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Weather Unit Neumann University
First Grade Kerri Klatcher
Administrator’s initials: _____________
Part I. Community of Learners
The kindergarten students are ready to move into the science unit of Weather. Throughout this school
year one of the main objectives in science has to teach the students to become critical observant thinkers. Thus
far in science the students have learned how to observe, predict, and record. This previous knowledge will be
helpful to the students during the weather unit due to the content will call for the students to predict future
weather forecasts, observe the weather each day, and record their findings. There are twenty-six kindergarten
students in the classroom. Two students have an IEP and an aid with them during all times and there are five
English Language Learners. Another student comes in during writing, math, reading and science from the
special education classroom down the hall. The three students who have IEPs may have accommodations as
well as modifications need be. For example, on day five there is a writing assignment with a rubric all three
students will have modified rubrics, which will have different expectations to make the assignment fair to each
student. The student who comes in during science has Autism, I will have a pictured planner to help him
through the steps of writing on his desk and to help him stay on task.
For the English language learners, I will make them each special flash cards with the vocabulary words in
English, Spanish and attach a picture. During independent practices I will work one on one with a few students
to check for comprehension before moving further into the unit.
Part II. Planning Questions to be Answered:
The main outcome and goal I am working towards with this unit are for all students to understand different
components of weather such as rain, sun, temperature, clouds, wind, snow, thunderstorm, rainbows. The
students will also learn how to collect information based on observation. Each day the students will observe the
weather in order to complete their own weekly forecast chart. The students will also be able to explain and
understand different weather vocabulary terms, as well as learn about different tools that pertain to weather. By
the end of this unit students should be able to independently track weather, figure out how to tell the
temperature, explain the meaning of weather and different weather conditions. Students will also understand
Administrator’s initials: _____________
what type of clothing is appropriate in different weather conditions, what causes a rainbow and the different
types of precipitation. This unit will be taught through listening, doing with a whole group, as well as
independent work. Each day the students will complete a daily forecast to start each class. We then will read a
book about weather facts. Each day we will focus in on one particular weather condition, and then do a project
pertaining to that condition. We will hold whole group discussions about weather that will Segway our lesson
into ending with an independent practice. The students will also complete a writing piece the last day of the
unit. All of these activities combined will help me track the progress of each students understanding throughout
the unit.
Part III. Vocabulary1. Air: the part of the atmosphere closest to earth2. Cloud: a clump of tiny water drops that hangs in the air3. Precipitation: water that falls from the clouds in the sky, this includes rain, snow, and hail.4. Temperature: the measure of the amount of heat5. Wind: moving air6. Weather: a description of the outside air in a certain place at a certain time
Administrator’s initials: _____________
Part IV. Lesson Plans
Day 1:TEACHER: Ms.Kerri COURSE: SCIENCE DEPARTMENT
GRADE Kindergarten TOTAL 28 DATE: 4-10-17
TIME/ 1:45-2:30TOPICS: Weather
PA State Standards Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
Standard - 3.2.K.B• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.
Standard - 3.3.K.A5: Record daily weather conditions using simple charts and graphs Identify seasonal changes in the environment. Distinguish between types of precipitation.
Objectives Objectives correspond with PA State Standards listed above.
SWBAT: explain what weather isSWBAT: describe the different types of weatherSWBAT: master vocabulary words that coincide with weatherSWBAT: complete a writing piece about weather
Lesson Introduction: (5-7 min)
Good morning class, today we are going to start talking about weather!Who can tell me what they think weather is?What are different types of weather?
Let’s read a book about weather, to find out a little more information! ” Groundhog Weather School: Fun Facts About Weather and Groundhogs” written by Joan HolubWhat do we think the point of this story was? Was this book funny to make us laugh? (No)This book has all facts! Facts mean that the information we are learning is true!
Administrator’s initials: _____________
Activities/Procedures: (25-30min)Lesson Plans are conducive to student achievement and focus on PA State standards and objectives
Next we are going to make a cloud chart about weather!!
Everyone close your eyes and turn on your super smart brains!! Ask your brain what words come to your mind when you hear the word weather! (the word weather will be written on the board and we will collect all the words from each student!)
I will make sure as we are going words like rain, heat, temperature, sunny, snow, thunder, lightning, cloud, make their way up on the board. I will go over each word, and then introduce the following words humidity, precipitation, tornado, hail, wind, and air. We will then make a small book of pictures with each new weather vocabulary word! This will be able to help the students connect the word with the picture.
