Subject Matter Research #1

Topic: Why does it get colder (in the north) in winter?

Part One (Adult Explanation)
It is a widely believed misconception that it is colder in the winter because the earth is
closer to the sun. This, however, is false; the earth is closer to the sun during the winter months.
The answer to the question lies in the earths tilt and hours of sunlight. During the winter months,
the northern hemisphere is tilted away from the sun due to its position in its orbit. Because the
center of the sun is still level with the equator, there are less hours of daylight in northern
hemisphere at this time of year with less direct rays, which makes it colder.
Part Two (Prior Knowledge)

Prior Knowledge/Life Experience: Students will have experienced the differences in

temperature throughout the year. If asked, they also would probably be able to recognize
that there are less hours of daylight now than there were in the summer. The students may
have gained the common misconception that the earth is farther away from the sun in the
winter that creates cold.
Part Three (Future Knowledge)

Day Two: On day two, the students will be learning about winter weather. There will be a
focus on how snow, hail, and freezing rain are part of the same water cycle as rain, but
are frozen because of the temperature of the atmosphere and the earth. Because of this,

the information the students will learn today will help explain why the water freezes.
Day Three: The third day impacts of winter weather on humans will be the focus. This
will include both precipitation and temperature, so the content learned today is a basic
concept, which will be necessary to know why winter weather happens and why we must
adapt to survive it.

Day Four: The topic of the lesson on the fourth day will be animals that migrate to
survive winter. The understanding of why it gets colder in the winter and the visual of the
earths orbit will help explain why birds migrate in fall because they can sense the cold is
coming. In addition, this content will help explain that it is warmer in the south so the
prey that birds eat survives there in the winter, which allows birds to survive. Butterflies

migrate because they cannot survive the cold.

Day Five: The fifth day will center on animals who adapt to their environments to
survive winter. Once again, the visual of the earths tilt and orbit will help explain the

extreme cold of the animals who adapt to live in the artic.

Day Six: On the sixth day, the students will learn about hibernation. Learning about the
reason behind winter cold today will help explain why animals who hibernate sleep so

long.
Future Learning: These students later in their school careers will learn about weather on
other planets. They will be able to apply what they learned today about the tilt of the
earths axis and orbit to determine when changes in temperature happen on other planets.
Part Four (Resources Used)

http://www.planet-science.com/categories/over-11s/natural-world/2012/11/why-is-wintercold.aspx
https://www.loc.gov/rr/scitech/mysteries/seasons.html

Why is it cold in the winter?

Second Grade
Karli Feaster
Total Time: 45 minutes
I. TOPIC: Why is it cold in the winter?

II. OBJECTIVES/STANDARDS
Objective: After watching a Crash Course video and participating in guided and
independent stations, TSWBAT explain why it is colder in the winter to 100% accuracy
on independent practice worksheet.
Standards:
-PA Science & Technology & Engineering Education 3.2.3.B3: Explore temperature
changes that result from the addition or removal of heat.
-PA Science & Technology & Engineering Education 3.3.2.B1: Observe, describe, and
predict seasonal patterns of sunrise and sunset.
III. TEACHING PROCEDURES
Anticipatory Set (5 minutes)
-Students will be instructed first to pick up their nametags on their desks and then
come to the carpet in the front of the room to start.
-Teacher will enter the room dressed in layers of jackets, coats, hats, gloves, and
scarves. She will explain to the students that it is just sooo cold outside, but it
feels much warmer inside so maybe she can take off the extra layers. The teacher
will exaggerate taking off each individual layer repeating about how it is just so
cold outside. (She will pile the clothes on the rocking chair or out of the way.)
-Teacher will ask students why they think it gets so cold outside in the winter. She
will take answers from a variety of raised hand neither confirming nor denying
answers. After a variety of students share their thoughts, the teacher will explain
that some of our ideas about why it gets cold may be right and some may be
wrong but thats okay because they will then have the chance to learn something
new.
-Teacher will state the lessons objective: Today we are going to learn exactly
why it gets cold in the winter.
Development (10 minutes)
-Teacher will introduce the Crash Course video by first explaining the vocabulary
of earths axis and hemispheres. The teacher will use the second and third slides
on the Google slides presentation to aid in explaining these terms with the aid of a
globe. Teacher will then tell students to be looking for the real reason it gets cold
in the winter in the video and play the video (on third slide). Teacher will pause
throughout to ask questions and clarify having the students stand and act out the
tilt of the earth, as well.
-After the video, teacher will follow up on the purpose of the video by asking
students why it gets colder in the winter. She will have the students think, pair,
share with the person sitting next to them.
Guided Practice/Independent Practice Stations (25 minutes)
-During this time, the students will be working their way through guided and
independent practice stations. Before this begins, the teacher will briefly explain
the locations and topics of the stations. She will more thoroughly explain the

