Monday, February 4, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons.

E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). E.ES.E.3-Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.32- Observe and collect data and weather conditions over a period of time. S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. S.IP.01.13- Plan and conduct simple investigations. Objective: The students will understand that weather is always changing. The students will understand the effects that serve weather have on us and our surroundings. Activity: The students will be introduced to the unit of weather. They will be introduced to the central idea that weather changes from day-to-day and over the seasons. The students will be asked what they think they know about the central idea, and what they want to know about the central idea. Their thoughts will be recorded to complete a whole class K-W-L. They will then view a video regarding the effects of severe weather, and discuss what they have seen. They will then complete page 1 in their journals. The page will ask them to draw a picture of their favorite weather, and write what they think they know about it. The students will then be told that they are going to be graphing the temperature and weather over the next ten school days. As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to formulate ideas for the K-W-L. They will also be assessed based on the completion and correctness of their journal pages. Tuesday, February 5, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. 1

E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations).

E.ES.E.3-Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.32- Observe and collect data and weather conditions over a period of time. S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. Objective: The students understand that weather is always changing. The students will understand that different types of weather are associated with different seasons. Activity: The students will be told that they will be going outside to observe the weather. Before going outside, the teacher will indicate to the students that they will be using their senses to examine the weather. The students will be told that they will be staying together as a group, and we will discuss and observe how the weather looks, tastes, feels, smells, and sounds. The students will then return to the class where they will complete journal pages 2-3 and 5. Prior to completing the pages on their own, the teacher will model the completion for them. The pages will ask the students questions regarding the weather that they just observed. As a class, we will then graph the temperature and weather for the day. Assessment: The students will be assessed based on their ability to express their ideas during the outside portion of the activity. They will also be assessed based on their journal pages. Wednesday, February 6, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. 2

E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations).

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.15- Make accurate measurements with appropriate (non-standard) units for the measurement tool. S.IP.01.16- Construct simple charts from data and observations. Objective: The students understand that there are four seasons. The students will understand that each seasons in associated with different weather. The students will understand how to properly construct and read a bar graph. Activity: The students will be told that today they are going to be learning about the four seasons. The students will be asked if anyone can name the four seasons. Their answers will be written on the board until all four seasons are recorded. We will then discuss what each seasons weather is like. The students will then be asked if anyone has a favorite season, and why. The students will then be told that we are going to record our classs favorite seasons. Each student will be asked their favorite season, and a tally will be recorded next to the given season. We will then discuss which season has the most tallies, and which has the least. The students will then be shown the paper in which they will be graphing the information on. They will also be shown the pictures that they will use to represent each student. The students will be told that they will be attempting to complete the graph on their own without help from the teacher. They will be told to place the pieces on the graph in the most meaningful way possible so that it can be read and the information can be interrupted. As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Thursday, February 7, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. 3

E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations).

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.15- Make accurate measurements with appropriate (non-standard) units for the measurement tool. S.IP.01.16- Construct simple charts from data and observations. Objective: The students understand that there are four seasons. The students will understand that each seasons in associated with different weather. The students will understand how to properly construct and read a bar graph. Activity: The students will review the four seasons. They will be reminded that yesterday they had an opportunity to construct a graph to represent the favorite seasons of our class. They will be asked to explain the ways in which they went about constructing their graphs. We will also review what important information a graph needs to have. The students will be told that today they will have a chance to look at the graph that they created, and think about how they can make it better. They will then receive the same papers that they received yesterday. The students will construct new graphs using the same information. As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Friday, February 8, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations.

S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations.

Objective: The students will understand how to properly construct a graph. They will also understand how to correctly read a graph to accurately determine the desired information. Activity: As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Monday, February 11, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations. Objective: The students will understand how to properly construct a graph. They will also understand how to correctly read a graph to accurately determine the desired information. Activity: As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Tuesday, February 12, 2013 Benchmarks: 5

E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations. Objective: The students will understand how to properly construct a graph. They will also understand how to correctly read a graph to accurately determine the desired information. Activity: As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Wednesday, February 13, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). E.ES.E.3-Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.32- Observe and collect data and weather conditions over a period of time. S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. 6

S.IP.01.13- Plan and conduct simple investigations.

Objective: The students will understand that the four seasons are associated with different weather. Activity: As a class, we will review the four seasons. We will discuss the types of weather that each of the four seasons is associated with. The students will be told that they are going to be completing a Four Square project. The project will ask the students to work with a partner to indicate the weather associated with each of the four seasons. The pairs of students will fold their papers so that it has four equal parts; one section for each season. They will then draw a picture of each season, and write a sentence about the weather that is seen during that season. The teacher will model the project for the students. As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment: The students will be assessed based on their ability to accurately determine the weather associated with each season. They will also be assessed based on their ability to work with a partner in a cooperative manner. Thursday, February 14, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations. Objective: The students will understand how to properly construct a graph. They will also understand how to correctly read a graph to accurately determine the desired information. Activity: As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. Assessment:

The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Friday, February 15, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations. Objective: The students will understand how to properly construct a graph. They will also understand how to correctly read a graph to accurately determine the desired information. Activity: As a class we will determine the temperature and weather, and record it on our worksheets. The teacher will then collect the handouts to be distributed the following day. The students will each be given a homework sheet to complete during the weekend. Assessment: The students will be assessed based on their ability to construct a graph in a purposeful and meaningful manner. Wednesday, February 20, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. 8

S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection.

