CARA

Darla Fleming

12/01/2016

1

Table of ContentsContents 2

Reflective Introduction 3

Standards…………………………………………………..…………………………………………………………4

Poems 6

Books 7

Information articles 10

Websites 13

Inquiry-Based Learning and Performance Assessment……………………………………………………………………………………………….……....15

References………………………………………………………………………………………………………….24

Rubrics……………………………………………………………………………………………………..………..25

2

Reflective Introduction

CARA is a Content Area Resource Anthology which means a compilation of online instructional resources with creative teaching ideas that will broaden teaching skills and for the advancement of students understanding.

The study of the seasons is a good subject to use across the curriculum. Students will be able to build on their prior knowledge and will broaden the understanding of their surroundings. Students will be able to apply some of the strategies learned in this topic to other areas of learning. The lessons will also cover some of the standards required from TEKS.

Students will have learned the seasons in Kindergarten. This content area will reinforce and introduce new content from each season. They will be able to better understand how and why the seasons rotate, what happens to the environment in each season, what the weather is like in each season, how humans and animals survive habitats and their habits. They will learn new vocabulary words, how to ask questions, use the computer for information, engage in teamwork, record information, learn to distinguish what is important information and what is not.

3

Unit Details:

Author: Darla Fleming

Subjects: Language Arts, Social Studies, History, Science, Math

Learning Level: First Grade

Standards:

Language Arts 110.12

Reading:

14 (B) identify important facts or details

15 (A) Follow written multi step directions

Writing Sentence Structure

19 (C) Write brief comments on literary or informational text

Research and Gathering Sources

24 (C) Record basic information in simple visual formats

Listening and Speaking/Teamwork

29 Students work productively with others in a team

History:

Geography 113.12

6 (C) How food, clothing and shelter are based upon geographic location

Science:

Scientific investigation and Reasoning 113.12

Knowledge and Skills:

1 (A) Demonstrate safe practices during indoor and outdoor activities

2 (D) Read and organize data using pictures and numbers

3 (B) Make predictions

4 (A) Collect, record, compare information

8 (A) Record weather information accurately

8 (C) Identify characteristics of the seasons of the year

4

10 (A) Investigate characteristics of animals to where they live and eat

Technology

Knowledge and skills 126.6

1 (B) Apply prior knowledge to develop new ideas

5 Digital citizenship

6 (C) Perform basic software application functions.

Fine Arts Subchapter A

Art 117.10

B Knowledge and Skills

2. Creative Expressions

A. Invent images that combines lines, shapes, colors, texture, and forms

4. Critical evaluation and responses

A. Explain ideas about personal artwork

C. Compile collections of artwork such as physical artwork and electronic images

Music 117.106

5 Historical and Cultural relevance

A. Sing songs, musical games including rhymes, folk music and seasonal.

5

Poems

http://poetry4kids.com/?s=autumn+is+the+time+of+year

http://poetry4kids.com/?s=This+winter+I+went+sledding

http://poetry4kids.com/?s=dear+summer

http://poetry4kids.com/?s=the+weather+is+perfect+for+running

All poems retrieved from http://poetry4kids.com Copyright 2016 Ken Nesbitt

Standards:

Language Arts 110.12

C 19 Write brief comments

29 Listening and speaking skills

Science 113.12

8 C Identify characteristics of the seasons of the year

This may be taught as one lesson or break into segments for each season.

Each poem tells about a different season and what it is like. Ask the students questions about the weather, such as; what clothing is worn in each season, which season do they think is first, what activities happen in each season, what happens to the trees, flowers, birds, and animals.

I will explain how to use the Diamante and/or Cinquain for each poem. May use as a class assignment or in groups.

As a class assignment, after reading the poem, discuss important facts about the poem and using a digital means, (projector) work together with students, explain, and give examples in each category.

As a group assignment, after reading the poem, have student divided into groups of two and brainstorm ideas together.

Have each student draw their favorite season and explain why.

6

Books

Standards:

History 113.12

6 C. Food, clothing and shelter based upon geographic location

Science 113.12

10 A. Investigate characteristics of animals to where they live and eat.

1. Getting Ready for Winter. 365 Bedtime Stories, October 4. Whitman Publishing Co. Racine, Wisconsin, MCMLV.

How animals and people get ready for winter.

