Senior ProjectInstructional Planning

Utah Valley UniversitySchool of Education

Kaili SimmonsSpring, 2013

Part 2: Instructional Planning

Unit Instruction Plan/OverviewName: KailiSimmons

Unit topic:WeatherGrade level:Kindergarten

LessonNumber/ Title

UtahCore/CommonCoreStandards

SpecificObjective(s)Indicator(s)

InstructionalPlan

AssessmentPlan

Lesson #1: UT Standard:ScienceStandard 2;Earth andSpace Science.Students willgain anunderstandingof Earth andSpace Sciencethrough thestudy of earthmaterials,celestialmovement, andweather.

Common Core# :

Objective 3.C:Describe,predict, anddiscuss dailyweatherconditions andhow predictingthe weather canimprove ourlives.

Indicator:Students will beable to describethe weatherconditions usingappropriatevocabulary.

Instructionalmodel orstrategy used:DirectInstructionSummary ofprocedures:Students will beintroduced todifferentweatherconditions in avideo and thenguided in adiscussionabout differentkinds of weatherafter readingWeather Words

UnitPre­Assessment:Weather SkillsCheckFormativeassessment:Classquestions/discussSummativeassessment(optional):None

CCSS.ELA­Literacy.RL.K.1

and What TheyMean. They willthen practicetheir weathervocabulary andillustrate pictureto match thevocabularyword.

Lesson #2: UT Standard:ScienceStandard 2;Earth andSpace Science.Students willgain anunderstandingof Earth andSpace Sciencethrough thestudy of earthmaterials,celestialmovement, andweather.

Common Core# : CCSS.Math.Content.K.CC.B.4a

Objective 3.A:Observe andrecord thatweatherchanges occurfrom day‐to‐dayand weatherpatterns occurfrom season toseason.

Indicator:Students willrecord the dailyweather andgraph theirrecordings.

Instructionalmodel orstrategy used:DirectInstructionSummary ofprocedures:Engagestudents with avideo; then tiethe video toobserving andrecordingweather. Thenwe will coverobserving andrecordingweather and ournew graph andour weatherjournal and howto record in it.

LessonPre­Assessment:Classdiscussion: howhave we beenrecordingweather allyear?Formativeassessment:Daily weatherjournalSummativeassessment(optional):None

Lesson #3: UT Standard:ScienceStandard 2;Earth andSpace Science.Students willgain anunderstandingof Earth and

Objective 3.C:Describe,predict, anddiscuss dailyweatherconditions andhow predictingthe weather canimprove our

Instructionalmodel orstrategy used:DirectInstructionSummary ofprocedures:Engagestudents with

LessonPre­Assessment:Video: What didGrover predictthe weatherwould be?Formativeassessment:

Space Sciencethrough thestudy of earthmaterials,celestialmovement, andweather.

Common Core# :CCSS.ELA­Literacy.RF.K.4

lives.

Indicator:Students will beable to predictthe weather andrecord theirpredictions on agraph.

video. ReadWhat Will theWeather BeLike Today?Have studentspredict what theweather will belike on the nextpage. Discussand define“predict”. Makepredictions as aclass on theweekly weathergraph for thenext two weeks.

Predictionsduring reading;what will theweather be liketoday/tomorrow?Summativeassessment(optional):None

Lesson #4: UT Standard:ScienceStandard 2;Earth andSpace Science.Students willgain anunderstandingof Earth andSpace Sciencethrough thestudy of earthmaterials,celestialmovement, andweather.

Common Core# :CCSS.ELA­Literacy.RF.K.4

Objective 3.A:Observe andrecord thatweatherchanges occurfrom day‐to‐dayand weatherpatterns occurfrom season toseason.

Indicator:Students will beable to identifyseasons bypictures of

correspondingimages.

Instructionalmodel orstrategy used:JigsawSummary ofprocedures:Engagestudents withvideo. Brieflydiscussseasons.Demonstrateseason matchworksheet, theumbrella, andblank treeseasons color

page. Explainhow my centerwill work andhow studentswill present theirseasons. Havestudentspresent and

LessonPre­Assessment:Video: Guessthe SeasonFormativeassessment:Seasons colorpageSummativeassessment(optional):None

summarize.