independent practice station before students are divided and rotate. The teacher
will also explain the Hands on your knees and FREEZE! quiet signal before
they start. When the students hear freeze, they must turn their attention to the
teacher, put their hands on their knees, and freeze. Teacher will have the students
practice once or twice before dividing for the stations. The students will have
about 5 minutes at each station described below. The teacher will give a 30 second
warning before switching with the quiet signal during which, materials should be
put away (independent practice papers may be placed in desks/take home folder).
-Guided Practice: Light Intensity/Directness
-This station will take place at the kidney table with one of the helper
teachers. At this station, students will explore how the angle at which the
light from the sun hits the table affects the intensity of the light
(introduced in Crash Course video). The teacher will have students draw a
line down the center of individual white boards (the teacher will do this
along with the students on his or her own whiteboard). On one side, the
teacher will have the students hold a flashlight directly up and down about
6 inches above the whiteboard. Students will trace the outline of the circle
made by the light. On the other side of the paper, the teacher will have the
students hold the flashlight at an angle and trace the new outline. The
teacher will then discuss the intensity of the light with the students and
explain that in winter the light that hits us is less intense. Questions that
the teacher may ask include
-Did the same amount of light come out of the flashlight in both
situations? (Yes)
-When we tilted the light, it covered a larger area but the same
amount of light was hitting the whiteboard. Does this mean the
light was less intense/direct or more intense/direct?
-We learned that the earth is tilted away from the sun in winter. Is
the sunlight less intense/direct or more intense/direct in winter?
-The teacher will have a small globe to demonstrate with a
flashlight as the sun as well.
-Guided Practice: Matching Game
-This station will take place at the rectangular table in the back of the
room. At this station, students will work with a partner (or group of 3 if
numbers are odd) to complete a matching game of the earths position to
the season. At the first round, the teach will simply have the students
match the season in the northern hemisphere with the picture, and then the
next round the teacher can challenge them to memory. If there is still more
time after the students play one round of memory, the teacher may
challenge them to think about seasons in the southern hemisphere (this
may need some explaining or provoking students thinking). The teacher at
this station will monitor the games and further explain concepts as
necessary.

-Hint: For the summer and fall seasons, you need to look at the
direction of the orbit. Its more important that they understand
winter & summer than spring & fall.
-Guided Practice: Human Solar System Model
-This station will be led by the main teacher on the carpet at the front of
the room. She will have one student be the sun and stand in the center of
the circle holding a sun cut out of yellow butcher paper. The rest of the
students in the group will stand around the sun in a circle and be the
earths orbit. The teacher will ask one student to point out where we are on
a globe and then stick a Lego figure on that spot with sticky tack. The
students in the orbit will pass the earth around the orbit circle (make sure
the axis points towards the same wall all the time!) at each quarter of the
circle, the teacher will ask students what the temperature is like where we
live at this time of year, what season it is, etc. She will reinforce the fact
that the tilt of the axis affects the amount of daylight and the intensity of
the light. If understanding seems firm, she may ask about the temperature
in the southern hemisphere.
-Adapted from http://www.letstalkscience.ca/programsresources/activities/item/why-is-it-colder-in-the-winter-eventhough-the-earth-is-closer-to-the-sun.html
-Independent Practice: Why is it cold in winter? Worksheet
-This station will take place at the group of student desks by the library.
Students will work independently to complete the sentences on one side of
the sheet. On the other side, the students will draw the axis through the
earth to show which way the earth is tilted in winter and then may color
the picture with the crayons at the station. After the teacher at the
matching station quickly explains how to match, he or she will come to
this station and read the short paragraph with the students at this station.
This teacher will need to keep an eye on both stations and check quickly
answers quickly towards the end of this activity.
Closure (5 minutes)
-Using the quiet signal, the teacher have the students join her back at the carpet.
Together as a class, they will briefly go over the answers to the independent
practice worksheet with the slides on the Google Presentation by means of
Popcorn. The teacher will read the sentence and when she gets to the missing
word/choice, the students may pop up out of their seat. The first person the
teacher sees will get to share the answer. The teacher will use blank pieces of
paper and masking tape to cover up the wrong answers and a piece of yarn and
tape to draw the axis.
-When the worksheet is complete, the teacher will explain to the students that it is
time for her to go out into the freezing cold again. As she is putting her layers
back on again, she will pause for a moment and think out loud, Hmmmaybe
its snowing! I think its so cold it could! I wonder why it snows? Oh wait, we are

