Context:

This unit was created Fall 2007 for CI 4000 under the advisement of Dr. Ellen Pesko. The unit will be taught in Mrs. Ashley Bowers’ second grade class at Blue Ridge Elementary school.

The unit introduced the students to weather. In the unit they learned about different forms of weather (i.e. hot, cold, snow, rain). They learned how to take temperature and predict the weather. During the instruction of this unit the students practice inquiry-based learning along with group work, comprehension and vocabulary strategies.

Impact:

After being taught this unit the students learned the basics of weather. They did multiple experiments that showed them how to record and predict temperature. This is valuable information that they can use each day. Since weather is all around us it is important for students to understand what creates weather changes and precipitation.

Alignment:

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

•Indicator 1: This indicator was met because each lesson that was created was aligned completely with the NC SCOS. Every lesson in the unit meets one of more the standards for the particular grade level being taught. The science lessons meet science standards and the language arts lessons meet language arts standards for second grade. Also, many of these lessons overlap and meet standards in other subject areas.

•Indicator 2: This indicator was met because in the unit every lesson overlaps into one or more subject areas. The science lesson incorporate math and some have language arts and history. The majority of the lessons also use a form of technology such as united streaming, music, and websites. There is not a lesson that does not include another subject area, which provides a broad range of learning.

•Indicator 3: This indicator was met because each lesson took into account the types of students being taught. Their abilities and learning habits were analyzed and used to modify ideas.

•Indicator 4: This indicator was met because the unit uses hands-on, small group work, and whole class work to communicate messages. To attract all students comprehension and inquiry-based lessons were used.

•Indicator 6: This indicator was met because some students could not perform the tasks as well as other; therefore, the lessons were adjusted to fit their particular needs. Students who did not understand certain methods were taught another method and information was presented in a more creative format using technology or manipulatives. In many of the lessons there is even a gear-up or gear-down area.

•Indicator 7: This indicator was met using the assessment plan. Each student underwent a varitety of assessment including formative and summative to make sure they achieved the want goals. Students worked in groups and had whole class discussions.

Standard 8: Teachers design instructional programs and strategies that build on students' experiences and existing language skills to help students become competent, effective users of language.

Indicator 2: This was met by providing multiple visual aids including thinking maps, outlines, and charts.