather map
clouds with rainstorm in a jar 3. Weather books
numbers on them 3. Ziplock bag water
and we attach cycle
puffs representing
the numbers)
2. Raindrop place
value
3. Weeklong weather
bar graph
Reading/Writing Physical Dramatic Play
1. If I were a 1. Making a dance 1. Weather Forecast
meteorologist routine to the step up
2. Describe a sunny weather. (raining 2. Having weather
day for you falling, sunny appropriate
3. What is the jumping up) clothes for all
weather for 2. Yoga for children climates
today? 3. Rainbow limbo 3. Setting up a big
map so children
can say what is
happening around
the world.
Art Large Group Small Group
1. 3D rain drops on 1. Types of cloud 1. Working on
clouds (anchor charts) weather
2. Weather words vocabulary
2. Rainbow making 3. What is your 2. Cloud
with piece of favorite weather maps/graphs
paper from around and why? 3. Writing in clouds
the room and then (shaving cream)
describing their
colors.
3. Rain cloud/sun
name crafts
 Curriculum Planning Map #2
Age Group: 1st grade
Math
1. Raindrop place value
a. Represent and solve
addition and
subtraction problems
up to 20 by using
objects, drawings, and
equations with the
unknown quantity in all
positions. (Operations)
b. Use place value
understanding to add
and subtract (e.g.,In
adding two-digit
numbers, we add tens
and tens, ones and
ones; and sometimes it
is necessary to
compose a ten.).
(Numbers)
c. Use newly learned
words through reading,
being read to, and
responding to text in
speaking and writing.
(Language)
Reading/Writing
1. If I were a meteorologist 1. Making a dance routine to
a. Write
informative/explanator
y texts in which he/she
Theme: Weather
Science Manipulatives
1. Tornado in a bottle 1. Weather books
a. Investigate,
a. Be able to read the
observe, and
text silently and orally
describe how
with accuracy,
objects move.
appropriate rate, and
(Physical science)
expression. (Reading)
b. Recognize that the
Earth is composed b. Retell stories,
of different kinds including details, and
of materials. demonstrate an
(Earth science) understanding of the
central message or
lesson. (Reading)
c. Identify real-life
connections between
words and their use
(e.g., note places at
home that are cozy).
(Language)
d. Social responsibility
by demonstrating
appropriate behaviors
for using and
circulating library
materials; sharing
access to limited
resources; and
describing others’
ideas accurately and
completely. (Library)
Physical Dramatic Play
1. Weather Forecast step up
the weather. (raining a. Resolve problems by
falling, sunny jumping up) sharing in the
 names a topic, supplies
some facts about the
topic, and provides
some sense of closure.
( Writing)
b. Retell stories, including
details, and
demonstrate an
understanding of the
central message or
lesson. (Reading)
c. Use newly learned
words through reading,
being read to, and
responding to text in
speaking and writing.
(Language)
d. Use words such as
“first,”“next,” or
“then”to signal order of
events. (Writing)
Art
1. Rain cloud/sun name crafts 1. Weather words
a. Use newly learned
a. Criticism by
identifying the subject
matter, media, and
elements of art as they
observe and interpret
their own artwork and
artwork of others.(Art)
b. Retell stories,
b. Production by
experimenting with a
variety of lines, shapes,
colors, and textures to
create pattern and
balance through
c. Identify real-life
drawing, painting, clay,
printmaking, 2-D and
a. Participating in
physical activity
by practicing life-
long, health-
promoting
physical activity
patterns.(Physical)
b. Movement
concepts and
strategies by
practicing shapes,
levels, force, speed
and directions
while stationary or
traveling.
(Physical)
c. Nutrition and
physical activity
by identifying
healthy food and
physical activity
choices when
given two
options.( Health)
Large Group
1. Writing in clouds (shaving
cream)
words through
reading, being read
to, and responding
to text in speaking
and writing.
(Language)
including details,
and demonstrate
understanding of
the central
message or lesson.
(Reading)
connections
classroom and school.
(History)
b. Use simple maps to
illustrate direction
(north, south, east,
west). (Geography)
c. Identify similarities
and differences
between people in the
community.
(Geography)
d. Participate in class
decision-making, i.e.,
individual
responsibilities in the
classroom. (Civics)
e. Retell stories,
including details, and
demonstrate
understanding of the
central message or
lesson. (Reading)
Small-Group
a. Decode basic two-
syllable words.
(Reading)
b. Be able to read text
silently and orally
with accuracy,
appropriate rate, and
expression. (Reading)
c. Recognize that the
Earth is composed of
different kinds of
materials. (Earth
Science)
 3-D, weaving, and between words and
mixed media. (Art) their use (e.g., note
places at home that
c. Write
are cozy).
informative/explanator
(Language)
y texts in which he/she
names a topic, supplies
some facts about the
topic, and provides
some sense of closure.
(Writing)
 Lesson Plan

