Project GLAD
Project GLAD
Beaverton School District
Weather Grade 2
IDEA Pages
I. Unit theme:
• Weather is ever changing.
• Weather is caused by physical changes on our planet.
• Weather affects living things.
II. Focus and Motivation
• Big Book
• Observation Charts
• Poetry/Chants
• Realia: thermometer, rain gauge, anemometer, wind gauge, wind sock, weather vane, barometer, hygrometer, lightening machine, tiny tornado, prism, assorted weather related clothing accessories.
• Weather video
• Read aloud
• Inquiry Charts
. Closure
• Process charts/learning
• Add to living walls
• Personal Exploration
• Evaluation of week; letter home
• Present expert information in multiple intelligences
• Ongoing assessment - logs/journals
IV. Concepts:
HISTORY/ SOCIAL SCIENCE
• Aspects of culture develop based on the climate of a region.
• Radical weather patterns have created disasters for man/the natural world throughout history.
• Humans and animals adapt to the weather found in their region of the world.
SCIENCE
• Weather is caused by changes occurring in the atmosphere of the Earth.
• Weather is manifested on a continuum of severity.
• The water cycle is a cause of weather.
• The sun gives off energy that warms the Earth.
• There are many types of cloud formations.
• Precipitation has numerous forms.
• Wind is created and affects life.
• We use many types of tools to measure the weather.
LITERATURE
Weather has effects on characters in literature.
V. Vocabulary
water cycle droplet form
evaporation crystal anemometer
condensation thunder thermometer
precipitation lightening bolt barometer
moisture atmosphere climate
ice temperature humidity
hail freeze cumulus
cloud blizzard nimbus
rain wind chill cirrus
sleet rainbow starts
snow vapor radar
fog drought prism
wind flood hailstone
hurricane meteorologist storm
tornado prediction lightening chain
lightening rod forecast weather vane
windmill windsock tilt
VI. Oral Language/Writing/Literature Skills
See attached Oregon Benchmarks
VII. Math/Social Studies Skills
See attached Oregon Benchmarks
VIII. Resources and Materials - Non-Fiction
Research Library
Fiction
Louise Gay, Marie-Stella Queen of The Snow
Hall ETS, Marie-Gilberto and The Wind
G. Shaw, Charles-It Looked Like Spilt Milk
Spier's, Peter-Rain
Barrett, Judi-Cloudy With a Chance of Meatballs
Barrett, Judi-Cloudy With a Chance of Meatballs
Steig, William-Brave Irene
Click magazine, 2002
Click magazine, 2002
Click magazine, 2002
Click magazine, 2002
Polacco, Patricia - Thunder Cake
Krauss, Ruth - The Happy Day
Seuling, Barbara - Winter Lullaby
Disney book - Where do rainbows end?
Dorros, Arthur - Feel de Wind
Tekavec, Heather - Storm is Coming
Hoberman, Mary Ann - Right Outside My Window
Gerstein, Mordicai - The Story of May
Singer, Marilyn - On the Same Day in March
Dorros, Arthur - Feel the Wind
Steig William - Amos & Boris
Branley, Franklyn M. - Snow is Falling
london Jonathan - Froggy Gets Dressed
Tomkins, Jasper - Nimby An Extraordinary Cloud Who Meets a Remarkable Friend
Ryan, Cheryl - Drier than a Bone
Ford, Miela - What Color WasThe Sky today?
Dunbar, Joyce - The Spring Rabbit
Non Fiction
Hopping, Lorraine Jean- Tornadoes
Malone, Pat- Wind Power
Miranda, Anne- My Climate
Sharp, Katie- Rain, Snow, and Hail
Watt, Fiona- Weather & Climate
Ashwell, Miranda- What is Weather? Rain
Ashwell, Miranda- What is Weather? Snow
Ashwell, Miranda- What is Weather? Sunshine
Ashwell, Miranda- What is Weather? Watching the Weather
Ashwell. Miranda- What is weather? Wind
Billings, Henry- True Tales of Howling Winds
Discovery Channel: An Explore Your World Handbook- Weather
Ling, Stanley-Reading Safari Xtreme Weather (2)
Allaby, Michael- How the Weather Works
Saunders-Smith, Gail- Sunshine
Saunders-Smith, Gail- Rain
Saunders-Smith, Gail- Clouds
Saunders-Smith, Gail-Lightning
Berger, Melvin- Wild Weather
Holl, Bob- The Reading Safari Encyclofact
Biddulph, Fred and Jeanne- Hot and Cold Weather
Biddulph, Fred and jeanne- Wind and Storms
Coffey, Michele- It's a Blizzard!
Kalinowski, Delphine- The Weather Report
Cutting, Brian and Jullian- Keeping Warm! Keeping Cool!
Cutting, Brian and Jullian- Getting Cold! Getting Hot!
Cutting, Brian and Jullian- Warming Up! and Cooling Off!
Burke, Jennifer S.- Hot Days
Burke, Jennifer S.- Cloudy Days
Burke, Jennifer S.- Sunny Days
Burke, Jennifer S.- Rainy Days
Burke, Jennifer S.- Windy Days
Burke, Jennifer S.- Cold Days
Mendell, Muriel- Simple Weather Experiments With Everyday Materials
McGough, Kate- When a Storm Comes
Woolley, Marilyn- When the Rain Comes
White, matt- Storm Chasers
Wong, George- Weather in the City
Park, Brenda- The Wind
Mangieri Catherine C.-Learning About Rain
Simon, Seymour- Storms
Buckley, Marvin- Weather Today
Weber, Rebecca- Winter
Fink, Jacob- Watch the Sky
Morrison, Rob- Flows and Quakes and Spining Winds
Sweeney Jacqueline-Cold and Hot
Sweeney Jacqueline- Frio y calor
Braidich Shelby- Learning About Clouds
Wong, George- Weather in the City
Weldon Owen PTY-Weather Watching(6)
Weldon Owen PTY-Rain Or Shine
Osborne Scince and Experiment- The Power of Nature
Kramer Stephen- Lightning
McGuffee Michael- Chasing Tornadoes
Kid's Discover- Hurricanes (7)
The Mgic School bus- Wet All Over
The Magic school bus- Inside a Hurricane
Branley Franklyn- Down Comes The Rain
Berger Melvin- Can It Rain Cats and dogs?
