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Different Activities for Kindergarten and Third Grade 

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Different Activities for Kindergarten and Third Grade 

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Third Grade Activities: Defining and Describing the Seasons (MB)

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Third Grade Activities: Defining and Describing the Seasons (MB)

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After graphing and finding the averages for a particular week, we will then transition into the different seasons.  First, the teacher will ask the students what they already know about the seasons, when they happen, what some defining characteristics are and, and what weather goes along with each season.  The teacher will present the class with the average temperatures for each month in a graph, along with a graph for the wind speed, and precipitation.  The class will analyze the graphs and begin to define the seasons based on their characteristics shown in the different graphs and their prior knowledge.  We will make generalizations of the temperature, wind speed, and precipitation for each season, and acknowledge that not every day of a season is the stereotypical weather.  The class will make direct connections from the graphs and tables of weather to the seasons and definitions made.

(Four seasons anchor chart, n.d.)

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(Piaget's Stages of Cognitive Development, n.d.)

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Teaching weather and climate appropriate to third grade developmental stage

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Teaching weather and climate appropriate to third grade developmental stage

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- Refer to weather experiences from the past and noticing trends, and making generalization
- Classifying weather conditions that commonly co-occur into a particular climate or season together to form schema on
- Notice patterns throughout days, weeks, and months and represent with visual charts such as graphs
- Recognize that weather comes and goes and that weather conditions can be a diverse experience for others living in different geographical locations

(McLeod, 2020)
(Piaget’s Stages of Child Developement | Orphan Care Movement, 2022)

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Teaching weather and climate appropriate to a kindergarten developmental stage (MM)

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Teaching weather and climate appropriate to a kindergarten developmental stage (MM)

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- Representing weather phenomenon with language and images
- Exemplifying weather that is directly observable that day, can look out at the classroom window
- Relate weather to their personal experience such as how they felt when they were outside and which clothes they wore to accommodate specific climates to be comfortable

(McLeod, 2020)
(Piaget’s Stages of Child Developement | Orphan Care Movement, 2022)

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What topics might need to precede and follow your topic at each level? (TB)

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What topics might need to precede and follow your topic at each level? (TB)

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Topics that will need to precede the activities include knowledge of basic math along with the ability to calculate averages. They will also need to know how to input measurments to their table. Along with this they will need to be able to understand how to graph their data.

(New York State 3-5 Science Learning Standards, 2016)

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(Measuring and Monitoring Temperature, n.d.)

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Third Grade Activities: Graphing the Average Temperature, Wind Speed, and Precipitation (MB)

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Third Grade Activities: Graphing the Average Temperature, Wind Speed, and Precipitation (MB)

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Along with calculating the averages for each value from the table from the week prior, the students will take the values from the table and graph the values for the Temperature, Wind Speed, and Precipitation for Monday through Friday.  This will end up being three different graphs that each student will plot the points for.  They will not need to make the graphs themselves, they will be given appropriate graphs with scales, but they will have to graph the points.  The graph shown labels the x-axis as "months," but for this activity, the x-axis' will be labeled "days of the week," having Monday-Friday.

(Measuring and Monitoring Temperature, n.d.)

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Does your topic have multiple components?  If so, how should those components be sequenced? (TB)

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Does your topic have multiple components?  If so, how should those components be sequenced? (TB)

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For this level there are multiple components. The students will first measure the temperature, precipitation, and wind speed every day for the week. Every day they will input their measurments into their table. At the end of the week they will then calculate the weeks averages then graph them.

(New York State 3-5 Science Learning Standards, 2016)

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What topics might need to precede and follow your topic at each level? (TB)

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What topics might need to precede and follow your topic at each level? (TB)

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Before beginning this activity we should discuss what types of weather we experience and how the weather may change with seasons. Following the initial introduction as our activity goes on we would then discuss what patterns are and what patterns are being seen.

(New York State P-2 Science Learning Standards, 2016)

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Does your topic have multiple components? (TB)

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Does your topic have multiple components? (TB)

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At the Kindergarten level there are not really many components. It will be very simple and mostly based on observation and the physical aspect of the weather.

