How is the weather affected by land forms? Knowledge: Temperature and gas composition changes along the atmosphere. Understanding how climate is affected by cold or warm ocean currents. Masses of air take characteristics of and specific region Develop an experiment following scientific method. Skills: Research to generate background knowledge Identify relevant information Cause and effect Ask and answer questions Apply scientific method to conduct an experiment. Work on groups following direction of a team leader. Present data as graphs, text, orally and visual display.
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Stage 2-Assessment Evidence Performance Tasks: Each group of students will be responsible for planning and executing their suggested experiment. They will analyze the data collected and presented in the form of graphs. Teams will report their experiment and written form using scientific model. Students will do an oral presentation of their work Other Evidence: Student reflection on his work and group collaboration. Peer evaluation on team work Stage 3-Learning Plan 1 . Kids will be exposed to a variety of informational text topic related, this with the intention to activate their curiosity and engage them in the unit of study 2.
Research and identify relevant information and compare similar information between books 3. Take note from books, magazines, videos 4. Cause and effect 5. Use graphs, maps and illustrations to interpret information 6. Work as teams 7. Conduct experiments and present results 8. Present methods and conclusions in visual form (poster or power point) 9. Write a scientific report including; introduction, previous knowledge, methods, results and conclusions Science/Math lesson plan DRY Bilingual students from grades 5th and 6th will participate on this lesson. This unit explains how different weather conditions are from.
Kids will apply previous knowledge of math to present their final project. Unit: Climate and Weather Topic: Weather Unit goals: Describe the atmosphere and its different layers. Understand how the sun affects the climate. Understand Ocean effect on climate Describe wind movement and patterns. Identify Landforms. Learning Standards: 1 1. A. AAA Formulate questions on a specific science topic and choose the steps needed to answer the questions. 1. B. AAA Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. Lesson objectives: Students will… 1 .
Ask and answer questions from a nonfiction text. 2. Identify different kinds of weather and their causes. Ask and answer questions strategy Notes about weather facts taken by students during reading Reading Type: Reading nonfiction text to understand daily events; reading to promote inquiry Macrostructure Thinking for Reading: Answering and asking questions Materials: Video; Epic conditions, The Weather Channel 2007 The Weather Book, by Jack Williams Journal Notebooks Procedure: I Readiness 1 Motivation: “Look outside! How would you describe the day? Sunny, Windy, Cold? Can you remember how the day yesterday was?
Why do you think the weather is different from one day to another? Well today and for the following weeks, we are going to be eating, writing watching and experimenting weather, we are going to see so much weather that after this unit, you guys are going to tell the weather on CNN, Channel 5 or Telemeter. You are about to learn so many new words and information that you will never see the world in the same way. Before we move into all that excitement, we are going to watch a segment of a video, about how some people base their life and more than that, their hobbies on the weather. . -Tapping & Developing Background: One of the things we need to do is find out, how much do you guys know about weather? Things like; how the earth is heated by the sun? How many kinds of weather we have? How the ocean and rivers affects the weather? ,and, how the weather can change drastically in some regions of the world. You are going to write some questions you may have about weather on post-it notes. Once you are done, come and put your sticky on the white board. Then I’m going to read some of those questions. Now I’m going to read a segment from a book about the weather.
This is going to help us understand more about the weather and probably, you will find the answer to some of your questions. The book is called “The Weather Book” by Jack Williams; as I read, I need you to write in your note book any questions that come to your head. Pay close attention to see if you find the answer to the questions you wrote on your sticky note. In the book I Just read, you heard different information about how the weather is formed, how it is classified. We talked about atmosphere, ocean currents, winds, solar energy. Did you hear the answer any of your questions?
I’m going to give you some time to talk to your class mates to share some of the concepts you learned during the reading and also share the answer to your question or, ask to see if someone can alp you with the answer. Then I’m going to call on some of you to share with the group. 4. – Purpose for Reading: The lesson’s main purpose is the introduction of the topic weather. Students will have the opportunity to formulate questions and find the answer as we read. Also they will read and find answers to those questions by working in small groups and reading some of the books about weather. L. -Silent Reading: We will have a table with books, diagrams, magazines, articles where students will choose materials to read with their groups. Each student need to keep a record of the books he or she reads. They will write in their Journal, the name of the book and author. Also, students will read to find the answers to their questions and create new questions. Once the students are done with a book, he or she, will take the book back to the table and grab a different one. Before reading the new book, the student, needs to check that is a book none of his teammates has reviewed.
As the students read and take notes of their answers, the teacher will be walking around reaffirming the concepts and the reading purpose, checking for understanding of the materials and the reading strategy. IV. – Discussion: The embers of each team will make sure that they review all the materials on the table and that they did not repeat the books among them. After finishing they will share with their team mates the information found in the books with the idea to make a compilation of the information found on all the books as well as make on list of question for the team. V. Rereading: Now students will interchange questions with other teams and try to answer the new questions using information from their notebooks or going back to the books. VI. – Follow-up: Now your knowledge about the weather has been stretched. There are new concepts spinning in your head, new words, and new facts. Now, your idea about simple every day events has changed. Well we are going to see how those new concepts are sticking to your head. What is it that you guys need to do? You are going to look for pictures on magazines, or the internet; pictures that you think may show different weather conditions.
