Table of Contents

Introduction 2 a. Scope b. Rationale c. Sequence

Unit Content 5 a. Content Web b. Foundational/Learning Objectives c. Essential Question d. Unit/Content Questions e. Curriculum Connections f. Aboriginal and Cross-Cultural Content

Fact/Information Pages 8

Materials/Resources 11

Lesson Plans 13

Assessment and Evaluation 52

Professional Development Plans 53

1 Introduction a. Scope

The following unit is a grade two and three core unit on weather, based around spring (theme). It goes through ten lessons that talk about weather (temperature, clouds, rain etc.), but are all related to things that happen during spring. Another component of this unit is to create a final project at the end. The class, as a whole, will go on a nature walk, taking pictures of things that happen during spring. The teacher and students will then create a video based around these pictures. Within the video students will state two or three things they learned (from this unit). As you teach this unit, the teacher and students will be guided through a serious of engaging activities that relate to the objectives within the Saskatchewan Evergreen Curriculum. In addition, teachers will use a variety of teaching methods to support students and to better their understanding of weather and its importance. b. Rationale

It is important to understand and teach about weather because weather can affect our daily lives. “By examining [the] effects [of weather], students [will] be able to gain an appreciation of the importance of weather. Students will also consider why weather is important to agriculture.” Society is surrounded by weather, and it is essential to our lives. How we thrive and survive is based around weather. Therefore, teaching students about weather is essential in order for students to make the right decisions about our environment. c. Sequence

Number of Lessons – Ten Total Time Allotment – 14 days

Lesson 1 – House of Seasons: To begin with, the students will listen to the teacher read a book. The students will then brainstorm what happens in spring. Based on these brainstorming ideas students will create a collage about SPRING. A rubric will be used to assess the students collage and their understanding of spring.

Lesson 2 – Clothing: Students will listen to the teacher read Splish, Splash Spring by Jan Carr. Within the book, it discusses three types of weather. Based on the weather students will be dressing life sized cutouts. To make it more realistic, and connect it to everyday living, students will be naming the cutouts and pretending that these are new students in their class.

2 Lesson 3/4 – Temperature: The objective of this lesson is for students to become knowledgeable about temperature. They will learn about all the components of a thermometer - how to record temperature with a thermometer, and how to record this temperature onto a graph. Each day two students will go outside to take the temperature with a thermometer, and plot this number on a graph and another two students will go online to the Weather Network to get the temperature; they will also plot this on a different graph. This is an ongoing lesson throughout the 14 days, and it is mandatory to go back to the graphing charts to discuss what is happening with the temperature, and why there might be a difference between the classes’ temperature and the online temperature.

Lesson 5 – Clouds: Students will be learning about all different types of clouds in this lesson. To get the students engaged there is an interesting cloud experiment. Then student will listen to a book about clouds. After this, students will be learning in depth more about these different types of clouds. Finally, students will be creating a Cloud Poster using various mediums (feathers, cotton balls, fabric etc.) to highlight what they have learned during the lesson. A simple checklist will be used in order to asses students Cloud Posters.

Lesson 6 – Rain: Students will be asked to stand up in order to participate in the Rain Game. The teacher will give instructions to students, and then start, with students following and participating. After this students will be taught how rain is formed. The evaluation for this lesson is having the students do an exit slip. The question is, why do you think rain is important?

Lesson 7 – Plant Experiment: This lesson is based around the students participating in centers. At each center there will be a plant, all plants are the same type of plant, however they have been cared for differently. One plant will have been watered the right amount, one plant will have too much water given to it, and the last plant will have no water given to it. The object here is to demonstrate the right amount of water or rain, drought and flood. It will be essential for students to understand in this lesson why rain is important.

Lesson 8/9 – Growing My Own Plant: On the first day of this lesson, students will be learning about the life cycle of a seed. After learning about this, they will be putting together a booklet called, My Seed Booklet. On the second day of this lesson, students will be planting their own plant. They will interactively plant their seed the right way, and watch it grow through the stages of a seed.

Lesson 10 – Spring Has Sprung: This lesson is based around the rest of the lessons, with the main goal to complete a final project (video). During the first couple of days, students will write a short paragraph of what they learned about spring, clothing, temperature, clouds, rain, and plants. On the third day, the whole class will go on a nice long nature walk.

3 During this walk, a couple of disposable cameras will be distributed to students in order to take pictures of what happens in spring (grass growing, flowers blooming etc.). On the last day, students will be participating in making a class video. Here they will read their paragraphs (or just say a couple of sentences) that they wrote and show their pictures. A rubric will be used to assess students.

4 Unit Content a. Content Web:

Temperature -thermometers - what is it? - plotting Final Project/Unit temperature on Extreme Weather Closure graph or chart - - Go for a walk tornadoes - Have students take - tornado in a pictures of spring things bottle - make a video (animoto) of the pictures taken - tornado safety

Clouds - what type of Rain clouds are there - what? - what do clouds do - when? - why are their Spring - why? clouds - importance?

Season Plants - how many - growing own - what do we see flower in spring - food - First Nations Clothing -First Nations: (six seasons) - types of clothing Medicine Wheel do people wear in spring considering wind, rain, sun, tornado etc.

5 b. Foundational and Learning Objectives

Core Unit - Weather 1. Observe and record data. a. Use a thermometer to measure air temperature b. Take weather measurements 2. Describe weather. a. Describe weather changes that occur from day to day b. Describe weather changes that occur with the seasons 3. Explain the effects of weather. a. Illustrate how living things adapt to the seasonal changes of the weather b. Suggest why understanding weather is important c. Describe some effects of weather on agriculture d. Show how weather affects our daily lives c. Essential Question 1. Why is it important to understand weather? d. Unit/Content Questions 1. What are clouds made of? 2. What are the main types of clouds? 3. How do clouds form? 4. Why are plants important? 5. How does weather affect our daily lives? 6. What does spring mean to you? 7. What is a thermometer? 8. What are some ways of describing weather? 9. How does change occur during spring? 10. Why is it important to measure and record weather data? 11. Why does the weather keep changing all the time? 12. How big do the biggest clouds grow? e. Curriculum Connections

Arts Education – This unit has some focus on Visual Art. Within visual art, the students are focusing on the creative and productive component. Students are exploring their own ideas, using creative expression and reflection, and developing their skills and abilities, all while creating their visual art.

English Language Arts – There is a lot of focus on English Language Arts in this unit. Students will have the opportunity to sit and listen to many books, and verbally respond to

6 these books. In addition, students will be continuing to develop their already enhance writing skills through various activities.

Health Education – Little focus is directed towards Health Education. Students will be involved largely in the decision-making process, as they will be making decisions on what would be best to improve their physical, mental, and social well-being with the consideration of their peers, family and communities.