Everyone clear their desks and make their way to the carpet! Who can tell me what the weather is like outside today? (I will lead the students discussion to use the newly introduced vocabulary words?)
Since its spring time, what type of weather do we expect this month? (warm, windy, rainy)
Class, this week we are going to complete our own five day forecast! Weather forecasting is a prediction of what the weather will be like in an hour, tomorrow, or next week! We are going to all be detectives! We’re going to observe and record the weather every day this week!
Now were going to return to our seats and fill out the first day of our forecast! ( I will walk around, observe and help students who do not seem to be getting it)
Closing& Assessment: (5-7 min)Now, I am going to ask each of my friends to pick one of our new weather words and draw a picture that describes the word!
We are going to wrap up today by listening to our weather song!Weather Song for kids | "Sun, Rain, Wind, and Snow" | The Singing Walrushttps://www.youtube.com/watch?v=tfAB4BXSHOA
Administrator’s initials: _____________
Assessment Procedures: (check all that apply)Structure should simulate PSSA testing format to assist with PSSA test prep
Formative SummativeX Guided Practice X Participation Unit/Chapter
TestX PSSA Type Questions
X Enrichment PSSA Type Questions Oral Presentation
X Notebook Check
Homework X Notebook Check Research Project
Authentic Assessment
Group Work Authentic Assessment Technology Other: Rubric Other: Rubric
X Independent Practice
Portfolios
Materials/Resources Text Book: X Other: Crayons, scissors, special grip scissors,
X Graphic Organizer/Handouts(s): Weather chartX Technology: Smart Board, YouTube
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Accommodations
Tyler uses special grip scissors to help make cutting less difficult
Ryan gets distracted easily so when work needs to be completed he moves next to my desk
Bella is deaf in one year, when listening to the song, or coming to the carpet I will make sure she is up close and I make eye contact often. I will also pair Bella with a buddy so she can ask her partner is she misses something.
For the English language learners, I will make them each special flash cards with the vocabulary words in English, Spanish and attach a picture.
Differentiated Instruction
Mike has an intellectual disability and cannot write, and is nonverbal. I will have this student point to what weather he thinks it is outside and then I will use hand over hand to write the word.
Lenny has an intellectual disability, when performing the writing I will ask him his thoughts, jot tem down on sticky note, so he can copy the words or sentence from the sticky note on to his page.
Administrator’s initials: _____________
Administrator’s initials: _____________
Day 2 TEACHER: Ms.Kerri COURSE: SCIENCE DEPARTMENT
GRADE Kindergarten TOTAL 28 DATE: 4-10-17
TIME/ 1:45-2:30TOPICS: Weather
PA State Standards Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
Standard - 3.2.K.B• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.
Standard - 3.3.K.A5: Record daily weather conditions using simple charts and graphs Identify seasonal changes in the environment. Distinguish between types of precipitation.
Objectives Objectives correspond with PA State Standards listed above.
SWBAT: explain what weather isSWBAT: describe the different types of weatherSWBAT: master vocabulary words that coincide with weatherSWBAT: complete a writing piece about weather
Lesson Introduction: (5-7 min)
Hello friends!Weather song: Weather Song for kids | "Sun, Rain, Wind, and Snow" | The Singing Walrushttps://www.youtube.com/watch?v=tfAB4BXSHOA
We’re going to continue talking about weather! Who can remember some of the facts we talked about yesterday?Who can remember our weather words?(We will go through and refresh with each word, I will show pictures on the board as we go through.)
Each student will then compete day two of their weather forecasting chart.
Activities/Procedures: (25-30min)Administrator’s initials: _____________
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives
We’re going to go into today’s lesson by talking about specific types of weather. ( Sunny, snowy, rainy, stormy, windy, cloudy.)
We then are going to go through as a group and talk about each type of weather, what causes this weather, how the temperature feels during these different types of weather, and what type of clothing we wear in these situations.
I will activate prior knowledge by asking them personal experiences they have encountered with these different Closing& Assessment: (5-7 min)Lastly we are going to do a matching exit ticket!On one side there will be different weather scenarios, on the other side there are different clothing options the students will match the clothes with the scenario!This will show me that the students really understand the different weather terms and conditions.
