grade one unit
TRANSCRIPT
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8/6/2019 Grade One Unit
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TOPIC The Changing Weather
SKILL FOCUS Identify various kinds of weather
Describe the role of the wind in determining weather
Describe some of the changes that can occur from day to day in theweather
CROSS- CURRICULAR
COMPETENCIES
Developing thinking
thinking and learning contextually
thinking and learning creatively
thinking and learning critically
Developing literacies
constructing knowledge related to various literacies
exploring and interpreting the world through various literaciesexpressing understanding and communicating meaning using various
literacies
OUTCOMES DS1.1 Compare and represent daily and seasonal changes of natural
phenomena through observing, measuring, sequencing, and recording.
INDICATORS Pose questions about changes in natural phenomena (e.g., sunlight,
temperature, humidity, and cloud cover) in their environment over thecourse of a day and a year.
Sequence or group objects, materials, and events according to one or more
attributes related to daily and/or seasonal changes (e.g., group pictures by
season, sequence activities according to time of day, group clothing items
by season, and sequence stages of garden growth).
MATERIALS Chalkboard or chart paper
Chalk or marker
Seasonal weather pictures (cold winter day, rainy summer day, etc.)
Sorting chart
Sorting pictures (weather, and weather related items)
Glue
Colouring materials
GRADE LEVEL One
ACTIVITY DESCRIPTION DURATION
Set List the following words on the chalkboard: clear, gusty, freezing,
foggy, drizzle, gloomy, bright, and gray.
Read the words aloud with the children.
Tell them that these words describe different kinds of weather.
Ask: What kind of day does each of these words describe?
Go through each word and write the students ideas on the board with
each focus word.
10 minutes
Development Read: There are many kinds of weather. Weather is alwayschanging. It can be warm or cold. It can be wet or dry.
15 minutes
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Weather Sorting Chart
Rainy Sunny Snowy
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TOPIC The Changing Weather II
SKILL FOCUS Identify various kinds of weather
Describe the role of the wind in determining weather
Describe some of the changes that can occur from day to day in theweather
CROSS- CURRICULAR
COMPETENCIES
Developing thinking
thinking and learning contextually
thinking and learning creatively
thinking and learning critically
Developing literacies
constructing knowledge related to various literacies
exploring and interpreting the world through various literaciesexpressing understanding and communicating meaning using various
literacies
OUTCOMES DS1.1 Compare and represent daily and seasonal changes of natural
phenomena through observing, measuring, sequencing, and recording.
INDICATORS Pose questions about changes in natural phenomena (e.g., sunlight,
temperature, humidity, and cloud cover) in their environment over thecourse of a day and a year.
Use a variety of tools (e.g., rain gauge, thermometer, and wind vane) and
techniques (e.g., chart, diagram, and table) to record changes in weather
conditions (e.g., temperature, humidity, wind direction and strength, and
amount and type of precipitation) that occur in daily and seasonal cycles.
Communicate observations about daily and seasonal changes using
vocabulary such as days of the week, seasons of the year, today, tomorrow,
tonight, morning, afternoon, evening, and night.
MATERIALS Chalkboard or chart paper
Chalk or marker
Paper plates
Ruler
Pencil
Paper arrow
Brass split tack/brad
Colouring materials
GRADE LEVEL One
ACTIVITY DESCRIPTION DURATION
Set Review different words to describe weather (from previous lesson).
Write these words on the board.
Ask: What is the weather like today?
Ask: Do you think we can predict the weather for tomorrow?
How?
10 minutes
Development Have the students make a weather clock.
Ask the students to go to their desks where the will find a paperplate.
30 minutes
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Weather Clock Example
Our Daily Weather Chart
Day Morning Afternoon
Monday
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Tuesday
Wednesday
Thursday
Friday
Ask: What kind of weather occurred most often? On what did the weather change? Did one kind
of weather usually follow another?
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TOPIC Weather Changes with the Seasons
SKILL FOCUS Describe the weather changes associated with each season
Compare seasonal changes in the growing cycle of plants and animals
Classify objects by season
CROSS- CURRICULAR
COMPETENCIES
Developing thinking
thinking and learning contextually
thinking and learning creatively
thinking and learning criticallyDeveloping literacies
constructing knowledge related to various literacies
exploring and interpreting the world through various literacies
expressing understanding and communicating meaning using variousliteracies
Developing interdependence
understanding and valuing social, economic, and environmental
interdependence sustainability
OUTCOMES DS1.1 Compare and represent daily and seasonal changes of natural
phenomena through observing, measuring, sequencing, and recording.
DS1.2 Inquire into the ways in which plants, animals, and humans adapt to
daily and seasonal changes by changing their appearance, behaviour, and/orlocation.
INDICATORS Create visual or physical representations of differences in natural
phenomena at different times of the day and/or different times of the year.
Make predictions about plant, animal, and human adaptations to daily and
seasonal changes based on observed patterns (e.g., some animals will
migrate at particular times of the year, humans will wear mitts and scarves
in winter, and some birds will disappear in winter).
Pose new questions based on what was learned about plant, animal, and
human adaptations to daily and seasonal changes.
MATERIALS Chalkboard or chart paper
Chalk or marker
Globe worksheets
Pencil or marker
Globe
Flashlight
Large enough space for class circle
GRADE LEVEL One
ACTIVITY DESCRIPTION DURATION
Set Read: The Reasons for the Seasons by Gail Gibbons
Ask: Why do the seasons? What else changes with the seasons?