Mathematics – A large component of this unit is focusing on temperature. Taking, recording and plotting/graphing temperature is essential to part of this unit. Students will be introduced to number sense and develop and understanding of numbers to apply to new situations and problems.

Physical Education – Physical Education is introduced in the project part of this lesson. Students will be going on a wonderful and semi-long nature walk to wrap-up the unit. They will then comprise a project based out of this nature walk.

Social Sciences – This unit touches briefly on Identity in the Grade 2 Social Science Curriculum. In the social sciences curriculum, students will be able to look at weather and seasonal changes, and what this means for their community. In addition, students are also asked to describe weather and seasons of the local community. These two objectives coincide with this Grade 2/3 Science Unit on Weather. f. Aboriginal and Cross-Cultural Content

The medicine wheel is a significant model within Aboriginal Cultural. It is a way of seeing a relationship to the land, the natural world and animals. A way of finding this relationship and then connecting that includes all races, all directions and all elements. This unit incorporates the relationship with the land. Spring is about a time of change, a time where fresh beginnings start, a time for growth and awakening, a path of life. The medicine wheel represents these ideas, and much more, throughout the four braces (pie shapes), the four elements (earth, fire, water and air), the four colours (white, red, yellow, and black), the four directions (north, east, south and west), and the four intelligences (physical, emotional, mental and spiritual). Spring is like a life cycle, just like how a medicine wheel is represented by the circle of life. It is like the turning of seasons, where we are all trying to find and understand our true inner selves.

7 Fact and Information Pages a. Temperature

Maestro, B. and G. (1990). Temperature and You. New York: Lodestar Books.

 “Temperature is how hot or cold something or someone is.”  Temperature is measured with a thermometer  The numbers are called degrees and it shows you how hot or cold things are  High temperature means the red line in the thermometer will go up and it is telling us it is either hot or warm (summer would have the red line near the top; spring would have the red line somewhere in the middle)  Low temperature means the red line in the thermometer will go down (into negative, or minus numbers) and it is telling us it is either cool or cold (winter would have the red line near the bottom; fall would have the red line somewhere in the middle of the minus numbers)  Some things that are hot/warm – spring and summer, heat from oven, bath water, hot chocolate, body heat (if you are sick), food (warm cookies)  Some things that are cold – fall and winter, ice, refrigerator  Celsius – “A scale of temperature in degrees based on 100, with 0℃ as the freezing point and 100℃ as the boiling point. Same as centigrade.” b. Clouds

Gibbons, G. (1990). Weather Words and what they mean. New York: Holiday House. De Paola, T. (1975). The Cloud Book. New York: Holiday House.

 “Moisture makes clouds, too. When water evaporated from river, lakes, and oceans, it is called vapour. It moves up with the warm air and forms little drops of water or ice crystals. A cloud is formed.”  “Clouds come in all shapes and sizes.”  There are six main types of clouds: 1. Cumulus – are white and puffy (look like cauliflowers); have flat bottoms and are found low in the sky (fair) 2. Cirrus – thin and wispy; usually white; feathery; highest clouds in sky (fair) 3. Stratus – low and gray; look like blankets; hide the sun and moon (rain or snow) 4. Altostratus – sheets of grey or blue (rain or snow) 5. Altocumulus – grey or white and are extremely puffy (thunderstorms) 6. Fog – a cloud on the ground made up of tiny water droplets

8 c. Rain

Bender, L. (1998). Heat and Drought. Austin, Tex.: Raintree Steck-Vaughn. Gibbons, G. (1990). Weather Words and what they mean. New York: Holiday House.

 “When the sun warms the surface of seas and oceans, it turns some of the water into a gas known as water vapour. As this rises and cools, tiny droplets of water form, creating clouds. With more cooling, the droplets get bigger and heavier until they fall as rain.”  “Where rain does fall, it creates rivers, lakes, and underground water stores.”  Rain comes down in different ways 1. Drizzle – raindrops are very small 2. Rain – normal rain but last longer 3. Shower – brief rainfall 4. Rainstorm – strong winds and lots of rain 5. Flood – rains for a very long time d. Drought

Bender, L. (1998). Heat and Drought. Austin, Tex.: Raintree Steck-Vaughn.

 A shortage of water  Can last for months and years  “…soil becomes hard, cracked, and difficult to moisten when it is parched by the sun…”  Droughts do not come suddenly  When rain goes away, and then sun heats up the earth for a very long time  “If a high-pressure system becomes settle, it can block low-pressure weather systems (called depressions) from brining wet and cloudy weather. This can create a drought.” e. Flood

 “Floods cause more damage than any other natural phenomenon.”  Turn dry land into lakes, destroying everything in its path (crops, houses, plants, trees) f. Plants

 Seeds are planted by people or scattered by wind, water, and animals.

9  A hard outer shell, or seed coat, splits and a plant sprouts  Roots, stems, and leaves begin to develop  Flower bloom on the plant  Seeds form on the plant

10 Materials and Resources

Materials: - Children’s or Nature Magazines - Scissors - Glue - Tape - Construction Paper (all colours) - White Printer Paper - Markers - Thermometers - Dry Erase Markers - 1 Litre Clear Plastic Bottle with Cap - Water - Matches - Cotton Balls - Feathers - White glitter dust - White, grey, blue fabric - Stapler - Pens - Pencils - Clear Plastic Cups - Soil - Flower Seeds - Disposable Cameras

Resources:

Teacher Resources –

Allen, D. (1993). Air: All about Cyclones, Rainbows, Clouds, Ozone and More (G. Bain, Illus.). Toronto: Greey de Pencier Books. Cosgrove, B. (2007). Eyewitness: Weather. New York: DK Publishing, Inc. Bender, L. (1998). Heat and Drought. Austin, Tex.: Raintree Steck-Vaughn. Gibbons, G. (1990). Weather Words and what they mean. New York: Holiday House. Heneghan, J. Flood. Maestro, B. and G. (1990). Temperature and You. New York: Lodestar Books. Markert, J. (1992). Clouds. Mankato, Minn.: Creative Education. Project Wet: Curriculum and Activity Guide. (1995). Montana: The Watercourse. Tori Staseson – Weather: A Grade Two Science Unit http://www.theweathernetwork.com/weather/CASK0261 http://www.stevespanglerscience.com/experiment/00000030 http://teacherlink.ed.usu.edu/TLresources/units/byrnes-africa/monhan/Africa%20Rain %20Game.html http://www.sasked.gov.sk.ca/branches/curr/evergreen/index.shtml

Teacher/Student Resources -

Carle, E. (1987). The Tiny Seed. New York: Simon & Schuster Books for Young Readers.