(New York State P-2 Science Learning Standards, 2016)

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Kindergarten Activities: Month in Review, Identifying Weather Patterns  (MB)

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Kindergarten Activities: Month in Review, Identifying Weather Patterns  (MB)

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While observing the weather each morning as a class, we can reflect on the data at the end of the month, at the end of a season, or wherever the teacher feels a transition or pattern in the weather.  The class can discuss the different patterns, outliers, and consistencies within the weather they observed, and begin to identify patterns with the temperature, sun, and condensation

(Kinds of weather, n.d.)

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Ages 7-11: Logical Thought

- Apply reasoning to problem solve, call upon past exposures to make logical predictions
- Can form connections and conclusions mentally, without physical objects. However, manipulatives are still useful
- Start to consider the thoughts and feelings of others
- Notice that concepts can recur, rotate, and reverse

(McLeod, 2020)
(Shapiro, 2018)

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Ages 2-7: Symbolic Thought

- Represent their understanding of the world with objects and images: language and visual association
- Egocentrism, conclusions based on personal experience
- Start to detach from the physical and tangible world and no longer collect information from only immediate senses

(McLeod, 2020)
(Shapiro, 2018)

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Piaget's theory of cognitive development, (2018)

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Piaget's Stages of Cognitive Development (MM)

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Piaget's Stages of Cognitive Development (MM)

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Progression of reorganization in thought processes from development with biological age and life experience
(McLeod, 2020)

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Four seasons anchor chart. Teachers Pay Teachers. (n.d.). Retrieved March 3, 2022, from https://www.teacherspayteachers.com/Product/Four-Seasons-Anchor-Chart-5503023

Kinds of weather. Kinds of Weather | Create WebQuest. (n.d.). Retrieved March 3, 2022, from https://www.createwebquest.com/webquest/kinds-weather

McLeod, S. (2007, February 5). Jean Piaget’s Theory and Stages of Cognitive Development. Simplypsychology.org. https://www.simplypsychology.org/piaget.html#:~:text=To%20Piaget%2C%20cognitive%20development%20was,they%20discover%20in%20their%20environment

Measuring and Monitoring Temperature. Siyavula. (n.d.). Retrieved March 3, 2022, from https://intl.siyavula.com/read/maths/grade-10-mathematical-literacy/measuring-length-weight-volume-and-temperature/05-measuring-length-weight-volume-and-temperature-05

New York State P-2 science learning standards. New York State Education Department. (2016). Retrieved March 3, 2022, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-2-science-learning-standards.pdf

New York State 3-5 science learning standards. New York State Education Department. (2016). Retrieved March 3, 2022, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/3-5-science-learning-standards.pdf

Piaget’s Stages of Child Developement | Orphan Care Movement. (2022). Orphancaremovement.org. https://www.orphancaremovement.org/piagets-stages-of-child-developement

Piaget's Stages of Cognitive Development. Very Well Mind. (n.d.). Retrieved March 3, 2022, from https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457%E2%80%9D

Piaget’s Theory of Cognitive Development. (n.d.). https://openlab.bmcc.cuny.edu/ece-110-lecture-summer-2020longley/wp-content/uploads/sites/369/2020/05/ReichShapiro-2018-Piaget.pdf

Piaget's Theory of Cognitive Development. YouTube. (2018, August 1). Retrieved March 3, 2022, from https://youtu.be/IhcgYgx7aAA

Provide Multiple Means of Representation. Cast. (2018, January 12). Retrieved March 3, 2022, from https://udlguidelines.cast.org/representation

Weather - picture dictionary. English ESL Worksheets for distance learning and physical classrooms. (n.d.). Retrieved March 3, 2022, from https://en.islcollective.com/english-esl-worksheets/vocabulary/weather/weather-picture-dictionary/87004

Weather Data Collection Chart. Teachers Pay Teachers. (n.d.). Retrieved March 3, 2022, from https://www.teacherspayteachers.com/Product/Weather-Data-Collection-Chart-3408555?st=a88e3b1e1a2962ddc4100de5d83bd206

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How might you use this information as a new teacher? (MS)

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How might you use this information as a new teacher? (MS)

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When becoming a teacher, it is essential to realize that science topics are revisited constantly throughout a child's elementary school experience.
With this is in mind, teachers who teach the primary grades should make it their goal to provide all of their students with a strong foundation for these topics so they have the knowledge needed to be successful in the later grades.
Similarly, teachers who begin teaching in the intermediate grades should keep in mind that the topics they teach have already been introduced to their students in the past so they are equipped with specific prior knowledge.