Choice Activity: If I were a Meteorologist

Age: 1st Grade

Domain: Reading/Writing/Language/Geography

Theme: Weather

1. Objectives and Goals

a. Write informative/explanatory texts in which he/she names a topic, supplies some
facts about the topic, and provides some sense of closure. (Writing)
b. Retell stories, including details, and demonstrate an understanding of the central
message or lesson. (Reading)
c. Use newly learned words through reading, being read to, and responding to text in
speaking and writing. (Language)
d. Use words such as “first,” “next,” or “then” to signal order of events. (Writing)
e. Use simple maps to illustrate direction (north, south, east, west). (Geography)
f. Recognize the shape of North America on a world map. (Geography)

2. Anticipatory Set
a. When the students are coming into the classroom there is going to be a weather
forecast center in the back of the room. In the background, I will have weather music
playing. Around the room, there will be clouds, suns, raindrops, etc. (real images) I want
the student to feel that they are walking into a newsroom. These are prep things I will
be doing when the week starts.

3. Required Materials for Activity

a. Writing utensils (Crayons, markers, colored pencils)
b. Paper (white or colored)
c. Scissors
d. Glue
e. Pictures of the students (optional)
f. Maps
g. Hello, World! Weather book

4. Direct Instruction
a. We are going to take about 10 minutes to read a book about the weather (Hello,
World! Weather
b. We are going to walk into the weather center so everyone can take a feel.
 c. We are going to sit down and I will model them what we are about to do.
d. I will let the students get up and go grab their materials.
e. I will let the students do the layout of their meteorologist’s papers.
f. We will then take 5 to 10 minutes to write down their answers.
g. When students are down, we are all going to go to the back center to act out what
we have written. (in small groups, 3 or 4 children max)
5. Guided Practice
a. Questions:
i. What type of weather did you see on your way here?
ii. How is the weather where your family is from?
iii. What type of clothes do you think meteorologists wear?
iv. Where can you find meteorologists doing their job?
v. Tell me about your weather forecast?
vi. Did you travel anywhere, that the weather was different from here?
vii. What is your favorite weather to be outside?
b. Scaffolding:
i. I will be adding more vocabulary into their language.
ii. We will be enhancing their writing skills.
6. What will you assess during this lesson?
a. How well they are using their weather vocabulary and in the right way.
b. If they are capable of writing more then two sentences within their writing.
c. Seeing if they know their N, W, S, and E.
d. Acknowledging how self-aware they are of themselves, to talk in front of their
classmates.
7. Closing: (Answer the following questions) 25 points
a. List DAP principles that relate to this lesson
i. All areas of development and learning are important.
ii. Development and learning proceed at varying rates.
iii. Early experience have profound effects on development and learning.
iv. Children develop best when they have secure relationships.
v. Children’s experiences shape their motivation and approaches to learning.
 vi. Play is an important vehicle for developing self-regulation and promoting
language, cognition, and social competence.
b. Have you looked at inclusion? Culture? Is it planned well?
i. For this activity, I will encourage the children to focus more on the area
they are from. That can be a different state or country. Nothing wrong if
they want to stay local but I would like for them to think about their
background. No one in my classroom is excluded. If someone has issues
writing, I will encourage another student to listen to them and write what
they are saying. If one of my students have mobility issues, I will be sure
to make the weather center wide enough for them to go around. If I have a
student who can’t see, I will be my best to learn braille. Not only braille
but sign language. I will personally teach myself to understand how every
student in my classroom communicates. As for my children, I will teach
them what I know. It’s harder to teach the children if they are not
interested.
ii. Hopefully, it is well planned out. I did my best in including many domains
in which will help the students grow within their learning. But as always
there is always room for improvement.