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Main Curriculum Tie:
Background For Teachers:
Just like meteorologists of old, students can take the weather
readings using the simple weather instruments and be able to predict
the weather. To do this they must take these reading for a month
during a season and chart it. With the information, they can graph
what is happening with each instrument each day. As storms are
coming in and going out, the written data shows certain patterns
the storms follow for that particular season. When they graph each
instrument each day they can see what happens to each instrument
as a storm comes in and when it leaves. It is also fun to compare the
graphs of the instruments to each other each day. The more they do it
the more they will see the patterns of the storms. It is recommended
that students do a month of instrument reading for each season so they
can know the patterns of each season.
Intended Learning Outcomes:
Put the students’ desks in groups or six. Hand out some pattern blocks to each student. Give them a couple of minutes for each to make something that shows a somewhat complicated pattern. Have them make it so the pattern is recognizable and can be added upon. It can be in any shape or design he/she desires. Have each student show his/her pattern to the group. Have the group discuss the patterns they see in each one to see if they can add more pattern blocks to continue the pattern. Discuss as a whole class how we are able to know which types of blocks should be placed next to complete the pattern. Ask the class where we might see patterns each day. Ask where we might rely on patterns. Tell the class that we are going to talk about patterns of the weather. We rely on these patterns so the weather can be predicted.
Music to use: sound clips of Vivaldi's Four Seasons
Suggest Summer-presto, mvt 2 for the summer storm
Thunder and Lightning, by Decca Records PolyGram Company, 1995 CD.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Multiple intelligences let students choose a method of learning in connecting one subject to other subjects to their world. The integration of instructional methods focuses on teaching a standard in one curricular area and matching it to a standard in another curricular area such as integrating science with Language Arts, math, math, or social studies. As educators teach with this idea in mind it helps students see a connection between subjects relating to the real world. It helps students understand their world better to see how subjects relate to each other. This method puts into practice the teaching of multiple intelligences.
Ketch, A. (2005). Conversation: the comprehension connection. The Reading Teacher, Vol. 59, No. 1, pp. 8-18.
Students who engage in conversation in the classroom become reflective thinkers. Conversation brings meaning to students as they contemplate to understand our complex world. Conversation is the comprehension connection. There are literature circles, book clubs, whole-class discussions, pair-share, small-group discussion, and individual conferences that help in conversation comprehension.
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