SeniorProject InstructionalPlanning

UtahValleyUniversity SchoolofEducation

KailiSimmons Spring,2013

Part 2: Instructional Planning

UnitInstructionPlan/Overview
Name:Kaili Simmons Unittopic: Weather Gradelevel: Kindergarten Lesson Number/Title Utah Core/Common Core Standards UTStandard: Science Standard2 Earthand SpaceScience. Studentswill gainan understanding ofEarthand SpaceScience throughthe studyofearth materials, celestial movement,and weather. CommonCore #: Specific Objective(s) Indicator(s) Instructional Plan Assessment Plan

Lesson#1:

Objective3.C: Describe, predict,and discussdaily weather conditionsand howpredicting theweathercan improveour lives. Indicator: Studentswillbe abletodescribe theweather conditionsusing appropriate vocabulary.

Instructional modelor strategyused: Direct Instruction Summaryof procedures: Studentswillbe introducedto different weather conditionsina videoandthen guidedina discussion aboutdifferent kindsofweather afterreading WeatherWords

Unit PreAssessmen t: WeatherSkills Check Formative assessment: Class questions/discu ss Summative assessment (optional): None

CCSS.ELALiter acy.RL.K.1

andWhatThey Mean.Theywill thenpractice theirweather vocabularyand illustratepicture tomatchthe vocabulary word. Objective3.A: Observeand recordthat weather changesoccur fromdaytoday andweather patternsoccur fromseasonto season. Instructional modelor strategyused: Direct Instruction Summaryof procedures: Engage studentswitha videothentie thevideoto observingand recording weather.Then wewillcover observingand recording weatherandour newgraphand ourweather journalandhow torecordinit. Instructional modelor strategyused: Direct Instruction Summaryof procedures: Engage studentswith Lesson PreAssessmen t: Class discussion:how havewebeen recording weatherall year? Formative assessment: Dailyweather journal Summative assessment (optional): None

Lesson#2:

UTStandard: Science Standard2 Earthand SpaceScience. Studentswill gainan understanding ofEarthand SpaceScience throughthe studyofearth materials, celestial movement,and weather. CommonCore #:CCSS. Math.Content.K. CC.B.4a

Indicator: Studentswill recordthedaily weatherand graphtheir recordings.

Lesson#3:

UTStandard: Science Standard2 Earthand SpaceScience. Studentswill gainan understanding ofEarthand

Objective3.C: Describe, predict,and discussdaily weather conditionsand howpredicting theweathercan improveour

Lesson PreAssessmen t: Video:Whatdid Groverpredict theweather wouldbe? Formative assessment:

SpaceScience throughthe studyofearth materials, celestial movement,and weather.

lives. Indicator: Studentswillbe abletopredict theweatherand recordtheir predictionsona graph.

CommonCore #: CCSS.ELALiter acy.RF.K.4

video.Read WhatWillthe WeatherBe LikeToday? Havestudents predictwhatthe weatherwillbe likeonthenext page.Discuss anddefine predict.Make predictionsasa classonthe weeklyweather graphforthe nexttwoweeks. Instructional modelor strategyused: Jigsaw Summaryof procedures: Engage studentswith video.Briefly discuss seasons. Demonstrate seasonmatch worksheet,the umbrella,and blanktree seasonscolor page.Explain howmycenter willworkand howstudents willpresenttheir seasons.Have students presentand

Predictions duringreading whatwillthe weatherbelike today/tomorrow ? Summative assessment (optional): None

Lesson#4:

UTStandard: Science Standard2 Earthand SpaceScience. Studentswill gainan understanding ofEarthand SpaceScience throughthe studyofearth materials, celestial movement,and weather.

Objective3.A: Observeand recordthat weather changesoccur fromdaytoday andweather patternsoccur fromseasonto season.

Indicator: Studentswillbe abletoidentify seasonsby picturesof corresponding images.

