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Brain Targeted Teaching Unit - Grade 1 Earth Science : The Weather

Brain Targeted Teaching Unit - Grade 1 Earth Science : The Weather. Vicky Schneider vschneider@jhu.edu. Overview. Title: Weather Grade Level: 1 Time Frame: Full Year , Morning Routine Science Standards: Describe that some events in nature have repeating patterns

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Brain Targeted Teaching Unit - Grade 1 Earth Science : The Weather

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  1. Brain Targeted Teaching Unit - Grade 1 Earth Science: The Weather Vicky Schneider vschneider@jhu.edu

  2. Overview Title: Weather Grade Level: 1 Time Frame: Full Year, Morning Routine Science Standards: Describe that some events in nature have repeating patterns • Observe and compare day-to-day weather changes • Observe, record, and compare weather changes from month to month • Compare temperatures and type and amount of precipitation across the months • Identify the impact of weather changes on daily activities • Identify and describe patterns of weather conditions based on data collected

  3. Brain Target 1: Emotional Connection Students experience weather every day. In this year long unit we will: • discussthe impact weather has on students‘ lives bothphysically and emotionally • determinethe impact of weather on our daily routine • examinehow weather influencesour local culture and, • compareour observations to other cultures around the world.

  4. BTT #2: Creating the Physical Learning Environment • Teacher will use outdoor spaceto createweather labs to measure and observe rainfall, temperature, wind, and sun exposure using simple or class made objects. • Teacher will create a classroom newsroomas part of the classroom routine. This will include a "weather report". Eventually students will have the opportunity to report the weather to their classmates. • Classroom reading area will incorporate a reading tree and this "micro-environment" will change with the actual seasons. • A general part of the classroom decor will be the “Crystal Ball” bulletin board that gives the class a place to post predictions related to a variety of activities, including weather. This is a multi-use space that will incorporate different units.

  5. BTT #3: Learning Goals Students will: • demonstrate understanding of weather changes both daily and seasonally and what influences them • experiment with the effect that water has on the environment • predictthe weather based on data collected • measure and chart rainfall in their area • identify and describe weather patterns based on data presented.

  6. BT #3: Big Picture This unit is developed to work within the daily classroom routine. Students will engage with content every morning, therefore promoting repetition and practice. Measurements will be maintain year to year to enable students to compare data.

  7. BTT #4: Activities for Teaching Mastery of Declarative/Procedural Knowledge Hook and Mapping Activity • Teacher will get students hooked by playingweather sounds and entering the classroom dressedfor LOTS of weather (boots, hats, umbrella, sunglasses, etc.) When the students begin to ask “why?”, the teacher gets students talking about weather. • Does is make sense to dress this way? • How do we know what the weather will be? • Engage students in KWL about weather. Use a mind map to display these ideas in the weather station.

  8. BTT #4: Activities for Teaching Mastery of Declarative/Procedural Knowledge Weather Activities – Instructor lead activities teaching measurement techniques, the scientific processes, graphic representations of data Vocabulary- Direct instruction of vocabulary words. Weather Station-Instructor directed student design and development of outdoor area to collect precipitation, observe sun, wind and other weather. Data collection-Direct instruction of data collection strategies.

  9. BTT #5: Activities for Extension and Application of Knowledge • Dress for the weather. • Read weather related books. • Songs about weather(ex: "Sesame Street", "Rain Rain,Go Away“,"Let it Snow!“ “You Are My Sunshine”) • Watch live weather reports.Why do people want to watch the weather channel? • Write or draw a story about the weather. • Design an animal that would be “dressed” for specific types of weather

  10. BTT #6: Evaluating Learning Students will be evaluated on: • Contributions to classroom weather board • Presentations of the weather as the weather reporters • Individual measurement and graphing skills • Art based projects throughout the year to demonstrate how well the students understand the impact of weather • Ability to develop a logical weather prediction based on previous data collected.

  11. Summary and Wrap Up Because this unit flows throughout the year, instructors can give it more attention by weaving the theme into other curricular areas. Examples: • Math –Measurement and graphing. • Social Studies - World Cultures. Discuss weather influence on clothes, homes, transportation, etc. • Literature - Look at poems and stories that incorporate the weather to teach reading and writing standards. • Arts Integration – Songs, plays, drawings related to weather content.

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