Taylor Barbara- Weather and Climate
Prentice Hall Science Explorer- Weather and Climate
Foss Science Stories- Measurement
Biblioteca Visual Altea- la atmosfera y el tiempo
Graham Ada- Changes Everywhere
Life Nature Library- The Earth
Fowler Allan- How Do you Know It's Summer
Branley Franklyn M.-Flash, Crash, Rumble, and Roll
Nowak Jennifer- Hurricanes and Topical Storms
Buckley Marvin- Weather Today
Gibbons Gail- Weather Forcasting
Resources and Materials - Poetry
Schaefer, Lola M. - This is the Rain
Hopkins, Lee Bennett - Weather: Poems For All Seasons
Zolotow, Charlotte - Seasons: A Book of Poems
Kennedy, Dorothy - Talking Like The Rain: A Read-to-Me Book of Poems
Teacher Resources
Foss Kit
Foss Science Stories
The Learning Channnel Elementary School - Dynamic Earth
Globe Fearon - Janus Earth Science
Lumpkin, Beatrice - Multicultural Science and Math Connections
Kepler, Lynne - Windowsill Science Centers
Amery, Heather - The Know How Book of Experiments
Kenda, Margaret - Science Wizardry for Kids
Project GLAD
Beaverton School District
Weather Unit Planning Pages
I. Focus/Motivation
• Big Book What is the Weather?
• Inquiry Chart
• Observation Charts
• Weather Realia
• Meteorologist awards, thermometers
• Poetry Chants
• Realia
• Video
II. Input
• Meteorologist Input chart
• Narrative Input - Felix
• Cloud Formation Input Chart
• Read aloud: Fiction book about weather
• ABC Chart of weather terms
• Water Cycle Input Chart
III. Guided Oral Practice
• T-Chart for cooperation
• Picture File Cards - Sort weather events into categories:
likely, unlikely, certain
• Poetry/Chants
• Sentence Patterning Chart - weather
• Process Grid - See attached
• Variety of discussion/exploration groups, primary language and heterogeneous
• Ongoing processing of charts
• Cognitive Dictionary to process signal word
• 10/2 for connecting with content
• Vocabulary and picture matching on Input charts
IV. Reading and Writing
A. Total class modeling
• Shared reading
• Group Frame
• Expository, based on process grid
• Poetry based on poetry frame
• Narrative based on Narrative Input, read aloud, independent reading
• Done in primary language and English
B. Small group - Cooperative Tasks - Variety of groupings: Flexible; Heterogeneous; Need; Choice
• Focused reading
• Shared, guided and flexible group reading
• Interactive Reading
• Strip paragraphs
• Oral Book Sharing
• Flip Chants
• Strip Books
• Ear to Ear Reading
• Mind Mapping
• Big Books
• Reader’s Theater
• Buddy Journals
• Team Coop Strip Paragraphs
C. Individual Activities
• Silent Sustained Reading
• Mind Mapping
• Interactive Journals
• Learning Logs
• Reader’s Workshop
• Individual Coop Strip Paragraphs
D. Writer’s Workshop
• Choices
• Conferencing
• Author’s Chair
- nudges
- questioning/listening
V. EXTENDED ACTIVITIES FOR INTEGRATION
• Music
• Art
• Foss Kit Experiments and explorations
• Graphing of weather
VI. CLOSURE
• Personal Exploration
• Team Exploration
• Portfolios/Conferences
• Process Charts and Learning
GLAD UNIT - Grade 1
“Economic Choices”
Oregon State Standards
READING
CCG
Recognize, pronounce and know the meaning of words in text.
Content Standards
Recognize, pronounce and know the meaning of words in text by using phonics, language structure, contextual clues, and visual clues.
Benchmarks
Read accurately by using phonics, language structure, word meaning, and visual cues.
Read orally with natural phrasing, expressive interpretation, flow, and pace.
Determine meanings of words using contextual clues and illustration.
Students will:
• use context clues to choose the correct meaning for given words on the state assessment.
• use knowledge of common words in their compound or plural forms to help determine the
meaning of words in the passage.
• use illustrations such as picture, charts, graphs, or diagrams to determine the meaning of words,
in the passage.
CCG
Use a variety of reading strategies to increase comprehension and learning.
Content Standards
Locate information and clarify meaning by skimming, scanning, close reading and other reading strategies.
Benchmarks
Locate information and clarify meaning by using illustrations, table of contents, glossaries, indexes, headings, graphs, charts, diagrams and/or tables.
Students will:
• use table of contents and indexes to locate specific information.
• use information in illustrations, graphs, and diagrams to help understand a reading passage.
• use a glossary to locate words to help clarify word meaning.
CCG
Increase word knowledge through systematic vocabulary development.
Content Standards
Demonstrate literal comprehension of a variety of printed materials.
Benchmarks
Retell, summarize, or identify sequence of events, main ideas, facts, and opinions in
literacy and informative selections.
Students will identify or summarize:
• the order of events or a specific event from a sequence of events.
• a statement or sentence indicating the main idea of the selection.
• directly stated facts; information from charts/graphs; names of characters, places, or things in
the selection; special circumstances relevant to the story.
• directly stated opinions.
CCG
Demonstrate inferential comprehension of a variety of printed materials.
Benchmarks
Identify cause and effect relationships and make simple predictions.
Students will:
• identify implicit cause and effect relationships.
• predict probable future outcomes or actions.
• infer the main idea of a selection when it is not explicitly stated.
• identify unstated reasons for actions based on explicitly stated information in the passage.
CCG
Demonstrate evaluative comprehension of a variety of printed materials.
Connect reading selections to other texts, experience, issued, and events.
Read for enjoyment and information.
Benchmarks
Analyze and evaluate information and form conclusions.
Students will draw conclusions about:
• author’s motivation or purpose.
• whether portions of the text are facts or opinions.
• identify which definition of a literary form fits the passage read.
LITERATURE
CCG
Read a variety of literary forms of varying complexity from a variety of cultures and time periods.
Content Standards
Read a variety of selections and recognize distinguishing characteristics of various
literary forms.
Benchmarks
Students will:
• identify a story poem, play, or a nonfiction selection.
• identify which definition of a literary form fits the passage read.
• identifies characteristics of a given form.
CCG
Evaluate how the form of a literary work and the use of literary elements and devices (setting, plot, theme, character, word choice, point of view, tone, language) contribute to the work’s message and impact. Analyze the development and treatment of themes in a literary work.
Content Standards
Analyze the author’s ideas, techniques and methods and make supported interpretations of the selection.
Benchmarks
Identify character, plot, and setting in a literary selection.