Lesson #5: UT Standard:ScienceStandard 2;Earth and SpaceScience.Students willgain anunderstanding ofEarth and SpaceScience throughthe study ofearth materials,celestialmovement, andweather.

Common Core #:CCSS.Math.Content.K.OA.A.2

Objective 3.B:Students willcommunicateways weathercan affectindividuals.

Indicator:Students will beable to decipherwhich clothes towear in whichseason bymatching.

Instructionalmodel orstrategy used:DirectInstructionSummary ofprocedures:Engagestudents byreadingHibernation.Have a wholegroupdiscussion onhibernation,migration, andhow we dressfor the weather.Describe/demonstrate centeractivities.

LessonPre­Assessment:Clothing flashcardsFormativeassessment:Dressing for theweatherUnit Summativeassessment:Weather SkillsCheck

Lesson and Assessment Plans

Lesson One.

SCHOOL OF EDUCATIONTypes of Weather

Instructional Model: Direct Instruction

Name: Kaili Simmons Date: Tuesday, February 19th 2013 Time:20­30 MinutesGrade Level: Kindergarten Subject: Weather

I. Standards (see these online at http://www.uen.org/core/)Common Core StandardCCSS.ELA­Literacy.RL.K.1 With prompting and support, ask and answer questions about keydetails in a text.

Utah State Core Curriculum Standard(s)­ Science Standard 2; Earth and Space Science. Students will gain an understanding of Earthand Space Science through the study of earth materials, celestial movement, and weather.II. Lesson Objective(s) / Indicator(s) – You will need TWO statements here.∙ Objective: 3.C Compare changes in weather over time; Describe, predict, and discuss dailyweather conditions and how predicting the weather can improve our lives.∙ Indicator: Students will be able to describe the weather conditions using appropriatevocabulary. PreparationTeacher preparation

Materials­ Weather Words and What They Mean by Gail Gibbons­ Storms by Ray Broekel­ Weather Vocabulary Words­ Weather Concentration CENTER ACTIVITY­ My Weather Words vocabulary book CENTER ACTIVITY

Target vocabulary

­ TemperatureIII. Technology Use

- Video: A Year on Planet Earth (4 Seasons) (4:30)

IV. Instructional Procedures∙ Engage:

∙ Show the video A Year on Planet Earth (4 Seasons)∙ Discuss the types of weather that the students saw in the video∙ Have a couple students share their experiences with weather

∙ Objectives:∙ We are going to be learning about all types of weather today. What aresome types of weather that we already know? List some of these on theboard and illustrate small pictures next to them since the students cannotread them

∙ New Material:∙ Read Weather Words and What They Mean by Gail Gibbons∙ List new weather words under the other weather words and give theman illustration as well∙ Ask questions about key details in the text:­ What causes a change in temperature?­ Where does moisture in the air come from?­ What is humidity?­ What are clouds made of?­ What is fog?

∙ Demonstrate weather concentration center∙ Guided Practice:

∙ As a whole class, practice saying and writing words from the MyWeather Words vocabulary book; review what these words mean

∙ Independent Practice:∙ Students practice writing weather vocabulary in My Weather Wordsvocabulary book on their own; students may color and draw coordinatingpictures when they have written each word at least once.∙ Students can play Weather Concentration at their center. Match thecorresponding weather pictures.

∙ Review:∙ Read Storms by Ray Broekel and discuss the different types of stormsand what weather they occur in. (Tornado=wind, thunderstorm=rain, wind,lightning)

V. Accommodation(s) for Diverse Learner(s)∙ Pictures for ESL students∙ Differentiated centers and material for different learning styles

∙ Spanish speaking aide for ESL studentsVI. Evaluation/Assessment of Student ProgressA. Pre­assessment: Weather Skills CheckB. Formative assessment: Class questions/discussion

Lesson Two.

SCHOOL OF EDUCATIONObserving and Recording Weather

Instructional Model: Direct Instruction

Name: Kaili Simmons Date: Wednesday, February 20th 2013 Time:20­30 MinutesGrade Level: Kindergarten Subject: Weather

VII. Standards (see these online at http://www.uen.org/core/ )Common Core StandardCCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standardorder, pairing each object with one and only one number name and each number name with oneand only one object.

