![]() ![]() This unit is a chance for students to stop and think about the changes that are happening in the natural world around them and why the changes happen. In the second half of the unit, students explore the different harvests of fall, particularly apples and pumpkins, and discuss the basic life cycles of both. In the first half of the unit, students will learn and observe what happens to leaves in the fall and notice the difference between various types of leaves. This series of lesson plans teach your kindergarten class important science concepts.In this unit, students begin a year-long exploration of the seasons and how weather, plants, and animals are different depending on the season by studying the beauties of fall and fall harvests. Rainbow by Xandert This post is part of the series: Lessons on Kindergarten Science. ![]() Photo of sun by johnnysam under CC BY 2.0 via Flickr.Therefore, they are excited about the connections made and strive to build on those connections to increasing their understanding about weather. Weather is so fascinating! Children have been exposed to different kinds of weather since the day they were born. Some students who need additional support can write the beginning sound that represents each kind of weather above the face. This assessment can be differentiated by allowing some students to write the name of the kind of weather above each face. The happy face represents the kind of weather liked and the sad face represents the kind of weather disliked. Sort and glue them into a T-Chart labeled with a happy face and a sad face. Cut out pictures from a magazine that represent each kind of weather. He will also choose the kind of weather that he dislikes most. The teacher uses the information as she prepares the students for a more formal definition in the next lesson.Īssessment: Each student will choose the kind of weather that he likes most. The information is used to monitor the students’ understandings as well as misconceptions about the meaning of weather. Īt the end of the lesson, the teacher gives each group a chance to verbalize exactly what weather means to them.The teacher must provide questioning that will allow the students to see that there are all kinds of weather. Once these subgroups are named, the teacher places all of the subgroups inside one big circle and asks the students how are all the groups or pictures alike. ![]() Students are likely to choose names like sunny, rainy, cloudy, windy, stormy, snowy, etc. Once the sorting is complete the students must identify how the cards in each group are alike and give the group a name. This gives the teacher an opportunity to pre-assess the student’s prior knowledge about weather as well as sorting. Throughout the sort, the role of the teacher is to simply facilitate the learning by asking questions based on the student’s actions or responses. The picture sort continues until all groups have sorted.
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