Lesson PreAssessmen t: Video:Guess theSeason Formative assessment: Seasonscolor page Summative assessment (optional): None

CommonCore #: CCSS.ELALiter acy.RF.K.4

summarize.

Lesson#5:

UTStandard: Science Standard2 EarthandSpace Science. Studentswill gainan understandingof EarthandSpace Sciencethrough thestudyof earthmaterials, celestial movement,and weather.

Objective3.B: Studentswill communicate waysweather canaffect individuals.

Indicator: Studentswillbe abletodecipher whichclothesto wearinwhich seasonby matching.

CommonCore# : CCSS.Math.Con tent.K.OA.A.2

Instructional modelor strategyused: Direct Instruction Summaryof procedures: Engage studentsby reading Hibernation. Haveawhole group discussionon hibernation, migration,and howwedress fortheweather. Describe/demon stratecenter activities.

Lesson PreAssessmen t: Clothingflash cards Formative assessment: Dressingforthe weather UnitSummative assessment: WeatherSkills Check

Lesson and Assessment Plans LessonOne. SCHOOLOFEDUCATION TypesofWeather InstructionalModel:DirectInstruction Name:KailiSimmons 2030Minutes GradeLevel:Kindergarten Date:Tuesday,February19th2013 Subject:Weather Time:

I.Standards(seetheseonlineathttp://www.uen.org/core/) CommonCoreStandard CCSS.ELALiteracy.RL.K.1Withpromptingandsupport,askandanswerquestionsaboutkey detailsinatext. UtahStateCoreCurriculumStandard(s) ScienceStandard2EarthandSpaceScience.StudentswillgainanunderstandingofEarth andSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. II.LessonObjective(s)/Indicator(s)YouwillneedTWOstatementshere. Objective:3.CComparechangesinweatherovertimeDescribe,predict,anddiscussdaily weatherconditionsandhowpredictingtheweathercanimproveourlives. Indicator:Studentswillbeabletodescribetheweatherconditionsusingappropriate vocabulary. Preparation Teacherpreparation Materials WeatherWordsandWhatTheyMeanbyGailGibbons StormsbyRayBroekel WeatherVocabularyWords WeatherConcentrationCENTERACTIVITY MyWeatherWordsvocabularybookCENTERACTIVITY Targetvocabulary

Temperature III.TechnologyUse

- Video: A Year on Planet Earth (4 Seasons) (4:30) IV.InstructionalProcedures Engage: ShowthevideoAYearonPlanetEarth(4Seasons) Discussthetypesofweatherthatthestudentssawinthevideo Haveacouplestudentssharetheirexperienceswithweather Objectives: Wearegoingtobelearningaboutalltypesofweathertoday.Whatare sometypesofweatherthatwealreadyknow?Listsomeoftheseonthe boardandillustratesmallpicturesnexttothemsincethestudentscannot readthem NewMaterial: ReadWeatherWordsandWhatTheyMeanbyGailGibbons Listnewweatherwordsundertheotherweatherwordsandgivethem anillustrationaswell Askquestionsaboutkeydetailsinthetext: Whatcausesachangeintemperature? Wheredoesmoistureintheaircomefrom? Whatishumidity? Whatarecloudsmadeof? Whatisfog? Demonstrateweatherconcentrationcenter GuidedPractice: Asawholeclass,practicesayingandwritingwordsfromtheMy WeatherWordsvocabularybookreviewwhatthesewordsmean IndependentPractice: StudentspracticewritingweathervocabularyinMyWeatherWords vocabularybookontheirownstudentsmaycoloranddrawcoordinating pictureswhentheyhavewritteneachwordatleastonce. StudentscanplayWeatherConcentrationattheircenter.Matchthe correspondingweatherpictures. Review: ReadStormsbyRayBroekelanddiscussthedifferenttypesofstorms andwhatweathertheyoccurin.(Tornado=wind,thunderstorm=rain,wind, lightning) V.Accommodation(s)forDiverseLearner(s) PicturesforESLstudents Differentiatedcentersandmaterialfordifferentlearningstyles

