1 - Austin ISD



Grade K Weather TEKS K.8A Lesson 32209800 Rain WatchingEssential QuestionsWhat makes our planet unique?Why does everything in our solar system center around our Sun?How do the patterns and cycles of the Earth, Moon, and Sun system affect us?What do patterns of change tell us?Enduring UnderstandingsOur planet is unique in that it has water and supports life.Earth’s Sun drives many of our cycles on Earth.We can observe, describe and record objects and patterns in our sky and on Earth.Patterns on Earth and in the sky are caused by interactions of the Sun, Earth, and Moon and can be used to make predictions.Intended Learning OutcomesStudents predict, observe, record, and describe the weather.Students describe the patters they observe in the weather.Students observe, describe, and illustrate weather conditions such as the clouds, wind, sun, and rain.TEKSK.8: Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:K.8A: observe and describe weather changes from day to day and over seasonsVocabularycloudy / nublado snowy / nevoso,weather / climawindy / ventosoweather conditions / condiciones del clima rainy / lluviososunny / soleadopredicting / predecirobserve/ observarLanguage ObjectivesSpeak using the lesson vocabulary words about weather patterns.Show comprehension of text/graphic sources about weather patterns through inferential skills.ELPS:3D: Speak using grade level content area vocabulary I context to internalize new English words and build academic language proficiency.4J: Demonstrate English comprehension and expand reading skills by employing inferential sills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources and finding supporting text evidence commensurate with content area needs.College and Career Readiness Standards:Identify patterns or departures from patterns among data.Present analyzed data and communicate findings in a variety of formats.21st Century Skills:ENVIRONMENTAL LITERACY—Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems. USE SYSTEM THINKING—analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.Prior Learning:We can observe the natural world using our senses.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…Teacher Management (1 day)Materials (per group of 4)Day 1Materials (per class)1 large bowl or glass jarPlate or metal cookie sheetIceWater(Optional: Spray bottle to demo drizzle, Styrofoam cup to demo rain)Safety ConsiderationsDuring the water cycle/rain demos, make sure the hot water does not touch a student. When students make their own model, make sure water is not hot enough to hurt a student.Advanced Teacher PrepMake ice cubes. Place a metal plate or metal cookie sheet in the freezer overnight.Anchors of SupportWater Cycle sheetLiteracy ResourcesLet It Rain by Maryann Cocca-LefflerDown Comes the Rain (Let's-Read-and-Find... Science 2) by Franklyn M. Branley and James Graham Hale The Rain Came Down by David ShannonCloudette by Tom LichtenheldRain by Rozanne WilliamsA Drop of Water by Walter WickA Raindrops’ Journey by Mark GraberTechnology ResourcesUnited Streaming Video: Clouds, Weather, and Life (review from previous lesson) Water Cycle DiagramWater Cycle Song/PowerPoint for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesHMH leveled books TE p.204Big Book of Science Vocabulary p.17Student Edition, pp. 79-84Inquiry Flipchart, p. 14Assessment guide, p. AG 55Big Book of Science Songs and Rhymes, ppl 14, 16Science Songs CD, track 10Picture Sorting Cards 5m 55-58HMH leveled books TE p.204Background Information for TeacherPrecipitation occurs when so much water has condensed that the air cannot hold it anymore.? The clouds get heavy and water falls back to the Earth in the form of rain, hail, sleet or snow. MisconceptionsStudents may not realize that weather is different in different parts of the country and of the world. They may even think that the weather in Austin is the weather everyone else in the world is experiencing. If you notice this misconception amongst your students, you may wish to bring in newspaper clippings or record what weather is like in different parts of the world using a globe or large map. Probing QuestionsHow is rain formed? ?Cómo se forma la lluvia?Where does the water come from when it rains? ?De dónde viene el agua cuando llueve?Where does the water in the clouds come from? ?De dónde viene el agua que está en las nubes?Where does the water in the oceans, rivers, lakes, and streams come from? ?De dónde viene el agua de los océanos, ríos, lagos y arroyos?Why is rain important? ?Por qué es importante la lluvia?How do we measure rainfall??Cómo medimos la precipitación de lluvia?Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher. Arch of Lessons Kindergarten (45 Minute Lessons)Day 1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.Engage: (25 minutes)-33909081280Ask students, “Who can tell me what clouds are?” (Clouds are tiny drops of water or ice that float in the air.) Say, “Today we are going to learn how clouds change and become rain water. Let's think about times when it has rained. Can you name some things that happen before it rains? (Guide children to recall how the sky gets darker; it might get windy or colder; there may be distant thunder, etc.) Tell students, “We know that clouds change in color, size, and shape. Dark, thick clouds usually signal rain. Remember clouds are made up of tiny drops of water. Many tiny drops make large drops. The large drops are too heavy to float in the air. So, the drops fall from the clouds. They fall to the Earth as rain.” Ask students, “What do you think happens to the rain that falls on the Earth?” (Allow children to speculate.) Tell students, “Rain soaks into the Earth. It fills up the lakes and streams and helps the plants grow. Rain can fall in fine droplets (called a mist or drizzle). It can come down in a light shower, or it can pour down hard. Draw pictures for students to show these types of rain.” Use a water spray bottle to show what drizzle looks like. Use a Styrofoam cup with holes punched in the bottom to show rain. Make It Rain: Teacher Demo only! Place boiling water in a large bowl or wide-mouthed jar. Place ice cubes on a plate or metal cookie sheet that has been placed in the freezer overnight. Allow to sit for a few minutes. Lift off the plate to show students the condensation on the underside of the plate or cookie sheet. Shake the “rain” over the heads of the students to simulate rain.Discuss the video from the previous Weather Watching lesson and draw a simple diagram of the water cycle for students to see how this model of the rain cycle helps them to understand how rain is created. Explain: (20 min.)Dual Language Activity 1Show the Water Cycle Song/PowerPointUse the diagram (Animate Water Cycle Diagram) or other pictures to help students walk through the process of the water cycle. Have students draw how rain is formed in their Science Notebooks. Students then pair-share their picture with a classmate and tell how rain is made. (Have students change partners, show their picture, and share with a new partner.) OrWorking in cooperative groups, have students act out the water cycle. Provide each group with a set of vocabulary cards (evaporation, water vapor, condensation, precipitation, sun/heat, water source--lake, ocean, puddle). Students create a skit to show the water cycle using their vocabulary cards. Evaluate: Ask, “Where did the water in the sky come from? What happened when it gets cold? What makes the clouds? How does it fall down from the sky as rain? How does it change from water vapor in the air to rain or snow?”Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.DifferentiationELL: Provide a word bank/word list to assist students. Work with partners to create pictures to go with the word list to help understand and remember the meaning of each word.SPED: Set up an interactive bulletin board or desk copies with the pictures of the water cycle below. Have the correct vocabulary on sentence strips with tape or Velcro on the back for students to place at the appropriate place. Students work with small groups to place the correct vocabulary at each part of the picture. They tell what is happening and what the scientific term is to describe that process. Enrichment: Have students write the story of a raindrop. Design/create props. Act out the story with partners.26803353431540El Ciclo del Agua00El Ciclo del Agua-628652540 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download