Objective: The students understand that the sun has an impact on the weather. Activity: The students will listen to a story about the sun. We will then discuss what we have learned from the book as a class. The students will then engage in a brief ActiveInspire presentation regarding facts about the sun. The students will then be assigned a project to complete. The teacher will model the project. The students will then complete their sun project where they will make a sun, and write a fact about the sun on their project. Assessment: The students will be assessed based on their ability to recall information about the sun after the book has been read. They will also be assessed based on their ability to complete their sun project. Thursday, February 21, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. S.IP.01.13- Plan and conduct simple investigations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. Objective: The students understand the cycle that water takes. Activity: 9

The students will be told that today they will begin to learn about the water cycle. The students will listen to a song/video about the water cycle. They will then be shown a presentation about the water cycle through ActiveInspire. The students will then each receive a copy of the water cycle song. They will then place the song in their poetry notebook. As a class, we will place a piece of damp paper on the window ledge. After approximately one hour, we will observe the changes in the paper towel. We will discuss how the water in the paper towel is going through the water cycle. Assessment: The students will be assessed based on their ability to recall information about the water cycle. They will also be assessed based on their participation, and ability to properly follow the given directions. Friday, February 22, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. Objective: The students will understand the water cycle. Activity: The students will review what they have learned the previous day about the water cycle. They will then be given time to complete their water cycle projects. The projects will require the students to cut out the water cycle, and attach the water droplet which will rotate around the water cycle. Assessment: The students will be assessed based on their ability to recall the information about the water cycle. They will also be assessed based on their ability to determine the steps. Monday, February 25, 2013 10

Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. S.IP.01.13- Plan and conduct simple investigations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations.

Objective: The students understand the creation of a rainbow. Activity: The students will listen to a story about rainbows. They will then complete a poem based on the letters ROYGBIV. They will write each letter, and list an item that possesses that color. Once they have completed their poems they will paint a rainbow using water color paint. Assessment: The students will be assessed based on their ability to accurately determine the order in which the colors appear. They will present their understanding by painting the colors in the correct order, and listing the colors in the correct order. Tuesday, February 26, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. 11

E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations).

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. S.IP.01.13- Plan and conduct simple investigations. S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations. Objective: The students will understand the differences between clouds. They will be able to determine the correct names of the given clouds. Activity: The students will listen to a book about the different types of clouds. They will then view a video to revisit the information. As a class, we will construct a list of the different types of clouds, along with their defining attributes. Assessment: The students will be assessed based on their participation, as well as their ability to accurately determine the type of given cloud and its attributes. Thursday, February 28, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.01.12- Generate questions based on observations. S.IP.01.13- Plan and conduct simple investigations. 12

S.IP.01.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.01.16- Construct simple charts from data and observations.

Objective: The students will understand the attributes of cloud types. They will understand that the different types of clouds are associated with different types of weather. They will be able to determine the correct names of the given clouds. Activity: As a class, we will review the different types of clouds, and the weather that is associated with each type of cloud. We will then go outside to observe the weather. The students will then return to class, and record their observations in their science journals. Once the students have completed their journal pages, the students will paint the different types of clouds. Assessment: The students will be assessed based on their ability to name, and explain, each type of cloud. They will also be assessed on their ability to paint each cloud, and accurately record their findings in their journals. Monday, March 4, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the cause of lightning. They will understand the safety precautions that are associated with lightning. Activity: The students will be asked, What do you think you know about lightning? The students will be read the book Lightning. The y will be shown a video on lightning. After they have viewed the video, they will be asked what they observed. The students will then be told they will be 13

completing a project. The project will ask the students to create a lightning bolt using tin foil. They will cut out the lightning from the tin foil, and paste it on the designated black paper. They will then write a fact about lightning under their lightning bolt. The teacher will model this project for the students. Assessment: The students will be assessed based on their ability to accurately determine, and record, the information that they have learned. Tuesday, March 5, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the cause of tornadoes. They will understand the safety precautions and safety procedures that are associated with tornadoes. Activity: The students will be asked, What do you think you know about tornadoes? The students will be read the book Tornadoes. The students will be shown a video on tornadoes. The students will be asked what they observed. The students will be asked what words they think of when they hear the word tornadoes. The words will be record on large-scale paper. The students will then be given a handout of a tornado, and a handout of words that are associated with tornadoes. The students will then cut out the words that they think of when they hear the word tornadoes, and paste it on the tornado handout. Assessment: The students will be assessed based on their ability to properly construct their projects. Thursday, March 7, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons.

14

E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations).