Students will:
• identify main and supporting characters.
• identify events important to the development of the plot.
• identify setting, including place and time period of a story.
• differentiate among the literary elements of plot, character, and setting.
WRITING
CCG
Communicate knowledge of the topic, including relevant examples, facts, anecdotes and details appropriate to topic, audience and purpose.
Content Standards
Communicate knowledge of the topic, including relevant examples, facts, anecdotes and details.
Benchmarks
Convey main ideas with some details.
Students will:
• include an identifiable purpose and main idea in their writing.
• use some supporting details.
CCG
Structure information in clear sequence, making connections and transitions among ideas, sentences and paragraphs.
Benchmarks
Structure writing by developing a beginning, middle and end supported by some
transitions.
Students will:
• develop an identifiable beginning, middle, and end.
• sequence events.
• use some transitions
CCG
Express ideas in an engaging and credible way appropriate to audience and purpose.
Develop flow and rhythm of sentences.
Content Standards
Use varied sentence structures and lengths to enhance flow, rhythm, and meaning in writing.
CCG
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources.
Content Standards
Use correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, and other writing conventions.
Benchmarks
Demonstrate some control of correct spelling, grammar, punctuation and capitalization.
Students will:
• correctly spell words appropriate to benchmark level.
• limit use of phonetic spelling to uncommon or difficult words.
• use correct subject-verb agreement in simple sentences.
• use correct end of sentence punctuation.
• correct place commas in dates and in a series.
• correctly capitalize sentence beginnings, proper nouns, titles, and the pronoun “I.”
CCG
Use a variety of modes in appropriate context.
Content Standards
Use a variety of modes and written forms to express ideas.
CCG
Use a variety of written forms to express ideas appropriate to audience and purpose.
Use multi-step writing process to express ideas.
Reflect upon and evaluate own writing.
COMMUNICATION
CCG
Demonstrate control of eye contact and speaking rate.
Content Standards
Use eye contact, speaking rate to communicate ideas effectively when speaking.
Benchmarks
Demonstrate some control of eye contact and speak at an appropriate rate and
volume.
MATHEMATICS
Units and Tools
CCG
Determine and use appropriate standard and nonstandard units and tools of measurement to measure.
Content Standards
Determine appropriate units, tools, and techniques to measure.
Benchmarks
Select the appropriate units and tools to measure volume and temperature.
Students will choose the most appropriate tool and unit of measurement for common, everyday
objects including:
• length
• volume (capacity)
• temperature-degrees Fahrenheit, degrees Celsius.
Estimation
CCG
Use estimation to solve problems and check the accuracy of solutions.
Benchmarks
Estimate solutions to problems and determine if the solutions are accurate and reasonable.
Students will round one, two, or three digit whole numbers to the nearest 10, 100, and 1000 for
addition and subtraction. This includes real world examples up to $100, to the nearest $1 and
$10.
Direct Measurement
CCG
Describe, estimate, and use measures of time and money. Read and interpret
various scales (number lines, graphs, maps).
Content Standards
Apply direct methods of measurement in U.S. customary and other systems.
Probability
CCG
Generate, compare, and analyze data to draw inferences and make predictions, using experimental and theoretical probability.
Content Standards
Determine the probability that an event will occur.
Benchmarks
Use concepts of probability such as likely, unlikely, and certain.
Students will determine probabilities using coins.
Statistics
CCG
Formulate hypotheses, design and conduct experiments using appropriate technology, draw conclusions based on data, and communicate results.
Content Standards
Carry out and describe experiments.
Benchmarks
Carry out simple experiments and simulations and compare the predicted and actual outcomes.
Interpretation of Data
CCG
Read, construct, and interpret displays of data.
Content Standards
Create charts, tables, and graphs to summarize data.
Benchmarks
Collect, organize, display, and describe simple data using charts, tables, bar graphs
and line graphs.
Students will interpret data from charts or tables with 5 or fewer entries. Data will be limited to:
• whole numbers through 200
• whole dollar amounts up to $100
Representations of Mathematical Relationships
CCG
Recognize, create, extend, and reproduce patterns and functions to describe problems.
Content Standards
Represent and describe relationships between two quantities using words, pictures,
symbols, and/or manipulatives.
Represent how a change in one quantity can result in a change in another.
Benchmarks
Recognize, create, describe and extend numeric patterns.
Students will:
• recognize a mathematical relationship in a word problem.
• extend and/or generalize patterns to solve word problems.
• supply missing addends and factors in equations.
• generate monetary relationships with values under $10
Number Theory
CCG
Apply number theory concepts to represent numbers in various ways and demonstrate relationships among numbers.
Benchmarks
Use concepts of place value and grouping in whole number operation.
Students will apply:
• place values from hundredths (using money) to thousandths, inclusive.
• addition and subtraction of three digit numbers to assess regrouping skills.
• the concepts of odd and even numbers.
Computation
CCG
Read, write, and order real numbers.
Demonstrate conceptual meanings for addition, subtraction, multiplication, and division.
Select and use appropriate methods and tools for computing with numbers (e.g., mental calculation, paper and pencil, calculator, and computer).
Content Standards
Compute with whole numbers, fractions, decimals, and integers using paper and pencil, calculators, and computers.
Benchmarks
Compute with whole numbers, fractions, decimals, and integers using papers and
pencil, calculators, and computers.
Students will:
• order first through tenth, in numeric (1st) or word form (first).
• add three-digit whole numbers with regrouping.
• subtract three-digit whole numbers with regrouping.
• multiply single digit whole numbers.
• divide two-digit whole numbers by single-digit whole number with no remainder.
SCIENCE
Organisms
Content Standards
Describe the characteristics, structure, and functions of organisms.
Benchmarks
Describe the basic needs of living things.
Diversity/Interdependence
CCG
Understand the relationships among living things and between living things and their environment.
Content Standards
Describe and analyze adaptations.
Benchmarks
Identify how some animals gather and store food and find shelter.
Scientific Inquiry
CCG
Formulate and express scientific questions or hypotheses to be investigated.
Content Standards
Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.
Benchmarks
Make observations. Based on these observations, ask questions of form hypotheses, which can be explored through simple investigations.
CCG
Design safe and ethical scientific investigations to address questions or hypotheses.
Benchmarks
Plan a simple investigation.
CCG
Conduct procedures to collect, organize, and display scientific data.
Benchmarks
Collect data from an investigation.
