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

3rd grade:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
(MM, MV, RB, RK, VC)

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Kindergarten and Third Grade
(MM, MV, RB, RK, VC)

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How might you use this information as a new teacher?

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How might you use this information as a new teacher?

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As a new teacher, you can use this information to see what your students have previously learned about this topic and what they have done with it so far. This will help provide a foundation and layout of the background knowledge that your students have learned in grades prior to what you are teaching. For example, as mentioned in the standards, planning and carrying out investigations to answer questions or test solutions to problems in grades 3-5 builds on earlier grade experiences that are created from the kindergarten to second grade level. In other words, these investigations done at the third grade level build off of and support the questions and problems that are defined at the kindergarten level. At the kindergarten level they make observations, based off of firsthand or from media, to collect data that could be used to make comparisons. As compared to the third grade level, in which students are now able to plan and conduct an experiment that produces data to serve as the basis of evidence, using fair tests in which variables are controlled and the numbers of trials is considered. (VC)

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A more narrow topic within Weather and Climate instruction is the use of weather observations to find patterns and to predict weather over time. (MV, RB, RK, VC, MM)

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Spiraling Curriculum is when students revisit a theme or topic multiple times throughout years. When students revisit a topic multiple times they are more likely to build a better understanding of the topic. Each time the topic is revisited, the complexity of the topic is increased. Throughout the spiraling, new learning has a relationship with old learning and is put in context with the old information. Thus, students are able to apply their earlier learning experiences to later course objectives as they move throughout the curriculum.
Following the Next Generation Science Standards, Weather and Climate is initially introduced in Kindergarten, then again taught in third grade. It is not required in the first or second grade curriculum. Additionally, other science topics are introduced at a simple level and grow more complex as time goes on. This is reflective of the students' growing cognitive abilities and helps them expand on their previous knowledge.
(MM, VC, MV)

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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Instruction can be differentiated by assessing students' prior knowledge of the topic being taught through question asking and discussion. This allows teachers to adapt their lessons and instruction to best meet the needs of their students. At a kindergarten level, differentiation of instruction on weather and climate may include providing students with choices in how they want to learn a specific topic; if students are interested in what they are doing, they will likely develop a deeper understanding of the content. Additionally, for students that struggle with the material, teachers can reinforce certain ideas and concepts by breaking into small groups or restating the things they are teaching. As for the third grade level, teachers can differentiate instruction by teaching one on one, in small groups, or whole class instruction. Teachers can do activities as a large group first, scaffolding assignments for students to ensure understanding. Some specific modifications that may be beneficial include using pictures and videos along with written words to describe concepts, connecting the content to the students by relating it in real life situations such as going outside during the school day, or utilizing different types of graphs or counting materials to aid students in their math understanding. I would make the modifications I described because there is a significant difference to what kindergartners are capable of as compared to what children at the third grade level can do. The amount of background knowledge is also a variable that plays a role in the reasoning as to why we would differentiate instruction. Students at the Kindergarten level need the basis of all this information since they have just begun schooling and do not have much prior knowledge about most topics. The third grade level of instruction would be more advanced and detailed since they now have a basic understanding of the topic. Standards allow us to see what students should have already learned and what information they have.  (VC, MV, RB)

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How much of the topic is taught at each level? In how much depth is it addressed?

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How much of the topic is taught at each level? In how much depth is it addressed?

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At the kindergarten level, the topic of predicting weather over time will be introduced so students have a basic understanding of the topic without going too in depth. Students will be taught how to make observations about the weather in their region at a particular time.  The students will learn the different forms weather may come in which includes; sunlight, wind, snow, rain. They will also understand what each of these looks like in order to correctly make observations. Students will also learn that weather prediction is done through patterns that are found during each season. They will practice making these observations, and looking for patterns over the course of a month. As students progress to third grade, their basic understanding will become more complex as to how patterns are formed. This goes more in depth for the students as they progress to learning about qualitative approaches to collecting data which allows the students to track weather patterns across different times and areas so they can make weather predictions. They will spend a week practicing recording their own data and making predictions. The students should already have a basic understanding of the topic at this grade but now they are learning how to get data from there observations and manipulate it.
(MM, RK)

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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Over time, elementary students are enhancing their vocabulary and cognitive capabilities; thus, third graders are more likely to develop an understanding of less concrete topics, such as patterns or prediction making. That being said, having simple instruction at a kindergarten level, such as daily observation of the weather outside, is a developmentally appropriate way to introduce this topic to young students. As time progresses, these students are able to interpret more abstract ideas and begin thinking with logic. Additionally, students in higher grade levels have likely had increased exposure to other school topics that can be applied in science learning, such as mathematics or language skills. Taking into account students' developmental differences is crucial in providing instruction that is both meaningful and effective, while also being developmentally appropriate. Typical patterns indicate significant cognitive growth during the elementary years, which is reflected in the complexity of the content being taught. However, it is also important to keep in mind that not all students will be at the same level in terms of their cognitive growth and understanding.  (MV)

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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In kindergarten, the students will start the day as a group, looking outside and use pictures of a sun, cloud, rain or snow to describe their observations of weather. On one calendar for the month that we are learning about weather, students will take turns placing the pictures on each day so at the end of each week they can count how many days were cloudy, sunny, rainy etc. They will record this number on their own recording sheets, and at the end of the month they will look at their sheets and determine if they see a pattern.

In third grade, the students will also track the weather over a period of time by making observations. This will include going outside everyday for one week and using a thermometer to record the temperature on their recording sheet. They will also record other observations about the weather like if it is sunny or cloudy. The students will then use the data they recorded and make a bar graph of the different weather components on the different days. This can be used to show the students how they can use this data to predict the weather for days in the future by finding the pattern. To conclude their graph making, the students will have to record if they see a pattern in the weather.

(RK, MM)

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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At each level, the use of weather observations to find patterns and to predict weather over time, is sequenced differently in the curriculum. In kindergarten it starts out by addressing the basic patterns of weather and asking the students to identify them. Then they move on to using observations to describe the weather that they are noticing. After, that they use all of these skills to describe the weather and then record the number of days they see each type of weather in a month. In third grade the record weather patterns from multiple times and places to make predictions about the weather in the future. They focus on collecting data in various forms for graphing and analyzing. The third grade students will focus on more in-depth types of data such as wind direction, temperature and precipitation.
(RB)
This topic does have multiple components. These are making observations of weather, finding weather patterns, predicting weather, and using graphing to record data about weather. The components should be sequenced in the order of weather observations, weather patterns, graphing/recording data, and then predicting weather. Weather observations should be first because a kindergarten teacher would start making these observations with their students early on int he year. It is a familiar way for students to begin learning more about this topic. Using these observations, students would then look for patterns in the weather. They would use what they have observed to find the patterns. Then beginning in third grade, the focus would be on using data to make predictions. The students would start by recording data from multiple different places at multiple times. Then they would organize that data into graphs. Using the graphs the students could then make predictions about weather in the future and what weather patterns look like.
(RB)
At the kindergarten level one may want to precede our topic by teaching about the basics of weather. The students should be introduced to the types of weather, what they are called, and their similarities and differences. Students need to be introduced to these concepts as they are just beginning school and may not have a full understanding of weather basics and the vocabulary that goes with it. This would then lead the students into our specific topic area focusing on weather patterns using observations.
At the third grade level one may want to follow our topic by teaching the students about the water cycle and how it relates to weather. This would expand our lesson and help the students learn more about weather patterns.
(RB)