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Cultural Lit. 7: Expand Weather Conditions Vocabulary

Time Frame:
2 class periods that run 60 minutes each.


 

Summary:
Students will observe and describe weather, and recognize weather related vocabulary in Navajo, Ute and Spanish, after receiving direct instruction and taking part in cooperative group activities, in 1-2 class periods.

Main Curriculum Tie:
Science - 2nd Grade
Standard 2 Objective 3

Observe, describe, and measure seasonal weather patterns and local variations.

Supplemental Materials (pdf)

Materials:
1. Handout of weather conditions in four languages
2. Paper, pencil, crayons.

Attachments

Background For Teachers:
Guarded Vocabulary:
New words pre-taught/sustained in lesson:

Sunshine, cloudy, rain, wind, snow, thunderstorm,
See handout for vocabulary words

Intended Learning Outcomes:
Some vocabulary words in English, Navajo, Ute and Spanish for weather conditions:
See handout for vocabulary words.

Instructional Procedures:
Introduce lesson to capture studentís attention:
Teacher will walk the class outside and ask questions about the weather:
1. What is the weather right now?
2. What was the weather like yesterday?
3. Can anyone tell me the name of this Season?
4. What is the typical weather of this season?

Teacher will tell class that they are going to learn more about the weather and learn the names of different weather conditions in different languages. Teacher and students return to class.

Problem/Prediction:
How can you get the students really thinking?

With students working in pairs, teacher will ask the pairs to work together and name some weather conditions (in English). Teacher will call on each pair to report to the class. Teacher will compile student given information on the board, on a projection device or on a flip chart and discuss the answers, listing the weather conditions and also talking about the season(s) in which the weather conditions are found. Teacher will ask students if they know the names of any weather conditions in Navajo, Ute and Spanish. Teacher will write on the board, or on a projection device, or on a flipchart, the names of different weather conditions in the different languages listed under the name of the language.

Teacher Instruction:
Teacher will name and point to or write the words for weather conditions in English and say the name of a season where the weather pattern is experienced e.g., snow-winter, thunderstorms-spring, sunshine-summer, rain-autumn. Teacher will tell the students that they are going to hear and learn to recognize the names of some weather conditions in Navajo, Ute and Spanish, and then on another day start graphing weather conditions using the names of weather conditions in the four languages. Teacher will say the names of the weather conditions in Navajo and ask the students to repeat the Navajo name. Teacher will say the names of the weather conditions in the same order in Ute and ask students to repeat the Ute name. Teacher will say the names of the weather conditions in Spanish and ask students to repeat the names.

Lesson could be divided into two days. Day 1- English and Navajo. Day 2-Ute and Spanish. Visiting native speaker of Navajo, Ute and Spanish could be invited to teach the pronunciations of the words.

How will you end your lesson?
Student will show/present to the whole class, their drawing of the weather condition, and say the name of the weather condition written on the drawing.

Strategies For Diverse Learners:
How will you help ELL students?

Guided Practice:
Teacher will listen to each student say the names of weather conditions in English as she/he points to the words written on board, projection device or flipchart.

Help studentsí master new concept?
Teacher will spend time on each language separately and have students work in table groups of four saying the names for weather conditions to each other in the four different languages as each language is introduced. A handout of the weather conditions written in the four languages will be disseminated.

Extensions:
Students will work in table groups of four or in pairs and draw a scene which represents a favorite weather condition, and label the drawing with the words (from the handout) for the weather condition in all four languages. Teacher and assistant will circulate among groups to direct students.

Assessment Plan:
Observation of student participation, student completion of drawing with written words for weather condition. Student presentation of drawing and pronunciation of words for weather condition.

Author:
Utah LessonPlans

Created Date :
Jan 18 2005 20:37 PM

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