going to learn that tomorrow! Right Miss, Christman? Oh good, good. So make
sure you are ready to learn why it snows on Friday! I am excited to learn with
you!
IV. MATERIALS
-Nametags (4 different colors)
-Winter clothes (coat, hat, scarf, gloves, etc.)
-Google slides presentation http://tinyurl.com/pa2e65t
-Light Intensity Station Materials (in Basket)
-At least 8 individual whiteboards
-At least 8 dry erase markers
-Erasers or tissues
-At least 8 flashlights
-Small globe
-Matching Game Materials (in Envelope)
-Matching game cards cut out and in bags or envelopes (4 sets of cards, attached)
-Picture from (http://media-1.web.britannica.com/eb-media//68/91868050-F9D480C2.jpg )
-Human Solar System Model Station Materials
-Sun cut out of yellow butcher paper
-Globe
-Lego figure
-Sticky Tack
-Why is it cold in winter? Worksheet Station Materials (in Basket)
-Why is it cold in winter? Worksheets (1 per student)
-Pencils (at least 8)
-Crayons
-Blank sheets of white paper (3)
-Masking tape
-Yarn for axis
V. ADAPTATIONS/PLAN MODIFICATIONS
-Specific Adaptations: Mrs. Amos did not indicate that any specific adaptations be made
for any students. During our observation, we noticed that some of the boys could get
rowdy with each other. Because of this, I will be sure to have an even mix of boys and
girls in each group in an effort to combat that.
-Too Much Time: Pose the question to the class of what months are cold and have winter
weather in the southern hemisphere.
-Too Little Time: Closure will be shortened (i.e. no Popcorn, just quick answers). Stations
may need to be slightly shortened.
VI. EVALUATION
Formative: Students will be assessed formatively throughout the lessons with
questioning, think pair share, and station activities/worksheets.
Summative: There is no summative assessment for this unit.
VII. REFLECTION

A. Write an assessment of the students performance and mastery in terms of each stated
objective.
The vast majority of the students completed the worksheet to 100% accuracy.
When going over the worksheet during the closure, only a few students answered
incorrectly.
B. Write a self evaluation including explanation for the success or lack of it. Discuss:
What changes might have produced better results and could be used in subsequent
lessons?
For the most part, I think my lesson was successful. Before we started the
development, I asked the kids why they think it gets cold in the winter. Their answers
were a bit funny, but it was also easy to tell that they were already beginning to think
scientifically about it. One student thought the sun goes away in the winter and we
only have the moon. Another suggested that the earth stops spinning in the winter and
we are stuck on the side that the sunlight doesnt hit. One student mentioned that
snow causes cold temperatures. Because of their answers, I knew they were ready to
understand the real content. The kids understood the video after first discussing some
vocabulary words and pausing the video throughout to ask questions. The stations
were a great way for the students to discover more in a hands on way from different
perspectives. The first group I had at the human solar system station got very
distracted with the Lego figure, so I chose not to use it after that and would not use it
again. Also, the globe was a bit heavy and cumbersome. If I were to teach this again, I
may try a globe beach ball with pieces of straw attached at the poles to represent the
axis. The students were able to identify successfully the season in the northern
hemisphere depending on the position in the orbit, however. Bryton did not mention
any issues at the light intensity station, and I think the kids were really able to see that
the angle at which light hits a surface makes a difference in its intensity. Rachael
mentioned that the students got slightly confused between the spring and fall cards at
the matching station, which I was anticipating. If I had more time or spread this
lesson out over a few days, I would talk more about how we can figure out whether it
is spring or fall by following the path of the orbit and knowing the order of the
seasons. The independent practice station went well, and the students were able to
choose the correct words in the blanks and draw the axis through the sun. The
students were very engaged during both the anticipatory set and closure, and going
over the worksheet really solidify the concept.
C. Explain what specific changes were implemented from professor and teacher
suggestions and the results (If changes were not made, explain your rationale).
I made sure to pause the video throughout to ask questions, which was a great
way to check for understanding and keep the students engaged. During the human
solar system station, I had the kids stand in the first rotation and then sit during the
rest as Mrs. Dreves suggested. This helped the kids stay still and it was also easier to
slide the globe on the carpet than pass it by hand. As Mrs. Dreves also suggested, I
read the independent practice worksheet to the students before we split into groups

and then had Rachael read it to them again during the station, which was helpful for a
few kids in particular.