(New York State P-2 Science Learning Standards, 2016)
(New York State 3-5 Science Learning Standards, 2016)

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 Why would you make the modifications you described? (FJ)

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 Why would you make the modifications you described? (FJ)

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We would make the modifications we described to allow for students to all achieve the level of understanding needed. For the kindergarten level, highlighting the patterns and relationships will allow for some students who have a difficult time comprehending how weather may differentiate over time to better understand it. For the third grade level, allowing students to display their data in different ways will allow them to choose the graph or table that works best for them and their data.

(Provide Multiple Means of Representation, 2018)

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How would you differentiate your instruction at each level? (FJ)

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How would you differentiate your instruction at each level? (FJ)

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To differentiate our instruction at each level, we would focus on the representation of the content. At the kindergarten level, we would focus on comprehension through highlighting patterns and relationships to guide the students into the understanding of weather patterns changing over time. At the third grade level, we would focus on perception by offering different ways to display weather information in graphs and tables to allow the students to lay out the data they found or observed in a way that makes the most sense to them.

(Provide Multiple Means of Representation, 2018)

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Developmental Differences between Kindergarten and 3rd Grade (MM)

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Developmental Differences between Kindergarten and 3rd Grade (MM)

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Third Grade Activities: Calculating Average Temperature, Precipitation and Wind Direction (MB)

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Third Grade Activities: Calculating Average Temperature, Precipitation and Wind Direction (MB)

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The students will record the temperature, wind speed, and precipitation for one week every morning.  Once all of this data has been collected in their tables, they will begin the averaging activity.  They will then take the numbers they calculated from last week and calculate an average value for all three categories. Once the average is taken for all three we will compare answers as a class and come up with one final average temperature, precipitation and wind direction.

(Weather Data Collection Chart, n.d.)

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(Weather Unit: Craftivities, Printables, & More!, n.d.)

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Kindergarten Activities: Class Weather Chart and Description (MB)

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Kindergarten Activities: Class Weather Chart and Description (MB)

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One Kindergarten activity that can support sharing observations of local weather conditions and describing patterns overtime is creating a daily habit of observing the weather.  At the start of the day, the class can discuss the weather that they observed on their way to school and outside in the moment (questions: what did you observe with the weather on your way to school?  Were you cold? Warm?  Did you see the sun?)  After some class discussion, the class can come to a conclusion of the weather for that day and write it on the board (example: Sunny and warm, cool and cloudy).

(Weather Unit: Craftivities, Printables, & More!, n.d.)

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At this level the class should go over and understand how to measure temperature, wind speed, and precipitation. They should also go over and understand how to use the table they will be using and know how to calculate an average. This data expands beyond only what is observable in the moment.

(New York State 3-5 Science Learning Standards, 2016)

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How is it sequenced in kindergarten  (TB)

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How is it sequenced in kindergarten  (TB)

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At this level the class should discuss types of weather and go over the weather cards that will be used throughout the month. The patterns are something we can discuss as a class as the month goes on and we observe what our calendar looks like.

(New York State P-2 Science Learning Standards, 2016)

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Students are taught that weather and climate differ in different regions and at different times. They are also taught about how climate conditions can vary over the years. Students make qualitative observations when looking at areas like wind direction or precipitation as well as quantitative observations when looking at average temperature at certain times and in certain areas. After being able to identify such observations, students will then learn to represent this as data in tables and charts that best portray the typical weather conditions for the regions they are observing.

(New York State 3-5 Science Learning Standards, 2016)

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How is this taught in Kindergarten? (MS)

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How is this taught in Kindergarten? (MS)

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Students are taught that weather includes sun, wind, snow, rain, and temperature. They make purely qualitative observations to describe the weather they observe themselves in the current moment. Eventually, after recording their observations over an extended period of time, they will be encouraged to notice patterns in their weather observations and will discuss what might cause these patterns (time of day, season, etc.)

(New York State P-2 Science Learning Standards, 2016)

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3-ESS2-1.
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
(New York State 3-5 Science Learning Standards, 2016)

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

(New York State P-2 Science Learning Standards, 2016)