ELL (Differentiation) Lesson

Students will: Learn winter weather vocabulary

Materials: Paper Pencil

Procedure:
Write the following winter weather vocabulary words on the chalkboard or whiteboard:
Sun Sunny Cloud Cloudy Wind
Windy Thermometer Temperature Rain Rainy
Snow Fog Foggy Humid Meteorologist
Hot Cold Cool Warm Umbrella
Puddle Watch Warning

Instructions:
Ask children to talk about what winter weather is like. How does it feel when they go
outside? What does the sky look like? Make a list on the chalkboard of children's
responses.
Invite children to glance out the classroom window, then brainstorm a flurry of weather
words together. Write children's responses on the chalkboard. If children run out of
responses prompt them with some of the words in the list.
Ask children which words have to do with winter.
Have children circle those words on the chalkboard.
Ask them to explain their reason for choosing the winter word.
Have children share their experiences with winter weather. Ask them to:
Tell about favorite things you do in winter weather.
Tell about a time you were in a winter storm.

ELL strategies: I will have some students write the words on the board, I will have some
write their experiences with winter weather on paper, other will draw and explain their
experiences in words, etc. How do I address ELLs with this lesson? Students may act out
their experiences if they cannot find the right words to describe it. There will be pictures
next to each word (hot= picture of sun).

When students are writing or depicting the difference between a blizzard watch and a
blizzard warning, I will allow more time to students who take longer to complete
assignments. For the students would move more quickly and excel at first grade science
topics, I will allow them to research radar pictures of blizzard watches and warnings and
have the describe the movement of the blizzard. For students will no background
knowledge on blizzards, I will show pictures of blizzards and explain with the students
what it feels like to be in a snow. Those with limited knowledge of blizzards may be
paired up with an “expert” to work on their “Blizzard Watch and Warning” journal page.
Students who need a quiet place to work and do their “Blizzard Watch and Warnings”
journal page can go to our literature center or to the rug with a folder behind their journal
page to complete the task. I will allow students to move anywhere in the room that they
want to be comfortable to complete their task and get rid of some energy through
walking.

LESSON PLAN TEMPLATE

Name: Emily McGann

Date: October 22, 2010

Grade Level/Subject: 1st grade Science

Prerequisite Knowledge:
Students have experienced snow before

Approximate Time: 45 minutes

Student Objectives/Student Outcomes:

Students will identify winter weather vocabulary out of a list of weather vocabulary.
Students will illustrate and explain a winter scene.

Content Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.1a Describe an observed event.
11.A.1b Develop questions on scientific topics.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections
of the life, physical and earth/space sciences.
E. Know and apply concepts that describe the features and processes of the Earth
and its resources.
12.E.1b Identify and describe patterns of weather and seasonal change.

Materials/Resources/Technology:
Paper Pencil

Implementation:

Time
Opening of lesson: (Objectives, hook, behavior expectations)
Ask students what they think of when they think of winter weather?
What do they think of when they think of storms?

Info for teachers (explain to students at their level): Winter storms are
among nature's most impressive weather spectacles. Their combination of
heavy snow, freezing rain, and high winds can totally disrupt modern
civilization: closing down airports and roads, creating power outages, and
downing telephone lines. Winter storms remind us how vulnerable we are to
nature's awesome power.
http://teacher.scholastic.com/activities/wwatch/winter_storms/index.htm
 Procedures: Include critical thinking questions and accommodations for individual
needs
If you do need to go outside in very cold temperatures, follow these basic
guidelines to keep your body warm and protected:
-Bundle up and pay extra attention to your hands, feet, and head.
-If you're going to be outside for an extended period of time, try to
come in and warm up every 30 to 60 minutes.
-If your fingers, toes, nose, ears, or any other part of your body feels
numb, go inside as soon as possible.
-If you get wet or feel numb, go inside and remove wet clothing as
soon as possible. Wiggle your fingers and toes to increase
circulation.
Make sure students know the dangers of Winter Storm.

Write the following winter weather vocabulary words on the chalkboard or

whiteboard:
Sun Sunny Cloud Cloudy Wind
Windy Thermometer Temperature Rain Rainy
Snow Fog Foggy Humid Meteorologist
Hot Cold Cool Warm Umbrella
Puddle Watch Warning
Instructions:
Ask children to talk about what winter weather is like. How does it feel
when they go outside? What does the sky look like? Make a list on the
chalkboard of children's responses.
Invite children to glance out the classroom window, then brainstorm a flurry
of weather words together. Write children's responses on the chalkboard. If
children run out of responses prompt them with some of the words in the
list.
Ask children which words have to do with winter.
Have children circle those words on the chalkboard.
Ask them to explain their reason for choosing the winter word.
Have children share their experiences with winter weather. Ask them to:
Tell about favorite things you do in winter weather.
Tell about a time you were in a winter storm.

ELL strategies: I will have some students write the words on the board, I
will have some write their experiences with winter weather on paper, other
will draw and explain their experiences in words, etc. How do I address
ELLs with this lesson? Students may act out their experiences if they cannot
find the right words to describe it. There will be pictures next to each word
(hot= picture of sun).

When students are writing or depicting the difference between a blizzard

watch and a blizzard warning, I will allow more time to students who take
longer to complete assignments. For the students would move more quickly
and excel at first grade science topics, I will allow them to research radar pictures of
blizzard watches and warnings and have the describe the movement of the blizzard.
For students will no background knowledge on blizzards, I will show pictures of
blizzards and explain with the students what it feels like to be in a snow. Those with
limited knowledge of blizzards may be paired up with an “expert” to work on their
“Blizzard Watch and Warning” journal page. Students who need a quiet place to
work and do their “Blizzard Watch and Warnings” journal page can go to our
literature center or to the rug with a folder behind their journal page to complete the
task. I will allow students to move anywhere in the room that they want to be
comfortable to complete their task and get rid of some energy through

Summary/Closing:
Describe in words or through a picture what a “Blizzard Warning” and a “Blizzard
Watch” would look like on your Journal paper.

Student Assessment:
Evaluate the Journal pages for understanding of the difference between a Blizzard
Watch and a Blizzard Warning. In the writings, look for the winter weather words
that the students reviewed.