11 Carr, J. (2001). Splish, Splash, Spring (D. Donohue, Illus.). New York: Holiday House. De Paola, T. (1975). The Cloud Book. New York: Holiday House. Hickman, P. (1997). A Seed Grows: My First Look At A Plant’s Life Cycle (H. Collins, Illus.). Toronto: Kids Can Press. Martin, B. and John Archambault (1998). Listen to the Rain (J. Endicott, Illus.). New York: H. Holt. Shaw, G. C. (1947). It Looked Like Spilt Milk. New York: HarperCollins. Walters, C. (1997). When Will It Be Spring? New York: Dutton Children’s Books.

12 Lesson Plans

Lesson # 1 – House of Season(s)

Name: Toni Kaminski Date: March 2 - 3, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Direct Instruction through structured overview and listening/viewing - Interactive Learning through brainstorming and discussion

Objectives: Assessment: - Students will be able to describe - Recognize that students have made weather (weather changes that occur the appropriate choices to put in their with the seasons) Spring Collage (Rubric)

Adaptive Dimension: Visual – a Teachers Assistant may be needed or this student can work in partners

Slower Learners – have student(s) work in partners

Learning Environment – At the beginning of the lesson, students will be asked to come to front of classroom, in order for the teacher to read the book. Then students will be asked to return to their desks. After the rest of the lesson, students are allowed to have free reign on where they are to make their collages. This time is allowed for students to explore with their most comfortable setting where they can relax and make the best of their art.

Common Essential Learnings: Communication – students will participate in a class discussion (speaking) - students will participate in listening

Critical and Creative Thinking – students will participate in a brainstorming session (generation of ideas) - students will creative a collage based around spring

13 Prerequisite Learning: - Aware of the Four Seasons (Winter, Spring, Summer and Fall) - Aware of some changes that occur within these seasons

Lesson Preparation: Equipment/Materials: - Children’s or Nature Magazines - Scissors - Glue - Construction Paper and White Paper - Tape

Advanced Preparation: - Optional: instead of cutting out pictures out of magazines, teachers can make pictures for each student to colour and clue onto construction paper, or students can use their own pictures that they have taken - Teachers must pre-cut the windows if they would like to save time and some confusion that may occur

Resources Used: Project Wet: Curriculum and Activity Guide. (1995). Montana: The Watercourse.

Walters, C. (1997). When Will It Be Spring? New York: Dutton Children’s Books.

Presentation: Classroom Management Strategies: Set: (10 minutes) - Read Book When Will It Be Spring by - ask students questions about book or Catherine Walters what they think will happen next… Before reading ask students what they think this story will be about During reading at right points in Development: (55 minutes) story ask students what they - Ask students to return to desk quietly, think Alfie saw when the teacher tells them to do so - Gather students attention - make sure you give the GO to let - Ask students if they know how many students return to their desks seasons there are. - have students give thumbs up to make - Ask students if they remember what sure you have recapture their attention season the book took place in. (Winter - Have one student name all four. (Winter, and Spring) Spring, Summer, Fall)

14 - Redraw students’ attention to spring, - Ask one student to remind class. and tell students that this is what we are going to focus on; Finding out what happens in spring - Put a circle on the board (chalkboard or whiteboard) and put the word SPRING in the middle of this circle. - Conduct a brainstorming session about things the students see during spring. - Call on students (say name) if they are (The answer will be the legs of the not paying attention circle) - Explain to students what they will be creating - Try to make sure all the students have had a change to say Art instructions for lesson: something rather than one student - Have students look through children’s giving all the answers or nature magazines. Ask them to - Tell students not to locate and cut or tear out pictures shout out answers that show different ideas of spring (they are allowed to refer to the - Make sure students are paying brainstorming activity). Students may attention. Tell them if they are not also draw pictures. paying attention, they will not be able to - Instruct students to glue pictures onto understand what to do in order to white paper (glue pictures onto middle create their art project. of paper, nowhere near the edges) to create a collage of spring - Students may work in partners or in - Give each student a sheet of groups construction paper. Have them cut out two square windows in the paper. - Walk around and monitor students Optional: teachers may wish to pre-cut progress keeping track of time windows - Assist students who need help

Closure: (5 minutes) - Have students share their collage with - Draw borders around white paper to another student, or to the whole class. show students where they can put their - Hand in for marking. pictures - Hang up pictures on bulletin board - Make sure students are paying attention afterwards to showcase students on how to cut windows. Or if they are learning and art work already pre-cut make sure the are paying attention on where to glue them to their paper.

15 House of Seasons Rubric

Criteria Poor Satisfactory Good Excellent 1 2 3 4 Appropriate Student(s) have Student(s) have Student(s) has Student(s) hit the pictures of Spring no pictures that some pictures many pictures mark. All pictures presented in represent Spring. that represent highlighting show something collage They did not take Spring. Show Spring, but could that happens in ideas from the some have added more spring. brainstorming representation of to their collage, Student(s) have activity. the brainstorming and showed much used the activity. representation brainstorming from the activity to their brainstorming advantage. activity. Cooperation and Student(s) did Student(s) Student(s) Student(s) was Interest not complete showed some appeared engaged and their work. They interest. They generally interested to sat in their desk, participated in interested in learn. Student(s) and did not only some parts lesson. Asked and asked many participate in the of the lesson, and answer some questions, and reading, show little questions and answered many. brainstorming or cooperation listened to most Student(s) art project. during lesson. instructions. listened to all Student(s) Completed most instructions, and showed no of their collage. completed their cooperation collage. during lesson.

16 Lesson #2 - Clothing

Name: Toni Kaminski Date: March 4, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Experiential Learning through simulation of weather and putting correct clothing on each cut - out - Indirect Instruction/Interactive Learning through students using previous knowledge in order to problem solve and make decisions on what clothing item the cut – out should wear

Objectives: Assessment: - Explain the effects of weather (show - Observation of students during lesson how weather affects our daily lives) (anecdotal note taking) - Health: students will be able to develop their ability to make decisions (reflect on what they know; make decisions based on choices given to them)

Adaptive Dimension: Visual – make sure cut – outs have thick borders around edge; clothing that is drawn or taped on is large enough for student to see

Learning Environment – Students will be asked to stay in their desks when the book is being read to them. When the lesson gets to the dressing the new students in class, students will be allowed to get out of their desks and put the item of clothing on the cut-out.

Common Essential Learnings: Communication – students will verbally explain to rest of students the clothing item them have chosen (naming the article) - students will explain why they have chosen this item of clothing

Critical and Creative Thinking – students will participate in decision making of choosing

17 appropriate clothing

Independent Learning – students will become knowledgeable (aware) of the clothing they are to wear during different types of weather

Prerequisite Learning: - Aware of various types of weather that may happen during Spring

Lesson Preparation: Equipment/Materials - Tape or magnets to hang cut – outs - Markers - 3 Cut – outs

Advanced Preparation - Cut – out 3 life size human bodies from paper

Resources Carr, J. (2001). Splish, Splash, Spring (D. Donohue, Illus.). New York: Holiday House.