Cut them, glue them in your note book and write four sentences about what kind of weather condition is represented on the picture. Students have been exposed to a wide range of information to generate background knowledge. This will help them to be able to succeed on their task. Day 2, lesson plan 2. “Applying new concepts to deepen in understanding” on different materials, this helped to awaken their curiosity and hook them in to the topic. Today we will be using the concepts studied yesterday to understand the causes and effects of the different weather conditions. Learning Standards 10. A. AAA Math.
Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs. Learning Objectives. Students will… 1 . Explain the ways in which temperature, air pressure, wind, and moisture combine o form various types of weather. 2. Create graphs to show; average temperatures, humidity, and wind speed from different regions of the USA. Weather and Currents by Steve Miller a copy for each student. Cause and effect worksheet (different work sheet will be assign depending on group level) Paper Markers computers Magazines, newspapers, and books, and internet. Http://www. Castrating. Com/ results . Asp) (http://www. Almanac. Com/weather/language) Introduction: (Setting the tone, calling on previous knowledge) We will watch another segment from the video Epic conditions; remember that this is people who use all his weather conditions to practice extreme sports. Review questions and answers from previous day. Read Weather and Currents by Steve Miller. Re-teach strategy cause and effect. Identify weather causes and effects on the book. And record them on their worksheets.
Share those causes and effect with the class. Explain to the students the importance of the study of these patterns and how our life is affected by the climatic conditions on the region where we live. Ask students to comment on which ways they think their life is affected by the climate. During: Students gather in the same groups they work the day before. Each team has to choose four cities in different regions of the country. At least one from the northwest, southwest, high plains, desert, Midwest, intermediation, Atlantic coast north and south.
Research for information about the average temperatures and generate, using knowledge from previous lessons, graphs that show this information by month in a range of three years. Teams will use their graphs and information to respond to the following questions. What may be the cause of these temperatures on this city? Teacher will support groups clarifying ideas, reinforcing the use of vocabulary, rumoring creativity. To conclude: Students comment on team’s presentation and make suggestions. Teams reflect on peer participation.
Teacher will assess the information presented and the level of thinking involved while answering the question. Participation Rubric Points Graphs Book information Question Participation 1-2 Incomplete No enough data. Low creativity They use little or no facts from the book to support their answer. They do not give response to the question asked Only one member of the team reports. They are reading the information 3-4 Complete data, low creativity Use facts from the book. No opinions They respond partially to the question More than one member from the group reads information. -6 Complete data High creativity Organized information facts from the book and opinions. Complete response to the question All the group participates the reading of information is minimal. Show knowledge of the information. 12. E. AAA Science. Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e. G. , rock cycle, water cycle, weather patterns). 5. C. B Language Arts. Prepare and deliver oral presentations based on inquiry or research. Student Objectives: Students will analyze maps showing different regions of the USA. Identifying the weather conditions on these regions.
Students will describe Earth’s atmosphere, differences between layers. Resources: Weather Patterns By Laura Johnson Draw conclusions chart Map of regions Paper Assessment: Written responses to map analysis task Group poster Draw conclusions worksheet Lesson: Introduction: Recalling information about weather from the previous days. Whole class meets on the “meeting area”: We reflect on what we have learned on this unit. We analyze the graphs created by the teams in the previous lesson. Explain how the weather conditions can change drastically from one moment to another from a variety of reasons.
We will talk about the things that make weather what it is. (Concepts form the previous lesson) Read the book Weather Patterns By Laura Johnson. In small groups; each group takes one chapter from the book. Students read independently their chapters, underline important information they will need to share with their group. Students discuss, compare notes, concepts and information they think is important. Create a summary of the key points. One student will share in front of the class their information. Gig-Saw variation) Model strategy “draw conclusions”.
Explain how we can conclude from information or facts the author is giving us in the book. Example Ask them to imagine that they’re walking down the street and come across a house with overgrown grass that reaches waist-height, no lights in the windows, and paint that is peeling off the siding. Ask students what conclusion they might draw about the house. (They will probably answer that the house is deserted, and has been for a long time. ) Use graphic organizer to find facts and draw conclusions from the book. During the lesson: Students meet with their groups.
Teams identify the different regions on the map, characteristics, land forms (knowledge from previous lessons) to draw conclusions about the weather on these regions. Groups create a poster describing the atmosphere and its characteristics Teacher will walk around monitoring students work; promote the use of the new vocabulary. Provide feedback about students work, encourage higher thinking levels. Conclusion: The groups will present their posters to the rest of the class One team member from each group will explain their poster to the rest of the class Teams will reflect on their work; participation, creativity, areas of improvement.