Corina's ETC 447 Reflection Blog: Micro Lesson 1

MICRO LESSON 1

I. RATIONALE:

This lesson teaches kindergarten students how the weather affects people, plants, and animals. This lesson integrates both the Arizona State Standards for Science and the ISTE Standard to help students use and learn technology in the classroom.

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): Science

Topic of Study: Weather

Time Allotment: 30 minutes

Standards:

K.E1U1.4 Observe, describe, ask, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans)

Objectives:

Students will develop an understanding of local weather patterns and be able to know what types of clothing to wear.

III. IMPLEMENTATION

Procedure: TW begin by giving instructions on what to expect for today's lesson. TW review a previous lesson on the weather. TW show a weather video (2:12) on Nearpod. TW have clothing displayed in 4 areas of the room on tables for students to see and touch. TW ask students to get into assigned groups. SW to explore and engage in discussion of what is in each area. A timer will be set for 2 minutes for each area then move to the next area until all areas have been covered by each group. TW explain and hand out 4 group-color-coded pictures of the weather (sunny, rainy, windy, and snowy) to each group. SW discuss and place each picture on the appropriate table with the clothing. As a summative assessment, SW complete a Nearpod matching weather to clothes on their own devices at their desk. After the Nearpod assessment, the teacher will explicitly instruct that SW 1) choose a picture of the weather they prefer, 2) cut out one appropriately dressed child for that weather, and 3) paste the child on the weather picture. Each child will have a handout of “What is your favorite weather?” and “Children dressed for the weather”. TW make notes of student responses for the chosen weather and dressed child. In whole group, TW close the lesson by asking students "What did you learn from the beginning of the lesson to the end of the lesson?" and “Is it important to know what the weather is like outside? Why?” Students will respond when they are called upon and share what they have learned.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson) TW show video on smartboard (which is in every classroom of the school). TW use colorful pictures of the weather. SW watch the video and use the pictures to demonstrate their understanding of what clothing is needed for each weather. SW show their understanding of the lesson by completing an assessment on Nearpod. This assessment will consist of a total of 4 slides. The first 3 slides will have 2 matching and the last will have all 6 weather types with clothing/activities to match.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

· Cognitive delay- TW give simple instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups, TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment.

· Gifted – TW give simple instructions. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups (TW have knowledge which students work well together and use that information for grouping). SW collaborate with other students in the group. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment.

· ELL – TW give simple instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout lesson. TW observe students. The previous lesson had a colorful video with repetitious music about the weather to help students. This lesson will have short video with a simple explanation of weather types and what to wear. SW see and touch clothing. SW see and touch pictures of 4 weather types. SW be in assigned groups, TW have knowledge which students work well together and use that information for grouping. SW collaborate with other students in the group to foster social and verbal engagement. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. Students can choose to read instructions or listen to instructions from the teacher or Nearpod instructions.

IV. ASSESSMENT

Procedure: TW observe and assess on how students collaborate in group discussions as they attend to the four different areas of clothing and what they decide on which weather the clothing represents. SW be assessed (summative) by completing a Nearpod match-up weather and clothing/activities assessment. After the Nearpod assessment, SW produce a drawing of the weather they prefer and match an appropriately dressed child in a picture for drawn weather.

Instruments: Nearpod links: Nearpod; https://app.nearpod.com/?pin=zgl6w

V. MATERIALS AND RESOURCES

Smartboard to display Nearpod video from www.littlesmartplanet.com, Chromebook for each child to complete Nearpod matching assessment, 4 types of weather clothing/accessories, pictures from The weather for kids | Learn vocabulary in English | New vocabulary for kids (youtube.com), google pictures, PBS Learning Media, scissors, glue.

Name: ______________________________