Make student created picture books. Gather students on the floor and discuss ways animals get ready for winter. Ask what they may eat, when they sleep, what they do at day and at night. Name some animals who hibernate and where they live and those who do not hibernate. Discuss questions the students may have. Ask questions concerning how we get ready for winter and what we do during winter. Answer questions generated from the students. Students may draw their pictures or use the internet to choose a zoo site http://www.dallaszoo.com and print pictures from the site to put into the book or use stickers with pictures of animals and write where each animal may live because of the weather.

7

2. Sunshine Makes the Seasons(Lets Read and Find Out Science Series)

http://www.the-best-childrens-books.org

Standards:

Science 113.12

4 A. Collect, record, and compare information

8 C. Identify characteristics of the seasons of the year.

Language Arts 110.12

14 B. Identify important facts or details

19 C. Write brief comments on text

Summary: This updated classic book explains how the rotation of the earth creates our seasons. Includes a simple experiment that helps students see how the tilt of the earth plays a role.

While reading the story have the students use the strategy Text Boxes. As the teacher is reading students will take notes. This will help them determine important facts. After reading they will need to reflect and write questions.

Do the experiment. Explain the role the axis has in the rotation of the earth and how it creates our seasons here and other places. Explain how the sun takes a role in the outcome. Tell students to check their papers and see if any of their questions were answered. If not, answer questions.

3. Four Seasons Make a Year. Rockwell, Anne; Walker Childrens Publishing, England. March 1, 2004

Standards:

Language Arts 110.12 24 C Record Basic information in simple visual form 29 Students work productively with others in a teamScience 113.12 1 A Demonstrate safe practices during indoor and outdoor activities

8

Art 117.105B Knowledge and skills 2. Creative Expression A. Invent images that combines lines, shapes, colors, textures, and forms. 4. Critical evaluation and response

A. Explain ideas about personal artwork Summary:

The story is set on the farm with a little girl who talks about things done on the farm in the different seasons. She plants some sunflower seeds at the back door of her house and watches them grow.

Strategy—Photographs of the Mind Helps to create visuals, comprehension, solve problems, activate prior knowledge, and use imagination as they are reading or the teacher.Divide the story into four sections. Have the students close their eyes and listen to a portion of reading. Stop and ask the students what they are seeing in their minds and have them sketch the picture in the number 1 space. Do the rest of the story as before. Discuss with the students on what they know about visualizing and how they can apply this strategy to other readings.

Project: Have supplies for planting. Containers, dirt, small shovel, rye grass seeds. Have the students fill their container with dirt. Using their finger, write their name in the dirt. Drop the seeds in the indention and barely replace soil. Place in a window and wait for their name to show up in grass.

9

Informational ArticlesSeasonshttp://quatr.us/physics/weather/seasons.htm Standards:Language Arts 110.12 19 C. Write brief comments on textScience 113.12 10 A. Investigate characteristics of animals to where they live and eat.Summary: Article answers the following question; Why do we have spring, summer, fall and winter? At the start of class ask if the students can answer the question above or have ideas to share. Have globe in the classroom. Explain how the earth is always spinning as it orbits the sun.Work sheet on KWL. Explain the letters meanings; K is for what you know about the subject. K is for “What I know”, W is for “What I want to know”, L is for “What I learned”. Explain to the students how to fill out the KWL worksheet. This supports reading strategies that expands their self-questioning, monitoring, and summarizing. Discuss the topic to help in filling out the work sheet. Have students divide into groups of two or four, with at least one good reader and have them read-along together. Teacher will observe and help students as needed. Use the underlined words as spelling words write the on the board and find definitions using a dictionary or computer. Experiment: Give each student a pipe cleaner and a ball. Use pipe cleaners and a little plastic ball with holes in it (like a plastic golf ball). Put the pipe cleaner through two holes of the ball and twist the ends shut. This will look like the earth rotating on its axis. Explain how the earth spins on its axis. Tell how plants and animals evolve to take advantage of changing seasons, such as growing during the summer months when there is more sunlight and how plants stay in the form of seeds in the winter with less sunlight. Explain how the days are longer in the winter and shorter in the summer by using the North Pole as an example.