Subject Matter Research #2

Topic: Why does it get colder (in the north) in winter?

Part One (Adult Explanation)

Birds fly south in the winter not because the cold will endanger them but because it
endangers their prey. Birds fly to where their prey can survive winter, so that they in turn may

also survive winter. This is why not all birds migrate. If birds have available prey, they can live
through harsh winters. Another reason birds migrate is for nesting grounds. Monarch butterflies
migrate south because they simply cannot survive the cold and are the only butterflies that do.
Other can survive winter in the adult, pupae, or larvae stages of life.
Part Two (Prior Knowledge)

Prior Knowledge/Life Experience: Most likely, the students will know that birds
migrate in the winter. They may have seen birds flying in a V formation when playing

outside.
Day One: Students learned that it gets colder in the north during the winter months but
warmer in the south. This will help them understand why birds and monarch butterflies

fly in the direction of south.

Day Two: Students learned about winter weather and precipitation. This understanding
will help students understand why birds and monarch butterflies need to escape the places

where winter weather is extreme.

Day Three: Students learned how winter weather affects people. They can compare the
needs of people in winter to the needs of bird and monarch butterflies. Students can also
determine how humans can help birds in the winter (feeders for those that do not
migrate).
Part Three (Future Knowledge)

Day Five: Students will learn about animals who stay in their habitat and adapt to survive
the winter. They can compare the needs of animals that migrate and animals that adapt

specifically birds that migrate and birds that adapt.

Day Six: Students will learn about animals that hibernate to survive winter. Once again,
students can compare, contrast, and mentally categorize animals that migrate and animals
that hibernate to gain a better understanding of each.

Future Learning: In middle and high school, students learn about animals that adapt for
survival in depth. Technically, migration is a way that some animals adapted to survive.
They will be able to use this basic understanding now as a building block for future
learning about adaptations.
Part Four (Resources Used)

https://www.allaboutbirds.org/the-basics-how-why-and-where-of-bird-migration/
http://tuftsjournal.tufts.edu/2008/03/professor/01/
http://fs.fed.us/wildflowers/pollinators/Monarch_Butterfly/migration/index.shtml

Animals that Migrate for Winter

Second Grade
Karli Feaster
Total Time: 45 minutes
I. TOPIC: Animals that Migrate for Winter
II. OBJECTIVES/STANDARDS
Objective: Following a slideshow presentation, learning a chant, and a guided practice,
TSWBAT identify why some animals migrate for the winter to 100% accuracy.
Standards:
-PA Science & Technology & Engineering Education 3.1.3.A2: Describe the basic needs
of living things and their dependence on light, food, air, water, and shelter.
-PA Science & Technology & Engineering Education 3.1.3.C1: Recognize that many
plants and animals can survive harsh environments because of seasonal behaviors (e.g.
hibernation, migration, trees shedding leaves).
III. TEACHING PROCEDURES

Anticipatory Set (5 minutes)

-Teacher will instruct students to put their nametag son, invite students to the
carpet, and start by telling a silly story to the students. She will talk about how she
was taking a walk the other day and saw a bird in a tree bundling up in a winter
coat and scarf and then later she saw a goose walking by the lake with snow boots
on building a home to keep warm in for the winter. Hopefully, the kids will catch
on and this this is nonsense. If not, the teacher may need to ask if the students
think her story is true. She will argue for a little that birds get ready for winter just
like humans finally asking how birds do get ready for winter.
-The teacher will state the purpose of the lesson is to learn why some animals
migrate in the winter.
Development (10 minutes)
-Teacher will use a Google presentation to aid in explaining why some animals
migrate for the winter. Throughout, she will use questioning and think, pair, share
to engage students. On the last slide is a chant that the teacher will teach the
students. She will say, In winter, some animals migrate, and then she will have
the students repeat it back to her. She will have the students practice a couple
times before adding the next step. When ready, she will have the students stand
and chant. When the teacher says migrate, the students will fly to a new spot.
They will have until they finish the phrase to find a new spot and teacher will
explain expectations for flying. The teacher will have the students practice a
couple times again.
Guided Practice (15 minutes)
-The teacher will lead the students in creating an origami bird and migration map
(picture attached). The teacher will introduce this map with kids on the carpet
explaining how they can use it to explain migration to their families and friends.
She will dismiss students to their seats with the migration chant. She will explain
to students that we will begin when once only the white square of paper is on their
desk (placed there by other teachers during development) and their eyes are on
her.
-The teacher will explain step by step how to make a paper goose (crane). The
teacher will check the students work at each step and explain that the creases need
to be sharp. The other teachers will be walking around and helping as needed
while also folding their own as more visuals for the kids.
-Directions: https://www.youtube.com/watch?v=Ux1ECrNDZl4
-Once the geese are made, the teacher will instruct students to place the bird at the
corner of their desks and pull out their crayons as she passes out the maps. The
class will work on the map together by following teachers directions.
1. Write North and South on appropriate lines.
2. Use a red crayon to draw a star where we live.
3. Draw a flock of birds flying south in V formation.
4. Draw a monarch butterfly flying south.

