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  • 1. Weather A text set designed for 2nd grade Text set developed by Ashley Ivey
  • 2. Weather Letter to the students Weather is happening all around us it’s not just rain or snow but extreme weather. I think everyone should know about every kind of weather no matter where they live. The weather affects our every day life, we need to know what to wear and how to distinguish between season. This is why I made this text set was to expand your vocabulary, research different weather attributes, and make you knowledgeable about your surrounding. I provided fiction and nonfiction books, magazines, poems, and different ideas and strategies for you to learn the best way you can. This text set included activities in these subject areas: Science, Reading and Language arts, and social studies. This will give you a broad knowledge of the weather topic. You will learn new vocabulary words, be able to work in groups amazingly, you will learn about Benjamin Franklin and what he had to do with weather, and most importantly learn about the world around you and why things occur. Hope you enjoy it and learn a lot! -Ashley Ivey
  • 3. Annotated Bibliography Ballard, Jerry & Ballard Kimberly. (1998). Four Seasons for Little People. Goldish, Meish. (2000). Water, Water Cycle, and Weather Poems. Weather. Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html Horowitz, Rachael. (2010). Flash Flood In Arkansas. Time for Kids. Kridler, Chris. (2008). Sky Diary. Retrieved from http://skydiary.com/kids/ Macdonald Educational. (1975). Weather. London, England: Macdonald and Company. Moore, Helen. (2000). Water, Water Cycle, and Weather Poems. What Makes Weather? Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html O’Hare, Ted. (2002). Rain, Snow, & Ice. Kids Discover. 2-19. Simon, Seymour. (1997). Lightening. New York, NY: William Morrow & Company Inc. Simon, Seymour. (1999). Tornadoes. New York, NY: William Morrow & Company Inc. Simon, Seymour. (2003). Hurricanes. China: Harper Collins. Tompkins, Gail. (2009). 50 Literacy Strategies: Step by Step. Boston, MA: Prentice Hall. Walters, Catherine. (1997). When Will It Be Spring? New York, NY: Scholastic. Wicker, Crystal. (2010). Weather Wiz Kids. Retrieved from http://weatherwizkids.com
  • 4. TEKS Reading & Language Arts (ELA) 2.3(A) use ideas (e.g.,illustrations, titles, topic sentences,key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g.,identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 2.(4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy,expression, appropriate phrasing) and comprehension. 2.5(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; (D) alphabetize a series of words and use a dictionary or a glossary to find words. 2.(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry. 2.(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction. 2.(13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text. 2.15(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). 2.19(C) write brief comments on literary or informational texts. 2.22(A) write legibly leaving appropriate margins for readability; (B) use capitalization for:(i) proper nouns; (ii) months and days of the week; and (iii) the salutation and closing of a letter; and (C) recognize and use punctuation marks, including: (i) ending punctuation in sentences; (ii) apostrophes and contractions; and (iii) apostrophes and possessives. 2.23(F) use resources to find correct spellings. 2.25(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; 2.(26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions. 2.(27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. 2.28(A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate,and give oral instructions that involve a short related sequence of actions. 2.(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon
  • 5. rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. Science: 2.1(B) describe the importance of safe practices; 2.2(A) ask questions about organisms, objects, and events during observations and investigations; (D) record and organize data using pictures, numbers, and words; (E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and (F) compare results of investigations with what students and scientists know about the world. 2.8(A) measure,record,and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage,in order to identify patterns in the data; (B) identify the importance of weather and seasonalinformation to make choices in clothing, activities, and transportation; (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon. 2.9(A) identify the basic needs of plants and animals; (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; (C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach,lake, and wooded area. 2.10(A) observe,record,and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water; Social Studies: 2.2(C) create and interpret timelines; 2.4(B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness; 2.5(A) use symbols, find locations, and determine directions on maps and globes; 2.7(A) describe how weather patterns,natural resources,seasonalpatterns, and natural hazards affect activities and settlement patterns; 2.16(A) describe how science and technology have changed communication, transportation, and recreation; 2.17(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software,literature, reference sources,and artifacts; (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. 2.18(A) express ideas orally based on knowledge and experiences;
  • 6. Book: Ballard, Jerry & Ballard Kimberly. (1998). Four Seasons for Little People. Genre: Blended Fiction and Nonfiction Awards: Synopsis: This book gives a break down of all four seasons in a kid friendly way. It has vibrant bright pictures and words that are easy to read, most are sight words students would learn or would already know. At the end of each season these is a section for parents and teacher. This is helpful to explain why each season happens, it gives the scientific reasoning behind each season. It is a very in depth book for young readers. TEKS: Science: 2.8ABCD, 2.9B ELA: 2.15B, 2.28AB, 2.30 Reading Strategy: Clusters (9) is what I would want them to do after reading this book. This book separates all the seasons, so I would have them pair up and discuss each season. Then they would fill out a cluster for every season. Additional Activity: You can do a graphic organizer where they have to sort the different pictures to match the season. They will be using fine motor skills to cut, glue, and color the
  • 7. pictures. Teacher Tidbits: You could have a grand conversation about the students favorite things in each season and you can write it up on the board for them to remember.
