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 to 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. 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.

Comment [NRB1]: I think you can put this in the lesson plan. It does not really belong here.

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.

Comment [NRB2]: Great

Goals and Objectives SWBAT use observation skills to describe and make predictions about the affects of wind

EDUC 521 Term III Lesson Plan Christina Chapman SWBAT describe the affects of various wind speeds Standards Whose standards? I am really looking for where this fits into the three categories of the Framework. You can leave these, but please add those. 3.3.KA5: Identify seasonal changes in the environment 3.3.KA47: Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. Materials and Preparation The Wind Blew by Patch Hutchins Printer paper Markers Streamers Empty toilet paper rolls String Hole Punch Glue/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.

Plan Launch (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? What do you think the wind is going to do in this story? Conduct read aloud of The Wind Blew. This picture book tells the story of townsmen
Comment [NRB3]: How can they predict this? Comment [CC4]: They could predict this by looking at the title page. However, I think I will omit this question to provide the students with more time to share their experiences.

EDUC 521 Term III Lesson Plan Christina Chapman 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? Why do you think How was the wind was able to move these things?

Formatted: Strikethrough Formatted: Strikethrough

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 smear glue along the inner edge of one end of the tube. Then students will attach the ends of several tissue paper strips to the inside of the tube. (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.
Comment [NRB5]: I want to suggest (strongly) that you flip your lesson. You have a great opening question, and children do know what happens on a windy day. Why not tell them next that meteorologists are scientists who study weather and that they have tools that they use to measure things. You are going to make a tool today to compare wind speeds. Then make the wind sock and do the experiment. You might even want to have some photos of real windsocks to show this small group (fine to say, Theirs are not really as pretty as ours!) You will need a way to put the windsocks aside. THEN read the book and at various points stop and ask, What would our wind sock look like at this point? That makes the direct connection between the science of measuring wind and the text. I love your closure be sure to have the students include the windsock in the picture so that the reader can tell if it is a light wind or a stronger wind.

Wrap up (10 minutes) I will ask the students to draw a picture of a windy day. 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.

Comment [CC6]: Yes, I agree I think the students will benefit from doing the experiment first. I like the idea of showing the photo of a real windsock and asking questions to help students make direct connections. I also like the idea of requiring students to include the windsocks in their pictures as it well help others to interpret them.

EDUC 521 Term III Lesson Plan Christina Chapman

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.

Comment [NRB7]: Will they have a way of knowing how much time they have? Does you class use a timer or hourglass? Comment [CC8]: No they do not use a timer or hour glass, but I will give them verbal reminders

Comment [NRB9]: Particularly if you make sure that they put the windsock in the picture. Comment [CC10]: Yes I agree adding the wind socks will help with assessment. Comment [NRB11]: Nice.