Presentation: Classroom Management Strategies: Set: (5 – 10 minutes) - Read book Splish, Splash, Spring by - Have students come Jan Carr to front of class and sit on floor - Ask students to identify three types - Ask students during of weather presented in book reading what types of weather is represented Development: (50 minutes) - Hang cut – outs - Ask students for a name for each cut – - Tell students to go back to desks out. After names have been chosen, - Make sure students are putting up hands tell students that these are new to give name, rather than shouting out a students in our class, and they have name come from all over the world. It is springtime in Regina, but they do not - Make sure students are paying know what clothing to pick for attention. Call on students who are not. different types of weather, so we are going to help them out by deciding what clothing they should wear. - Label each cut – out with the names

18 chosen and a different type of weather. Remember to focus on the weather that was introduced in the book (Rainy - Thunderstorm, Sunny, Windy) - Ask a student to come and draw on cut – out what should be worn during this - Ask various students to come and draw type of weather on cut – outs - Tell students to name their type of - Make sure all students have a chance (if clothing they have chosen and why they they want to) rather than just focusing have chosen it on the same student)

Closure: (5 minutes) - Review each cut – out, and ask students if they now know what to wear during - Call on students who are not paying different types of weather during attention Spring

19 Lesson #3 and #4 - Temperature

Name: Toni Kaminski Date: March 5 and 9(ongoing), 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Direct Instruction through a structured overview of temperature and how to use a thermometer - Independent Learning through assigned questions - Independent Learning through computer assisted instruction (going to website: weathernetwork.ca to look up temperature)

Objectives: Assessment: - Observe and record data - Mark assigned questions to assess Use a thermometer to measure students knowledge of how to read a air temperature thermometer Take weather measurements - Checklist for students who have completed their weather measurement outside and on computer - A plotting graph will be used to record the outside temperature and the computer temperature

Adaptive Dimension: Since this is partner work, all students should be able to participate without any difficulties.

Visual – assigned questions (make sure numbers are big on thermometer, as well outline the thermometer in bold lines)

Slower Learners – may ask another student for help

Learning Environment – For the first part of this lesson, students will be remaining in their

20 desks. As the lesson goes on students will be able to explore their outdoor environment and the technology that is in their classroom. In addition, students are allowed to go outside in order to record the temperature. Optional – students may use a real thermometer to help with both a visual and kinaesthetic awareness

Common Essential Learnings: Communication – students will be able to communicate with other students in order to measure the temperature

Numeracy – students will be getting temperature data, then recording it on a plotting graph, therefore they are becoming aware of how to measure mathematical data

Personal and Social Values and Skills – students will need to work cooperatively in order to get their data

Technological Literacy – students will be using a computer to receive the necessary data for the daily temperature (interpretations of this temperature will be discussed in the lesson)

Prerequisite Learning: - What is a thermometer? - How do I know how cold or hot it is outside?

Lesson Preparation: Equipment/Materials - Thermometers - Computer - Plotting Chart - Dry Erase Markers

Advanced Preparation - Teacher(s) will need to make a plotting graph for students, as they will record their temperatures on this graph. If you are making one, make sure to laminate it, and use dry erase markers, as you can use it for future use. If you are buying one, just make sure to use dry erase markers, for future use as well. - There will need to be worksheets for students. This worksheet will have students read a thermometer and write down the correct temperature that this thermometer is displaying. It is easy for a teacher to make the own worksheets, if possible. - Optional: may write down directions for students in order to get to the correct website

21 Resources http://www.theweathernetwork.com/weather/CASK0261

Presentation: Classroom Management Strategies: Set: (3 minutes) - Hold up a thermometer and ask: - thumbs up to gain students attention Who can tell me what this instrument is? - call on students who are not paying What does it do? attention - Do not tell students the right answer - ask three or four students just take predictions.

Development: (90 minutes) Part 1 (March 5 2009) - (45 minutes) - make sure all students are paying - Tell students the real answer (for attention thermometer). A definition or simple answer may be the most useful. - Refer to previous lesson on clothing. If available, point to cut – outs. Explain that when it is windy or rainy it can be cold or when it is sunny it can be hot, and this is called temperature. We measure temperature with a thermometer, and we get a number to tell us how hot or how cold it is. - tell students to sit quietly while handing - Hand out thermometers to students. out thermometers or they will not get (To save on handing out and from one, and will not be able to participate in buying thermometers, have students the fun activities to come work in pairs) - make sure students are working - Tell students to look at there cooperatively with each other thermometer. - allow for more than a couple - What are some things they see on interpretations of students their thermometer? (It may be better thermometers to find different thermometers, so there will be differing opinions). - Write down answers on board. - have students all point to the part as - Explain parts of thermometer: you are explaining it Red liquid Numbers (positive and negative – plus and minus) Celsius

22 Little bulb thingy where all the red liquid is stored - Let students discuss for a couple of - Say a couple of temperatures (both seconds, then point, and then walk plus and minus) and see if students can around classroom to check. point to it. - Students must work independently on - Hand out worksheets for students to worksheets. They may be able to share work on. the thermometer with their partner. If they need help, students may ask their desk partner or the teacher.

Part 2 (March 9 2009) – (45 minutes) - ask various students to recall last lesson - Review Part 1 with students - Tell students they will learn how to record temperatures from outside, and from the internet. - call on students who are not paying - Bring out plotting graph and tell attention students this is what they will be plotting their temperatures on - Hand out thermometers. - before going outside make sure students - Take students outside the get the are quite, do not run down hallway, or temperature (a pencil and paper may be run crazy outside, work cooperatively, needed) and listen for instructions - Have students go into shade and record temperature. Ask some - allow for at least three minutes outside students what their temperature is - After about three minutes have students come back inside - show first, then erase, and have a couple - From the temperature recorded of students come plot some other outside, show students how to use the numbers on the graph graph to plot this information. - students may want to gather around - Direct students’ attention to the computer computer and show the steps to get - make sure students are not pushing and the temperature from work cooperatively to see the computer weathernetwork.ca screen - Have one student plot the temperature from the graph on the computer- plotting chart. - Ongoing references ask students if it - Tell students that every day until was hotter or colder than yesterday. March 20th, two students will go Or have students predict the outside, measure, and record the temperature for the next day, based on temperature and two students will go previous data.