  • 8. Book: Walters, Catherine. (1997). When Will It Be Spring? New York, NY: Scholastic. Genre: Fiction Awards: Synopsis: This book is about a young bear who is told to come and sleep or hibernate through winter. He keeps waking up and thinks it is spring. Finally he wakes up and it is spring and he is so excited because it felt like forever. This book has beautiful pictures that describe the change from winter to spring. In the pictures have little details that the teacher can point out that gives clues to what season it is. TEKS: Science: 2.8BC, 2.9ABC, 2.10A ELA: 2.19C, 2.22ABC, 2.28A, 2.30 Reading Strategy: Quick write (33) about how and why animals prepare for seasons, like bears hibernating. Additional Activity: Dress a tree for winter and for spring. Talk about typical weather for the seasons, like what clothes you would wear and why.
  • 9. Teacher Tidbits: Cut and paste pictures from magazines for each season.
  • 10. Book: Simon, Seymour. (2003). Hurricanes. China: Harper Collins. Genre: Nonfiction Awards: Synopsis: This book is also nonfiction, and it explores everything anyone would want to know about a hurricane. The book talks about where the word hurricane came from. It has many vocabulary words associated with hurricanes, and it explains each one. At the end of the book Mr. Simon gives tips to his readers about what to do after a hurricane hits. The pictures inside the books are from photographers who took them after hurricanes hit and show what a disaster they are. It also has meteorology maps and forecasts. TEKS:
  • 11. Science: 2.1B, 2.2AEF ELA: 2.3AB, 2.10, 2.13, 2.15B, 2.25A Social Studies: 2.2C, 2.17BE, 2.18A Reading Strategy: Before reading we would start a KWL (22). After reading we would finish the chart and just talk about the book trying to remember important information in the book. We could talk about if any students had been in a hurricane because we live in the gulf coast. Additional Activity: We could read articles from the newspaper about hurricanes and talk about how powerful they are. We could make a timeline of the hurricanes that happened in the last 5 years. Teacher Tidbit: Make a hurricane survival kit and talk about how to stay safe.
  • 12. Book: Simon, Seymour. (1997). Lightening. New York, NY: William Morrow & Company Inc. Genre: Nonfiction Awards: Synopsis: This book has somewhat of a mystery behind it because scientists still haven’t really figured lightening out. This book has wonderful pictures of lightening and shows different types of lightening. It gives students perspective by comparing lightening to light bulbs and to their fingers so that they understand it better. This book also gives us some history about Benjamin Franklin and probably the most famous experiment. TEKS: Science: 2.2A, 2.8BC ELA: 2.26, 2,28AB, 2.30 Social Studies: 2.4B, 2.16A
  • 13. Reading Strategy: Grand conversation (17) after reading the book. Talk about most important/interesting parts. Talk about things that they didn’t know. Additional Activity: Try to make Benjamin Franklin’s experiment and talk about how it worked. Teacher Tidbit: We could take off our shoes and rub our socks on the carpet and touch a door knob to watch the sparks. Then talk about how this experiment relates to Benjamin Franklin’s.
  • 14. Book: Simon, Seymour. (1999). Tornadoes. New York, NY: William Morrow & Company Inc. Genre: Nonfiction Awards: Synopsis: This book is of course about tornadoes and just like the other books is scientific information about how tornadoes are formed. This books show the different kinds of tornadoes and also maps of where they are most commonly seen. It has pictures that show destruction from a tornado because they are so powerful. It gives detailed explanations of the F-scale and what each one is capable of. Mr. Simon tells about some myths that are associated with tornadoes and reminds his readers to get to safety. TEKS: Science: 2.1B, 2.2AE ELA: 2.3ABC, 2.19C, 2.26, 2.27 Reading Strategy: All About…Tornadoes (1). Have students get in groups of 4 or 5 each students gets a piece of paper and they write and color the most important thing they learned from the book. Additional Activity: Make tornado kit. Talk about all the supplies and why they need to be in the kit. Talk about tornado safety and what to do if you are at your house or at school (drills).
  • 15. Teacher Tidbit: Make a bottle tornado.
