grade one unit

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






exploring and interpreting the world through various literaciesexpressing understanding and communicating meaning using various

literacies



INDICATORS Pose questions about changes in natural phenomena (e.g., sunlight,


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.


Chalk or marker

Paper plates

Ruler

Pencil

Paper arrow

Brass split tack/brad

Colouring materials

GRADE LEVEL One


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 criticallyDeveloping 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



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.


Chalk or marker

Globe worksheets

Pencil or marker

Globe

Flashlight

Large enough space for class circle

GRADE LEVEL One


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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8/15

Introduction Activity Diagram


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10/15

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







expressing understanding and communicating meaning using various

literaciesDeveloping interdependence




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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


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







expressing understanding and communicating meaning using various

literacies

Developing interdependence



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,



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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


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.

30 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

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