1.

Earth Patterns, Cycles, and Change - Haley Wissinger

2. Rationale: I plan to teach this unit using many different labs and
diagrams to illustrate the Earths changes and so my students will be
actively engaged throughout the lesson. I will connect the previous
days lesson to the present day lesson so students can connect with
prior knowledge and realize that these topics are dependent and
relatable to each other. I will connect material to their everyday lives
so they can relate to what is being taught to themselves. This will also
serve as an intrinsic motivator to learn science and it is a part of their
personal lives.
3. Major Goals or Objectives:
The major goal of this unit is for the students to understand weather
and seasonal changes including:
A.
B.
C.
D.
E.

changes in temperature
changes in light
precipitation affect
relationship between daily and seasonal changes
changes in temperature, light, and precipitation can be
observed and recorded

4. SOLs:
1.7

The student will investigate and understand weather and

seasonal changes. Key concepts include
a) changes in temperature, light, and precipitation affect plants
and animals, including humans;
b) there are relationships between daily and seasonal changes;
and
c) changes in temperature, light, and precipitation can be
observed and recorded over time.

5. Matrix:
SOL 1.7 a
Lesson
Lesson
Lesson
Lesson
Lesson

1
2
3
4
5

SOL 1.7 b
X
X

SOL 1.7 c
X

X
X

6. Overview: This units main goal will be to examine the effects of different
types of weather and seasonal changes, as well as the affect it has on plants
and animals. It is also to explain the relationship between daily and seasonal
changes and how each can be observed and recorded over time. The
lessons will begin each day with a discussion reviewing the previous days
topic, which will then lead to the topic of that day. Each day there will also
be a corresponding activity that will reemphasize the lesson and create a
visual for the students. The activities will also be in a hands-on format so
each students can experience what is being taught or discussed. By the end
of the unit students will have learned that all the concepts of the unit are
dependent and work together. By the end students will eventually learn how
to tell which season is which with the corresponding temperatures and how
to observe and record this data.
7. List of Materials:

poster paper
markers
A Tree for All Season book
clear cups
shaving cream
food coloring
different weather cards
thermometers
charts (if needed)

8. Special Safety Concerns: N/A

9. Flow Chart: The unit will go in order of the lessons because that is the
ways it makes most sense.
10. Lesson One: We will begin the unit by reading a book during reading that
day. The book is A Tree for All Seasons. I will also explain what the seasons
are and ask the students what they think about the seasons as well the
changes they see that occur.
Activity One: We will then create an anchor chart to show what we already
know about seasons. Students will participate by telling me what to write on
the anchor chart.

Lesson Two: We will begin the lesson by discussing the four seasons from
the previous days lesson. I will then incorporate the seasons into the present
days lesson by using the seasons as weather words. We will then create
another anchor chart to show the weather words.

Activity Two: For this activity we illustrate rain. I will split the class into
groups and give each group a cup that is clear. I will fill the cup cup full of
water. Next I will place shaving cream on top of the water. This will serve as
the clouds. Next I will drop about two drops of food coloring into the cup
with the water and the cloud. The food coloring will serve as the rain or
weather taking place.
Homework: Draw a picture of your favorite type of weather or your favorite
season. Write why this is your favorite type of weather o season.

Lesson Three: After reviewing the seasons and the weather words, we will
now learn how to measure weather. I will have a tools to measure weather
chart already completed for them. It will display the thermometer rain gauge
and the wind vane.

Activity Three: First we will review weather. For this activity I feel as if I
should stress the thermometer since this is first grade. We will go outside
and measure the temperature. We have a class set of thermometers and I
will explain how to use it and read it. If it is raining I will place a rain gauge
outside that we will review the next day to see how much rain had
accumulated. If it is windy, we will use a wind vane. We will then complete
the attached thermometer worksheet as a class.
Homework: Write a temperature that illustrates hot weather and write a
temperature that illustrates cold weather. Draw pictures for both.

Lesson Four: This activity will illustrate how weather affects plants and
animals, including humans. We will relate this to our everyday lives and the
students will be the teachers for this activity.
Activity Four: During this activity, the students will act out what they do
when the different types of weather occurs. For example, when it snows
students dress warmly, wear a hat and gloves, and also boots. Students will
act out from a picture card that they draw. This will be a think, pair, share
activity but they will be playing charades. I will go around and help students
with this as well and listen in on them.

Lesson Five: First I will do a review with the class and be available to answer
any questions that they may have for me. We will review the seasons,
weather words, weather tools, and how weather and seasons affect humans.
Assessment: While students are at their desk drawing the four different
seasons and labeling them, I will call each student up to draw a weather
card. The students will tell me what the weather word is and then act out
how they would prepare for this type of weather, also explaining how this
type of weather may affect plants and animals, including humans.
11. Teaching Aids:

12. Assessment Tools: (example)

Snow

Homework will be checked for completion and accuracy. Participation will

also be graded. I will ask the students questions throughout each lesson and
lab.
13. Assessment Rubric:
Does the student know the type of weather that is occurring? ______/5
Does the student know what season this type of weather could occur in?
______/5
Does the student illustrate how this type of weather affects humans? ______/5
Does the student know how to read a thermometer correctly? ______/5
Total ______/20

14. Extension Activities: An extension activity would be in the assessment

part of the unit. Students would also be able to tell me their favorite type of
weather or their favorite season and do the corresponding assessment as
stated. This would also be a followup up a homework assignment.
15. Sources: Macmillan/McGraw-Hill, Science, A Closer Look, Volume 1, New York,
2005. Print. www.pinterest.com www.pbs.com