SpanishspeakingaideforESLstudents VI.Evaluation/AssessmentofStudentProgress A. Preassessment:WeatherSkillsCheck B. Formativeassessment:Classquestions/discussion

LessonTwo. SCHOOLOFEDUCATION ObservingandRecordingWeather InstructionalModel:DirectInstruction Name:KailiSimmons 2030Minutes GradeLevel:Kindergarten Date:Wednesday,February20th2013 Subject:Weather Time:

VII.Standards(seetheseonlineathttp://www.uen.org/core/) CommonCoreStandard CCSS.Math.Content.K.CC.B.4a Whencountingobjects,saythenumbernamesinthestandard order,pairingeachobjectwithoneandonlyonenumbernameandeachnumbernamewithone andonlyoneobject. UtahStateCoreCurriculumStandard(s) ScienceStandard2EarthandSpaceScience.StudentswillgainanunderstandingofEarth andSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. VIII.LessonObjective(s)/Indicator(s)YouwillneedTWOstatementshere. Objective:3.AComparechangesinweatherovertimeObserveandrecordthatweather changesoccurfromdaytodayandweatherpatternsoccurfromseasontoseason. Indicator:Studentswillrecordthedailyweatherandgraphtheirrecordings. Preparation Teacherpreparation Materials MyWeatherJournalCENTERACTIVITY MyWeatherGraph CottonballsandcloudoutlinesCENTERACTIVITY WeatherBingoCENTERACTIVITY Targetvocabulary Graph IX.TechnologyUse Video:SesameStreet:SpringSymphonyintheMeadow(1:06)

X.InstructionalProcedures Engage:WatchthevideoSesameStreet:SpringSymphonyintheMeadow Objectives:Wearegoingtolearnabouthowweatherchangeseveryday,sometimesit evenchangesmultipletimesinoneday,justlikeinthevideowejustwatched.Wecankeep trackoftheweatherbyrecordingwhatwesee,andwritingdownthetemperature. NewMaterial:Discusshowwevealreadybeengraphingweathereverydayduring calendarsincethebeginningoftheschoolyear.Askaboutwhatweathertheythinktheyseethe mostoftenhere(Provo,Utah).Forthenexttwoweekswearegoingtorecordandgraphthe weatherasaclasswiththisgraph(MyWeatherGraph).Thiswillhelpusrememberwhatthe weatherwaslike.(Recordweatherfortheday,andeverydayforthenexttwoweeksonthe classweathergraphsheet). GuidedPractice:WearegoingtodoMyWeatherGraphasaclasseverymorningduring ourmorningcalendar.Wewilllookoutsideattheweather,makeatallymark,andaftertwo weekswewithgraphwhattheweatherwaslike. Demonstrateweatherbingo,andcottoncloudcountingcenters(see howmanycottonballswillfitinthecloud,writethatnumberinthe blank). IndependentPractice:Everydayduringcentersyouwillworkonyourweatherjournal.You willrecordthetemperature,whattheweatherislike,andthenyouwilldrawwhatitlookslike. Thisishowwewillobserveandrecordtheweathereveryday.Attheendoftwoweekswewill beabletolookbackandseewhattheweatherwaslike. Review:Observeandrecordweathereachdayasaclassduringcalendarinthemorning onMyWeatherGraphforthenexttwoweeks. XI.Accommodation(s)forDiverseLearner(s) PicturesforESLstudents Differentiatedcenterfordifferentlearningstyles SpanishspeakingaideforESLstudents XII.Evaluation/AssessmentofStudentProgress C. Preassessment:Classdiscussion:howhavewealreadybeenrecordingweatherall yearlong? D. Formativeassessment:Dailyweatherjournal

LessonThree. SCHOOLOFEDUCATION PredictingWeather InstructionalModel:DirectInstruction Name:KailiSimmons 2030Minutes GradeLevel:Kindergarten Date:Monday,February25th2013 Subject:Weather Time:

XIII.Standards(seetheseonlineathttp://www.uen.org/core/) CommonCoreStandard CCSS.ELALiteracy.RF.K.4Reademergentreadertextswithpurposeandunderstanding. UtahStateCoreCurriculumStandard(s) ScienceStandard2EarthandSpaceScience.StudentswillgainanunderstandingofEarth andSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. XIV.LessonObjective(s)/Indicator(s)YouwillneedTWOstatementshere. Objective:3.C:ComparechangesinweatherovertimeDescribe,predict,anddiscuss dailyweatherconditionsandhowpredictingtheweathercanimproveourlives. Indicator:Studentswillbeabletopredicttheweatherandrecordtheirpredictionsona graph. XV.Preparation Teacherpreparation Materials WeeklyWeatherGraphchartandcorrespondingpictures WhatWilltheWeatherBeLikeToday?ByPaulRogers BigRainComingByKatrinaGermein WeatherPatternsworksheetCENTERACTIVITY ILoveWeathersightwordbookCENTERACTIVITY InLikeaLion,OutLikeaLambweatherartandpredictionsheet Targetvocabulary Predict XVI.TechnologyUse Video:SesameStreet:GroverWeatherMonster(2:38) XVII.InstructionalProcedures

Engage:WatchSesameStreet:GroverWeatherMonster Objective:Weregoingtobetalkingaboutpredictingweathertoday.WhatdidGrover predicttheweatherwouldbelike?Washeright?Whatdoespredictmean? NewMaterial/GuidedPractice: Discussanddefinepredict(predict=guess) ReadWhatWilltheWeatherBeLikeToday?ByPaulRogers Whilereading,havestudentspredictwhattheweatherwillbelikeonthe nextpageofthebook.Callon12studentseachtimeyouturnthepage. ShowstudentsWeeklyWeatherGraphandhowwewillgraphwhatwe willpredictwhattheweatherwillbelike,andwhatitactuallywas.Wewilldo thisgrapheverydayforthenexttwoweeksduringmorningcalendar. CompletetheInLikeaLion,OutLikeaLambartandexplainhow studentswilldotheworksheet. IndependentPractice:StudentswillcompletetheInLikeaLion,OutLikeaLambprediction sheetontheirown,andthenwewilltallythewholeclassesprediction.Whichwon,thelionorthe lamb? Review:ReadBigRainComing.Havethestudentspredictwhentherainwillcome.How didheknowitwascoming?Getbacktogetheratthecarpetattheendoftheschooldayand brieflyreviewwhatwevelearnedkeypoints: Whatdoespredictmean? Whocanpredicttheweatherfortomorrow? XVIII.Accommodation(s)forDiverseLearner(s) PicturesforESLstudents Differentiatedcenterfordifferentlearningstyles SpanishspeakingaideforESLstudents XIX.Evaluation/AssessmentofStudentProgress E. Preassessment:Video:WhatdidGroverpredicttheweatherwouldbelike? F. Formativeassessment:PredictionduringreadingWhatWilltheWeatherBeLike Today?

LessonFour. SCHOOLOFEDUCATION WeatherintheSeasons InstructionalModel:Jigsaw Name:KailiSimmons 2030Minutes GradeLevel:Kindergarten Date:Wednesday,February27th2013Time: Subject:Weather

XX.Standards(seetheseonlineathttp://www.uen.org/core/) CommonCoreStandard CCSS.ELALiteracy.RF.K.4Reademergentreadertextswithpurposeandunderstanding. UtahStateCoreCurriculumStandard(s) ScienceStandard2EarthandSpaceScience.StudentswillgainanunderstandingofEarth andSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. XXI.LessonObjective(s)/Indicator(s)YouwillneedTWOstatementshere. Objective:3.A:ComparechangesinweatherovertimeObserveandrecordthatweather changesoccurfromdaytodayandweatherpatternsoccurfromseasontoseason. Indicator:Studentswillbeabletoidentifyseasonsbypicturesofcorrespondingimages. XXII.Preparation Teacherpreparation Materials SeasonsWordsLists BlankTreeSeasonscolorpageCENTERACTIVITY SeasonMatchworksheetCENTERACTIVITY TheUmbrellaCENTERACTIVITY Crayons Scissors Glue Targetvocabulary Season XXIII.TechnologyUse