10

http://spaceplace.nasa.gov/migration/en/Animals on the Move

Standards:Language Arts 110.12 14 B. Identify important factsHistory/Geography 113.12 6 C. How food, clothing and shelter are based upon geographic locationScience 113.12 10 A. Investigate characteristics of animals to where they live and eat.Summary:Before doing the read-aloud ask the students questions such as; which animals might migrate, why do the animals migrate, where do they go, how do they get there, how long do they stay, and do you know what a satellite is? Play the short video included in the lesson on the projector and ask if they have ever seen this happen. Click on the pictures at the bottom of the reading and read about the animals the students choose.Strategy:Sketch and Label Key IdeasHave students draw their favorite animal in the correct environment. Write a brief summary about the drawing and write questions about the text.

11

Seasonshttps://en.wikipedia.org/wiki/season Standards:Language Arts 110.12 14 B. Identify important facts 15 A. Follow written multi step directions 19 C. Write brief comments on literary or informational text 29 Listening and speaking/teamwork, working productively with otherScience 113.12 2 D. Read and organize data using pictures and numbers 4 A. Collect, record and compare informationTechnology 126.6 5 A. Uses appropriate behavior in a digital environment.Summary:Article gives explanations on temperature, important events, and special significance of seasons.

Have students use Pattern Partner Reading, by using the following;

Read-Pause-Question—One student reading a paragraph and then both students asking questions about the textRead-Pause-Make a Connection—One student reads a paragraph then both students make connections to self, to text, or to the world.Read-Pause-Bookmark—One student reads then both fill in the following Most interesting Most confusing A word the class needs to know Chart, map, illustration, or graph that helped the readers understand what they readRead-Pause-Sketch and Share—One student reads, pauses, then both students visualize and sketches then share with class.

12

Websites

Seasons

http://www.ducksters.com/science/seasons.php Standards:Science 113.12 4 A. Demonstrates safe practicesLanguage Arts 110.12 14 B. Identify important facts or details 24 C. Record basic information in simple visual formatsStudents will do a Double Entry Journal.Summary:This website tells how the sun effects the temperature and causes the seasons.

Ask questions after reading text. Fill out journals after experiment.

Follow up with the experiment using a thermometer, flashlight, white paper, and tape. Lay the thermometer on the paper. Tape the ruler across the top half of the flashlight so that only half the light will show. Hold the flashlight directly over the thermometer for two minutes, see what the temperature reads on the thermometer. Record. Wait for the thermometer to cool off and repeat the steps only holding the flashlight at a 45-degree angle and read the temperature. Record. Discuss differences. Explain the differences in the temperatures with the rotation of the earth.

Music and Arthttp://www.childfun.com/themes/seasonalStandards:Music 117.1065 Historical and cultural relevance

A. Sing songs, musical games, including rhymes, folk music, and seasonal.

Art 117.1054 Critical evaluation and responses C. Compile collections of artwork such as physical artwork electronic images

On this website, prepared ahead of time, choose each season and then choose one activity from the following category: craft, game, song, or finger plays. Let the student choose which season they like and have them do the activity for that season. Then have students perform or tell about what they chose.

13

Art/Computerhttp://www.shepardsoftware.com/scienceforkids/seasons/seasons.htm Standards:b. Knowledge and Skills 2. Creative expression A. Invent images that combines lines, shapes colors, textures, and forms 4. Critical evaluation and response A. Explain ideas about personal artwork

Students may use computers in the classroom or in the Lab. On this website, there are pictures of each season that the student can put together and then print.

14

The following lesson is one I found on the internet that gives an example of the 5E plan. I thought it may be important to know and understand how it works. I would also do an Admit Slip at the beginning of lesson and a Tickets Out at the end of the lesson.

5E Inquiry Lesson Plan # 1

Name of Lesson: Changing Weather in the Seasons

Grade Level: Kindergarten

Author: Katie Conrad

Science Concepts and Conceptual Understanding:

There are four seasons in a calendar year (Spring, Summer, Fall and Winter). The weather changes during the seasons. Weather change can be described in terms of temperature. Thermometers measure temperature (in degrees Fahrenheit or Celsius). As the

temperature increases the reading on the thermometer also increases (ie. on a hot day, the temperature will be higher than on a cold day).

Possible Misconceptions:

We experience seasons because of the earth’s changing distance from the sun (ie. closer in the summer, farther in the winter).

One degree of temperature is smaller on the Celsius scale than on the Fahrenheit scale. Heat is a substance. Temperature is a property of a particular material or object. (ie. Metal is naturally cooler than plastic).

The temperature of an object depends on its size. Heat and cold are different, rather than being opposite ends of a continuum. Heat only travels upward.