23 online and measure the temperature. These students will then plot this information on the graph. Student Checklist

Date Name(s) Outside Computer March 10, 2009 Danis and Neve √ Jennifer and Logan √ March 11, 2009 Shawn and Lindsay √ Abby and Aaron √ March 12, 2009 Rawley and Hera √ Neesa and Kalijah √ March 13, 2009 Rianna and Ashli √ Brianne and Brayden √ March 16, 2009 Buomkwath and √ Wyatt Jayia and Viktor √ March 17, 2009 Christine and √ Justice Sierra and Austin √ March 18, 2009 Logan, Aaron, √ Jennifer and Viktor Danis, Neve and √ Shawn March 19, 2009 Abby, Neesa, Kalijah √ and Austin Lindsay, Rawley and √ Wyatt March 20, 2009 Brianne, Brayden, √ Jayia and Sierra Hera, Rianna and √ Ashli

24 Name ______

25 Lesson #5 - Clouds

Name: Toni Kaminski Date: March 10, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Experiential Learning through conducting an experiment (Cloud in a Bottle) - Experiential Learning through cloud posters using different mediums - Interactive Learning through discussion - Direct Instruction through questioning - Interactive Learning through brainstorming

Objectives: Assessment: - Observe and record data - Checklist assessing students Observe clouds understanding of the types of clouds - Investigate the relationship between represented on their cloud posters cloud formations and weather

Adaptive Dimension: Visual – explain each step of the experiment or have a student describe what is happening

Slower Learners – allow to work in groups, as those who are not artistically talented will be able to get help from their peers

Learning Environment – Students will be asked to watch the cloud experiment from their desks, then come to the front of the classroom, and sit on the floor to listen to the book. Students will be asked to return to their desks, to complete the rest of the lesson. During the poster making, students are allowed to get up and explore their classroom environment.

Optional – have students participate in experiment (one student for each step)

Common Essential Learnings: Communication – students will participate in a class discussion

26 Critical and Creative Thinking – students will be able to think creatively while creating their cloud posters - students are able to think for themselves during lesson

Personal and Social Values and Skills – if you allow students to work in groups students must be able to work cooperatively, while respecting the other student(s) needs, wants, and feelings

Prerequisite Learning: - Where are clouds located in the sky? - What is a cloud?

Lesson Preparation: Equipment/Materials - 1 litre clear plastic bottle with cap - Water - Matches - Blue Poster Paper (Construction paper or poster board) - Cotton balls - Feathers - White glitter dust - White, grey, blue fabric - Glue - Tape - Scissors - Pictures of different types of clouds (cirrus, cumulus, stratus, and sometimes fog)

Advanced Preparation - Make sure you have tested the experiment at home to make sure it works, and you know how to do it. As well, have all materials ready to go when conducting experiment in class, if you would like to keep the experiment as an element of surprise keep it underneath a blanket or cover.

Cloud Experiment 1. Place just enough warm water in the bottle to cover the bottom. 2. Light a match and let it burn for a few seconds. Blow the match out immediately, place the head of the match in the bottle. Let the smoke from the match fill the bottle. After a few seconds, the smoke will seem to disappear, but it does not. Make sure to watch carefully, as this all happens very quickly. 3. Screw the cap on the bottle being careful not to let too much smoke out of the bottle. 4. Squeeze the sides of the bottle hard, six or seven times. Squeeze the bottle again,

27 hold the squeeze for a few seconds and then quickly release the squeeze. The second you release the squeeze, you should see the formation of a little fog in the bottle. This is a cloud! Resources http://www.stevespanglerscience.com/experiment/00000030

De Paola, T. (1975). The Cloud Book. New York: Holiday House.

Tori Staseson – Weather: A Grade Two Science Unit

Presentation: Classroom Management Strategies: Set: (10 – 15 minutes) - Assess students previous knowledge by - Have students ready to watch asking them what they know about experiment clouds - Have students come to front of class - After hearing some responses do Cloud and sit on floor. Experiment - Make sure all students are paying - Introduce book and ask students what attention. they think this book will be about - Read book The Cloud Book by Tomie dePaola

Development: (45 minutes) - Ask students to return to desks - Give thumbs up signal when students are ready to start learning - Have students brainstorm ideas of - Wait for all students to be quiet different things they notice about - Ask many students for ideas. Be sure to clouds that were represented in the not focus on only one student book. Reference to the book, and start with the first cloud and move forward. Make sure you elaborated enough on the book so students will remember what was represented in the book. Write these ideas on the board. You may need to add some words if - Call on students who are not paying they cannot identify all of them. attention Write the names of the different types of clouds by the correct descriptive words on board. - Show pictures of different types of - Monitor students as they are making clouds their posters. Give assistance to - See if students can match up the

28 pictures to the descriptive students who need it, or direct them to words/name they brainstormed get help from other students.

- Tell students about poster they will be making. They are to choose one type of cloud and using the descriptive words from the brainstorming session, they are to use the different types of mediums to create their clouds. Make sure students label the type of cloud they have chosen on their poster.

29 Clouds Poster Checklist

Criteria   Name of cloud on poster Type of cloud depicted correctly

30 Lesson #6 – Rain

Name: Toni Kaminski Date: March 11, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Direct Instruction through listening and viewing - Experiential Learning through the use of games, as students will be participating in the Rain Game - Direct Instruction through a structured overview

Objectives: Assessment: - Describe weather - Performance Assessment by observing Describe weather changes that students to see if they understood the occur with the seasons concept of rain and its importance - Explain the effects of weather - Exit Slip Describe some effects of weather on agriculture Suggest why understanding weather is important

Adaptive Dimension: Visual – describe movements or actions clearly in order for the student to understand the movement that they will be participating in

Learning Environment – For the set, students are asked to stand up to participate in the Rain Game. This allows students to have a brain break. In addition, students will be ready to learn, and engaged for the rest of the lesson.

Optional – if students cannot snap their fingers have them flick their fingers

Common Essential Learnings: Communication – the teacher will have to communicate the instructions to students and students will have to listen attentively to these instructions in order to participate in the

31 Rain Game

Critical and Creative Thinking – students will have to acquire or use background knowledge in order to think critically about why rain is important in our lives

Personal and Social Values and Skills – during the Rain Game students will have to be aware of personal space and others that are near them (respect for others)

Prerequisite Learning: - Different types of clouds

Lesson Preparation: Equipment/Materials - Pictures of different types of clouds (use in previous lesson) - Paper for Exit Slip Question

Advanced Preparation - make sure to practice the Rain Game before hand, in order to have all the step memorized for the lesson

Resources Rain Game Information - http://teacherlink.ed.usu.edu/TLresources/units/byrnes- africa/monhan/Africa%20Rain%20Game.html

Rain Game Instructions a) Silently rub fingers together and have students do the same b) Rub your two hands together and have students follow c) Very softly clap your hands together and have students follow d) Snap your fingers and have students follow (or flick fingers) e) Go back to clapping but clap a little louder and have students follow f) Clap even louder and have students follow g) Stomp your feet and clap (really loud) h) Now do all the steps in reverse until it is silent again

Presentation: Classroom Management Strategies: Set: (15 minutes) - Ask students to stand up - thumbs up - When all students are ready to listen - call on students who are not paying explain to them that they will have to attention copy the movements I am doing, but

32 while they are doing the movements they are to be very quiet (no talking) - Once done the movement sequence ask students what this movement reminded them of - Ask students to sit down

Development: (15 minutes) - If students have responded with the answer rain then continue on with - call on students who are not paying lesson, if they do not respond with attention and ask them to repeat that answer then guide students back something you said, or another student to remembering parts of game and go said from there - Ask question – Where does rain come - Ask a couple of students for their ideas from? on where they think rain comes from - Hold up pictures of different types of clouds and see if any students recognize if rain comes from these clouds - Explain to students that rain does - maintain attention and interest in lesson come from clouds, and give brief explanation on how rain comes down to earth

Closure: (5 to 10 minutes) - Exit Slip Question - monitor students and give assistance to - Write exit slip question on board: Why students who need help do you think rain is important?

