Science+Lesson

=Science Lesson Discussion=

We have finished our first draft of the science lesson. The only big question we have is what to list as the source for the language objectives. It's highlighted so please look over it and give some feedback. Let us know your thoughts and of any changes that need to be made. Thanks!

~Carrie and Malerie ** Lesson Plan Template ** || Grade Level(s) 6th grade Content: climatology Topic: describing the function and purpose of a wind vane || Key: SW = Students will TW = Teacher will HOTS=Higher-order Thinking Skills || Lesson Title: Understanding Wind ||
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Content Standard: Describing the function of instruments and technology used to investigate Earth’s weather, including barometers, thermometers, wind socks, weather vanes, satellites, radar, weather balloons, and rain gauges. || Content Source: ALCOS ||
 * Identify global patterns of atmospheric movement, including El Niño, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather. **

Key Vocabulary || Materials, Equipment, Supplies || · Wind vane · Weather · Meteorology || ◦ 5 cm arrow (cardstock) ◦ 7 cm long arrow tail (cardstock) ◦ Straight pin ◦ Scissors ◦ Glue ◦ Pencil with a new eraser ◦ Plastic straw w/ 1 cm cut at each end ◦ Modeling clay · Paper plate || HOTS: //List higher-order questions, skills or activities included in this lesson.// || How do you know when it’s windy? How do you think you can measure wind? How do you think each wind instrument is used? ||

Connections with Prior Knowledge/Building Background || · Talk about their personal knowledge of windy weather · Review types of weather from previous lessons ||

Content Objectives || Source || Objectives in Student-friendly Language || ALCOS || · Make a wind vane || Language Objectives || Source || Objectives in Student-friendly Language || ALCOS and teacher  || · describe its purpose in measuring weather by explaining it to a partner and writing about it || ||   ||  Blended Content-Language Objectives  || Make a wind vane and describe its purpose to a partner and in journal format. ||

Meaningful Activities and Peer-to-Peer Interactive Oral Techniques (IPOTS) || · partner talk · hands on group work to produce a wind vane · journaling || · ||

Review/Assessment || · partner talk about the various types of weather discussed in previous lessons || · journaling about the function and purpose of the wind vane ||

Wrap-Up || · Key Vocabulary: wind vane, weather, meteorology || · Key Concepts: SW be able to explain how a meteorologist might use a wind vane || · Objectives Met: product of the wind vane and explanation of its purpose to a classmate || Group Member || Group Member || Group Member || Group Member || Megan Kerstiens || Malerie Huguley || Carrie Hinton || Rebecca Singleton ||

Vignette || Grade Level(s) || Content-area || Content Topic || 6 ||   Science  || Climatology ||

ELP Level(s) || ||   ||  Can serve all levels  || ||   ||

General Description of Lesson || SW and TW review different types of weather from previous lessons. SW describe what windy weather looks like and different types of wind. SW answer the following HOTS questions: How do you know when it’s windy? How do you think you can measure wind? TW show pictures of weather instruments. SW answer How do you think each is used? SW make a wind vane using the procedure listed below. SW add to weather logs by answering the following questions. 1. How would a meteorologist use a wind vane? 2. What is the purpose of a wind vane? 3. How can you measure how fast the wind is blowing and where it’s blowing? ||  ||
 * 10 minutes--Background Knowledge/Partner talk time **
 * 10 minutes--Group Work/Collaboration **
 * 10 minutes--Wrap Up **

Differentiation Supporting English Language Proficiency Levels || Pictures of wind instruments WH questions partner talk individual journaling following oral directions use of gestures making predictions summarizing information retell stories or events ||

Teacher Notes (process, procedure, safety, hints, tips…) || ◦ Slide the arrow point and the arrow tail into the cuts in the straw. ◦ Push a straight pin through the middle of the straw and into the eraser end of the pencil. ◦ Stick the sharp end of the pencil into a lump of modeling clay; this will be your base. ◦ Mark north, south, east, and west on the paper plate ◦ Put the clay on a paper plate. Test out your Wind Vane: Blow on the vane and make sure that the arrow can spin freely. ||
 * <span style="font-family: "Century Gothic"; mso-bidi-font-family: Arial; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Cambria;">Procedure for making wind vane: **<span style="font-family: "Century Gothic"; mso-bidi-font-family: Arial; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Cambria;">
 * <span style="font-family: "Century Gothic"; mso-bidi-font-family: Arial; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Cambria;">Procedure for making wind vane: **<span style="font-family: "Century Gothic"; mso-bidi-font-family: Arial; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Cambria;">

Shouldn't this info be under "math lesson?" Fixed :) For the science lesson, Carrie and I have been discussing teaching an introduction on earth's changing surface using volcanoes as an example. We found a really cool volcano youtube video to spark some background knowledge and discussion, and, of course, we will use graphic organizers and partner time to dig deeper in this lesson. More to come after Carrie and I meet next week!

Malerie __