Analyzing and interpreting Results
CCG
Analyze scientific information to develop and present conclusions.
Content Standards
Analyze scientific information to develop and present conclusions.
Benchmarks
Use the data collected from an investigation to explain the results.
SOCIAL STUDIES
Economics
CCG
Recognize that resources are limited.
Content Standards
Recognize the economic concept of scarcity.
Benchmarks
Understand that limited resources make economic choice necessary.
CCG
Apply economic concepts and principles to issues of personal finance.
Content Standards
Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.
Benchmarks
Identify ways of making money to buy a desired product and what it will cost in time and energy for each option.
GLADE UNIT - Grade 2
“Weather”
Oregon State Standards
READING
CCG
Recognize, pronounce and know the meaning of words in text.
Content Standards
Recognize, pronounce and know the meaning or words in text by using phonics,
language structure, contextual clues, and visual clues.
Benchmarks
Read accurately by using phonics, language structure, work meaning, and visual cues.
Read orally with natural phrasing, expressive interpretation, flow, and pace.
Determine meanings of words using contextual clues and illustrations.
Students will:
• use context clues to choose the correct meaning for given words on the state assessment.
• use knowledge of common words in their compound or plural forms to help determine the
meaning of words in the passage.
• use illustrations such as pictures, charts, graphs, or diagrams to determine the meaning of words
in the passage.
CCG
Use a variety of reading strategies to increase comprehension and learning.
Content Standards
Locate information and clarify meaning by skimming, scanning, close reading and other reading strategies.
Benchmarks
Locate information and clarify meaning by using illustrations, table of contents, glossaries, indexes, heading, graphs, charts, diagrams and/or tables.
Students will:
• use tables of contents and indexes to locate specific information.
• use information in illustrations, graphs, and diagrams to help understand a reading passage.
• use a glossary to locate words to help clarify word meaning.
CCG
Increase word knowledge through systematic vocabulary development.
Content Standards
Demonstrate literal comprehension of a variety of printed materials.
Benchmarks
Retell, summarize, or identify sequence of events, main ideas, facts, and opinions in
literacy and informative selections.
Students will identify or summarize:
• the order of events or a specific event from a sequence of events.
• a statement or sentence indicating the main idea of the selection.
• directly stated facts; information from charts/graphs; names of characters, places, or things in the
selection; special circumstances relevant to the story.
• directly stated opinions.
CCG
Demonstrate inferential comprehension of a variety of printed materials.
Benchmarks
identify cause and effect relationships and make simple predictions.
Students will:
• identify implicit cause and effect relationships.
• predict probable future outcomes or actions.
• infer the main idea of a selection when it is not explicitly stated.
• identify unstated reasons for actions based on explicitly stated information in the passage.
CCG
Demonstrate evaluative comprehension of a variety or printed materials.
Connect reading selections to other texts, experiences, issues, and events.
Read for enjoyment and information.
Benchmarks
Analyze and evaluate information and form conclusions.
Students will draw conclusions about:
• author’s motivation or purpose.
• whether portions of the text are facts or opinions.
• identify which definition of a literary form fits the passage read.
LITERATURE
CCG
Read a variety of literary forms of varying complexity from a variety of cultures and time periods.
Content Standards
Read a variety of selections and recognize distinguishing characteristics of various literary forms.
Benchmarks
Students will:
• identify a story poem, play, or a nonfiction selection.
• identify which definition of a literary from fits the passage read.
• identifies characteristics of a given form.
CCG
Evaluate how the form f a literary work and the use of literary elements and devices (setting, plot, theme, character, word choice, point of view, tone, language) contribute to the wok’s message and impact. Analyze the development and treatment of themes in a literary work.
Content Standards
Analyze the author’s ideas, techniques and methods and make supported interpretations of the selection.
Benchmarks
Identify character, plot, and setting in a literary selection.
Students will:
• identify main and supporting characters.
• identify events important to the development of the plot.
• identify setting, including place and time period of a story.
• differentiate among the literary elements of plot, character, and setting.
WRITING
CCG
Communicate knowledge of the topic, including relevant examples, facts, anecdotes and details appropriate to topic, audience and purpose.
Content Standards
Communicate knowledge of the topic, including relevant examples, facts, anecdotes and details.
Benchmarks
Convey main ideas with some details.
Students will:
• include an identifiable purpose and main idea in their writing.
• use some supporting details.
CCG
Structure information in clear sequence, making connections and transitions among ideas, sentences and paragraphs.
Benchmarks
Structure writing by developing a beginning, middle and end supported by some
transitions.
Students will:
• develop an identifiable beginning, middle, and end.
• sequence events.
• use some transitions.
CCG
Express ideas in an engaging and credible way appropriate to audience and purpose.
CCG
Develop flow and rhythm of sentences.
Content Standards
Use varied sentence structures and lengths to enhance flow, rhythm, and meaning in writing.
CCG
Demonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources.
Content Standards
Use correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, and other writing conventions.
Benchmarks
Demonstrate some control of correct spelling, grammar, punctuation, and capitalization.
Students will:
• correctly spell words appropriate to benchmark level.
• limit use of phonetic spelling to uncommon or difficult words.
• use correct subject-verb agreement in simple sentences.
• use correct end of sentence punctuation.
• correct place commas in dates and in a series.
• correctly capitalize sentence beginnings, proper nouns, titles, and the pronoun “I.”
CCG
Use a variety of modes in appropriate context.
Use a variety of written forms to express ideas appropriate to audience and purpose.
Use multi-step writing process to express ideas.
Reflect upon and evaluate own writing.
Content Standards
Use a variety of modes and written forms to express ideas.
COMMUNICATION
CCG
Demonstrate control of eye contact and speaking rate.
Content Standards
Use eye contact, speaking rate to communicate ideas effectively when speaking.
Benchmarks
Demonstrate some control of eye contact and speak at an appropriate rate and volume.
MATHEMATICS
Units and Tools
CCG
Determine and use appropriate standard and nonstandard units and tools of measurement to measure.
Content Standards
Determine appropriate units, tools, and techniques to measure.
Benchmarks
Select the appropriate units and tools to measure volume and temperature.
Students will choose the most appropriate tool and unit of measurement for common, everyday
objects including:
• length
• volume (capacity)
• temperature-degrees Fahrenheit, degrees Celsius.
Direct Measurement
CCG
Describe, estimate, and use measures of length, temperature and capacity.
Read and interpret various scales (number lines, graphs, maps).
