Indicators Covered by This Lesson

Lesson Plan Dori Harrison 2nd Grade Cooperative lesson plan EDP 621NA Summer II 10:30-1:20 T/TH Topics: States of matter, heat, weather (This lesson was part of a weather unit for 2nd grade)

Indicators covered by this lesson: a.2.4 Observe and describe that some weather changes occur throughout the day and some occur in a repeating seasonal pattern. b2.2 Identify that there are many distinct environments that support different kinds of organisms. f2.3 Describe ways in which using the solution to a problem might affect other people and the environment.

Key Question: Which is better to wear for warmth: a glove or a mitten?

Materials: Gloves Mittens Thermometers (Dial Thermometers Delta Education ) Stop watches The Social Skill: The social skill that the class will be working on during this lesson is taking turns. This will be emphasized when students work in groups and work with a partner. The teacher will remind the students to make sure that they are letting every students have a turn to give their ideas and to do to the activities in the lesson.

Building Students Knowledge and Motivation: Enter the room carrying a suitcase filled with clothes that could be worn during different seasons. Pull them out and display them so that all the students can see them. Students will pick a piece of paper with a sticker on it out of a container. Matching stickers will put them into groups of four. Ask the students to put the clothes into groups by what time of year that they would wear them in Ohio. They must give reasons for why each piece of clothing is in a particular group. Have one student record some of the group’s ideas to share with the class. As a class we will discuss ideas by letting two members share one idea each that the group came up with. The other member will be the materials manager and retrieve anything that the group needs. These jobs will be decided on before the group starts so that everyone in the group does something. After the class hears about the group’s ideas we will spend a few minutes discussing how the groups did on taking turns with each other: What did groups do well? What could groups do next time to do even better? (positive interdependence-the group has a task to complete, social skills- taking turns in their group, processing-class discussion about how the group did and what could be done next time to make it better, face-to-face interaction-working as a team and where the teacher places the students to work in their group, heterogeneous grouping- random grouping)

After the discussion have each student cut out four paper human figures. Label each one of the figures fall, spring, summer and winter. Tell students to draw clothing that each figure would wear outside accordingly to what would be appropriate for average days in those seasons in Ohio. Students will then give written reasons for why they have dressed their figure a certain way. (individual accountability- students must use groups information to do own assessment, Evaluation-assessment of learning will be graded on a rubric)

Getting Ready notes: Have students share their dressed paper figures and explain why it was appropriate to dress them a certain way for that season in Ohio. Show students the cover of the book The Mitten by Jan Brett. Have students tell what season the story would be taking place if it were in Ohio and explain how they know. Then have students look at the animals on the cover and explain how they keep warm in the cold months of winter. Make a list of adaptations that animals have on a piece of chart paper. Ask the students: What do people do to keep warm in the winter months? As teacher reads The Mitten have students look for ideas. The students will also look for other adaptations that the animals in the story have that help them survive. After reading the story add ideas students found in the story to the class chart.

Procedure: Ask the students if there is anything else that the boy in the story could have worn to keep his hands warm. Have them decide whether gloves or mittens would have been better to keep the boy’s hands warm. Make a class graph. Also have each student write what they think and why on their personal data sheet that they will use for this experiment. 1. Students will be placed into pairs. The teacher will already have pairs chosen to guarantee heterogeneous grouping. Students will go to the walking track and walk with nothing on their hands for 5 minutes. They will each take the temperature of their hands. This will be recorded on their data sheet for the control. Each person will have their own data sheet but pairs of students will help each other find the information that needs to be recorded. 2. One person out of the pair will put a glove on one hand and a mitten on the other hand. Their partner will help them take temperature of both hands and will record the results. Students will then walk together around the track for a total of 5 minutes. They will then stop and take the temperature of each of the hands. Students will then switch roles. The recorder will put on the glove and mitten and with the help of his or her partner will record the temperature of their hands. The students will then walk together around the track for a total of 5 minutes. They will then stop and take the temperature of each of the hands with the hand wear on. 3. I will also be part of the control because I will be walking too with no hand wear on my hands and I will have a student help me take the temperature of my hands and all pairs will record the temperature on their data sheets. 4. Pairs will then analyze their data and decide whether gloves or mittens would keep them warmer. (individual accountability-each students has their own data sheet to fill out, positive interdependence- pair has a task to complete, social skills-taking turns with their partner, Face-to-face interaction- students will stay with their partner on the walking track, Heterogeneous grouping- teacher chose groups head of time and made sure that they were, evaluation- filling out data sheets and completing the task)

Assessment: The teacher will reread the book The Mitten by Jan Brett. The students will look for reasons why the boy lost his mitten. What was the boy doing that made him take off his mittens? Teacher will put out several types of hand wear. Students will choose appropriate types of wear for different activities. Students will explain why this is appropriate. Students will also fill-out a part on their assessment about how their group worked on the previous assignment and how they worked in that group. Students will also fill-out how their pair worked and how they worked in that pair. (Evaluation- assess what knowledge the students gained through the experiment, it will be graded on a rubric, processing- students will fill out an evaluation about how the cooperative groups worked)

Have students design a mitten or glove that will keep them warm and they will be able to do fine motor activities.