Administrator’s initials: _____________
Assessment Procedures: (check all that apply)Structure should simulate PSSA testing format to assist with PSSA test prep
Formative SummativeX Guided Practice X Participation Unit/Chapter
TestPSSA Type Questions
X Enrichment X PSSA Type Questions Oral Presentation
Notebook Check
Homework X Notebook Check Research Project
Authentic Assessment
Group Work Authentic Assessment Technology Other: Rubric Other: Rubric
X Independent Practice
Portfolios
Materials/Resources List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheetsText Book: X Other: Paper, pens, crayons
X Graphic Organizer/Handouts(s): Weather tracker
X Technology: Smart board
Accommodations
Tyler uses special grip scissors to help make cutting less difficult
Bella is deaf in one year, when listening to the song, or coming to the carpet I will make sure she is up close and I make eye contact often. I will also pair Bella with a buddy so she can ask her partner is she misses something.
Ryan gets distracted easily so when work needs to be completed he moves next to my desk
For the English language learners, I will make them each special flash cards with the vocabulary words in English, Spanish and attach a picture.
Differentiated Instruction Mike has an intellectual disability and cannot write, and is nonverbal. I will have this student point to what weather he thinks it is outside and then I will use hand over hand to write the word.
Lenny has an intellectual disability, when performing the writing I will ask him his thoughts, jot tem down on sticky note, so he can copy the words or sentence from the sticky note on to his page.
Administrator’s initials: _____________
Administrator’s initials: _____________
Administrator’s initials: _____________
Day 3: TEACHER: Ms.Kerri COURSE: SCIENCE DEPARTMENT
GRADE Kindergarten TOTAL 28 DATE: 4-10-17
TIME/ 1:45-2:30TOPICS: Weather
PA State Standards Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
Standard - 3.2.K.B• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.
Standard - 3.3.K.A5: Record daily weather conditions using simple charts and graphs Identify seasonal changes in the environment. Distinguish between types of precipitation.
Objectives Objectives correspond with PA State Standards listed above.
SWBAT: explain what weather isSWBAT: describe the different types of weatherSWBAT: master vocabulary words that coincide with weatherSWBAT: complete a writing piece about weather
Lesson Introduction: (5-7 min)
We will start with our singing walrus weather song!Friends, so far we have learned a lot about all-weather but today we are going to look a little closer to rainbows and rain!Class, who knows what a rainbow is?What causes a rainbow to occur?I will then put on a video about rainbows:https://www.youtube.com/watch?v=RGWtwhTRHJg (How a Rainbow is formed - The Rainbow - Lesson for kids.
Activities/Procedures: (25-30min)Lesson Plans are conducive to student achievement and focus on PA State standards and objectives
Administrator’s initials: _____________
Today we are going to do a fun activity! We are going to make a weather mobile including all of the types of weather we have learned about so far!
What weather pictures we will include in our mobile? (Rain, snow, clouds, sun, wind, rainbow, lightening and storm clouds.)
Each student will then start drawing pictures for their mobile as well as labeling them.
Once completed the students will then go on to do day 4 of their forecasting chart!
Administrator’s initials: _____________
Closing& Assessment: (5-7 min)
Administrator’s initials: _____________
We will end the lesson with a small writing exit ticket.Each student will get a paper with a writing prompt that says, “My favorite type of weather is”They will then answer the question and draw a picture.
Administrator’s initials: _____________
Assessment Procedures: (check all that apply)Structure should simulate PSSA testing format to assist with PSSA test prep
Formative SummativeX Guided Practice X Participation Unit/Chapter
TestPSSA Type Questions
X Enrichment X PSSA Type Questions Oral Presentation
Notebook Check
Homework X Notebook Check Research Project
Authentic Assessment
Group Work Authentic Assessment Technology Other: Rubric Other: Rubric
X Independent Practice
Portfolios
Materials/Resources List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheetsText Book: X Other: Paper, pens, crayons
X Graphic Organizer/Handouts(s): Weather tracker
X Technology: Smart board
Accommodations
Tyler uses special grip scissors to help make cutting less difficult
Bella is deaf in one year, when listening to the song, or coming to the carpet I will make sure she is up close and I make eye contact often. I will also pair Bella with a buddy so she can ask her partner is she misses something.
Ryan gets distracted easily so when work needs to be completed he moves next to my desk
For the English language learners, I will make them each special flash cards with the vocabulary words in English, Spanish and attach a picture.
