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A week long lesson on weather Jennifer Beal

What is the weather? Topic: Listening/Speaking (kindergarten) Standard: Increases vocabulary to reflect a growing range of interests and knowledge . . A week long lesson on weather Jennifer Beal. What is weather?. What is weather? What is the sun? What is rain?

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A week long lesson on weather Jennifer Beal

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  1. What is the weather? Topic: Listening/Speaking (kindergarten) Standard: Increases vocabulary to reflect a growing range of interests and knowledge. A week long lesson on weather Jennifer Beal

  2. What is weather? • What is weather? • What is the sun? • What is rain? • Who has seen snow? • What does the wind do?

  3. Objectives • Students will demonstrate difference between sunny, rainy, windy, and snowy • A. By written description in Content Journal using at least 3 words/term • B. By titling pictures shown in PowerPoint correctly 8/10 times

  4. Content journal Heat lamp Sheet Misting bottle Water pitcher White confetti Access to sprinkler Student swimsuits Access to walk-in freezer Weather website: http://www.nws.noaa.gov/ Materials

  5. Types of weather

  6. Day 1: A sunny day • How does sunny weather feel? • Hot (sign hot, sweat, worn-out) • Bright (sunglasses, shiny, shade eyes) • Happy (not sad, excited)

  7. Discuss sunny weather with signs Hang heat lamp from ceiling Have students take turns standing under lamp How does sunny weather feel? When have you seen sunny weather? A sunny experiment

  8. Day 2: A cloudy day • What are clouds? • Who has seen clouds? • What do clouds do for people? (sign protect from sun) • Where is the sun on a cloudy day? (sign hide)

  9. A cloudy experiment • Using heat lamp, have students hold sheet above heads, horizontal to floor beneath lamp • Students stand beneath sheet • “Sun” is blocked by sheet • Do we still feel the sun? • What does a cloudy day feel like?

  10. Day 3: A rainy day • What is rain? (clouds, water, sky) • Does it always rain the same?(demonstrate differences in intensities) • When have you seen rain? • How does rain make you feel?

  11. Sprinkling. . . • Sprinkling means it is not raining very hard • Have students change into swimsuits • Have students spray each other with misting bottle • How does sprinkling feel?

  12. A down pour. . . • “Down pour” means raining very hard (Show difference in signs) • Fill pitcher with water • Have students take turns pouring water from pitcher on each other • Has anyone seen it rain in a down pour?

  13. Day 4: A windy day • What is the wind? (a-i-r, blow, vary intensity) • How does the wind feel? (warm, cold, strong, breezy) • How do you know it is windy? • What is the wind good for? • Kites, cleaning the air

  14. A windy experiment • Turn fan on high setting in classroom • Have students take turns standing in front of fan • Have students take turns releasing piece of paper in front of fan • What happens when it is windy?

  15. Day 5: A snowy day • What is snow? (cold, white, frozen, sky) • Yes, it is frozen rain • Who has seen snow? • How do you think snow feels? • Is it cold? Wet?

  16. A snowy experiment • Take students to school’s walk-in freezer • How do you feel? Can you see your breath? • Drop white confetti from above students’ heads to mimic snow • What do you see?

  17. Students will demonstrate difference between sunny, rainy, windy, and snowy A. By written description in Content Journal using at least 3 words/term B. By titling pictures shown in PowerPoint correctly 8/10 times Have students write at least 3 words to describe each type of weather in Content Journals Show pictures to “quiz” students’ weather forecasting abilities Meeting Objectives

  18. What is the weather?

  19. What is the weather?

  20. Additional activities • Have students alternate turns in dressing the Weather Bear daily • Discuss clothing selections • Compare clothing to students’ clothing

  21. Additional Activities • Have students alternate in the role of weather reporter for the day, using the web site http://www.nws.noaa.gov/ • Have students choose a city to monitor and collect weather data in Content journals

  22. References • Henson, J. (2001). How’s the weather? Reader’s Digest Children’s Publishing, Inc. Pleasantville, NY. • Keats, E. (1962). The snowy day. The Viking Press. New York. • Maestro, B. & Krupinski, L. (1994). Why do leaves change color? Scholastic, Inc. New York. • Weather Bear: Made by Jennifer Beal, 2002. • http://www.nws.noaa.gov

  23. A week’s worth of weather ideas Jennifer Beal Valdosta State University

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