  • 16. Weather Book: Macdonald Educational. (1975). Weather. London, England: Macdonald and Company. Genre: Nonfiction Awards: Synopsis: Weather is a nonfiction book that explains the scientific process behind the weather. This book has many vocabulary words that would be useful to the students to know when learning about weather. It has graphics that are easy to understand. Even though this is an older book, it is the best book I found that explains every aspect of the weather. TEKS: Science: 2.2DEF ELA: 2.5BD, 2.23F Social Studies: 2.5A, 2.7A Reading Strategy: Word wall (49) after reading this book get in groups and pick out all the weather words. Go back to circle then compile all the words then write all the words you found. Additional Activity: Have each student write a story about some kind of weather they have been through using the words from the word wall. Teacher Tidbit: Have them illustrate their story to post in the hall.
  • 17. What Makes Weather? What makes weather? Do you know? What makes rain, and sleet, and snow? What makes summer warm and breezy? What makes winter cold and sneezy? What makes autumn crisp and keen? What makes spring so warm and green? I know, I know what makes weather! Lots of things that work together: Wind and water, earth's rotation, bring the seasons to each nation. So now we all know what makes weather— lots of things that work together! by Helen H. Moore Moore, Helen. (2000). Water, Water Cycle, and Weather Poems. What Makes Weather? Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html Genre: Poem Awards: Synopsis: This poem talks about seasons and what comprises them. It talks about what makes weather. TEKS: Science: 2.8AB ELA: 2.3C, 2.27, 2.7, 2.15B Reading Strategy: Sketch to stretch (40) in groups. Draw a collaborative picture of what the poem means to you. Then share with the class. Additional Activity: Copy the last part of the poem onto paper. Then for each thing that makes the weather (wind and water) list why those effect the weather. Teacher Tidbit: Highlight the rhyming words throughout the poem.
  • 18. Weather Weather is hot, Weather is cold, Weather is changing As the weeks unfold. Skies are cloudy, Skies are fair, Skies are changing In the air. It is raining, It is snowing, It is windy With breezes blowing. Days are foggy, Days are clear, Weather is changing Throughout the year! by Meish Goldish Goldish, Meish. (2000). Water, Water Cycle, and Weather Poems. Weather. Retrieved from http://k12.hi.us/~shasincl/poems_prop_cycle_weather.html Genre: Poem Awards: Synopsis: This poem tells about how weather changes throughout the year. TEKS: ELA: 2.3A, 2.4, 2.7, 2.15B Reading Strategy: Choral reading (7) read the poem together or one by one so they understand the meaning. Additional Activity: Put pictures to the weather words and then re-write/draw the poem for them to remember and look back on. Teacher Tidbit: Write the poem on big paper and save it for read around the room for them to refer back to.
  • 19. Horowitz, Rachael. (2010). Flash Flood In Arkansas. Time for Kids. Genre: Magazine Awards: Synopsis: This magazine is news for kids, it tells about real world news that is going on around them. This keeps them in touch with the world around them and helps them keep up with world events. This issue is about the major rain that caused flooding all over Arkansas. TEKS: ELA: 2.3C, 2.4, 2.15B Reading Strategy: Tea party (45) I would have them read the article in the magazine together. Then pick out the main events and discuss them in the group for comprehension. Additional Activity: Have the students fill out a cause and effect chart about the article. Then compare what all the students wrote. We could also make a classroom cause and effect chart. Teacher Tidbits: Look at pictures on the computer of the destruction from the floods.
  • 20. O’Hare, Ted. (2002). Rain, Snow, & Ice. Kids Discover. 2-19. Genre: Magazine Awards: Synopsis: This issue of KIDS Discover is called Rain and Snow it covers everything from the water cycle to, the life of a raindrop, and fire in the sky. It is kid friendly, it has real pictures, weather maps, and fun games. TEKS: ELA: 2.3C, 2.4 Reading Strategy: Interactive read aloud (20) I would let them pick 2 stories out of the article for me to read. I would read them and as I was reading I would ask them questions. Then with the remaining stories I would have them get into groups and read them then discuss them. Additional Activity: Make our own magazine, each student can pick a page they want to write and decorate about what ever part of the weather they want. Teacher Tidbit: Bind the magazine and put it in the book center.
  • 21. Supportive Websites 1.Kidstorm http://skydiary.com/kids/ Summary: This site is a diary from Chris Kridler who is a photographer and writer. He likes to chase thunderstorm and documents them as he goes. There is data plots, a store that sells storm gear, and a gallery of all kinds of cool photos. 2.Weather Wiz Kids http://www.weatherwizkids.com/ Summary: This is a site that is made by a meteorologist. There is information on every kind of weather students need to know about. It shows local forecasts and weather headlines. Pretty much a students meteorology lab online.
  • 22. I hope you enjoyed all my work and learned everything you wanted to know about weather. The weather is a very important part of life because we all live our lives according to what’s going on outside. We need to know what to wear and how to dress for the elements. Please share this important information to anyone who would like to know! If you would like to know more about weather please refer to this video. http://www.youtube.com/watch?v=3Ja4j4ltnRw&feature=related -Ashley Ivey

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