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Similarities and Differences Between Activities

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Similarities and Differences Between Activities

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As a new teacher, this information would be necessary for understanding the levels of learning when it comes to similar topics being discussed and elaborated on as you go through the years of elementary education. A topic that is introduced at the early grade levels is taught at a more basic understanding of what the learners need to know, and then as they progress onto later grades, that material develops into applying it to the rest of the world and building their knowledge on the topic itself. 

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As a new teacher, this information would be necessary for understanding the levels of learning when it comes to similar topics being discussed and elaborated on as you go through the years of elementary education. A topic that is introduced at the early grade levels is taught at a more basic understanding of what the learners need to know, and then as they progress onto later grades, that material develops into applying it to the rest of the world and building their knowledge on the topic itself. 

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(MT, BD, EM, EC, MW)

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At the third grade level of instruction, students have an understanding of how there may be lower temperatures, colder weather, and patterns of snow in the winter while there is sunny and warmer weather in the summer. They could take this information that they know and apply this to create these graphs and visual representations of weather in different regions. If there are students that struggle to understand how a graph is used in these types of instruction, for instance, one who simply cannot grasp the concept or may have difficulty with their penmanship and cannot create the graph on paper, the teacher would accommodate needs by first providing the students with an example for them to reference as they approach the task of creating their own graph, They also could change the format of the graph, either introducing the use of the whiteboard or SmartBoard to allow students to learn in a more interactive and creative way. 

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At the third grade level of instruction, students have an understanding of how there may be lower temperatures, colder weather, and patterns of snow in the winter while there is sunny and warmer weather in the summer. They could take this information that they know and apply this to create these graphs and visual representations of weather in different regions. If there are students that struggle to understand how a graph is used in these types of instruction, for instance, one who simply cannot grasp the concept or may have difficulty with their penmanship and cannot create the graph on paper, the teacher would accommodate needs by first providing the students with an example for them to reference as they approach the task of creating their own graph, They also could change the format of the graph, either introducing the use of the whiteboard or SmartBoard to allow students to learn in a more interactive and creative way. 

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(MT, BD, EM, EC, MW)

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In kindergarten, children don’t understand that there is more to the world than just their community and the places they are used to going. Their understanding of a map of the word has not been introduced at all and they live knowing that their own local environment is where their learning takes place and anything outside of this may be too confusing and unable to comprehend well. For those students who may be shy or uncomfortable sharing with the class in discussion, the activity for “Weather of the Week” would allow the teacher to still know that the students made their observations and have an idea of what local weather may include. 

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In kindergarten, children don’t understand that there is more to the world than just their community and the places they are used to going. Their understanding of a map of the word has not been introduced at all and they live knowing that their own local environment is where their learning takes place and anything outside of this may be too confusing and unable to comprehend well. For those students who may be shy or uncomfortable sharing with the class in discussion, the activity for “Weather of the Week” would allow the teacher to still know that the students made their observations and have an idea of what local weather may include. 

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(MT, BD, EM, EC, MW)

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There would be similarity within the activities as both would discuss weather at their own level, by integrating class dialogue about the climates, but having the activity be specific to the grade level and allow for a more in-depth visual view of the weather with graphs in 3rd grade compared to kindergarten where they may just have a weatherboard in their classroom to show what each day of their week looked like outside. 

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There would be similarity within the activities as both would discuss weather at their own level, by integrating class dialogue about the climates, but having the activity be specific to the grade level and allow for a more in-depth visual view of the weather with graphs in 3rd grade compared to kindergarten where they may just have a weatherboard in their classroom to show what each day of their week looked like outside. 

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(MT, BD, EM, EC, MW)

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In third grade, creating an average yearly rainfall bar graph for 3 different regions, such as New York City, The Amazon Rainforest, and Hawaii would work on the students’ ability to understand weather and take the data given to create their own graph. The students would be provided with the average rainfall in those three regions and have them take those numbers and draw out their own bar graph that is labeled with the regions and their rainfall. This activity would allow them to understand that different areas experience different weather patterns, while also implementing the use of graphing techniques to visually display data. 

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In third grade, creating an average yearly rainfall bar graph for 3 different regions, such as New York City, The Amazon Rainforest, and Hawaii would work on the students’ ability to understand weather and take the data given to create their own graph. The students would be provided with the average rainfall in those three regions and have them take those numbers and draw out their own bar graph that is labeled with the regions and their rainfall. This activity would allow them to understand that different areas experience different weather patterns, while also implementing the use of graphing techniques to visually display data. 

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(MT, BD, EM, EC, MW)

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In kindergarten, you would need to talk only about the weather that is going on outside around them, the weather that they can see and feel. The modifications would be made for learners to ensure that the instruction did not move forward unless everyone had a clear understanding of the weather itself and the components that it has. Even though a student may be nervous to speak with the class, they could share their knowledge at a more individualized level by submitting their “Weather of the Week” to the teacher to assess. 