Content Standards
Apply direct methods of measurement in metric and U.S. customary.
Benchmarks
Measure length and temperature using standard and nonstandard units of measurement.
Students will measure in:
• length
• temperature
Indirect Measurement
CCG
Measure quantities indirectly.
Content Standards
Apply indirect methods of measurement (estimates).
Benchmarks
Estimate measurements of length (and temperature)
Probability
CCG
Generate, compare, and analyze date to draw inferences and make predictions, using experimental and theoretical probability.
Content Standards
Determine the probability that an event will occur.
Benchmarks
Use concepts of probability such as likely, unlikely, and certain.
Students will determine probabilities using daily happenings such as a chance of rain.
Statistics
CCG
Formulate hypotheses, design and conduct experiments using appropriate technology, draw conclusions based on data, and communicate results.
Content Standards
Carry out and describe experiments.
Benchmarks
Carry out simple experiments and simulations and compare the predicted and actual outcomes.
Interpretation of Data
CCG
Read, construct, and interpret displays of data.
Content Standards
Create charts, tables, and graphs to summarize data.
Benchmarks
Collect, organize, display, and describe simple data using charts, tables, bar graphs, and line graphs.
SCIENCE
CCG
Understand structure and properties of matter.
Content Standards
Understand structure and properties of matter.
Benchmarks
Describe objects according to their physical properties.
CCG
Understand chemical and physical changes.
Content Standards
Describe and analyze chemical and physical changes.
Benchmarks
Describe changes that occur in matter.
CCG
Understand fundamental forces, their forms, and their effects on motion.
Content Standards
Describe fundamental forces and the motions resulting from them.
Benchmarks
Describe an object’s position and how to affect its movement.
Diversity/Interdependence
CCG
Understand the relationships among living things and between living things and their environment.
Content Standards
Explain and analyze the interdependence of organisms in their natural environment.
Benchmarks
Describe a habitat and the organisms that live there.
The Dynamic Earth
CCG
Understand changes occurring within the atmosphere of the Earth.
Content Standards
Explain and analyze changes occurring within the atmosphere.
Benchmarks
Identify daily and seasonal weather changes.
Scientific Inquiry
CCG
Formulate and express scientific questions or hypotheses to be investigated.
Content Standards
Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.
Benchmarks
Make observations. Based on these observations, ask questions of form hypotheses, which can be explored through simple investigations.
CCG
Design safe and ethical scientific investigations to address questions or hypotheses.
Benchmarks
Plan a simple investigation.
CCG
Conduct procedures to collect data.
Benchmarks
Collect data from an investigation.
Analyzing and Interpreting Results
CCG
Analyze scientific information to develop and present conclusions.
Content Standards
Analyze scientific information to develop and present conclusions.
Benchmarks
Use the data collected from an investigation to explain the results.
SOCIAL STUDIES
Geography
CCG
Use maps and other geographic tools and technologies to acquire, process, and report information from a spacial perspective.
Content Standards
Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and geographic representations.
Benchmarks
Understand the purpose of maps, globes and other geographic tools.
CCG
Understand how people and the environment are interrelated.
Benchmarks
Understand how peoples’ lives ar affected by the environment.
History
CCG
Interpret and reconstruct chronological relationships.
Content Standards
Understand and represent chronological relationships in history.
Benchmarks
Understand calendar time sequences and chronological sequences within narratives.
Project GLAD - Beaverton School District
Weather
Sample Daily Lesson Plan
Day 1
FOCUS/MOTIVATION
• Meteorologist Awards - reinforcements
• Big Book - What is the Weather?
• Observation Charts
• Inquiry Chart
• ABC Chart
• Realia
INPUT
• Meteorologist Input Chart
• 10/2
• Realia
GUIDED ORAL PRACTICE
• T-Graph for Cooperation
• Picture File Card Activity
• Meteorologist Boogaloo
• I Can Spell Chant
• Team Tasks
READING/WRITING
• Learning Log
• Home School Connection
• ABC Chart
• Read aloud
CLOSURE
• Process Charts
• Home School Connection
Day 2
FOCUS/MOTIVATION
• Signal Word - Cognitive Dictionary
• Process HSC
• Review Meteorologist Boogaloo - highlight key words
• Review Meteorologist Input Chart - use pictures and words
• Revisit Big Book
INPUT
• Narrative Input
• Water Cycle/ Clouds Input
GUIDED ORAL PRACTICE
• Chant - Wind Here, Wind There
• Process Grid
• Expert Groups
• Team Tasks
• Interactive Journals
READING/WRITING
• Flexible Reading Group
• Chants
• Interactive Journals
• Writer’s Workshop
CLOSURE
• Interactive Journals
Day 3
FOCUS/MOTIVATION
• Review Chant
• Signal Word - Cognitive Dictionary
• Interactive Journals
• Review Water cycle/ Cloud Input
INPUT
• Model Story Map
GUIDED ORAL PRACTICE
• Chants - “Here, There” and “Spelling Chant”
• Sentence Patterning Chart
• Team Tasks
READING/WRITING
• Interactive Journals
• Cooperative Strip Paragraph
• Flexible Reading Group
• Expert Group Reading
• Chants
CLOSURE
• “Spelling Chant” to line up
Day 4
FOCUS/MOTIVATION
• Review Chant
• Signal Word
• Review Narrative Input
INPUT
• Model Mind Map
• Flip and Rip Organizer
GUIDED ORAL PRACTICE
• Team Tasks
• Reflection of Team Tasks
READING/WRITING
• Ear to Ear Reading of Poetry Books
• Writer’s Workshop
• Team Tasks
• Flexible Group Reading
• Chants
CLOSURE
• Process all Charts
• Reflect on Unit
What is the Weather?
Big Book text- Skia 48
What is the weather, tell me, what is the weather?
The weather is the activity in the air of the troposphere, the layer of air closest to the Earth. All of the weather - rain, snow, thunder and lightning, wind, clouds, and temperature changes are created in the air of the troposphere. Six miles above the Earth there is not much weather because there is not much air.
That’s what the weather is - YES -that’s what the weather is.
Where is the rain before it falls, tell me, where is the rain before it falls?
It’s in the clouds!
Rain forms there when warm, moist air, called water vapor, rises from the ground. This process is called evaporation. As the vapor rises, it cools and forms tiny water droplets. This process is called condensation. The drops join together around a tiny bit of dust to become raindrops. When they get too heavy, they fall as rain.
That’s where the rain is before it falls- YES- that’s where the rain is before it falls.
