How can we use the weather to help plants and

animals?Kristen Magyar

Instructional Technology Coach Highland Falls Fort Montgomery Central School District

@mrsmagyarhttp://www.hffmcsd.org/webpages/kmagyar/

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Plants- What do they need to know?Big Idea: Plants are living things that use light to make their own food.

Core Content Objectives:

• Understand that there are many different kinds and sizes of plants

• Understand that different kinds of plants grow in different environments

• Understand that plants are living things

• Describe what plants need to live and grow: food, water, air, and sunlight

• Identify the root, stem, branch, leaf, flower, fruit, and seed of a plant

• Explain that roots anchor the plant and take in water and nutrients

• Explain that stems support the plant and carry water and nutrients to the various parts of the plant • Explain that the

plant makes its food in the leaves

• Explain that seeds are the beginning of new plants

• Describe how bees collect nectar and pollen

• Understand how bees make and use honey

• Describe the important role bees play in plant pollination

So many ideas to cover...• Understand that some plants produce fruit to hold seeds

• Demonstrate familiarity with the tall tale “Johnny Appleseed”

• Compare and contrast fruits and seeds of different plants

• Understand the basic life cycle of plants

• Identify the part of specific plants that are eaten by people

• Compare and contrast deciduous and evergreen plants

• Identify things that plants provide us: oxygen, food, and important products

• Understand the life and scientific achievements of George Washington Carver

Academic Vocabularyroot

stem

leaf

flower

fruit

seeds

germinate

life cycle

seedlings

mature

pollination

nutrients

produce

botanist

From Seed to Fruit (Interactive)

Planting a seed in a cup and watching it grow over time is a wonderful way to introduce the life cycle to young children. Seed to Fruit

takes children through the different stages of growth in the life of a cherry tomato plant. (Includes video, activities, and teacher

background knowledge and instructions.)

Plant Parts

Bring in different plants and ask students to identify the parts. After talking about plants, have students design and illustrate their

own plant on a piece of paper, instructing them to include all parts of a plant (root, stem, branch, and leaf). Instruct students to share

their drawings and identify the parts of their plant while sharing. Their classmates may also want to guess where the parts of that

particular plant are located on the drawing. You may also wish to create picture of plant parts and have students assemble them to

make a whole plant. (Interactive plant parts identification and needs.)

“See-Through” Planter

Using a sealed package of bean seeds and paper towels, create a “see-through” planter. Wet the paper towels and “plant” beans in them.

Place the paper towels and bean seeds in sealed, clear plastic bags. Observe the roots as they form during the next few days.The link

supports this activity and provides a video on how to set up the experiment, discussion questions, and teacher background knowledge

and instructions. Another video link to use with students is Curious George Paper Towel Plants.

Literacy Connection to the Common Core Learning Standards

RL.K.1.With prompting and support, ask and answer questions about key details in a text.

RL.K.2. With prompting and support, retell familiar stories, including key details.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

RL.K.4. Ask and answer questions about unknown words in a text.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an

illustration depicts).

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea

in the text an illustration depicts).

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or

procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are

writing about and state an opinion or preference about the topic or book (e.g. My favorite book is...).

W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.)

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.1.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.1.b. Continue a conversation through multiple exchanges

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key

details and requesting clarification if something is not understood.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

L.K.4.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

L.K.4.b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.

L.K.5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5.d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

How to introduce Plants?Time lapse video iMotion for iPadsGreat Radish Video on YouTubeSeed Video on YouTubeIf YouTube is blocked● Teachertube● Watch Know Learn● What video sites do you use? Please list...

Students showing their understanding

Plants need...

parts of a plant….

roots

petals

leaves

stem

Big Ideas: Weather describes the condition of Earth’s atmosphere. Characteristic weather patterns can be described for various regions on Earth.

○ Describe daily weather conditions of their own locality in terms of

temperature (hot, warm, cool, cold); cloud

○ cover (sunny, cloudy); and precipitation (rain, snow, or sleet)

○ Draw pictures that show an understanding of each season

○ Describe safe and unsafe behaviors during severe weather

○ Identify and describe different types of severe weather

○ Identify a thermometer as an instrument used to measure temperature

and describe how it works, i.e., when the liquid in the thermometer rises,

it is hotter outside; when the liquid descends, it is cooler

Weather InteractivesTaking Temperatures: Water

Place cups of warm, cool, and ice-cold water on a table. Take the temperature of each cup of water and show students the readings on

the thermometer. Have students feel the water. Record the temperature of each cup on a chart. Ask students what they think will

happen to the temperature of the water throughout the day. Later in the day, take the temperature of the water again. Have

students feel the water again. Record the temperature of each cup on the chart. Ask students if their predictions were correct.

Weather Diary

Discuss with students what the current season is and what the weather has been like in your area the last few days. Tell students

that you would like for them to keep a weather diary over the course of the next week to track the weather on a daily basis. Provide

each student with three pieces of paper in order to make a small weather diary, starting with today’s date. Take the class outdoors

at the same time each day to discuss the day’s weather and to make recordings onto the weather diary. Have students draw a simple

picture of a sun, a sun with clouds, clouds, or clouds and rain depending on the weather each day. If you have an outside thermometer,

you may also wish to have students write down the outside temperature, and/or have them draw a simple thermometer and color in

how high or low the liquid in the thermometer is. Reinforce the concept of yesterday, today, and tomorrow by asking questions like:

How is the weather today different from the weather yesterday? After four days, discuss the characteristics of the current season

in your locality as well as the weather changes and temperature changes that occurred.

Academic VocabularyLesson 1

characteristics

cycle

patterns

seasons

weather

Lesson 2

blizzards

cautiously

freezing point

frigid

halt

thermometer

Lesson 3

blossoms

floods

gradually

seedlings

thaw

Lesson 4

distinct

indoors

sunscreen

Lesson 5

bare

chill

shed

progresses

Lesson 6

future

grasshopper

last

personification

shivering

Lesson 7

gear

severe

shelter

strike

Lesson 8

meteorologist

meteorology

record

How to introduce weather to students?

Weather Report from the internetDaily Weather in the classroomCreate weather forecast for the schoolScience KidsOne of my students making a weather forecast. (SMART Board, puppets, excited student

It is now time to put it together

Working in groups please attempt to create some sort of rain collection system you will have ten minutes to work… then we will be sharing.

When you are finished please answer the question found at http://goo.gl/K0QhJD

Lets see what we are taking away

Thanks for comingFeel free to contact me

Kristen MagyarInstructional Technology Coach

Highland Falls Fort Montgomery Central School District

@mrsmagyarhttp://www.hffmcsd.

org/webpages/kmagyar/

kristen.magyar@hffmcsd.org