Science Process/Inquiry Skills:

- Students are observing when we go outside and talk about the weather and temperature.

- Students are hypothesizing when they provide explanations about their season that are consistent with they have observed and experienced.

- Students will be predicting when they determine what the temperature (both inside and outside the classroom) will be in a month.

15

-Students are interpreting by seeing patterns among students drawing and ideas in their season groups.

- Students are communicating their ideas through drawings and explaining their ideas aloud to group members and the rest of the class.

List of Materials:

Bag of items used in the different seasons (i.e. hat, gloves, scarf, sunglasses, shorts, sunscreen, artificial flowers [spring] & leaves [fall], snowflake cookie cutter, etc.)

Crayons/markers/colored pencils White paper labeled with seasons (6/season) One digital thermometer (for teacher use) Temperature recording sheet [attached] Rubric (drawing, sentence, temperature) [attached]

Safety Precautions:

- Appropriate use of materials; not using crayons, markers etc to disrupt other students.

- Students should not run towards the road when going outside to measure temperature.

Instructional Objectives: Students will be able to…

Draw picture illustrating weather during the seasons Explain their drawing (written and orally) Describe the weather in each season using words such as (hot, cold, sunny, snowy, etc)

Indiana Academic Standards:

K.2.3: Describe in words and pictures the changes in weather from month to month and season to season

Lesson Procedures

1) Engage Phase:

First, the teacher will tell all of the students to come to the carpet. She will begin the lesson by asking the students, “Raise your hand if you can tell me what the name of one of the seasons is?” The teacher will then call on a student for his/her answer. Whether a student is correct or not, the teacher will ask the other students if they agree with the students’ response. After the class discussion, the teacher will write the seasons on the board. The teacher will then tell the students that she brought a bag of clothing that someone might wear during the different seasons. She will then instruct the students that she is going to pull out the articles of clothing one at a time and the students, as a whole class, are going to decide what season the article of clothes goes into, making sure that everyone is in agreement. The teacher will pull out the first

16

article of clothing and ask, “Can any tell me what season they think this [name of clothing] would go into?” She will call on a particular student for their answer. The teacher will then ask the student why he/she is deciding to place that item of clothing in that particular season. * “How does it feel in (the particular season)?” She will then ask the rest of the class if they agree. If all the students agree the teacher will then write the word on the board under the season that the student chose. After all the articles of clothing have been discussed, the teacher will then ask the class if there are any that they would like to move. If the students do choose to move something, then the teacher will ask them why they decided to move the item.

Some [Attention- focusing] productive questions for this phase: *How does it feel in (the particular season)? Have you seen anyone wearing a heavy coat in the summertime?

2) Explore Phase:

Teachers will randomly hand out a piece of blank paper to each student. On the top of each paper, one of the seasons will be written. Each season will be color-coded and written on the board to help students identify which season they have. Students will work individually and draw a picture of themselves and what they would wear during their assigned season. Students may also draw weather features of the season.

After drawing their individual pictures, students will form groups based on their seasons. Students in each season group will discuss their pictures and ideas with other members in their group. Teacher will walk around the class observing and listening to the different group.

For example; students in the spring group would hopefully draw light jacket, capris, and flowers. Students in the summer group would hopefully draw t-shirt, shorts, a swimsuit, sunglasses, and the sun. Students in the fall group would hopefully draw long pants and leaves. Students in the winter group would hopefully draw coats, hat, scarf, gloves, etc in a snowy setting.

Some [Comparison] productive questions for this phase: How are the pictures in your group alike? How does the clothing you drew and the weather (temperature) during your season go together?

3) Explain Phase:

After a brief discussion, all the students will come to the carpet and form a circle. Students in each season group will sit next to their group members. The teacher will call on each season group (one at a time) and the students in that group will stand up and hold their pictures. Each student (from that group) will say one idea that their group talked about. Once every student has shared, the students will sit down and another season group will share.

After the class discussion, students will return to their desks and write (at least) one sentence explaining why they drew what they did in their season picture.

17

* Some [Reasoning] productive questions for this phase: How would you explain your picture to someone who didn’t know what the weather was like in your season? Why do you think you need to wear what you drew during your season?

4) Elaborate Phase:

To extend the idea of the relation of changing weather to the different seasons, we will measure the temperature inside the classroom and compare it to the temperature outside the classroom. Students will record their temperatures on the worksheet (attached). Then, students will predict what the temperature would be in a month from now, May. Would it be warmer or colder? Students will write it down on your sheet.

