INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher escorts the class outside to see what the weather is like
today. She states that they will be learning about weather and how weather
patterns change. She explains that seasonal changes bring about weather
changes.
ACTIVITY:
Lesson Presentation: The teacher leads a discussion with the
students on a description of what the weather is like today. They then
discuss
other weather conditions such as sunny, partly cloudy, cloudy, rainy,
thunderstorm, hurricane, tornado, etc., including things that happen
during these different weather conditions. The students discuss the
sequence of good weather to bad weather and vice-versa.
Guided Practice: The teacher selects a few students to join her to
act out one of the weather conditions.
Descriptive words will be used to initiate movement:
Warm up (or heat) will initiate the sun.
Cover will initiate the clouds partly covering the sun. (partly cloudy)
Cool will indicate the sun is completely covered. (cloudy)
Mist will indicate the rain is beginning to come down.
Sway will initiate the wind picking up, harder rain coming down; noises
will be added to create the thunderstorm.
Powerful wind will initiate the weather associated with a hurricane.
Spin will initiate the tornado movement.
The other students will have to guess the weather that the group
is acting out. The teacher will evenly divide the students into
six groups.
The
students will select a card that has a type of weather listed on
it.
Using various materials provided by the teacher, the students will
create props to use to in performing their weather activity. The
group will
practice how they will act out the weather. The teacher will monitor,
guide and assist students with their creations.
Independent Practice: Each group will act out its weather pattern
for the class. The class will guess each weather pattern. The
groups will
merge and perform the weather changes from a sunny day (good
weather) through to a hurricane or tornado (bad weather). The teacher
will
monitor.
Review: The teacher will pose questions to the students on weather,
weather patterns, seasonal weather changes and the thermometer.
Students will
write answers on a dry erase board.
ART
CONTENT/CONCEPTS:
movement as communication/interpretation;
warm/cool colors EVALUATION/ASSESSMENT:
Teacher observation of student participation and performances of assigned
Independent Practice.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Comprehensive Curriculum
Science Unit: Unit 6 – The Changing Weather and Local Effects
Louisiana 1st Grade Language Arts GLEs:
Reading and Responding
1 Demonstrate understanding of phonemic awareness by:
·
creating and stating a series of rhyming words, including consonant blends
·
distinguishing which words have the same target sounds (i.e., beginning,
medial, and final) in a given set of spoken words
·
distinguishing long- and short-vowel sounds related to the same letter
in one-syllable spoken words (e.g., the a is short in ran and long in
make)
·
segmenting single-syllable real and nonsense words with as many as five
sounds (phonemes) into separate sounds (phonemes) and blending as many
as five sounds (phonemes) into single-syllable real or nonsense words,
without looking at the word or letters in print
·
adding, deleting, or substituting sounds (phonemes) to create new words
(ELA-1-E1)
2 Demonstrate understanding of phonics by:
· decoding simple words using word-attack strategies including letter-sound
correspondence for consonants spelled with one letter and with digraphs,
short and long vowels spelled with one letter, diphthongs, consonant
blends, r-controlled vowels, and long vowels spelled with more than
one letter, including silent e
· reading one- and two-syllable words with short- and long-vowel sounds
spelled with common spelling patterns
· identifying and reading words from common word families
· recognizing base words and their inflectional forms (e.g., suffixes,
-s, -es, -ed, -ing, -est, -er)
· reading high-frequency, grade-appropriate nonphonetic words with automaticity)
(ELA-1-E1)
3 Use pictures and context clues to confirm meaning of unfamiliar words
(ELA-1-E1)
5 Identify grade-appropriate contractions (e.g., isn't, can't, don't)
(ELA-1-E1)
6 Identify words in categories with shared conceptual or definitional
characteristics (ELA-1-E1)
7 Give more than one definition for grade-appropriate words that have
more than one meaning (ELA-1-E2)
8 Identify the author and the illustrator of a book (ELA-1-E2)
9 Identify that the first sentence of a paragraph is indented (ELA-1-E2
Writing
38 Identify different types of sentences including telling, asking,
and exclaiming (ELA-3-E3)
Louisiana Arts Content Standards Benchmarks:
Dance
D-CE-E1: Use kinesthetic awareness, proper use of space and the ability
to move safely
D-CE-E2: Explore and demonstrate basic movements and the elements of
dance (space, time and energy)
D-CE-E5: Execute improvised and set movement patterns with concentration
and focus individually and in groups
D-CA-E1: Observe and identify the basic movements in dance
D-CA-E4: Identify the main theme or story idea presented in a dance
Theatre
TH-CE-E1: Explore and express various emotions in interpersonal settings
TH-CE-E2: Interact in group situations and show differentiation of
roles through experimentation and role playing
TH-CE-E5: Identify and express differences among reality, fantasy,
role playing, and media representation
TH-AP—E2: Recognize and respond to concepts f beauty and taste
in the ideas and creations of others through the study of theatre arts
TH-AP-E5: Identify and discuss how works of theatre and dramatic media
affect thoughts and feelings
Visual Arts
VA-CE-E1: Explore and identify imagery from a variety of sources and
create visual representations
VA-CE-E4: Experiment to create various art forms, including art forms
from other cultures
VA-CE-E5: Draw on imagination, individual experience, and group activities
to generate ideas for visual expression
MODIFICATIONS/ACCOMODATIONS:
Groups will be equally divided so that an inclusion student is paired
with a higher performing student. Students’ strengths will be
also taken into consideration (for example: artistic students will
be strategically grouped)
Repeated directions will be given.
A sheet with the listing of all types of weather discussed will be provided to
the students. Cards with these names will also be placed on the board.
Those students who cannot write the answers for the review will be allowed to
draw their answers. Answers may be also given orally.
Students will be allowed to select the materials needed to create their weather
pattern.
TEACHER'S
REFLECTION:
The lesson planned took longer than I had expected. The students were
anxious to create movements for the weather changes. Some prompting
and modeling had to be given in order for the students to begin using
their creative talents. Many students wanted to change their movements
each time they performed. I brought in various materials, including
a range of colors, for the students to examine. We discussed warm,
hot, cool and cold colors. They were told that they could use any one
or several of these to create items that would assist them in expressing
the movement of the weather they were performing. Surprisingly, use
of these materials hindered their movement. They more freely expressed
the weather via movement only, without props. I’m not sure why
this happened, but can only speculate that students are only used to
art projects that are already pre-determined. They color, cut and paste
patterns given to them. We will need to look at this further. Children
will need to be allowed to express themselves more freely in the arts.
This needs to carry on into other curricula.
GALLERY
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