While I have experience with individual lesson planning, the time finally came for me to design my own unit. At first, I approached this process with much apprehension, however, after researching and looking into an abundance of resources, I became fixated and slightly excited about my unit planning. I created my first unit on weather and seasons for my first graders. Included in my science unit is an integration of language arts, math, and technology. Here is my unit overview!
Graphic
Overview of Science Unit
UNIT: Seasons and Weather Strand: Earth Science
Grade: 1st
Grade
level concepts as per the Standards: Weather can be observed, measure and
described.
_________________________________________________________________________________________________
Day #
|
Standard
|
Lesson
|
Integration
(in any
order)
|
Resource
|
1
|
Introduction to Unit—Overview of all sub standards.
Writing Applications 2.2:
Write brief
expository descriptions of a real object, person, place, or event, using
sensory
details.
|
Hook:
I will call four different students up to the
front, each wearing similar clothing.
I will tell the students to look at the clothing these students are
wearing and discuss how their clothing choices are similar. I will ask students how they decide what
clothes to wear on any given day. Then
I will ask how they know if they should wear a sweater, a T-shirt, rain boots
etc.? This will lead into a discussion on weather, allowing me to introduce
the new unit. I will define weather
and show pictures of different types of weather using the online picture
gallery. Students will then draw a picture and describe one picture from the
gallery.
|
“Tech Link”: I
would use the online photo gallery of different types of weather to show
students that there are various types of weather conditions. Because many students at this age are
egocentric, they may not know that other types of weather exist outside of
sunny southern California. This online
gallery will enable students to see different types of weather they might not
otherwise see.
“Lit Link”:
Students will write about one picture they saw from the online gallery using
details. This reinforces their
learning while also builds on their writing skills.
|
|
2
|
3a: Students know how to use simple tools to measure
weather conditions and record changes from day to day and across the
seasons.
|
Introduce
simple weather tools such as a wind vane and thermometer to students. Explain what these tools do and how they
are related to weather. Set up various
stations for students to practice measuring temperature. In addition, students will be introduced to
the classroom thermometer and will be asked to record the temperature they
see outside the classroom upon arriving to school each day in their science
journal.
|
“Home Link”: Students will be given a thermometer and will be asked to measure the
temperature of a hot liquid, a room temperature liquid, and a cold liquid. Students
will log the different temperatures they find on a separate sheet of paper
and return to class at the end of the week.
|
|
3
|
3c: Students know that the sun warms the land, air,
and water.
|
Take
students outside to feel the blacktop or asphalt during the morning and in
the afternoon. Students will record
how the blacktop feels at both times in their science journals. After this experience, a discussion will be
led on how the sun heats the land, air, and water, influencing temperature. Then,
students will create a word map, helping them remember the process of how the
sun warms the earth.
|
Lesson
Idea from: California Science by
Scott Foresman
|
|
4
|
3b: Students know that the
weather changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
Reading Comprehension 2.6 Relate prior knowledge to textual information.
|
Because
students have been learning about different types of weather, I will
introduce how specific types of weather are commonly seen in specific
seasons. I will first read “Seasons” by Lucy Floyd and will give a general
overview of each season. I will ask students to think-pair-share with a
partner about things they do or things they see during the seasons I show in
the book. I will define season and then will focus on the season of
spring. Students will then get into
groups of four and will create a spring collage. Students will write words, draw pictures,
and cut pictures out of magazines that represent the season and weather found
in spring.
|
“Lit Link”: Read aloud the book “Seasons” by Lucy Floyd. This book introduces the four seasons and
shows students pictures of the different seasons. This will help introduce the different
seasons to students before giving the specifics on each season.
|
“Seasons” by Lucy Floyd
|
5
|
3b: Students know that the
weather changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
|
Today
students will learn about the seasons of winter and summer. I will show students pictures of the summer
and winter seasons using the ELMO.
Students will then draw a picture of something they would do outside
during the winter versus something they would do outside during the
summer.
|
||
6
|
3b: Students know that the
weather changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
|
Students
will learn about the season of fall and the characteristics of fall. We will discuss what the weather is like in
fall and will think about things that take place during fall throughout the
United States. For example, leaves change
colors, leaves fall off trees, farmers harvest crops etc. Students will then
watch The Magic School Bus: Kicks Up a
Storm. Students will be asked
questions throughout the movie.
|
“Tech Link”: Students will watch, The Magic
School Bus: Kicks Up a Storm. Because students have learned about all
four seasons, this video will reinforce content knowledge and will show
students different types of weather that exist in each season. Students will be asked questions throughout
the movie to check for understanding.
|
Magic School Bus: Kicks Up a Storm
|
7
|
3b: Students know that the
weather changes from day to day but that trends in temperature or of rain (or
snow) tend to be predictable during a season.
Statistics, Data Analysis, and Probability 1.2: Represent and compare data (e.g., largest,
smallest, most often, least often) by using pictures, bar graphs, tally
charts, and picture graphs.
|
Because
students have learned about weather and seasons, students will apply their
content knowledge on seasons to mathematics.
Students will be given data on a city’s rainfall during each
season. The students will create a bar
graph on the amount of rainfall in their given city during each season.
Students will then compare their city’s bar graph with another city. Students will be able to see how certain
regions of the world and the United States gets different amounts of rainfall
during different seasons.
|
“Other Link”: Mathematics
Students will create a bar
graph of rainfall in different seasons.
This will help them with their seasons content knowledge while also
helping them work on mathematics content.
|
Bar graph idea from: California Science by Scott Foresman
|
Culminating
Activity
|
3b: Students know that the weather changes from day to
day but that trends in temperature or of rain (or snow) tend to be
predictable during a season.
|
Students will create an illustrated season’s book.
On each page, students will draw a picture of a specific season and will
write two sentences about the weather during that season.
|
Assessment
Use rubric/checklist
|
At least 5 Resources: Title, Author & isbn (3 text
resources required) other resources may be complete specific websites or
literature connections
1. “Seasons” by Lucy Floyd ISBN: 0153148578, 9780153148576
2. California Science
by Scott Foresman ISBN: 0-328-24129-6
3. “The Everything KIDS' Weather Book: From Tornadoes to
Snowstorms, Puzzles, Games, and Facts That Make Weather for Kids Fun!” by Joe
Snedeker ISBN:1440550360
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