(weather, temperature)
Conduct an activity with the students to show how the seasons
change and why the weather changes with the seasons.
Arrange students into a large circle.
10 minutes
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Introduction Activity Diagram
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TOPIC How the Seasons Affect Peoples Lives
SKILL FOCUS Identify the different kinds of clothing that people wear in different
seasons.
Identify different kinds of activities that people do in different seasons.
Compare the weather in the same season in a place where there aregreat seasonal differences with the weather in a place where there are
few seasonal differences.
CROSS- CURRICULAR
COMPETENCIES
Developing thinking
thinking and learning contextually
thinking and learning creatively
thinking and learning critically
Developing literacies
constructing knowledge related to various literacies
exploring and interpreting the world through various literacies
expressing understanding and communicating meaning using various
literaciesDeveloping interdependence
understanding and valuing social, economic, and environmental
interdependence sustainability
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OUTCOMES DS1.2 Inquire into the ways in which plants, animals, and humans adapt to
daily and seasonal changes by changing their appearance, behaviour, and/or
location.
INDICATORS Describe ways in which humans prepare to adapt to daily and seasonal
changes (e.g., characteristics of clothing worn in different seasons,
movement patterns of First Nations to follow animal migration, andfeatures of buildings that keep people warm and dry).
Construct representations of plant, animal, and human adaptations to daily
and seasonal changes (e.g., humans wear different clothes, some plants
lose their leaves in winter, some animals change colour, and some birdsmigrate).
MATERIALS Story book
Pictures
Hangers
String
Crayons
Construction paper
Seasonal items/pictures
Tape
GRADE LEVEL One
ACTIVITY DESCRIPTION DURATION
Set Read: All Around the Seasons by Barney Saltzberg
Have the students describe some of the things they like to do in each
season.
Ask: What season do you like best? Why?
Show the students picture of people in different clothing. (dressing
for the seasons)
Ask: What clothing are the children wearing in each picture?
What activities are the children doing in each picture? How do
their clothes and activities give you clues as to what season it is?
(we choose our clothes and activities so that they are suited to the
20 minutes
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season and the weather of that season).
Development Have the students make season hangers/mobiles.
Have pictures/items of types of clothing, activities, and weather for
the students to choose to hang from their project.
Assign each student a different season
One hanger with their name, season, and 3 strings tied to it will be
given to each child.
Allow time to work. Assist with hanging the items onto the mobile.
20 minutes
Closure When the children are finished, have them present their season
hangers.
Allow them time to explain their season and why they have chosen to
put each specific item onto their hanger.
Review the differences between the seasons in weather, activities,
clothing, etc.
10 minutes
ASSESSMENT Observation checklist. Are the students interested in the topic? Are they able
to choose seasonal objects? Do they understand the difference between the
seasons?
SAFETY CONSIDERATIONS
REFLECTIONNOTES
COMMENTS
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TOPIC States: Liquid to Solid
SKILL FOCUS Observe the change in state from liquid to solid.
Observe and learn the affects temperature has on materials.
CROSS- CURRICULAR
COMPETENCIES
Developing thinking
thinking and learning contextually
thinking and learning creatively
thinking and learning critically
Developing literacies
constructing knowledge related to various literacies
exploring and interpreting the world through various literacies
expressing understanding and communicating meaning using various
literacies
Developing interdependence
understanding and valuing social, economic, and environmental
interdependence sustainability
OUTCOMES OM1.1 Investigate observable characteristics and uses of natural and constructed
objects and materials in their environment.
DS1.1 Compare and represent daily and seasonal changes of natural phenomena
through observing, measuring, sequencing, and recording.
INDICATORS Compare the properties (e.g., texture, colour, smell, hardness, and lustre) of
materials that appear in familiar natural (e.g., tree, lawn, rock, and creek)and constructed (e.g., clothing, toys, electronics, furniture, and buildings)
objects.
Pose questions about changes in natural phenomena (e.g., sunlight,
temperature, humidity, and cloud cover) in their environment over thecourse of a day and a year.
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MATERIALS Half and half
Sugar
Vanilla extract
Ice
Rock salt
Large zip-lock freezer bags and small sandwich bags
Measuring utensils
Plastic spoons
GRADE LEVEL One
ACTIVITY DESCRIPTION DURATION
Set Discuss each students favourite ice cream.
What is ice cream like? What is the texture like?
What happens to ice cream when it gets warm?
Discuss the science behind ice cream. (When the
molecules get warm their spread apart and the ice cream
melts. When things freeze, the molecules get really
close together and move real slow).
Ask: Do you think we can make our own ice cream?
How long do you think it will take?
10 minutes
Development Fill the large freezer bag with ice.
Add a couple tablespoons of rock salt.
In the small sandwich bag, put one cup of half and half, 4
teaspoons of sugar and a dash of vanilla.
Seal the small bag and place it inside of the larger bag.
Seal the large bag.
For about 10 minutes shake and mix around the cream inside
of the ice and salt mixture.
Ice cream should form after about 10-15 minutes.
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Closure Review observations of the cream. What happened to it?
Discuss why we were able to create ice cream in such a short
period. Discuss what the salt does.
ASSESSMENT Observe the students participation during discussion and activity. Can the
students use utensils to measure properly? Are the students making discoveries
and observations?
SAFETY
CONSIDERATIONS
REFLECTION
NOTES
COMMENTS