Literature extension: Read The Woodcutter’s Mitten and make a Venn diagram between it and The Mitten by Jan Brett. The Woodcutter’s Mitten, Loek Koopmans, ISBN 0-940793-67-9 An old woodcutter drops his mitten and some animals decide to share the inside and make a new home. When the woodcutter discovers his lost mitten he goes back to find it and his faithful dog scares all the animals away so that the woodcutter can have his mitten back.

Writing Component: 1. Read The Red Mitten by Tilde Michels. Give the students a paper red mitten and have them write an adventure the mitten goes on. Then have them illustrate their story using the paper red mitten in the illustration.

2. Read The Missing Mitten Mystery by Steven Kellogg but stop before you get to the end where the girl finds her mitten. Have the students write an ending for the story and have them decide where they would find the mitten. The class could make a class book of how we would use some of the mittens grown on the mitten tree in the story.

Math Activity: Students will learn how to read a thermometer and about Fahrenheit and Celsius temperatures.

Citing References: The Mitten. Brett, Jan. G.P. Putnam’s Son,1989. ISBN 0-399-21920-X The Woodcutter’s Mitten. Koopmans, Loek. Crocodile Books, 1990. ISBN 0-940793- 67-9

The Red Mitten. Michels, Tilde. Silver Burdett Company, 1986. ISBN 0-382-09379-8

The Missing Mitten Mystery. Kellogg, Steven. Dial Books for Young Readers, 2000. ISBN 0-8037-2566-3

Teaching Physical Science through Children’s Literature Gertz, Susan E, Portman, Dwight J., Sarquis, Mickey. Terrific Science Press, 1996. ISBN 1-883822-34-3

Grading Rubric: a.2.4 Observe and describe that some weather changes occur throughout the day and some occur in a repeating seasonal pattern.

Students will dress 4 paper human figures in appropriate dress for spring, summer, fall and winter. Students will also give reasons why they are dressing their paper figures in a certain way.

To get a score of 4: Students will have all four human figures dressed in a way that would be appropriate for each of the four seasons and has given written reasons that explain the weather for each of the seasons. An example: I dressed my winter figure in a coat, mittens and a scarf because most of the days in winter are very cold and snowy. These items would keep the wind and snow from making me cold.

To get a score of 3: Students will have all four human figures dressed in a way that would be appropriate for each of the four seasons and has given written reasons that explain the weather for each of the seasons. Their written reasons are not as clear and detailed. An example: I dressed my winter figure in a coat, mittens and a scarf because that is what you wear in winter.

To get a score of 2: Students will have all four human figures dressed in a way that would be appropriate for each of the four seasons and has given written reasons that explain the weather for each of the seasons. One or two of the written reasons are not correct or give little or no details.

To get a score of 1: Students will have all four human figures dressed in a way that would be appropriate for each of the four seasons and has given written reasons that explain the weather for each of the seasons. More than two of the written reasons are not correct or give little or no details. If a student gets a one the teacher will reteach the concept and have the student redo the assessment. Grading Rubric: f2.3 Describe ways in which using the solution to a problem might affect other people and the environment

Teacher will put out several types of hand wear. Students will choose appropriate types of wear for different activities. Students will explain why this is appropriate.

To get a score of 4: Students will choose all 10 types of hand wear for appropriate activities. They will also give 10 appropriate reasons. An example: I would wear this type of hand wear to watch a football game because I need my hands to stay as warm as they can. I know from the experiment that mittens will keep my hands the warmest.

To get a score of 3: Students will choose 8-10 types of the hand wear for appropriate activities. Their written reasons are not as clear and detailed. An example: I would wear this type of hand wear to watch a football game because I need my hands to stay as warm.

To get a score of 2: Students will choose 6-8 types of the hand wear for appropriate activities. Two or three of the written reasons are not correct or give little or no details.

To get a score of 1: Students will choose less than 6 of the hand wear for appropriate activities. Four or more of the written reasons are not correct or give little or no details. If a student gets a one the teacher will reteach the concept and have the student redo the assessment. Data Sheet

Name:______Date:______

Which is better to wear for warmth: a glove or a mitten.

Why do you think so? ______

______

My partner is ______

What is on your hands Time spent walking Temperature Nothing 5 minutes

Glove 0 minutes

Mitten O minutes

Glove 5 minutes

Mitten 5 minutes

Mrs. Harrison wearing 5 minutes nothing on her hands

Which is better to wear for warmth: a glove or a mitten.

Why do you think so? ______

______Gloves and Mittens Assessment

Directions: Read the scenarios below and decide which glove hanging on the board will be the best to wear for that activity. Write the letter that goes with the hand wear on the short line. Then write your reason(s) for your answer on the lines provided.

1. What would be the best to wear if you were going to a football game on a very cold day? ______

______

______2. What would be the best to wear if you were going to climb a tree on a cold day? ______

______

______3. What would be the best to wear if you were going to help your mom plant a garden? ______

______

______4. What would be the best to wear if you were going to help clean up after your friend had a bloody nose? ______

______

______5. What would be the best to wear if you were going to help your grandma chop wood for the fireplace? ______

______

______6. What would be the best to wear if you were going to help dad do the dishes? ______

______

7. What would be the best to wear if you were going to a baseball game and play first base ? ______

______

______8. What would be the best to wear if you were going outside on a snowy day to go sledding with your friends? ______

______