Video:SesameStreet:Song:GuesstheSeasons(2:13) Video:SesameStreet:EatingCookiesAllYearWithCookieMonster (1:58) XXIV.InstructionalProcedures Engage/Hook:WatchSesameStreet:Song:GuesstheSeasonshavestudentsactively participatebyguessingtheseasonsinthevideo Explaintaskandassemblegroups:Groupswillbethestudentscentergroupsthetask willbeexplainedwhenthegroupstudentsgettotheteacherscenterfortheday Explainothercenters:TheUmbrella(readandcolorthebook),SeasonMatchWorksheet (choosewhichpicturegoeswithwhichseason),BlankTreeSeasonscolorpage(colorthetree tomatcheachseason). Groupwork: Summer:Readbookaboutsummerdiscusssummerwordlistand pictureshavestudentsbrainstormandwriteasentenceasagroupabout summer Fall/Autumn:Readbookaboutfalldiscussfallwordlistandpictures havestudentsbrainstormandwriteasentenceasagroupaboutfall Winter:Readbookaboutwinterdiscusswinterwordlistandpictures havestudentsbrainstormandwriteasentenceasagroupaboutwinter Spring:Readbookaboutspringdiscussspringwordlistandpictures havestudentsbrainstormandwriteasentenceasagroupaboutspring Groupspresentinformation: sharelist(23students) months(1student) sentence(1student) Summarizethe4seasonsafterstudentshavepresented. XXV.Accommodation(s)forDiverseLearner(s) PicturesforESLstudents Differentiatedcenterfordifferentlearningstyles SpanishspeakingaideforESLstudents XXVI.Evaluation/AssessmentofStudentProgress G. Preassessment:Video:GuesstheSeason H. Formativeassessment:TreeSeasonscolorpage

LessonFive. SCHOOLOFEDUCATION WeatherAffectsMe InstructionalModel:DirectInstruction Name:KailiSimmons 2030Minutes GradeLevel:Kindergarten Date:Thursday,February28th2013 Subject:Weather Time:

XXVII. Standards(seetheseonlineathttp://www.uen.org/core/) CommonCoreStandard CCSS.Math.Content.K.OA.A.2 Solveadditionandsubtractionwordproblems,andaddand subtractwithin10,e.g.,byusingobjectsordrawingstorepresenttheproblem. UtahStateCoreCurriculumStandard(s) ScienceStandard2EarthandSpaceScience.StudentswillgainanunderstandingofEarth andSpaceSciencethroughthestudyofearthmaterials,celestialmovement,andweather. XXVIII.LessonObjective(s)/Indicator(s)YouwillneedTWOstatementshere. Objective:3.B:ComparechangesinweatherovertimeStudentswillcommunicateways weathercanaffectindividuals. Indicator:Studentswillbeabletodecipherwhichclothestowearinwhichseasonby matching. XXIX.Preparation Teacherpreparation Materials HibernationbyToriKosara Clothingflashcards DressingfortheWeatherfoldergameCENTERACTIVITY ClimatefoldergameCENTERACTIVITY WeatherMathJournalProblemsCENTERACTIVITY Targetvocabulary Hibernation Migration