33 Lesson #7 – Plant Experiment

Name: Toni Kaminski Date: March 12, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Independent Learning through learning centers - Direct Instruction through questioning

Objectives: Assessment: - Explain the effects of weather - Anecdotal note taking and observation Illustrate how living things adapt during learning centers to the seasonal changes of the - Assess students Center Worksheets weather - Optional: Exit Slip Suggest why understanding weather is important Describe some effects of weather on agriculture Show how weather affects our daily lives

Adaptive Dimension: Visual – have another student describe what the plants look like - have the visually impaired student come and touch the plants (including soil) to see if they can get a visual representation of what a flood or drought may look and feel like

Slower learners - during centers student(s) who are slower learners may be allowed to stay longer at a station, or work with partners more independently on a task rather then concentrating on group work

Learning Environment – The creation of the learning centers is a change for students. This allows students to move around and explore. Students will have fun and be engaged walking and participating in each learning center, rather than just sitting in their desk all the time.

Common Essential Learnings: Communication – students will be aware that communication is needed to discuss and

34 interpret science concepts and learn about plants, droughts and floods

Critical and Creative Thinking – students will need to critically analyze plants in order to interpret what rain can do to our environment

Independent Learning – through the experiences of the learning centers students will be able to become more capable, and self-motivated to become interested and learn about science concepts

Personal and Social Values and Skills – students will become aware that working in groups requires cooperative learning and must work well together in order to complete various tasks

Prerequisite Learning: - What is rain? - What is a plant? - What is a flood? - What is a drought?

Lesson Preparation: Equipment/Materials - three of the same plants or flowers (each plant will be placed at a station) - pictures of floods and droughts (desserts) - pictures of a well produced crop (showing it rain sufficiently) - pictures of a damaged crop (showing that is rained to much) - Optional: paper for exit slip question

Advanced Preparation - Teachers must buy three of the same type of plants or flower at least three weeks before teaching the lesson. You must conduct the experiment three weeks before the lesson and continue to monitor and check on plants as they progress through these three weeks. Remember to bring plants to this lesson, or the objectives for this lesson will not be met. Plant 1 – Water this plant with just the right amount of water to keep it thriving and living well Plant 2 – Water this plant too much to make it look like a flood or too much rain has fallen Plant 3 – Do not water this plant to highlight the effects of drought and what happens when it does not rain - Learning Centers are the main task of this lesson. In order to save on time and confusion make sure all centers are set up before and ready to go. As well, explain directions to students before going through with centers.

35 Center 1 – complete worksheet Center 2 – complete worksheet Center 3 – complete worksheet - You may want to laminate the pictures in order to use them for future lessons

* Make sure students know that when they are observing the plants and allowed to touch them that they are gentle and do not hurt the plants.

Resources Carle, E. (1987). The Tiny Seed. New York: Simon & Schuster Books for Young Readers.

Presentation: Classroom Management Strategies: Set: (10 minutes) - Read the book The Tiny Seed by Eric - make sure all students are looking Carle towards front of classroom - Make sure students know what they are before moving on to centers

Development: (50 minutes) - call on students who are not paying - Explain three centers to students attention Center 1 – Right amount of water given to plant. At this station, students will observe and record what they see, feel and smell. They will be directed towards answering why they think rain is - if students become off task make sure important in our lives (make sure to stop behaviour immediately and to complete worksheet) reengaged students in task Center 2 – Too much water given to plant. At this station, students will once again observe and record what they see, feel and smell. They will be direct to critically think why too much water might be bad for our - call on students to repeat what will environment. The main goal is for happen during each center and where students to recognize that they are located, and how to switch sometimes floods are not good between stations (turning off the lights) for the growth and development of our flowers and plants. (Make sure to complete worksheet)

36 Center 3 – No water given to plant. At this station, students will again observe and record what they see, feel, and smell. They will be directed to think about droughts, and what happens when it does not rain, and how this affects our lives, flowers and plants. (Make sure to complete worksheet) - Allow 10 minutes for each station. If needed add more time - After stations are completed, have students return to desks - Go through stations with students. Ask various students what they observed. - Show picture of a flood and ask students to guess which plant belongs to this picture. Have some students give an explanation to why they might think it belongs here. - Explain what a flood is and what - monitor students during stations and happens when it floods. What it does remember to take anecdotal notes on to our plants, environment, and lives. what students are thinking, observing - Show picture of a dessert or drought and doing and ask students to guess which plant belongs to this picture. Have some students give an explanation to why they might think it belongs here. - Explain a drought or a dessert. What happens when it does not rain? How does this affect our lives? - Show pictures of a well-developed crop. Explain to students that the last plant left belongs to this picture. Highlight - call on various students for answers that the right amount of rain is essential to our lives. If it rains, our crops grow, our flowers grow, everything grows and is nourished therefore we are provided with food.

37 Names ______

38 Names ______

39 Names ______

40 Lesson #8 and #9 – Growing My Own Plant

Name: Toni Kaminski Date: March 13 and 16, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Direct Instruction through listening and viewing pictures of the plant cycle - Independent learning through a learning activity package of the plant cycle

Objectives: Assessment: - Explain the effects of weather - Assess students understanding of the Illustrate how living things adapt plant cycle (students will be handing in a to the seasonal changes of the little booklet) – make sure this booklet weather is in order Suggest why understanding weather is important Show how weather affects our daily lives

Adaptive Dimension: Visual – the booklet will have to be made bigger and have a thicker black border

Slower Learners – students will be able to work in partners, but it is encouraged not to because students need to be assessed on their independent learning and how they have listened to the lesson and completed the plant cycle booklet in the correct order

Learning Environment – At the beginning of the lesson student are sitting on the floor at the front of the classroom, to listen to the teacher read a book. Then students will return to their desks, to be taught the rest of part one. In part two, students will be getting up from their desks to get materials to plant their seed. It will be an interactive class.