What is snow made of, tell me, what is snow made of?
Snow is made of crystals of ice. Water vapor, or wet air in clouds, freezes into ice crystals. If it is cold enough, the crystals will fall as soft, white flakes we call snow. Every snowflake has six sides, but you’ll never find two that are exactly alike! Like every raindrop, each snow crystal forms around a tiny bit of dust.
That’s what snow is made of- BRRRR - that’s what snow is made of.
Why do clouds have different shapes and colors, tell me, why do clouds have different shapes and colors?
Clouds form in different ways. Cumulus clouds form when warm moist air rises quickly from the ground and is cooled fast. They are white and fluffy. Cirrus clouds form so high in the sky that they contain only ice crystals. They are light and wispy. Stratus clouds form low in the sky and are gray and flat. They may produce drizzle.
That’s why clouds have different shapes and colors- YES- that’s why clouds have different shapes and colors.
What is wind, tell me, what is wind?
Wind is moving air. Air rises when it is warm. Then air from other places moves over the land or sea to replace the rising air. This air movement creates wind. Winds blows in all directions, but it always blows from cold areas to warm areas. Wind can be helpful, but when it gets too strong it can be dangerous.
That’s what wind is --WOOOSH!---that’s what wind is!
What are thunder and lightning, tell me, what are thunder and lightning?
Thunder and lightning are the sounds and sights of an electrical storm. Strong movement inside a thundercloud throws the crystals and water drops around and smashes them together. This strong movement fills the crystals and water drops with electricity, which shoots through the cloud or flashes to the ground as lightning. The air is so hot it pops like a bursting balloon, making thunder.
That’s what thunder and lightning are---BOOM!--that’s what thunder and lightning are.
Why does the temperature keep changing , tell me, why does the temperature keep changing?
The sun heats the Earth unevenly. When our part of the Earth is tilted toward the sun, we get more heat and it is summer. When our part of the Earth tilts away from the sun, we get less heat and it is winter. Air also makes the temperature change. When air moves from where it is cold to where it is warm, the moving air creates winds that make the weather change.
That’s why the temperature keeps changing - YES - that’s why the temperature keeps changing.
Meteorologist Input Chart
What is a meteorologist?
• person who studies the weather
• uses lots of tools and technology to collect information to help predict the weather= forecast to help us make decisions~ what to wear, how to drive, find out if your game is canceled, or if there is going to be a big storm
• way above the earth, satellites orbit and beam back weather patterns
• Doppler Radar shoots out beams into clouds that bounce back to antennas, which are shown on computers- this tracks storms
• planes (that can fly directly into storms) and weather balloons (the long tails have radiosondes that transmit info back) are sent into the sky every day to take measurements of the temp, wind speeds, humidity and air pressure
• weather stations in almost every country of the world share information
Wind
• Anemometer measures Wind speed
weather vane, or wind sock shows the direction of the wind
Precipitation
• A rain gauge measures how much rain falls in inches
* pine cones tells us rain is on the way because they close up!
• snow is measured by poles measured off in feet and inches
Temperature
• is measured by a thermometer
Lightning
• a lightning bolt lasts only 1/10 of a second, but it has enough power to light up all of New York City
• lightning ignites half of all US forest fires
• 100 lightning strikes Earth every second Empire State Bldg in NYC struck by lightning 23X/year
• To find out how many miles away lightning is, after you see it, count the seconds- 1-Mississippi, 2-Mississippi, 3-Mississipi-until you hear the thunder. Divide the total by 5
Air Pressure
• measured by a barometer
• when air pressure rises, there will be fair weather
• when air pressure falls, stormy weather is on the way
Hygrometer
• measures the amount of moisture in the air (warm air holds more water than cold)
Day 2 Processing
• Worst hurricane in US- 1900 Galveston, TX
- killed between 8,000-12,000 people
- in 1969 hurricane Camille had 200 mph wind speeds, a category 5 storm, killed 256 and caused $1.4 billion dollars in damages
• 1999 super cell tornado had 318 mph winds- Tornado alley in Kansas/Tx- i mile wide
• snowiest- one month’s snowfall in Tamarack, CA= 390 inches
• wettest- one month’s rainfall in Kukui, Hawaii= 460 inches
• worst flood- 1889 Jonestown, PA dam burst 2,209 died
• worst drought- Fall 95-Summer 96 Tx/OK $40 billion in damages
• worst hailstorm- (2.25 lb hail in Bangladesh. 92 killed! 1986)
-in USA 1970 17.5 inches, Kansas
- biggest hailstone 2 lbs. 17” around- bigger than a softball
• hottest- Death Valley, CA 134 degrees Fahrenheit
• coldest- Prospect Creek Camp, Alaska -80 degrees Fahrenheit
Narrative Input
Adapted from: Letters From Felix, A Little Rabbit on a World Tour, by Ingrid Huber
Felix pictures copied onto weather pictures
Font: Skia Size: 27
Dear Sophie,
Oh, Sophie, Sophie... I got lost in the airport, but please don’t worry about me! I got in the wrong line and boarded an airplane and it flew away from Portland! In fact, we flew through a terrible lightning storm.
Sophie, you should have seen it, there was chain lightning shooting from the clouds to the ground in crooked lines. The main bolts broke into smaller bolts!I got really scared when the lightning heated the air and created thunder. I almost fell off the plane. This is really too dangerous - you know lightning is made from electricity!
I’ll Write Again,
Your Pal Felix
Dear Sophie,
Phew! I made it through the terrible thunder and lightning storm and all the way to Paris, France. You won’t believe it - they were having a hailstorm when we landed! Strong winds had carried water drops up to the top of the clouds where it is very cold. The water drops froze into little balls of ice, which got bigger as the wind blew them up and down inside the clouds. They must have gotten really heavy because they fell from the clouds as hailstones.
Mon nouvel ami, Jacques, is holding the hailstones in his hands so you can see them up close. The hail has made the ground quite slippery, but I am determined to get to the Eiffel Tower before I hop on the next plane.
A Bientot,
Felix
Dear Sophie,
Here I am in London, England! I was trying to get home, but London is so close to Paris I couldn’t resist a look. The weather here is like Portland, it won’t stop raining! The sky is gray and there is either mist, when it FEELS wet, but the drops of water in the air are too small to see, or it just plain rains.
I learned from the palace guard that rain is part of the water cycle. Water evaporates, rises in the air and condenses to make clouds. Then the rain falls from the clouds and the whole thing happens all over again.