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the cause of tsunamis. They will understand the safety precautions and safety procedures that are associated with tsunamis. Activity: The students will be asked the question, What do you think you know about tsunamis? The students will then listen to the book Tsunamis. The students will then view a video regarding tsunamis. Once the video is complete, we will discuss what we observed. We will then focus on the safety procedures that are associated with tsunamis. Assessment: The students will be assessed based on their ability to accurately discuss information regarding tsunamis. Monday, March 11, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). E.ES.E.3- Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.31- Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind. E.ES.01.32- Observe and collect data and weather conditions over a period of time.

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S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the job of a meteorologist. They will understand the ways in which the meteorologist determines, and analyzes, weather patterns and change. Activity: The students will be given a presentation by a meteorologist. They will view this presentation with several other first grade classes. After the presentation is complete, the students will return to class where we will discuss as a class what we learned from the presentation. Assessment: The students will be assessed based on their ability to accurately recall information presented during the presentation. Tuesday, March 12, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the weather that is associated with the severe weather event of a blizzard. They will understand the safety precautions that need to be put in place in the instance of a blizzard. Activity: The students will be asked the question, What do you think you know about a blizzard? The students will then listen to the book Blizzard. The students will then view a video about blizzards, and as a class we will discuss what we observed. The students will then be given a worksheet where they will be asked to write a word that comes to mind when they hear the word Blizzard. The students will then spread out around the room, crumple up their paper, and have a snowball fight. This will allow the students to exchange papers in a creative manner. The students will then write about blizzards using their new word. 16

Assessment: The students will be assessed based on their ability to accurately recall information. Their writing will also be collected and assessed. Wednesday, March 13, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the weather that is associated with the severe weather event of a drought. They will understand the safety precautions that need to be put in place in the instance of a drought. Activity: The students will be asked the question, What do you think you know about a drought? The students will then listen to the book Wild Weather Around the World. The students will then view a video about droughts, and as a class we will discuss what we observed. We will then discuss the safety precautions that are needed when a drought occurs. Assessment: The students will be assessed based on their ability to accurately recall information. Thursday, March 14, 2013 Benchmarks: E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lighting, strong winds, heavy precipitations). 17

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.01.12- Generate questions based on observations. Objective: The students will understand the weather that is associated with the severe weather event of a hurricane. They will understand the safety precautions that need to be put in place in the occurrence of a hurricane. Activity: The students will be asked the question, What do you think you know about a hurricane? The students will then listen to the book Wild Weather Around the World. The students will then view a video about hurricanes, and as a class we will discuss what we observed. We will then discuss the safety precautions that are needed when a hurricane occurs. Assessment: The students will be assessed based on their ability to accurately recall information. Friday, March 15, 2013 Benchmarks: E.ES.E.1-Solar Energy- The sun warms the land, air, and water and helps plants grow. E.ES.01.11- Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.12- Demonstrate the importance of sunlight and warmth in plant growth. E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lightning, strong winds, heavy precipitation). E.ES.E.3- Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.31- Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind. E.ES.01.31- Observe and collect data and weather conditions over a period of time. Inquiry Process S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. 18

S.IP.E.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.12- Generate questions based on observations. S.IP.13- Plan and conduct simple investigations. S.IP.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.15- Construct simple charts from data and observations.

Objective: The students will demonstrate an overall understanding of the material presented throughout the unit. Activity: The students will be told that they are going to be completing a final project. We will review the project guidelines as a class. We will then create, and discuss, the rubric that will be used for the final project. Assessment: The students will be assessed based on their ability to recall information throughout the unit. Tuesday, March 19, 2013- Thursday, March 28, 2013 Benchmarks: E.ES.E.1-Solar Energy- The sun warms the land, air, and water and helps plants grow. E.ES.01.11- Identify the sun as the most important source of heat which warms the land, air, and water of the Earth. E.ES.01.12- Demonstrate the importance of sunlight and warmth in plant growth. E.ES.E.2- Weather- Weather changes from day to day and over the seasons. E.ES.01.21- Compare daily changes in the weather related to temperature (cold, hot, warm, cool); cloud cover (clear, cloudy, partly cloudy, foggy) precipitation (rain, snow, hail, freezing rain); wind (breezy, windy, calm). E.ES.01.22- Describe and compare weather related to the four seasons in terms of temperature, cloud cover, precipitation, and wind. E.ES.01.23- Identify severe weather events. E.ES.01.24- Describe precautions that should be taken for human safety during severe weather conditions (thunder and lightning, strong winds, heavy precipitation). E.ES.E.3- Weather Measurement- Scientists use tools for observing, recording, and predicting weather changes. E.ES.01.31- Identify the tools that might be used to measure temperature, precipitation, cloud cover, and wind. E.ES.01.31- Observe and collect data and weather conditions over a period of time. Inquiry Process 19

S.IP.E.1- Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP.E.11- Make purposeful observations of the natural world using the appropriate senses. S.IP.12- Generate questions based on observations. S.IP.13- Plan and conduct simple investigations. S.IP.14- Manipulate simple tools (for example: hand lens, pencils, rulers, thermometers, rain gauges, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.15- Construct simple charts from data and observations. Objective: The students will demonstrate an overall understanding of the material presented throughout the unit. Activity: The students will present their final projects to the class. Assessment: The students will be assessed based on their ability to construct, and present, their projects.

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