Common Essential Learnings: Communication – students will have to communicate thoughts, through spoken and written language in order for the teacher to understand their knowledge about what the know and what they are learning

41 Critical and Creative Thinking – students will have to think about previous knowledge that they learned in order to put their plant booklet together - students will have to think critically about how to take care of their plant

Independent Learning – students will have to observe and take care of their own plant - they will become self-reliant on themselves in order for their plants to survive, as they must understand that their nurturing for their plant is essential to their lives Prerequisite Learning: - Plants!

Lesson Preparation: Equipment/Materials - markers - stapler(to staple booklet together after students are done) - pencil - scissors - clear plastic cups - flower seeds - soil - water

Advanced Preparation - Teachers will have to make a plant cycle booklet. The parts of this booklet are not to be in order, as students will be putting them in order. Create a baggy for students to receive with all the necessary booklet pages within this baggy for them to put together. - Teachers may also want to make a poster of the plant cycle to show to students while they are teaching the lesson. - Depending on the amount of time allotted for this unit, teachers may want to try growing a flower to see how long it will take to germinate, grow, and bloom. - Make sure to buy plants that germinate fast, such as 5 to 7 days.

Presentation: Classroom Management Strategies: Set: (5 to 10 minutes) - Ask students to stand up. - make sure all students are participating - Ask students if they know how a seed or plant grows - All together demonstrate how a seed grows

42 - First start with squatting near the ground and cover your head - Second uncover your head - Third slowing stand up (medium level) - Fourth you are standing all the way up - Fifth you bloom (have arms go out – sprouting, or you can jump to indicate a bloom) - Wait until students are all seated and Development: (90 minutes) ready to go. Show thumbs up once they are ready, and do not start until Part 1 (March 13 2009) – (40 minutes) everyone has their thumbs up and is - Have students sit back in desks paying attention. - Hold up poster of the plant cycle, and explain that a seed goes through many stages to turn into a beautiful flower - Hold up smaller poster of the first - Call on students who are not paying stage of a seed, and explain this poster attention. to students in detail - Hold up smaller poster of the second stage of a seed, and explain this poster - Ask students to repeat some parts of to students in detail the cycle. - Hold up smaller poster of the third stage of a seed, and explain this poster to students in detail - Hold up smaller poster of the fourth stage of a seed, and explain this poster to students - Hold up smaller poster of the fifth, and final stage of a seed, and explain this poster to students

- Tell students that, that is the Life Cycle of Seed or Plant; it happens every time a seed is planted. - Tell students about the baggie’s and what is in these baggie’s. There are 6 pieces of paper in this bag to make a little booklet. Your job is to put them in order, from start to finish. Put what happens to the seed first, then second, third, fourth, and fifth. The

43 sixth page is of course your title page, and that will go at the front with your name on it. You will put these pages in order (make sure to remind students many times), and colour after you are done putting them in order. Once the - Walk around classroom and monitor students are done everything, have students’ progress. Give assistance or them come to you and check over their help if needed. booklet with them, and staple it if it is done.

Part 2 (March 16 2009) – (30 to 40 minutes)

- Assess student’s background knowledge by asking them simple questions about the stages in the Seed Life Cycle. - What happens in stage 1, 2, 3, 4, 5 etc. - Tell students they will be planting their own seed to watch it grow and nourish. - Before starting anything ask students to be cooperative and clean up any mess they may make, and listen to me carefully for instructions.

- Step 1- hand out plastic cups to students - Monitor students closely. Watch for - Step 2 – put tape on plastic cups and any bad behaviour, such as throwing have students write name on the tape items for the plant they are going to - Step 3 – call students up by rows to make, as this is not tolerated and receive soil in their cups students will be asked to not participate - Step 4 – make a little hole with finger in completing their plant. to plant seed in center of cup - Step 5 – drop seed in this hole - Step 6 – put soil in hole to cover up seed and anything else that is showing - Step 7 – give the seed a little bit of water - Step 8 – put by window so seed can get some sunlight - Step 9 – clean-up

44 Closure (5 minutes) - Remind students that they need to take care of their plant. Ask them what they think they should do in order to do so.

45 Name ______

46 Lesson #10 – Spring Has Sprung

Name: Toni Kaminski Date: March 17, 18, 19 and 20, 2009 Subject: Science Grade: 2/3

Content: (Topic) Instructional Strategies: - Weather - Experiential Learning through a field trip (nature walk), and field observations - Indirection Instruction through a reflective discussion on previous lessons - Independent Learning through students writing a paragraph of what they have learned

Objectives: Assessment: - Observe and record data - A detailed rubric will be used to assess - Describe weather students learning throughout the entire - Explain the effects of weather unit; it will also focus on this lesson as well

Adaptive Dimension: Visual – the use of the brail machine may be needed in order to assist this student in writing their paragraph (with the help of a teacher assistant). - During the walk the teacher assistant may come along, or the student can walk with a teacher, or another student

Slower Learners – these students may work in partners for writing their paragraph, or given more time

Learning Environment – Students will be working independently for their writing assignment, however after this assignment, they will be interactive. They will participate in a nature walk, where they are allowed to take pictures of things that happen in spring. After this, students will be making a video, where they will hold up their pictures, and say one or more things of what they learned throughout the unit.

Common Essential Learnings:

47 Communication – students will have to do a written component to this lesson, as well as orally present their information

Critical and Creative Thinking – students will have to be creative while doing their written component and during the nature walk

Independent Learning – students must be able to work by themselves when concentrating on the written and speak component of this lesson (they will be self-motivated and eager to complete their part in the video)

Personal and Social Values and Skills – students must recognize that while on the nature walk they are to be respectful and caring towards the environment and other classmates

Prerequisite Learning: - Previous lessons presented in this unit

Lesson Preparation: Equipment/Materials: - Paper - Disposable Cameras - Camcorder

Advanced Preparation: - Teachers will need to map out where they are going to take their students for a walk. Before taking class, make sure to have walked this path, recording how long it took you, and estimating more time for picture taking. - Teachers will need to know how to work a camcorder in order to videotape their students. There are options such as using Voice Thread, to record their voices and pictures.

Presentation: Classroom Management Strategies: Part 1 (March 17 2009) – (30 minutes) - Tell students about project and video - Thumbs up they will be making, but in order to do so, there are some things that need to be complete first - The first thing is writing a short - Make sure students are all working on paragraph of what students have learned their paragraphs. Walk around and (tell students to help them out, that we monitor, and keep students on task. will brainstorm a list of things they Give help if needed.

48 learned, and then they can put it into complete sentences) - Brainstorm with students a list of things that they learned throughout the last three weeks - Write this list on the board - Tell students to take out a piece of paper, and start writing their paragraph. They can include items that are not listed on the board as well. Tell them this has to be done by today, in order to move onto the next step. - Have students hand in their paragraphs, and correct their mistakes, and hand it out to them next class.