Differentiated Instruction Mike has an intellectual disability and cannot write, and is nonverbal. I will have this student point to what weather he thinks it is outside and then I will use hand over hand to write the word.
Lenny has an intellectual disability, when performing the writing I will ask him his thoughts, jot tem down on sticky note, so he can copy the words or sentence from the sticky note on to his page.
Administrator’s initials: _____________
Administrator’s initials: _____________
Day 4: TEACHER: Ms.Kerri COURSE: SCIENCE DEPARTMENT
GRADE Kindergarten TOTAL 28 DATE: 4-10-17
TIME/ 1:45-2:30TOPICS: Weather
PA State Standards Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
Standard - 3.2.K.B• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.
Standard - 3.3.K.A5: Record daily weather conditions using simple charts and graphs Identify seasonal changes in the environment. Distinguish between types of precipitation.
Objectives Objectives correspond with PA State Standards listed above.
Administrator’s initials: _____________
SWBAT: explain what weather isSWBAT: describe the different types of weatherSWBAT: master vocabulary words that coincide with weatherSWBAT: complete a writing piece about weather
Lesson Introduction: (5-7 min)
Friends, does anyone remember the question we ended class with yesterday?(What is your favorite type of weather?)We are going to take that out and continue working! But we are going to add to our work! So you already have what weather is your favorite now you’re going to add a reason why! As well as what you do and wear in that weather!
Activities/Procedures: (25-30min)Lesson Plans are conducive to student achievement and focus on PA State standards and objectives
Yesterday we talked about rain and rainbows, today we are going to talk about snowstorms!
(We then will have an open discussion about snow!)
How is the temperature when it snows? What do we wear? What can you do in the snow? Etc.
We will then use the smartboard to investigate the website http://www.coolkidfacts.com/snow-facts-for-kids/
This website has all facts, video clips and hands on acuities about snow storms.
Now that we know all about snow, we are going to make our own very own snowstorm in a bag!
Each student will get a zip lock bag, a straw, marker, and cotton balls.
The students will then rip up the cotton and place it in the bag, they will draw a snow man or snow scenario on the front of the bag. I will then cut a small whole in the bag for the straw to be placed in.
When the students blow air through their straw into the bag making the snow (cotton) move around creating a snow storm!
Closing& Assessment: (5-7 min)
Administrator’s initials: _____________
We will wrap up todays lesson by completing our weather forecast chart!When finished I want you to write one fact you learned today about snow!
Assessment Procedures: (check all that apply)Structure should simulate PSSA testing format to assist with PSSA test prep
Formative SummativeX Guided Practice X Participation Unit/Chapter
TestPSSA Type Questions
X Enrichment X PSSA Type Questions Oral Presentation
Notebook Check
Homework X Notebook Check Research Project
Authentic Assessment
Group Work Authentic Assessment Technology Other: Rubric Other: Rubric
X Independent Practice
Portfolios
Materials/Resources List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheetsText Book: X Other: Paper, pens, crayons, zip lock bag,
cotton balls, straws.X Graphic Organizer/Handouts(s): Weather tracker
X Technology: Smart board
Accommodations
Tyler uses special grip scissors to help make cutting less difficult
Bella is deaf in one year, when listening to the song, or coming to the carpet I will make sure she is up close and I make eye contact often. I will also pair Bella with a buddy so she can ask her partner is she misses something.
Ryan gets distracted easily so when work needs to be completed he moves next to my desk
For the English language learners, I will make them each special flash cards with the vocabulary words in English, Spanish and attach a picture.
Differentiated Instruction Mike has an intellectual disability and cannot write, and is nonverbal. I will have this student point to what weather he thinks it is outside and then I will use hand over hand to write the word.
Lenny has an intellectual disability, when performing the writing I will ask him his thoughts, jot tem down on sticky note, so he can copy the words or sentence from the sticky note on to his page.
Administrator’s initials: _____________
Administrator’s initials: _____________
Day 5: TEACHER: Ms.Kerri COURSE: SCIENCE DEPARTMENT
GRADE Kindergarten TOTAL 28 DATE: 4-10-17
TIME/ 1:45-2:30TOPICS: Weather
PA State Standards Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards
Standard - 3.2.K.B• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and events. • Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. • Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. • Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. • Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists.
Standard - 3.3.K.A5: Record daily weather conditions using simple charts and graphs Identify seasonal changes in the environment. Distinguish between types of precipitation.