Some [Action] productive questions for this phase: What will happen to the weather in May (a month from now)? How will it change?

5) Evaluate Phase:

Students will be evaluated on their completed work from the Explore (drawing of student in their assigned season), Explain (sentence) and Elaborate (temperature measurements- actual & predicted) phases using the attached checklist.

Evidence of Journaling:

-During the Explore Phase, students will draw a picture of themselves in a particular season.

-During the Explain Phase, students will be writing one sentence explaining why they drew certain elements (clothing, weather) in their season picture.

- During the Elaborate Phase, students will record the two measured temperatures for the day (inside and outside the classroom) and the two predicted temperatures for a month from now (inside and outside the classroom).

Evidence of group work:

-During the Explore Phase, students will work in their season groups talking about their drawings.

- During the Explain Phase, the class will come together and each season group will share their ideas to the rest of the class.

Lesson Modifications for Diverse Learners:

If a student has difficulty writing a sentence explaining why they drew elements in their picture (clothing & weather), he/she could orally describe their picture to one of the teachers.

If a student has difficulty predicting a temperature reading for a month away, student could decide whether he/she thought it would be warmer or cooler and color the temperature boxes

18

(on the handout) - predicted inside & outside- red or blue respectively to represent their idea of the changing weather.

19

References:

Children’s Misconceptions about Science. (2005). Operation Physics: American Institute of Physics. Retrieved from http://www.eskimo.com/~billb/miscon/opphys.html

Wenham, Martin (1995). Understanding primary science ideas, concepts, and explanations. London: PCP.

20

Rubric

5 points 3 points 1 point

Draws picture that corresponds to their assigned season

The picture includes five or more articles of clothing that accurately depict what someone would wear during that particular season.

The picture includes up to four articles of clothing that accurately depict what someone would wear during that particular season OR articles of clothing included do not accurately correspond to this season.

The student includes two or fewer articles of clothing that accurately depict what someone would wear during that particular season OR

articles of clothing included do not accurately correspond to this season.

Writes sentence to explain the elements of their picture

Student’s sentence gives an accurate description about their picture.

Student’s sentence is missing minor details about their picture.

Student’s sentence doesn’t incorporate their picture into their explanation.

Records inside and outside temperature for Today

Student correctly records both the inside and outside temperatures.

Student correctly records either the outside OR the inside temperature but not both. No attempt is considered an incorrect response.

Doesn’t write any of the recordings for the inside and/or outside temperatures.

Writes number predictions for inside and outside temperature in May

Student predicts and records both the inside and outside temperatures.

Student predicts either the outside temperature OR inside temperature but not both

Doesn’t write any of the predictions for the inside and/or outside temperatures.

21

What does it feel like outside?

Name:

Temperature Inside Outside

Today

May

22

What does it feel like outside?

Name:

Temperature Inside Outside

Today

May

23

References

5E Inquiry Lesson P#1. Changing Weather in the Seasons. Created by Kathie Conrad, 3/31/2001 2:28:00 PM.

Retrieved Nov. 20, 2016; 1:32.00 PM from http://www.msconradscreations.weebly.com/uploads

Used by permission.

24

Rubric

Criteria 4 Excellent 3 Very Good 2 Acceptable 1 PoorKnowledge of the topicWorked well with othersShared results with the whole classFollowed instructionsCreativity

4. Demonstrated exceptional knowledge of information. Included excellent information and good use of time. Outstanding critical and creative thinking skills. Collaborated well with others. Excellent presentation. Excellent attention to instructions and achieved productivity. Extremely well produced work.

3. Demonstrated knowledge of information. Included in-depth information and good use of time. Demonstrated critical and creative thinking skills. Collaborated well with others. Skillful presentation. Demonstrated attention to instructions and achieved productivity. Well produced work.

2. Demonstrated adequate knowledge of information. Adequate information and some good use of time. Demonstrated critical and creative thinking skills. Collaborated with others. Adequate presentation. Demonstrated some attention to instructions and partially achieved productivity. Adequate work

1. Demonstrated insufficient knowledge of information. Included no information and good use of time. Demonstrated very little critical and creative thinking skills. Did not collaborate with others. Poor presentation. Did not pay attention to instructions and did not achieve productivity. Inadequate work.

25