Part 2 – (March 18 2009) – (30 minutes) - Tell students the next step is to make a - Keep students on good copy of their paragraph. task. Walk and monitor. - Hand back paragraph to students, and have them copy it out again without having any mistakes

Part 3 – (March 19 2009) – (30 – 40 minutes) - Tell students about nature walk, pictures, and video. - Tell them today they are going on a nature walk, and what they will be doing on the nature walk - Review with students safety precautions - All students must be paying attention to before allowing them to get their coats this part. If they are not listening, tell and shoes students they will not be going on the - Allow for two or three disposable walk, due to safety precautions. They cameras to be passed around during must behave, and listen closely to the nature walk, and students are to take teacher at all times within the classroom two or three pictures each of things and while on the nature walk. they notice are happening because it is spring

Part 4 – (March 20 2009) – (30 minutes) - Tell students this is the final part to

49 their project. They will make and complete a video in order to celebrate SPRING. - In order for this to work students must have their good paragraphs ready, and their pictures given back to them. - As well students may be needed to pull aside separately in order for them to be videotaped. (Another lesson could be taught at this time)

50 Spring Has Sprung Rubric

Criteria Poor Satisfactory Good Excellent 1 2 3 4 Understanding of Student(s) did Students(s) were Student(s) was Student(s) Concepts (did not understand able to state one able to state two paragraph students show an the main point to show points to show described their understanding of objective of this their their understanding in a the essential unit, and wrote understanding of understanding of meaningful and question – why is nothing within the concept; the concept. exceptional way. it important to their paragraph. however, they They wrote three understand were not quite or more points. weather?) sure. Cooperative The student(s) The student(s) Student(s) Student(s) always (ation)/Interest did not cooperate cooperated cooperated cooperated and was (use of time, and show little occasionally and frequently and extremely helpfulness, interest in showed a slight showed their engaged/interested sharing, learning. interest in their interest in their learning. respectful ect.) learning. regularly. Involvement in Student(s) did Student(s) Student(s) Student(s) showed presentation of not want to showed a little showed some much creativeness final product create a final interested in the interest in in creating their product. They final product. creating their final product, and did not They did not put final product. put forth a full participate. forth much They showed effort to gain enthusiasm. some creativity, viewers full and enthusiasm. attention.

51 Assessment and Evaluation a. Products Written Products: - Handbook - Summary

Visual Products: - Chart - Collage - Poster

Dramatic and Performance Products: - Creative movement

Media Products: - Photography - Video tape b. Method of Data Recording and Student Activities - Photos - Rubrics - Anecdotal Records - Exit Slips - Checklists - Written Assignments c. Processes - Listening - Problem Solving - Viewing - Making decisions - Brainstorming - Questioning - Discussion - Recording and plotting - Speaking - Respect - Recalling information (background knowledge) - Participation - Creating and producing - Researching - Sharing - Writing - Cooperating

52 Professional Development Plans

Professional Target #1

1. Professional Target 2. Steps to Achieve Target

Differentiated Instruction – being able to Create activities and lesson that have use a variety of differentiated instructional various opportunities for myself to use strategies and assessment strategies in different instructional strategies order to benefits the needs of my students Allow students to participate in activities and projects, where they can be assessed on what they are learning and then what they have learned overall

3. Instructions for Observer: please record information on the following questions

4. Data Collection: a) How has this lesson incorporated the use of different instructional strategies? (What things did I do in order to use different instructional strategies, without the students knowing?)

b) What types of assessment did I use for this lesson? What is effective for this lesson?

c) In what areas could I improve?

53 Professional Target #2

1. Professional Target 2. Steps to Achieve Target

Teaching Strategy – Experiential Learning – I will prepare students for this activity by using various mediums to create cloud doing an experiment and reading a book. posters I will allow students time to create their posters using feathers, glitter, cotton balls, fabric etc.

I will monitor students during their creative time.

3. Instructions for Observer: please comment on the following topics

4. Data Collection: a) Record any questions the students asked regarding clarification of purpose and directions. (How to use the various mediums in order to create their poster)

b) Describe my role as facilitator during the construction part of the students posters.

5. Other Comments

54 Professional Target #3

1. Professional Target 2. Steps to Achieve Target

Teaching Strategy – Interactive Learning – I will prepare the students for this activity through brainstorming and discussion of by asking questions about what they learned Spring previously in the unit

I will ask students to brainstorm ideas about things that happen in Spring

I will have a class discussion about Spring, and what to look for on our nature walk

3. Instructions for Observer: please comment on the following topics

4. Data Collection: a) What questions did I ask students in order to prepare them for this lesson?

b) Name the students I asked for brainstorming ideas. (Did I circulate around the room?)

c) How did I illustrate/show/talk about to students on what to look for on our nature walk? Was this effective? How could I have improved?

55 5. Other Comments

Professional Target #4

1. Professional Target 2. Steps to Achieve Target

Demonstrating my skills on feedback, Throughout some lesson(s), I will need to checking on students and reinforcing ask students questions, and need responsive (leadership). and positive feedback.

During lesson(s), I must walk around and monitor students closely to make sure they are cooperating and participating in class activities.

I must reinforce students learning by providing them with positive feedback, and giving them more to think about.

3. Instructions for Observer: please record information on the following questions

4. Data Collection: a) What questions do I ask students in order to enhance their learning?

b) If any situations arrive, such as students not participating or cooperating well with others, how did I handle this situation?

56 c) What positive things did I say to students in order to reinforce their answer or learning?

Professional Target #5

1. Professional Target 2. Steps to Achieve Target

Basic Management – the use of overlapping Allow students who have the same question and attending to several students; using be answered in a group(s) in order not to not transitions well and reducing the amount of repeat myself. dead time Using various techniques such as - stretching, dancing, small games in order to reduce the amount of dead time.

3. Instructions for Observer: please record on the following information

4. Data Collection: a) How effectively did I attend to students who needed my assistance?

b) Was I able to help many students rather than concentrating on one or two students? (You may list the names of students I helped)

c) What are some techniques I used during this lesson in order to reduce dead time? (Brain breaks are also included in this question)

57 d) What are some things I can improve on for managing future lessons?

Professional Target #6

1. Professional Target 2. Steps to Achieve Target

Giving Directions – I want to make sure I Speak clearly and concisely explain myself well enough so all students will be able to understand and benefit from Ask some students to repeat the directions this lesson I have given

Take time to explain things, rather than rushing through everything

3. Instructions for Observer: please record information on the following

4. Data Collection: a) Was I loud enough for all students to hear? Could you hear me from the back of the room?

b) Did I speak clearly enough for students to understand what I was saying? (Did I have to repeat myself to many times in order for students to understand what I was saying?)

c) Did I allot myself enough time to explain the concept during the lesson?

58 5. Other Comments

59