-The students will have a chance to continue coloring their maps after they have
completed the independent practice.
Independent Practice (10 minutes)
-Teacher will grab students attention with quiet signal and have them put their
crayons aside. Students will flip their paper over and work independently on the
worksheet side of the paper. When students finish the worksheet side, they may
flip the paper over and continue coloring the map. When a teacher sees that a
student is on the map side, they will check the students worksheet. If the
worksheet portion is correct, the teacher will help the student attach the bird to the
map with tape and yarn. Teachers will not attach the bird until the worksheet is
correct.
-Teacher will call students attention to clean up with the quiet signal, have
students put their map in their take home folder/desk, and then find a seat on the
carpet.
Closure (5 minutes)
-Teacher will repeat the chant again with the students and have them find a new
seat on the carpet.
-Teacher will remind students that some birds migrate, but not all do. She will ask
them what kind of bird doesnt migrate and then continue provoking until the
students answer penguins. She will introduce the penguin video (in slide show)
stating that some animals adapt to their environments during the winter. The
students will watch the video and then the teacher will explain that they will be
learning more about animals who adapt to survive winter tomorrow.
IV. MATERIALS
-Name tags
-Google slides presentation http://tinyurl.com/nem63qt
-4.25 square papers (at least one per student but more may be good for mistakes)
-Migration Map Worksheets (Printed back to back) (1 per student)
-Pencils
-Crayons
-Tape
-Yarn (1 strand per student about a foot long)
V. ADAPTATIONS/PLAN MODIFICATIONS
-Specific Adaptations: Mrs. Amos did not indicate that any specific adaptations be made
for any students. During our observation, we noticed that some of the boys could get
rowdy with each other. Because of this, I will make sure I have complete attention when
giving the steps in the guided practice.
-Too Much Time: Students can spend more time working on their maps.
-Too Little Time: If there is not enough time, time spent coloring the maps will be
shortened and the closure video clip will be shortened.
VI. EVALUATION

Formative: Throughout the lesson, there will be questioning throughout the lesson. The
teacher will also be able to assess progress through the guided practice maps and
independent practice worksheets.
Summative: There is no summative assessment for this unit.
VII. REFLECTION
D. Write an assessment of the students performance and mastery in terms of each stated
objective.
By the end of the lesson, all of the students were able to explain why some
animals migrate for winter.
E. Write a self evaluation including explanation for the success or lack of it. Discuss:
What changes might have produced better results and could be used in subsequent
lessons?
Overall, this lesson went very well. I knew the students better this time around, so
I able to more intentionally implement classroom management techniques. The
students had a greater base of prior knowledge and there were less moving parts in
this lesson than before, so it just went more smoothly.
I would have like to spend more time on the lesson. If I were to do this lesson
again, I may split it into two days. The students were very interested about other
animals that migrate besides butterflies and birds, so I would like the opportunity to
explore that more with them.
During the guided practice, the students were slightly confused at first of why it is
warmer in Mexico if Mexico was still part of the northern hemisphere. If I were to
teach again, I think I would explain to them using a globe that the poles are always
cold and the equator region always warm, but the middle regions on each hemisphere
are the ones that experience the most temperature change. This concept may just be
too abstract for where they are developmentally right now.
F. Explain what specific changes were implemented from professor and teacher
suggestions and the results (If changes were not made, explain your rationale).
The biggest change was not making origami birds but just coloring cut out birds
and gluing feathers. I knew from the start that this was a stretch, so I already had back
up plan in my mind. It is interesting how it is easier to be more ambitious when
writing a lesson in general than when actually thinking about the group of kids it is
for specifically. I also made sure to model the worksheet with the students before they
completed it, which I think combated questions and confusion.