Utah State Core Curriculum Standard(s)∙ Science Standard 2; Earth and Space Science. Students will gain an understanding of Earthand Space Science through the study of earth materials, celestial movement, and weather.VIII. Lesson Objective(s) / Indicator(s) – You will need TWO statements here.∙ Objective: 3.A Compare changes in weather over time; Observe and record that weatherchanges occur from day‐to‐day and weather patterns occur from season to season.∙ Indicator: Students will record the daily weather and graph their recordings.

PreparationTeacher preparation

Materials­ My Weather Journal CENTER ACTIVITY­ My Weather Graph­ Cotton balls and cloud outlines CENTER ACTIVITY­ Weather Bingo CENTER ACTIVITY

Target vocabulary­ GraphIX. Technology Use∙ Video: Sesame Street: Spring Symphony in the Meadow (1:06)

X. Instructional Procedures∙ Engage: Watch the video Sesame Street: Spring Symphony in the Meadow∙ Objectives: We are going to learn about how weather changes every day, sometimes iteven changes multiple times in one day, just like in the video we just watched. We can keeptrack of the weather by recording what we see, and writing down the temperature.∙ New Material: Discuss how we’ve already been graphing weather every day duringcalendar since the beginning of the school year. Ask about what weather they think they see themost often here (Provo, Utah). For the next two weeks we are going to record and graph theweather as a class with this graph (My Weather Graph). This will help us remember what theweather was like. (Record weather for the day, and every day for the next two weeks on theclass weather graph sheet).∙ Guided Practice: We are going to do My Weather Graph as a class every morning duringour morning calendar. We will look outside at the weather, make a tally mark, and after twoweeks we with graph what the weather was like.

∙ Demonstrate weather bingo, and cotton cloud counting centers (seehow many cotton balls will fit in the cloud, write that number in theblank).

∙ Independent Practice: Every day during centers you will work on your weather journal. Youwill record the temperature, what the weather is like, and then you will draw what it looks like.This is how we will observe and record the weather every day. At the end of two weeks we willbe able to look back and see what the weather was like.∙ Review: Observe and record weather each day as a class during calendar in the morningon My Weather Graph for the next two weeks.XI. Accommodation(s) for Diverse Learner(s)∙ Pictures for ESL students∙ Differentiated center for different learning styles∙ Spanish speaking aide for ESL studentsXII. Evaluation/Assessment of Student ProgressC. Pre­assessment: Class discussion: how have we already been recording weather allyear long?D. Formative assessment: Daily weather journal

Lesson Three.

SCHOOL OF EDUCATIONPredicting Weather

Instructional Model: Direct Instruction

Name: Kaili Simmons Date: Monday, February 25th 2013 Time:20­30 MinutesGrade Level: Kindergarten Subject: Weather

XIII. Standards (see these online at http://www.uen.org/core/ )Common Core Standard∙ CCSS.ELA­Literacy.RF.K.4 Read emergent­reader texts with purpose and understanding.

Utah State Core Curriculum Standard(s)­ Science Standard 2; Earth and Space Science. Students will gain an understanding of Earthand Space Science through the study of earth materials, celestial movement, and weather.XIV. Lesson Objective(s) / Indicator(s) – You will need TWO statements here.∙ Objective: 3.C: Compare changes in weather over time; Describe, predict, and discussdaily weather conditions and how predicting the weather can improve our lives.∙ Indicator : Students will be able to predict the weather and record their predictions on agraph.XV. PreparationTeacher preparation

Materials­ Weekly Weather Graph chart and corresponding pictures­ What Will the Weather Be Like Today? By Paul Rogers­ Big Rain Coming By Katrina Germein­ Weather Patterns worksheet CENTER ACTIVITY­ I Love Weather sight word book CENTER ACTIVITY­ In Like a Lion, Out Like a Lamb weather art and prediction sheet

Target vocabulary­ PredictXVI. Technology Use­ Video: Sesame Street: Grover Weather Monster (2:38)XVII. Instructional Procedures

∙ Engage: Watch Sesame Street: Grover Weather Monster∙ Objective: We’re going to be talking about predicting weather today. What did Groverpredict the weather would be like? Was he right? What does predict mean?∙ New Material/Guided Practice:

∙ Discuss and define “predict” (predict=guess)∙ Read What Will the Weather Be Like Today? By Paul Rogers∙ While reading, have students predict what the weather will be like on thenext page of the book. Call on 1­2 students each time you turn the page.∙ Show students Weekly Weather Graph and how we will graph what wewill predict what the weather will be like, and what it actually was. We will dothis graph every day for the next two weeks during morning calendar.∙ Complete the In Like a Lion, Out Like a Lamb art and explain howstudents will do the worksheet.