XXX.TechnologyUse None XXXI.InstructionalProcedures Engage/Hook:ReadHibernation Objectives:Todayweregoingtotalkabouthowtheweatheraffectsus.Whatweresomeof thethingstheanimalsdidinthebook?(hibernate,migrate). NewMaterial:Dowehibernateormigrate?Sincewedontdoeitherofthosethings,whatdo wedotoadapttoweather?Weweardifferentclothes,eatdifferentfoods(yearsagowhenthere waslittleshipping),dodifferentactivities,etc.Discusshowtheweatheraffectsus.Canwedrive toschoolwhenitssupersnowy?Airplanescantflyifitstoofoggy,iceage,globalwarming,etc. GuidedPractice:Useflashcardswithclotheswithstudentsandhavethemtrytodistinguish whichseasontheywouldwearwhatin.(tshirtinthesummer,snowbootsinthewinter,rain bootsinthespring,ajacketinthefalletc.)Discusswhyitsimportanttoweartherightkindof clothes. IndependentPractice:Explainhowtoplaythefoldergamesattheircenters.Matchthe clothestotheseasonsandtheanimalstotheirclimate.Atmycenterwewillbedoingthe weathermathjournalproblemstogether. Review:Getbacktogetheratthecarpetattheendoftheschooldayandbrieflyreviewwhat wevelearnedkeypoints: Whatishibernation? Whatismigration? Dopeoplehibernateormigrate? XXXII. Accommodation(s)forDiverseLearner(s) PicturesforESLstudents Differentiatedcenterfordifferentlearningstyles SpanishspeakingaideforESLstudents XXXIII.Evaluation/AssessmentofStudentProgress I.Preassessment:clothingflashcards J.Formativeassessment:Dressingfortheweatherfoldergame K. Summativeassessment:WeatherSkillsCheck

Written Discussion ThisunitwascreatedbasedontheUtahCoreCurriculum,inthesubjectofscience,andthen supplementedwiththeCommonCorestandardsforeachlesson.Theunitfocusesonbeing abletoidentify,observe,record,andpredictweather,andtoidentifyanddifferentiateoneseason fromanother.Thesearebasicskillsthatthestudentsneedandwillcontinuetousefortherest oftheirlives.Theseskillswillhelpthestudentsfunctioninanadult,working,world. Therewerethreelearninggoalsforthisunit.Theyareasfollows: Studentswillbeabletoidentifyawidevarietyofweatherconditionsandwhatseasons theytakeplacein. Studentswillbeabletodifferentiateseasonsandtheirconditions. Studentswillbeabletoobserveandrecordweatheraccurately. Studentswillbeabletopredicttheweather.

Thesegoalsareappropriateforthisunitandforthesestudentsbecausetheycanalready identifyafewtypesofweatherconditions,andhavealreadybeenincorporatingrecording weatherduringtheirmorningcalendar.Iwillevaluateeachlearninggoalwithitscorresponding lessonasoutlinedinmylessonplans.Theseevaluationstakeplaceinavarietyofsectionsin thelessonplans,thereforeIwillbeevaluatingthestudentprogressthroughouttheentirelesson, alongwithatthebeginningandendoftheentireunit. Iwanttomakesurethatmystudentsaresuccessfulinlearningthematerial,andtodothatIve includedavarietyofdifferentiatedactivitiesandmaterialinordertohelpmystudentstoretain whattheyvelearned.Byexposingthestudentstothesamematerialindifferentforms,theyare morelikelytorememberthematerialfromthelessonsanduseitregularly.Ivenotonlyincluded avarietyofcenteractivitiesusinglearningstyles,Ivealsoincorporateddifferentiationbyusing videos,books,andothermaterialstomeetmystudentsinterests,learningprofiles,andneeds. Iwillbeabletoseetheirspecificgrowthbyusingthesamepreandpostassessment.Iwillknow theyaresuccessfulbythescorestheyreceiveontheunitassessment.Thiswillshowmehow muchtheylearnedandinwhatareastheylearnedthemost.Thiswillalsoshowmewhat

studentsneedextrahelp,andwhatareasoftheunitneedtobereviewed.Someofthecenter activitiesmaybeusedthroughouttheremainderoftheyeartohelprefreshthestudents memories.