CENTER DESCRIPTION 1

This discovery center should take at least thirty minutes to complete. The center takes up

minimal classroom space, so I plan to leave it in the classroom until I noticed the students are no

longer interested in the center, or until all students are masters of the center. Most of the

materials are attached to the back of the poster when not in use, to save space. The center would

be used during a unit on weather. The students will practice their vocabulary words, sort images

of weather into the correct weather category, and complete a word search. This center was

created for a first-grade classroom. This center is created based on the student’s prior knowledge

of centers in the classroom. All directions will be provided in images/ paper form.

When it comes time to get into groups, names will be selected at random. The teacher

will put up to five students at the center. There will be enough material for each of the students to

have their own (their own flashcards to match, their own images to separate, their own weather

categories, and their own word search. There will be one set of directions, in which the students

would take turns reading/ or they can read them aloud when they reach each step.

Once the students go to the discovery center, they will be able to see their “I can

statements” jumping out at them from the whiteboard. The materials will be placed in different

piles directly in front of the whiteboard. There will be a binder with all the necessary written

materials (including directions and self-check sheets). The directions will also include images so

the students can read and see what they are supposed to do. All materials will be cut prior to the

integration of the center to save time.

The directions for this center are as followed. First, “read your I can statements as a

group”. This is where the students will help each other sound out their statements. After that,

they “pull out the vocabulary flashcards”. Next, “match the definition with the correct word”.

Then, “find the self-check answer sheet”. Next, “self-check your answers”. Following this, the
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students will start working on their sorting activity. They will “take out the images”, and then

“take out the category templates”. They will also “take out the glue stick”. Then, they will “glue

the images to the correct template”. There will be three images per weather category. Then, they

will “find the self-check sheets for the categories”. After this, the students will “self-check their

category sheets”. After, the students will “complete the word search”. Once they finished each of

the activities, they will “clean up the center”. With the self-check-in place, I will be able to

quickly gaze at their completed work after the center time. They will take their completed sheets

home with them.

Additional Information:
STANDARDS/ I can statements

I can identify different features of weather through images.

I can sort different images of weather into the appropriate category.

I can use glue papers together.

I can match words with their meanings.

Vocabulary Words

Rainy – Drops of water that form in clouds and fall from the sky.

Stormy – Rainy, windy, lightning.

Cloudy – The sky is covered by clouds.

Sunny – Bright from the sun in the sky.

Windy- Breeze through the air.

Snowy – Cold, covered with snow.

Example of wordsearch:
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Words to find:

RAINY SUNNY

CLOUDY WINDY

STORMY SNOW

EXAMPLE OF A COMPLETED CATEGORY SHEET:

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Directions:
1. Read your I can statements! 😊

2. Pull out your vocabulary cards.

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3. Match the definition with the correct word.

4. When done, self-check your answers. (BEHIND DIRECTIONS)

5. Move onto to the sorting activity.

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6. Take out the images.

7. Take out the category sheets.

8. Take out your glue stick.

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9. Glue images to the correct sheet.

10.Self-check your answers. (BEHIND VOCAB ANSWER SHEET)

11. Take out the wordsearch.

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12. Complete the word search.

13. Check word search answers.

14. Clean up your center.