This document summarizes a 2nd grade science unit on weather. The unit objectives were to teach students vocabulary and skills to recognize and measure weather conditions through various learning activities. The unit incorporated independent, paired, and whole group work, as well as direct and indirect instruction, to engage different learning styles. One goal was to connect lessons to real-world experiences. Over five weeks, students learned to measure temperature, identify weather terms like snow, illustrate weather conditions of different seasons, and understand the role of meteorologists in weather prediction. Formative and summative assessments were used to check student understanding. Accommodations were made for students who needed additional support.
This document summarizes a 2nd grade science unit on weather. The unit objectives were to teach students vocabulary and skills to recognize and measure weather conditions through various learning activities. The unit incorporated independent, paired, and whole group work, as well as direct and indirect instruction, to engage different learning styles. One goal was to connect lessons to real-world experiences. Over five weeks, students learned to measure temperature, identify weather terms like snow, illustrate weather conditions of different seasons, and understand the role of meteorologists in weather prediction. Formative and summative assessments were used to check student understanding. Accommodations were made for students who needed additional support.
This document summarizes a 2nd grade science unit on weather. The unit objectives were to teach students vocabulary and skills to recognize and measure weather conditions through various learning activities. The unit incorporated independent, paired, and whole group work, as well as direct and indirect instruction, to engage different learning styles. One goal was to connect lessons to real-world experiences. Over five weeks, students learned to measure temperature, identify weather terms like snow, illustrate weather conditions of different seasons, and understand the role of meteorologists in weather prediction. Formative and summative assessments were used to check student understanding. Accommodations were made for students who needed additional support.
This document summarizes a 2nd grade science unit on weather. The unit objectives were to teach students vocabulary and skills to recognize and measure weather conditions through various learning activities. The unit incorporated independent, paired, and whole group work, as well as direct and indirect instruction, to engage different learning styles. One goal was to connect lessons to real-world experiences. Over five weeks, students learned to measure temperature, identify weather terms like snow, illustrate weather conditions of different seasons, and understand the role of meteorologists in weather prediction. Formative and summative assessments were used to check student understanding. Accommodations were made for students who needed additional support.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 4
TWS 3
Allison Taylor Lawrence
Short Range Learning Objectives/Standards for Unit The objectives of this 2nd grade science unit were to identify vocabulary associated with recognizing and measuring weather conditions through various learning strategies and instruction. I designed the unit to include both independent, paired, and whole group learning activities. Students are taught through direct and indirect instruction. All learning styles are used in my unit to create a more balanced learning approach: a song about measuring temperature, and a drawing activity where students had to draw the seasons after doing some research of their own included kinesthetic and visual learning styles. One of my goals of this unit was to connect lessons to real world experiences. Students were able to see where learning this information could be helpful in day-to-day experiences. Also, teaching the steps in making generalizations and testing them teach students problem solving strategies that bring the unit together. Unit Objectives Week 1 When given their own thermometer, students are able to determine and display the temperature asked of them with 80% accuracy. Indicator 23.4: Carry out procedures to measure and record daily weather conditions (including temperature.)
Activities/Instructi onal Strategies Modeled Vocabulary by writing it on the board and doing an activity that explains the meaning. Modeled how to read a big thermometer for them. They made their own thermometer and showed me different temperatures that I would call out to them.
Assessment of Objective Learning whole group and independentl y by identifying and displaying temperatures on their own thermometers . Students were also given a worksheet that asked them to identify the temperature of the thermometers being
Accommodati ons Adaptations Extend time One-on-one explanation on how to read their own thermometer. After their quiz we revisited measuring temperature in the negatives. Repetitive instruction of displaying temperature every morning during morning meeting.
Week 2 Ability to tell me two facts about snow and sleet that we discussed with 80% accuracy. Indicator 23.2: Recall weather terminology (including snow.)
After pairing up into
groups students actually made snow and were asked to use their senses to describe their snow. They were then asked to independently record two facts based on their experiment about snow.
displayed. Students had to fill out in their notebook right after the experiment what they felt, saw, and heard according to the snow they made. The next morning they were asked to journal the answers to the questions. I will do daily or bi-daily notebook checks to make sure that they have to correct information in their charts.
Week 3 As a group we made Students are a pre-assessment T to rely on the chart describing the information different weather learned conditions of spring through and summer/winter readings, and fall. classroom discussions, We then focused on charts, and reading literature, videos we did writing/listening to over the week short stories, and I compared to illustrate watching videos that their charts to the weather directed different their conditions of weather conditions drawings and different of each season. at least 3 seasons with facts 80% Students took all of mentioned accuracy. that information from about each Indicator 2the KWL charts and T seasons 3.3: Illustrate charts and illustrated weather the weather each seasons needed to be conditions of weather on a sheet displayed in different of paper. their artwork. seasons. Week 4 As a group we will This will be a
Extended time to answer questions Journal Prompts for questions provided as a guide.
Students who had a hard time keeping track where given another students chart to copy. Students had extended time to work on their artwork if they needed it. Expectations were explained about the artwork before they were asked to draw.
For those who
Students will discover what a meteorologist is and how they impact the lives of people everyday. They will explain how we are meteorologist s everyday when we use weather pictures in our calendar to explain what the weather is like. They will explain the benefits of a meteorologist with 80% accuracy and predict the weather looking at a map with weather symbols with 80% accuracy. SSSI 2-3.5: Use pictorial weather symbols to record observable sky conditions. Week 5 Review/Test
discuss what a meteorologist is and their benefits on daily life. Students will then become a meteorologist and look at a weather map with symbols and predict the weather Students will then work independently to write a letter to a meteorologist telling them how life would be without them.
We will review for a
day and I will give
two-day process. Students are already familiar with the weather symbols because we use them to predict the weather everyday. I am now going to assess them on if they are able to make a connection of what each symbol means to what it means for the state or location of people on the map. Students will also have a prompt that will allow them to explain in writing why meteorologist are important and what tools they use to make predicting weather effective for us. I will provide them with a
need a refresher on weather tools I will give a review of the weather tools comparison chart they have in their notebook. They can use this in their notebook. If a child needs more structure for their writing I will create a template for them to use in their pre-write. Extended time on writing if needed.
Extra time if needed
them a study guide
so that they can be completely prepared to ace their test. They have also had 3 quizzes on the material they can use to study as well.
pre-test and a test from the text the school uses.
I believe that this unit is developmentally appropriate, because I
have used the state given science workbook as a guide to develop the experiments and activities I do throughout the unit. I also believe that it is age appropriate because I have catered each activity or assessment to each childs performance needs and capabilities.