I miss you,
Felix
Dear Sophie,
Since Scotland is practically right next to England I couldn’t resist treating myself to a round of golf. Sophie, it took me forever to play because the fog on the golf course made it tricky to find my ball. I lost 10 balls!
My golf partner told me that fog is a cloud that forms close to the ground when the ground is cold. When the air is warmed by the sun, the fog lifts, or goes away. Well, the sun must have been behind heavy clouds, because the fog didn’t lift all morning.
I bet my plane won’t take off until the fog lifts. The pilot won’t be able to see! I’m off to look for better weather.
Yours truly,
Felix
Dear Sophie,
It’s flooding in India! If I had my rain gauge it would be overflowing.
Did you know that in India they go months without rain and everything becomes hot and dusty? After many dry months the rain comes and falls heavily for the next several months. The rivers and lakes cannot hold all the water, so it floods. Fast-flowing floodwater can be dangerous and sweep away anything in its path.
The cycle of dry and wet weather happens at the same time every year in India. Even though it’s flooding, the people here are happy now because they can use the rainwater to grow their food.
Deep in water,
Felix
Dear Sophie,
What a nice change...I’m in the Sahara Desert! No rain, no hail, no fog, no floods, just sand and hot sun. Did you know this is the sunniest place on earth? The sun shines for 4300 hours a year. That’s about 12 hours a day!
It’s so hot here in Egypt that when the men ride camels they cover themselves with loose white clothing to reflect the heat and protect themselves from the sun. What is really unbelievable is that the nights here can be freezing. Since there are no clouds to hold in the heat, the heat escapes back into the atmosphere after the sun goes down.
Ooops, my camel’s off again.
Gotta run,
Felix
Dear Sophie,
I made it out of Antarctica, but I landed in a blizzard not too far away in Bariloche, Argentina. They say it’s like Switzerland here. Imagine, Switzerland in South America.
I’m sitting on a rock watching the blowing snow. It’s actually blinding me, and when that happens it’s called a whiteout. It’s hard to see more than a quarter of a mile ahead! The temperature, as in all blizzards, is below 20º Fahrenheit.
Did you know blizzards occur after a few days of unusually warm weather in the winter? They form when a very cold air mass meets a warm air mass that is rising up over the land. They can be fierce winter storms.
I think I better leave while I can still make it out.
Hasta la vista,
Felix
Dear Sophie,
I miss you and I’m coming home! Even though I’m back in the United States, Florida is not the place to be right now. It’s hurricane season. This hurricane is a huge, swirling storm that formed over the ocean and moved to shore with drenching rains and powerful winds.
I’m in the eye of the hurricane right now. It is the calm area in the center and can be up to 20 miles across. The winds spinning around the eye are blowing at about 150 miles an hour! Can you see why I’m scared? No one is around, they’ve all gone for cover. I’ve GOT to get out of here!
Help!
Felix
Sophie, Sophie,
I’ll be landing in Portland as soon as we clear these cumulus clouds. Don’t worry, they’re not the big dark cumulus clouds that bring thunder and heavy rain. They’re the beautiful “heaps” that have flat bottoms and puffy tops! They’re my favorite cloud to see in Portland’s sky because they mean good weather.
After the hurricane, flood, blizzard, hail, rain and fog I’ve seen on my journey, I think I’m due for some good, calm, sunny weather.
Pick me up at the front door of the airport...oops, I’ve got to buckle up, we’re landing...yippee, I’m home!
Love,
Felix
Weather Process Grid
Causes Measurement/ Effects on Variations/ Tools Living Things Extremes
Wind
Clouds
Precipitation
Temperature
Lightning &
Thunder
Wind
Expert Group
Wind is moving air. When warm air moves up and cool air replaces it you have wind! People understand how the weather may change by watching the way the wind blows.
A weather vane shows which way the wind is blowing. A windsock also shows wind direction. It fills up with air and turns with the wind.
Scientists use an anemometer to measure how fast the wind is blowing.
Wind helps boats sail and kites fly.
Strong winds can make large waves in the ocean and can be dangerous to boats.
Sometimes tree branches break when the wind is strong.
Hurricanes and tornadoes are really strong windstorms that can cause a great deal of damage.
Clouds
Expert Group
Clouds are made up of billions of tiny droplets of water or ice.
Clouds are formed when warm air rises or warm air meets cold air.
There are three main types of clouds. Cirrus clouds are the highest in the sky and are usually made of ice crystals.
Cumulus clouds that are white and puffy mean good weather. Sometimes they are big and dark and bring thunder and rain. The name cumulus means “heap.”
Stratus clouds are gray and flat. They form low and cover most of the sky.
Clouds carry rain and snow. Wind pushes them across the sky and they carry water to places all over the world.
Precipitation
Expert Group
Rain is precipitation. Precipitation is any kind of water that falls from the clouds. Snow is precipitation, too. Snow falls when tiny raindrops turn into ice. Hailstones are made when the water in clouds freezes into little balls of ice. When they become heavy, they fall to the ground.
Floods happen when too much rain falls. Floods drown plants and hurt buildings. Droughts happen when too little rain falls. Rivers and lakes dry up and soil becomes hard. Plants and animals can die without water.
Rain is measured with a rain gauge. It looks like an open tin can with a funnel inside. The funnel leads to a tube to hold the rain. Snow is measured with a snowstick. It is just like a ruler. It measures the depth of the snow.
Temperature
Expert Group
The temperature changes when the sun warms the Earth and some of the heat bounces back into the air.
The sun warms some parts of the Earth more than others. When our part of the Earth is slanted toward the sun we get more heat and the temperature is warmer. It is summer. People and animals try to stay cool.
When our part of the Earth tilts away from the sun we get less heat. It is cooler. It is winter. Animals’ fur grows thicker and people wear warm clothing.
The sun’s rays are very strong and shine
directly at the Equator, halfway between the North Pole and the South Pole. It is very hot.
The sun’s rays are spread out over a large area when they strike the North Pole and the South Pole. It is very cold.
We measure the temperature with a thermometer. We can watch the weather report to see what the temperature will be each day!
Thunder and Lightning
Expert Group
Lightning is a very bright flash of light in the sky. It is created when strong movement inside a thundercloud smashes the water drops and crystals together to create electricity.
Clouds get rid of this electricity by shooting lightning to the ground or to another cloud.
Lines of lightning are called bolts. They are about one inch around and can be six to ten miles long.
