UNIT X UNIT 1 | 3 Relate experiences Be aware that students may not be familiar with all the different types of weather. Students can describe the weather that they are used to and how they deal with the changes in weather. For example, in Florida, there is a hurricane season, and people usually stay home where it is safe from high winds and floods. Critical Viewing • Generate content vocabulary Give students time to closely view the photo and think of words to describe it. • Use visuals to develop vocabulary Point to vocabulary already on the word wall. Spiral back to words students have used: warm jacket, fleece, cold, wind, snow. Have students repeat each word and point to where they see it shown in the image. • Interpret images Direct students’ attention to photos showing aspects of extreme weather. Ask: What is this? Describe it. If students respond easily, progress to simple who, what, and where questions that can be answered with one or two words. For example: What causes a hurricane? What causes a tornado? You may wish to begin a class mural on chart paper and add to it as students learn more about weather throughout the unit. • Ask and answer Read each question out loud. Guide students to answer in full sentences. ANSWERS Sample answers: 1. It is cold. 2. People wear sweaters, warm coats, and fleece coats. 3. People ice skate, ski, and go sledding in this weather. 4. The opposite of this weather is warm weather. People swim, play outside, and go to the beach in warm weather. MY GOALS for this unit • Preview In this unit, students will use viewing, active listening, oral language, and reading and writing to discover different types and aspects of weather. They will read an interview titled A Meteorologist Talks Weather and answer comprehension questions. This will lead to learning about extreme weather conditions and what causes them, comparing them, and learning about safety measures. They will also read a blog about chasing storms and the American Red Cross and work on subject-verb agreement and connecting ideas. Students will learn about how weather affects daily life by reading historical fiction. In social studies, students will learn about the aftereffects of hurricanes. In math, students will compare and order numbers. They will listen to and sing a song about thunder and the use of onomatopoeia. They will also paint a weather event and use colors to evoke emotion. Finally, students will write a narrative text with a historical setting. • Match icons with ideas Have students closely view the unit goals. Point out each icon and name it. Have students repeat each term. DIFFERENTIATED INSTRUCTION Scaffold • Solidify new vocabulary by frequently pointing to and labeling depictions of the weather in your idea map throughout this unit. Ask students to point to and talk about the images after you. Amplify Have students create their own word banks and add new vocabulary to them. Then ask students to use these words in a discussion that reinforces the meaning of wild weather. CONNECT TO THE THEME We do different activities in different kinds of weather. 1. Look at the picture. What is the weather like? 2. What kinds of things do people wear in this type of weather? 3. What kinds of activities do people do when the weather is like this? 4. What is the opposite kind of weather? What do people usually do in that kind of weather? MY GOALS for this unit Reading • Read an interview • Use compare and contrast Language Arts • Read historical fiction • Analyze how setting influences plot Science Explain the importance of wind Social Studies Analyze the cost of a storm Math Compare and order numbers Music Listen and sing Art Connect weather and art Writing Write a story UNIT 1 3 UNIT 1
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