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In kindergarten, you would need to talk only about the weather that is going on outside around them, the weather that they can see and feel. The modifications would be made for learners to ensure that the instruction did not move forward unless everyone had a clear understanding of the weather itself and the components that it has. Even though a student may be nervous to speak with the class, they could share their knowledge at a more individualized level by submitting their “Weather of the Week” to the teacher to assess. 

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(MT, BD, EM, EC, MW)

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In the third grade level, the instruction would be differentiated by having climate discussion more focused on regions outside of local weather. They would take this information that they already learned and use it to make comparisons not just at their local level of weather but building their knowledge of what weather might look like in different areas, and then using graphs and data to display their learning. Making these modifications would allow each learner to know the basis of graph making and planning before applying it to weather and making these comparisons between different regions. 

# data[].attributes.subject
In the third grade level, the instruction would be differentiated by having climate discussion more focused on regions outside of local weather. They would take this information that they already learned and use it to make comparisons not just at their local level of weather but building their knowledge of what weather might look like in different areas, and then using graphs and data to display their learning. Making these modifications would allow each learner to know the basis of graph making and planning before applying it to weather and making these comparisons between different regions. 

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(MT, BD, EM, EC, MW)

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In the kindergarten morning meeting, we start the day by asking what the local weather is like outside. Each student could have a “Weather of the Week” worksheet where they circle for each day of the week if it was sunny, cloudy, rainy, or snowy. They could share what weather description they circled for each day, why they decided to wear a specific outfit to school, and discuss as a class how the local weather outside can change throughout the week.

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In the kindergarten morning meeting, we start the day by asking what the local weather is like outside. Each student could have a “Weather of the Week” worksheet where they circle for each day of the week if it was sunny, cloudy, rainy, or snowy. They could share what weather description they circled for each day, why they decided to wear a specific outfit to school, and discuss as a class how the local weather outside can change throughout the week.

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(MT, BD, EM, EC, MW)

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In third grade, learning how to graph data itself would need to begin the instruction before bringing in how the weather can be compared in different regions. This would allow the students to understand what a graph about the weather may look like, and how it can be read and used to understand different climates.

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In third grade, learning how to graph data itself would need to begin the instruction before bringing in how the weather can be compared in different regions. This would allow the students to understand what a graph about the weather may look like, and how it can be read and used to understand different climates.

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(MT, BD, EM, EC, MW)

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In kindergarten, the aspects of weather should be taught first to become familiar with what type of weather they may see outside. Some common questions may include, “Is it warm out today or is it cold? Are there clouds in the sky or is it sunny? Is there any rain or snow?” This instruction would then be followed by learning more about the local weather and what they see outside in their community. Understanding the components of weather would need to come before making this connection to the local climate.

# data[].attributes.subject
In kindergarten, the aspects of weather should be taught first to become familiar with what type of weather they may see outside. Some common questions may include, “Is it warm out today or is it cold? Are there clouds in the sky or is it sunny? Is there any rain or snow?” This instruction would then be followed by learning more about the local weather and what they see outside in their community. Understanding the components of weather would need to come before making this connection to the local climate.

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(MT, BD, EM, EC, MW)

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Weather and Climate Sequenced in Curriculum

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Weather and Climate Sequenced in Curriculum

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At the third grade level, there is more specific material with examples of data from the climate in different areas of the world. The focus is no longer at the local level, rather there is discussion and instruction based on the various climates around the world and how they may compare to the local weather. They may use graphs to display data that may include average temperature and precipitation. The topic is more focused on understanding that not all weather patterns are the same and every region has its own climate and patterns of weather. 

# data[].attributes.subject
At the third grade level, there is more specific material with examples of data from the climate in different areas of the world. The focus is no longer at the local level, rather there is discussion and instruction based on the various climates around the world and how they may compare to the local weather. They may use graphs to display data that may include average temperature and precipitation. The topic is more focused on understanding that not all weather patterns are the same and every region has its own climate and patterns of weather. 

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(MT, BD, EM, EC, MW)

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At the early kindergarten level, climates are taught by learning about the weather around them, such as what they see outside at school or at home. The learners learn through observation, both quantitative and qualitative material. They can use numbers to describe how many rainy days there were in a week for quantitative, or a qualitative example where the students could discuss with each other how they decided what to wear in the morning based on what the weather was like. In kindergarten, the topic is taught at a broader level where their learning is based on personal experience and observations. 

# data[].attributes.subject
At the early kindergarten level, climates are taught by learning about the weather around them, such as what they see outside at school or at home. The learners learn through observation, both quantitative and qualitative material. They can use numbers to describe how many rainy days there were in a week for quantitative, or a qualitative example where the students could discuss with each other how they decided what to wear in the morning based on what the weather was like. In kindergarten, the topic is taught at a broader level where their learning is based on personal experience and observations. 

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(MT, BD, EM, EC, MW)

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Weather and Climate

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3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

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K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.