Chain lightning shoots from a cloud to the ground in a crooked line. Sometimes the bolt breaks into many bolts.
Lightning is very hot. It makes the air around it hot, too. Thunder is the sound of lightning heating the air.
People usually see lightning first, then they hear thunder. The light and sound really happen at the same time, but the light travels faster than the sound.
METEOROLOGIST BOOGALOO
by Marcos Rodríguez
I’m a meteorologist and I’m here to say,
I study the weather everyday.
Sometimes I check the radar, for pictures that I took,
But mostly I go out and take a look.
Rain, snow, and skies so blue
precipitation, condensation, Boogaloo!
I watch the weather from morning ‘til night,
I check the temperature using fahrenheit.
I help families plan what they will do,
and let them know if they can barbecue.
Rain, snow and skies so blue,
precipitation, condensation, Boogaloo!
If there is fog, the planes can’t land,
Farmers need the rain for their farmland,
Sun for the swimmers and snow for us to ski,
I will tell you what the weather’s gonna be!
Rain, snow and skies so blue,
precipitation, condensation, Boogaloo!
I Can Spell
by Karen Harger
I can spell rain, r-a-i-n,
I can spell hail, h-a-i-l,
I can spell snow, s-n-o-w,
But I can’t spell meteorologist.
I can spell cloud, c-l-o-u-d,
I can spell wind, w-i-n-d,
I can spell storm, s-t-o-r-m,
But I can’t spell meteorologist.
I can spell cold, c-o-l-d,
I can spell warm, w-a-r-m,
I can spell hot, h-o-t,
But I can’t spell meteorologist.
Yes, I can! Yes, I can!
Mete-oro-log-ist, METEOROLOGIST!
Wind Here, Wind There
by Karen Harger
Wind here, wind there,
Wind blowing everywhere!
Blowing water making waves,
Gusting wind forming dust,
Breezing wind lifting birds,
Whistling wind creating power.
Wind here, wind there,
Wind blowing everywhere!
Dust in the wind carving rock,
Scents in the wind warning animals,
Seeds in the wind spreading plants,
Sails in the wind moving me!
Wind here, wind there,
Wind blowing everywhere!
Whoosh! Whoosh! Whoosh!
Water Cycle Yes, Ma’am
by Marcos Rodríguez
Is this precipitation? Yes, Ma’am.
Is this precipitation? Yes, Ma’am.
How do you know? It feels wet on my skin.
How do you know? It falls from the clouds
Give me some examples. Snow and rain.
Give me some examples. Hail and sleet.
Is this evaporation? Yes, Ma’am.
is this evaporation? Yes, Ma’am.
How do you know? Water disappears into the air.
How do you know? Drops are no longer there.
Give me some examples. Mist and Water Vapor.
Give me some examples. Steam and humidity.
Is this condensation? Yes, Ma’am.
is this condensation? Yes, Ma’am.
How do you know? It forms a cloud.
How do you know? Water begins to form again.
Give me some examples. Clouds and fog.
Give me some examples. Dew and Frost.
Is this radiation? Yes, Ma’am.
Is this radiation? Yes, Ma’am.
How do you know? The sun heats up the land.
How do you know? Water is warmed up too.
Give me some examples. Water boiling on the stove.
Give me some examples. Ocean water warming.
WEATHER CADENCE
by Marcos Rodríguez
Windy days can be foretold,
When warm air is replaced by cold,
Wind can move a windmill too,
And spread the flower seeds that’s true.
Windy - Windy
Weather - Weather
Windy Weather affects me!
Rain is caused when clouds get full,
the water falls and makes big pools.
Rain can give us water to drink,
It helps flowers be pretty, I think.
Rainy - Rainy
Weather - Weather
Rainy weather affects me!
On real hot days the sun shines bright,
Some animals hide out of sight,
On cold days the sun doesn’t radiate.
and some animals will hibernate.
Hot - Hot
Cold - Cold
The temperature affects me!
Water condenses to form a cloud,
Sometimes thunder can be real loud.
Cirrus, stratus, cumulus too,
cloudy days make me feel so blue.
Cloudy - Cloudy
Weather - Weather
Cloudy weather affects me!
The Weather Forecast Rap
by Cynthia Norcross
What does the weather forecast tell me?
Sunny clear skies with 90 degree heat,
means summer fruit is ripe to eat!
What does the weather forecast tell me?
A couple of showers turning to rain,
plants are green through my windowpane.
What does the weather forecast tell me/
Lightning streaks across the night,
Thunder makes me shake with fright!
What does the weather forecast tell me?
Cumulus clouds, no rain in sight,
but very high winds-I’ll get my kite!
What does the weather forecast tell me
Sunbreaks with showers- Oh! I know!
There’s a chance to see a rainbow!
What does the weather forecast tell me?
Snow, frost, ice and sleet,
Winter boots upon my feet.
What does the weather forecast tell me?
Snow and ice are on the way,
Yeah! There’s a 2-hour school delay!
That’s what the weather forecast tells me!
The Water Cycle Rap
Water travels in a cycle, yes it does,
Water travels in a cycle, yes it does,
It goes up as evaporation,
Forms clouds as condensation,
Then comes down as precipitation, yes it does!
Home/School Connection
Day 1
Name/Nombre
Talk with a family member or grown-up friend and ask them about an extreme weather event that they were involved in or remember from their past. Draw a picture of what that might have been like.
Habla con un familiar o un amigo mayor y pregúntale sobre un evento climático de extrema magnitud que viveste o que recuerdas de tu pasado. Haz un dibujo que muestra como hubiera sido esa situación.
Home/School Connection
Day 2
Name/Nombre
At school, we have a plan for extreme weather like snow, tornadoes and even earthquakes. Discuss a plan for your home. What things would you need in order to be sure that your family is safe? Where would you go? Draw a picture of your plan and label it.
En la escuela nosotros tenemos un plan para situaciónes climaticas extremas como la nieve, tornados y aún temblores. Discute un plan para tú casa. ¿Cuáles cosas necesitarías para asegurar que tú familia este segura? ¿Adónde irías? Haz un dibujo y rotúlalo.
[pic]
Home/School Connection
Day 3
Name/Nombre
Weather affects people differently. Draw and label a picture of how it makes you feel when it is...
El estado del tiempo afecta a la gente de maneras diferentes. Haz un dibujo y describe como te hace sentir cuando está...
Sunny/soleado Rainy/lluvioso
windy/ventoso snowy/nevado
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