EDUC 521 Term III Lesson Plan Christina Chapman Grade: Kindergarten School: Andrew Jackson Elementary

Core Decisions What The curricular content of this lesson will be reinforcing students ability to describe the weather and the properties of wind. Currently the students are doing weather during our afternoon meeting time. However, this conversations surrounding weather are brief. First the students sing the Whats the Weather Song as a whole group. Following the song, the student who has been deemed the weather person for the day goes over to window observes the weather and reports back to the class. There is no discussion following this report. It is essential for students should be exposed to and engage in conversation about their observations to develop their understanding. It is my hope to provide students with an opportunity to engage in such discourse as they use and their observations skills and make predications about the wind. How My primary strategy for teaching this lesson will be conducting a windsock experiment. In addition, I will be conducting an interactive read aloud. I will be facilitating discussion surrounding the affects of wind in the book and during the windsock experiment. There are many norms that have already been established in our classroom.

Why The students in my classroom have limited science experiences. While they have been developing their observational skills through various science related activities there is little opportunity for them to discuss their observations with peers or to discuss questions they may have. I feel that students will benefit from such experiences, as it will help to strengthen their reasoning and critical thinking skills.

Goals and Objectives SWBAT use observation skills to describe and make predictions about the affects of wind SWBAT describe the affects of various wind speed PA Standards 3.3.KA5: Identify seasonal changes in the environment 3.3.KA47: Use data/evidence to construct explanations and understand that scientists

EDUC 521 Term III Lesson Plan Christina Chapman develop explanations based on their evidence and compare them with their current scientific knowledge. Frameworks K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. Materials and Preparation The Wind Blew by Patch Hutchins Printer paper Markers Streamers Empty toilet paper rolls String Hole Punch Tape Fan Chart paper

Classroom arrangement and management issues Initially students will be seated at a rectangular table during the read aloud and while making their windsock. I will be seated at the head of the table during the read aloud. Students will then transition to the table where the fan is located. It will be important to remind students not to touch the fan for safety reasons. There are many norms that have already been established in our classroom. These norms are often restated over the course of a given school day. While students are aware and understand the classroom norms they often need to be reminded of them throughout the day. Prior to beginning the lesson I will make my expectations for behavior clear. I will specifically remind student to use a quiet hand and their listening ears when others are speaking because as these are norms the class tends to forget most often.

Plan Prior to beginning the lesson I will introduce the term meteorologist. I will explain that meteorologist use tools to measure different weather elements. This will allow the students to make connections to the weather person in their own classroom. I will show them a picture of a real windsock and explain that this is a tool used to measure the wind. I will then ask students to name other places that they might find a windsock.

EDUC 521 Term III Lesson Plan Christina Chapman

Work and Explore (15 minutes) Students will construct windsock (windsock activity adapted from Scholastic Professional Books Teaching With Favorite Ezra Jack Keats Books) First, the students will decorate the outside of the toilet paper roll with crayons or markers Next, students will attach the ends of several tissue paper strips to the inside of the tube using tape. (The strips should be placed close together and can even overlap a bit.) I will help students punch three holes at equal points in the opposite end of the tube. I will thread each piece of yarn through a hole and tie the ends in place. Then tie all three pieces together to complete the windsock. Once students have completed their windsocks we will conduct the experiment I will start by turning the fan on at its lowest setting. Then I will ask the students to predict what their windsocks will do when placed in front of the fan. I will then let the students take turns holding their windsocks in front of the fan (with the tails facing away from the fan). Following this I will ask them what they notice about the tissue strips movement. I will then I ask the students to predict what will happen when the fan is turned higher. We will repeat the process and I will ask the students to share findings. As they share their findings I will record their findings on the chart paper. Read Aloud (10 minutes) Prior to conducting the read aloud I will activate students prior knowledge about the wind. I will specifically ask them the following questions: Have you ever been outside on a windy day? What was it like? Conduct read aloud of The Wind Blew. This picture book tells the story of townsmen chasing their belongings after having them snatched by the wind. The vivid and detailed illustrations will allow students to see the winds affect on the various objects. Following the read aloud I will ask students the following questions: What objects/stuff did the wind blow? How was the wind able to move these things? Wrap up (10 minutes) I will ask the students to draw a picture of a windy day. They will be required to include their windsock in the picture and explain if it is a windy day or very windy day.

EDUC 521 Term III Lesson Plan Christina Chapman Students will turn and talk with their partners about their pictures. Students will also have an opportunity to share their picture with the whole group. Prior to sharing, I will remind students to specifically describe what the wind is doing in their picture.

Anticipating students responses and your possible responses Some students may become distracted during the read aloud. In this case it will be important to remind students of my expectations for behavior. Students may get caught up perfecting their windsocks. In this case it will be important to remind students to take their time, and to also be aware of time limits. Some students may get distracted during partner sharing so it will be important to remind them to stay task and use their listening ears when their partner is speaking. Assessment of the goals and objectives listed above I will asses students by evaluating their participation and critical thinking skills during the read aloud and experiment. In addition, I will be assessing their drawings for understanding about the affects of wind. Accommodations For those who finish making their wind socks early Students who finish early will have the opportunity to read other books related to wind that I would have available in the classroom. For students who say they dont know how to draw a windy day I will redirect the student back to the fan activity and the book. I will ask them to explain what the streamers where doing when placed in front of the fan. I will also ask them to think back to how the wind blew the objects in the story.