Objectives Objectives correspond with PA State Standards listed above.
Administrator’s initials: _____________
SWBAT: explain what weather isSWBAT: describe the different types of weatherSWBAT: master vocabulary words that coincide with weatherSWBAT: complete a writing piece about weather
Lesson Introduction: (5-7 min)
Friends! Today we are going to start our lesson by filling out our last day of our weather chart!!Once we finish we are going to tur back into scientist and collect our data!We are going to make a chart on the board tallying how many days it was sunny, how many it was rainy, and how many it was cloudy.
Students will be in pairs, one student will draw a card with a type of weather posted on it, they will then act out the weather while their partner guesses what they are!
Science weather song: https://www.youtube.com/watch?v=tfAB4BXSHOAWeather Song for kids | "Sun, Rain, Wind, and Snow" | The Singing Walrus
Activities/Procedures: (25-30min)Lesson Plans are conducive to student achievement and focus on PA State standards and objective
Today friends we are going to do a writing piece in science as we wrap up our unit on weather!
So far we have talked about rain, thunderstorms, sun, temperature, clouds, wind, air and snow.
Writing assessment(Rubric attached)
“What is your favorite type of weather that happened this week on your weather forecast?”
They will then need to answer the question, and give two facts they learned about this type of weather using the vocabulary words we learned this week!
When finished they will draw a picture of the weather they chose.
Students will perform this assessment independently with no help.
Closing& Assessment: (5-7 min
Administrator’s initials: _____________
We are going to finish up the unit with a game of weather bingo as a whole group.
Assessment Procedures: (check all that apply)Structure should simulate PSSA testing format to assist with PSSA test prep
Formative SummativeX Guided Practice X Participation Unit/Chapter
TestPSSA Type Questions
X Enrichment X PSSA Type Questions Oral Presentation
Notebook Check
Homework X Notebook Check Research Project
Authentic Assessment
Group Work Authentic Assessment Technology Other: Rubric Other: Rubric
X Independent Practice
Portfolios
Materials/Resources List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or
worksheetsText Book: X Other: Paper, pens, crayons, zip lock bag,
cotton balls, straws.X Graphic Organizer/Handouts(s): Weather tracker
X Technology: Smart board
Accommodations
Tyler uses special grip scissors to help make cutting less difficult
Bella is deaf in one year, when listening to the song, or coming to the carpet I will make sure she is up close and I make eye contact often. I will also pair Bella with a buddy so she can ask her partner is she misses something.
Ryan gets distracted easily so when work needs to be completed he moves next to my desk
For the English language learners, I will make them each special flash cards with the vocabulary words in English, Spanish and attach a picture.
Differentiated Instruction Mike has an intellectual disability and cannot write, and is nonverbal. I will have this student point to what weather he thinks it is outside and then I will use hand over hand to write the word.
Lenny has an intellectual disability, when performing the writing I will ask him his thoughts, jot tem down on sticky note, so he can copy the words or sentence from the sticky note on to his page.
Administrator’s initials: _____________
Administrator’s initials: _____________
Administrator’s initials: _____________
Administrator’s initials: _____________
Part V. References
Snow facts for kids . (2016 ). Retrieved from http://www.coolkidfacts.com/snow-facts-for-kids/
Wicker, C. (2016). Weather forecasting . Retrieved from http://www.weatherwizkids.com/weather-forecasting.htm
Links:https://www.google.com/search?q=kindergarten+science+writing+rubric&tbm=isch&imgil=vMXh5CeK6jSRnM%253A%253Bu5JJIbga9RG-uM%253Bhttps%25253A%25252F%25252Fwww.teacherspayteachers.com%25252FProduct%25252F4-Star-Kindergarten-Rubric-322213&source=iu&pf=m&fir=vMXh5CeK6jSRnM%253A%252Cu5JJIbga9RG-uM%252C_&usg=__SZ-lAI-_2cjZcE1mVpVDPwxeHeE%3D&biw=1366&bih=623&ved=0ahUKEwiw_fPVm8DTAhXjz4MKHTTPDvgQyjcIMg&ei=mpL_WLDIGuOfjwS0nrvADw#imgrc=vMXh5CeK6jSRnM:
https://www.youtube.com/watch?v=RGWtwhTRHJg
https://www.youtube.com/watch?v=tfAB4BXSHOA
Administrator’s initials: _____________
