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This lesson will heighten students' awareness of weather.
People and the Seasons
The purpose of this lesson is to heighten students’ awareness of weather by allowing them to observe weather conditions and to discover weather-related phenomena in their immediate environment. These investigations should be fun and exciting, thus opening doors of inquiry and the desire to know more.
We are especially conscious of the change of seasons when we are deciding what to wear and what to do. What do we wear in the summer? We wear light-colored fabrics because they reflect the light of the sun away from us. Thus, heat is also reflected away from us. When the weather becomes cool, we put on heavier, darker clothing. Heat from our bodies does not escape as easily from heavy clothing as from light clothing. Heat from the sun is not reflected away from us by dark clothing.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Most students are interested in watching the daily temperature. They hear about it on the radio and television. They feel it when they are walking to school. Temperature determines whether they can go ice skating or swimming. Can your students individually read a thermometer?
People and the Seasons
Children love snow, so make the most of it. At the first sign of snow, have your students classify it as wet or dry. (Wet snow is sticky or partially melted. Dry snow is firmly frozen.) Can your students find out why the snow is wet or dry? (Wet snow occurs when the temperature outside is near or a little above freezing and the temperature in the upper atmosphere is at the freezing point. When the snow falls and hits the warmer air it begins to melt. Dry snow occurs when the temperature outside is at or below the freezing point.) Have students classify the beautiful white substance as powdery snow or pellet snow (snow in hard, little balls similar to hail).
Davenport, M.R., Jaeger, M., & Lauritzen, C. (1997). Integrating Curriculum. The Reading Teacher, 50(4).
This article views curriculum in three aspects: curriculum in action provides a rich context for inquiry and exploration, beliefs into action emphasizes that teachers do not simply transmit information to learners; they take on the role of facilitating students’ construction of their own knowledge, caring communicates to students that their background, experience, interests, and inquiries are worth exploring.
Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Nonlinguistic Representations.
Classroom Instruction That Works: Research Based Strategies for Increasing
Achievement, pages 72-83.
The more we use linguistic and nonlinguistic representations, the better we are able to think about and recall knowledge. Explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.