∙ Independent Practice: Students will complete the In Like a Lion, Out Like a Lamb predictionsheet on their own, and then we will tally the whole classes prediction. Which won, the lion or thelamb?∙ Review: Read Big Rain Coming. Have the students predict when the rain will come. Howdid he know it was coming? Get back together at the carpet at the end of the school day andbriefly review what we’ve learned; key points:

∙ What does predict mean?∙ Who can predict the weather for tomorrow?

XVIII. Accommodation(s) for Diverse Learner(s)∙ Pictures for ESL students∙ Differentiated center for different learning styles∙ Spanish speaking aide for ESL studentsXIX. Evaluation/Assessment of Student ProgressE. Pre­assessment: Video: What did Grover predict the weather would be like?F. Formative assessment: Prediction during reading What Will the Weather Be LikeToday?

Lesson Four.

SCHOOL OF EDUCATIONWeather in the Seasons

Instructional Model: Jigsaw

Name: Kaili Simmons Date: Wednesday, February 27th 2013 Time:20­30 MinutesGrade Level: Kindergarten Subject: Weather

XX. Standards (see these online at http://www.uen.org/core/ )Common Core Standard∙ CCSS.ELA­Literacy.RF.K.4 Read emergent­reader texts with purpose and understanding.

Utah State Core Curriculum Standard(s)∙ Science Standard 2; Earth and Space Science. Students will gain an understanding of Earthand Space Science through the study of earth materials, celestial movement, and weather.XXI. Lesson Objective(s) / Indicator(s) – You will need TWO statements here.∙∙ Objective: 3.A: Compare changes in weather over time; Observe and record that weatherchanges occur from day‐to‐day and weather patterns occur from season to season.∙ Indicator : Students will be able to identify seasons by pictures of corresponding images.XXII. PreparationTeacher preparationMaterials­ Seasons Words Lists­ Blank Tree Seasons color page CENTER ACTIVITY­ Season Match worksheet CENTER ACTIVITY­ The Umbrella CENTER ACTIVITY­ Crayons­ Scissors­ Glue

Target vocabulary­ SeasonXXIII. Technology Use

∙ Video: Sesame Street: Song: Guess the Seasons (2:13)∙ Video: Sesame Street: Eating Cookies All Year With Cookie Monster (1:58)

XXIV. Instructional Procedures∙ Engage/Hook: Watch Sesame Street: Song: Guess the Seasons; have students activelyparticipate by guessing the seasons in the video∙ Explain task and assemble groups: Groups will be the students center groups; the taskwill be explained when the group students get to the teachers center for the day∙ Explain other centers: The Umbrella (read and color the book), Season Match Worksheet(choose which picture goes with which season), Blank Tree Seasons color page (color the treeto match each season).∙ Group work:

∙ Summer: Read book about summer; discuss summer word list andpictures; have students brainstorm and write a sentence as a group aboutsummer∙ Fall/Autumn: Read book about fall; discuss fall word list and pictures;have students brainstorm and write a sentence as a group about fall;∙ Winter: Read book about winter; discuss winter word list and pictures;have students brainstorm and write a sentence as a group about winter;∙ Spring: Read book about spring; discuss spring word list and pictures;have students brainstorm and write a sentence as a group about spring;

∙ Groups present information:∙ share list (2­3 students)∙ months (1 student)∙ sentence (1 student)

∙ Summarize the 4 seasons after students have presented.XXV. Accommodation(s) for Diverse Learner(s)∙ Pictures for ESL students∙ Differentiated center for different learning styles∙ Spanish speaking aide for ESL studentsXXVI. Evaluation/Assessment of Student ProgressG. Pre­assessment: Video: Guess the SeasonH. Formative assessment: Tree Seasons color page

Lesson Five.

SCHOOL OF EDUCATIONWeather Affects Me

Instructional Model: Direct Instruction

Name: Kaili Simmons Date: Thursday, February 28th 2013 Time:20­30 MinutesGrade Level: Kindergarten Subject: Weather

XXVII. Standards (see these online at http://www.uen.org/core/)Common Core StandardCCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add andsubtract within 10, e.g., by using objects or drawings to represent the problem.

