Day+4-The+Weatherly+World+of+Ms.+Dickmann

Teacher(s) Name: Kylee Dickmann Thematic Unit Theme/Title/Grade Level: **Geography///Geography Exploration///1st grade** Wiki space address: **https://ucfgr1geographysp12t.wikispaces.com/** = Daily Lesson Plan Day/Title: **//The Weatherly World of Ms. Dickmann//** = =

= What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || -The student will be able to identify various weather conditions of the environment and country that we live in. -The student will understand that different parts of the country and the world have different weather conditions. -The student will learn that location, weather, and physical environment affect the way that we live. -The student will be able to locate multiple cities on a map. -The student will be able to describe how temperature affects what we wear. || Unit Pre-Assessment/Post Assessment: Students will complete a pre and post assessment for each lesson at the start and end of each lesson. Announce to the students that it is okay if they are not able to answer questions early in the week. This pre and post assessment will indicate subject matter that they will be learning and show them their progress as they learn more about geography during the week. 1. Is the northern part of the earth located on the top or bottom of the globe? 2. How many sates are there in the United States of America? 3. What is the name of a city in Florida? 4. Name something you need to do in cold weather that you do not need to do in warm weather. 5. What is your favorite thing you've learned so far? // On-going // Assessment: Students will be assessed on what clothing is appropraite for various weather conditions and how it affects the way that we live. Paper people will be the form of assessment and teacher will be able to see if the student is obtaining the knowledge || Student Activities & Procedures
 * = Learning Objectives =
 * ** NCSS Theme/ **
 * NGSSS- Next Generation **
 * Sunshine State Standards ** List each standard. Cutting and pasting from the website is allowed. // These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || * // Note the NCSS Theme(s) applicable to your lesson plan/unit plan. //
 * // Match your objectives and NGSSS. //
 * // Also consider, do you cross the curriculum? What other content areas do you address in this lesson? ie. language arts, science, technology, the arts, or math? Look at your grade level NGSSS for assistance // **// Geography, Science //**
 * __SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida.__
 * __SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico.__
 * __SS.1.G.1.6: Describe how location, weather, and physical environment affect the way people live in our community.__
 * [|LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text] ||
 * ** Assessment **
 * How will student learning be assessed? Authentic/Alternative assessments?
 * Does your assessment align with your objectives, standards and procedures?
 * Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || // Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * //Design for Instruction//
 * What best practice strategies will be implemented?
 * How will you communicate student expectations?
 * What products will be developed and created by students?
 * Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || // This is the heart the lesson plan. Be as specific as possible. // // Describe lesson in a step-by-step logical, **numbered** sequence, including teacher and student activities. Be sure to include key questions for discussion, collaborative structures, etc. // // Don’t forget about anticipatory sets and beginning each lesson, Tuesday through Friday with a review of the previous days learning! // // To receive maximum points you MUST use technology specifically the IWB in your unit plan. // // (This section includes EVERYTHING!) // 1. The teacher will review yesterday's lesson on Florida geography by asking the students to name some cities in Florida? 2. Students will name cities and describe the climate that we generally have in Florida (warm weather). 3. The teacher will tell the students that they will be learning about different weather conditions in various parts of the world and how it affects the way that we live. 4. The teacher will prepare for today’s lesson by creating a Interactive White Board in which the students will match weather patterns to its correct picture. The pictures will be: rainy, sunny, windy, snowy. 5. The teacher will call on volunteer to come up and match one picture at a time with its correct word. 5. When the 4 weather patterns are correctly matched, the teacher will then review with the students what a Venn diagram is. She will show a picture of one on the IWB. She will ask, “Does anyone remember what we use this chart for?” The students will answer, “Comparing and Contrasting.” 6. The teacher will tell the students that they will be comparing and contrasting how people are affected by weather, location, and physical environment in different places. The teacher will tell students to use their prior knowledge and background knowledge to discuss with a shoulder buddy for 2 minutes. 7. The teacher will then show pictures of the general weather in 2 different places: Florida and Antarctica. The teacher will go over to the map and point out the 2 locations so that students will get a visual of where these places are located. (ESOL;ESE) 8. The teacher will then write “Florida” on the right side of the diagram, and “Antarctica” on the left side of the diagram. The teacher will asked for volunteers to raise their hands to name some comparisons and contrasts between these two places. (i.e. Florida is hot, Antarctica is cold). 9. The teacher will say, “Now that we know a little about different places and their weather conditions, let’s learn where the weather comes from in this book.” 10. The teacher will have all of the students gather quietly unto the reading carpet. 11. The teacher will read, “Cloudy With a Chance of Meatballs” by Judy Barrett, and show the illustrations. (ESOL;ESE) 12. After reading, the teacher will review what kind of weather they learned about in the book, what they liked in the book, and how the weather affected the people in the town. Questions: What weather conditions were mentioned in the book? (snow, wind, rain, tornados, flooding) How were the people of the town of Chewandshallow affected by this weather? What did you like about the book? 13. The teacher will have the students return to their seats quietly. 14. The teacher will explain to the class that they will now be learning about different cities and how the weather affects what we all wear. 15. The teacher will read a list of temperatures from around the country aloud to the students. As she reads them, she will create and record the city and the temperature in a chart on the IWB. She will place a number next to each city as she goes along. (ESO;ESE) 16. As the teacher reads the list, she will discuss with the class what types of clothing we would wear in various temperatures and weather conditions. 17. The teacher will pass out pre-cut paper people. She will assign students a number randomly as she passes the paper out and will asks the students to immediately write their number on the back of their paper person. 18. She will instruct the students that they will work with the city that corresponds to that number that they wrote on the back. The cities and their numbers will still be visible on the IWB. (ESOL;ESE) 19. The teacher will explain to the students that they will draw the appropriate clothing on their person as if they were in that person in that city with that temperature. 20. When finished, the teacher will call on volunteers to share what city they went to, what temperature it was, and what they are wearing. The students will able asked to come up to the map of the United States and tape their person to the appropriate city. (ESOL;ESE) 21. The teacher will then tell the students that they will place their paper people into their geography briefcases. They will be able to take them home and show their families to places that they went in geography class and the things that they learned. // In your lesson be sure to label (ESOL; ESE) appropriate activities and modifications made for ESOL and ESE students. // || Discussion Notes: The students will take their journals home and write about what the weather was like that day at school and when they got home. The students will bring them back to class the next day. The students will be encouraged to share their work with their parents and with their classmates the next day at morning meeting. //Make comments here related to ideas for assessment measures, homework, parent involvement, field trips, or extension to the unit plan ideas.//
 * ==Resources/Materials== || * // World Map //
 * // Paper //
 * // IWB //
 * // Venn Diagram //
 * // Pictures //
 * // “Cloudy With a Chance of Meatballs” by Judy Barrett //
 * // List of temperatures //
 * // Paper people //
 * // Crayons/colored pencils //
 * // Tape //
 * // Briefcases //
 * // Pencils // ||