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Task 2 weather - passed
Children's Literature (C269)
Western Governors University
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WGU Connected Learning Segment Overview Template
General Information
Teacher Education Candidate Name: Melissa Catoe Date Developed: 11-27-
Connected Learning Segment Title:
Descriptive title for your connected learning segment
Understanding the weather around us and how to make predictions.
Period/Time Estimate: 7 hours
Grade Level: 4 Number of Students: 20
Central Focus:
The central focus is a topic such as the solar system, life cycles, or the civil rights movement.
Weather
Lesson 1 Information
State/National Academic Standard :
Subject: Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks:
Description of Formative and Summative Assessment:
VA SOL 4 The student will apply creative thinking to art-making.
a) Apply imaginative and expressive ideas.
b) Develop ideas individually and collaboratively.
.
Visual arts After reading the book “A Stroll Through The Seasons” by Kay Barnham, students will create artwork of each season using details from the book and their imagination to achieve 4/5 on the rubrics.
Lesson Resource:
The teacher will read “A Stroll Through The Seasons” by Kay Burnham.
Learning Task:
The teacher will ask open-ended questions about their favorite season and why.
The students will then discuss among each other what happens in each season as a group activity
Formative:
The teacher will walk around and assess what they are discussing and what ideas they are writing down on their list. The teacher will give prompts if needed to start discussions.
Summative:
The teacher will use their four- section artwork project to check for creativity and imagination and score
and then make a list of their favorite thing in each season.
The teacher will model how to take construction paper and divide it into four individual sections for this project One section for each season.
Students will use their imagination to create an artwork project on what they think the seasons look like in their mind and paste their list of likes to the back of the artwork.
4 out of 5 on the standard rubrics.
Lesson 2 Information
State/National Academic Standard :
Subject: Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks:
Description of Formative and Summative Assessment:
VA 4 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather phenomena;
b) weather measurements and meteorological tools; and
Science After reading “National Geographic Kids Everything Weather; Facts, photos, and fun that will Blow You Away” by Kathy Furgang. Students will be able to identify the weather elements and use weather measurement tools to make a prediction of weather phenomena with 80% accuracy.
Lesson Resource:
Teacher and students will share in reading national geographic kids. The teacher will explain the stations and what is expected of them.
The class will be set up in stations with graphic organizers at each station.
- Describing elements, clouds, wind, pressure.
Formative:
Students will organize their worksheets, and the teacher will ask questions to groups and single students to check for understanding of the different sections being covered. The teacher will offer clarity and assistance if needed to ensure nearing mastery.
Lesson 3 Information
State/National Academic Standard :
Subject: Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks:
Description of Formative and Summative Assessment:
VA 4 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text features, such as type, headings, and graphics, to predict and categorize information.
English After reading “Weather Every Day” by Katherine Scraper.
The students will be able to use nonfiction text to find facts and write 2 paragraphs detailing what they learned and how they found the information with 80% accuracy.
Lesson Resource:
.Teacher will read the book “Weather Every Day” by Katherine Scraper.
Learning Task:
The teacher will have guiled questions for students to answer in a group discussion about all the different types of weather and what causes the weather types.
Students will review the books and material about the weather, making notes of key information. And complete the worksheet using elements and tools predicting weather.
Students will use their notes and books to write 2 paragraphs
Formative assessment:
Students will be shown pictures and graphs of weather conditions and explain what is happening. The teacher will review the answers with the class and clarify any misunderstanding to insure approaching mastery level.
Summative Assessment:
.
The teacher will know learning has occurred when after they use their notes, books, and charts to complete the writing assignment of 2 paragraphs with detailed descriptions and score 8 out of 10 on the rubric.
about their favorite type of weather and why describing in detail the season and conditions.
Reflection
Explain how the learning segment was designed to support students (e., motivating and engaging students) when interacting with children’s literature.
Use evidence-based research or resources in the course of study to support your explanation, and include any necessary in-text citations.
I chose the book” A Stroll Through the seasons” by Kay Barhnam, for its wonderful illustration and the nonfiction information. It describes not only what you see in the season, but why it is like that, for example; Summer is the hottest season of all. This is when we are closest to the sun (Barnham,2018). This will get students engaged by using the illustration with new information they can relate to.
For the science section, I needed a book of fun-filled information with illustrations to keep them motivated, engaged in this issue of” National Geographic Kids Everything Weather” meets all the needs. It is packed full of facts, the illustration of weather condition, and some hands-on examples they could do. It helped them understand new terms they have never heard of by showing them illustrations to interpret and break down the meaning.
The book I chose for the English segment “Weather Every Day” by Katherine Scraper reinforced the other two segments. It showed pictures of weather they may have never seen before. This helps them build understanding and clarity of vocabulary that is newly presented. This book was informative and helped them relate to what was going on in the current weather conditions around them.
.I designed this segment to build off of their first exposure to weather in second grade. I wanted them to be motivated and excited to learn more about the weather and what causes it. By using children’s literature with illustrations and quality photos so that students can build an understanding by relating what they see and know to build new experiences (Acrobatiq,2018).
Task 2 weather - passed
Course: Children's Literature (C269)
University: Western Governors University
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