Utah State Core Curriculum Standard(s)­ Science Standard 2; Earth and Space Science. Students will gain an understanding of Earthand Space Science through the study of earth materials, celestial movement, and weather.XXVIII. Lesson Objective(s) / Indicator(s) – You will need TWO statements here.∙ Objective: 3.B: Compare changes in weather over time; Students will communicate waysweather can affect individuals.∙ Indicator : Students will be able to decipher which clothes to wear in which season bymatching.XXIX. PreparationTeacher preparation

Materials­ Hibernation by Tori Kosara­ Clothing flash cards­ Dressing for the Weather folder game CENTER ACTIVITY­ Climate folder game CENTER ACTIVITY­ Weather Math Journal Problems CENTER ACTIVITY

Target vocabulary­ Hibernation­ Migration

XXX. Technology Use

­ None

XXXI. Instructional Procedures∙ Engage/Hook: Read Hibernation∙ Objectives: Today we’re going to talk about how the weather affects us. What were some ofthe things the animals did in the book? (hibernate, migrate).∙ New Material: Do we hibernate or migrate? Since we don’t do either of those things, what dowe do to adapt to weather? We wear different clothes, eat different foods (years ago when therewas little shipping), do different activities, etc. Discuss how the weather affects us. Can we driveto school when it’s super snowy? Airplanes can’t fly if it’s too foggy, ice age, global warming, etc.∙ Guided Practice: Use flashcards with clothes with students and have them try to distinguishwhich season they would wear what in. (t­shirt in the summer, snow boots in the winter, rainboots in the spring, a jacket in the fall…etc.) Discuss why it’s important to wear the right kind ofclothes.∙ Independent Practice: Explain how to play the folder games at their centers. Match theclothes to the seasons and the animals to their climate. At my center we will be doing theweather math journal problems together.∙ Review: Get back together at the carpet at the end of the school day and briefly review whatwe’ve learned; key points:

∙ What is hibernation?∙ What is migration?∙ Do people hibernate or migrate?

XXXII. Accommodation(s) for Diverse Learner(s)∙ Pictures for ESL students∙ Differentiated center for different learning styles∙ Spanish speaking aide for ESL studentsXXXIII.Evaluation/Assessment of Student ProgressI. Pre­assessment: clothing flash cardsJ. Formative assessment: Dressing for the weather folder gameK. Summative assessment: Weather Skills Check

Written Discussion

This unit was created based on the Utah Core Curriculum, in the subject of science, and thensupplemented with the Common Core standards for each lesson. The unit focuses on beingable to identify, observe, record, and predict weather, and to identify and differentiate one seasonfrom another. These are basic skills that the students need and will continue to use for the restof their lives. These skills will help the students function in an adult, working, world.There were three learning goals for this unit. They are as follows:

Students will be able to identify a wide variety of weather conditions and what seasonsthey take place in.

Students will be able to differentiate seasons and their conditions.

Students will be able to observe and record weather accurately.

Students will be able to predict the weather.

These goals are appropriate for this unit and for these students because they can alreadyidentify a few types of weather conditions, and have already been incorporating recordingweather during their morning calendar. I will evaluate each learning goal with its correspondinglesson as outlined in my lesson plans. These evaluations take place in a variety of sections inthe lesson plans, therefore I will be evaluating the student progress throughout the entire lesson,along with at the beginning and end of the entire unit.

I want to make sure that my students are successful in learning the material, and to do that I’veincluded a variety of differentiated activities and material in order to help my students to retainwhat they’ve learned. By exposing the students to the same material in different forms, they aremore likely to remember the material from the lessons and use it regularly. I’ve not only includeda variety of center activities using learning styles, I’ve also incorporated differentiation by usingvideos, books, and other materials to meet my students interests, learning profiles, and needs.

I will be able to see their specific growth by using the same pre and post assessment. I will knowthey are successful by the scores they receive on the unit assessment. This will show me howmuch they learned and in what areas they learned the most. This will also show me what

students need extra help, and what areas of the unit need to be reviewed. Some of the centeractivities may be used throughout the remainder of the year to help refresh the student’smemories.