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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Standard: 1W6: Develop questions and participate in shared research and explorations to answer questions and to build knowledge.
Activity:
Begin lesson with whole class discussion on what water is and what we already know about it, such as that it rains and snows and there are oceans and lakes around. Students will then sit on circle time rug for a read aloud of A Drop Around the World.
During reading, I will address questions such as where rain water comes from and introduce the terms that are involved in the Water Cycle.
After the reading, students will return to their seats that are groups of 4 and each student will write a fun fact about the Water Cycle that they have learned from the book, along with one thing they would like to learn that they do not currently understand.
Materials: A Drop Around the World by Barbara Shaw McKinney

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Standard: Pr6.1.1: With Limited Guidance, perform music for a specific purpose with expression.
Activity:
To begin, students will first watch and listen to a play through of The Water Cycle Song. Students will then be asked to repeat after me, line by line for the first three lines of the song. While repeating after me, I will also ask students to repeat my hand movements as I sign the words for water, rain, and other words involved in the water cycle. After repeating myself 4-5 times for those three lines, I will play The Water Cycle Song and as a class we will sing along with our words and our hands to the first three lines. I will repeat this process for the next 3 lines until students have memorized and mastered the first 9 lines of the song. We will then review the parts of the song that we have learned so far and end this lesson.
Materials: The Water Cycle Song Video, Technology to play the song on, Speakers, Sign Language Chart, Video: https://www.youtube.com/watch?v=T05djitkEFI

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Gym

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Standard: 3-ESS2-3. Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Activity: Students will each receive their own ziploc sandwich bag and will be asked to draw a sun, cloud and water on the bag. Next, each student will fill a small measuring cup with 1/4 cup of water and put in 2 drops of blue food coloring. Then, students will slowly pour the now blue water into the Ziploc while a partner holds it open for them. Students will then be asked to make sure that the Ziploc bag is properly closed TWICE. When positive it would not leak, each student will use tape to hang the bag on our class window and then sit back down to clean up and wait for the remaining class discussion. Ask the students to hypothesize:

What do you think will happen first?

What color do you think the water droplets will be?
We will end the lesson hear after everyone writes down their hypotheses in their journal.

Materials:

Ziploc bags

A black Sharpie

Water  (¼ cup per person)

Blue food coloring

Tape

A window facing the sun

A sunny day

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Check on Water Cycle in a Bag and write observations in Science Journal.

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Morning Meeting and Morning Annoucements

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Standard: NY-1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Activity:
We will begin this lesson with a whole class discussion on what we use water for daily.
Students will be split into groups and each group create a list of all household items that use water. Teacher will be observing class while students are in groups working together to come up with places they use water around the house (sink, shower, hose, washer, etc.)
Afterwards, we will shift to a whole class discussion and share our lists. Then introduce the experiment.
As a class, we will experiment how many drops of water will fit on a penny without spilling. Students will predict how many drops they think it will take to fill up the penny.
I will model how to do the experiment, then students will work in groups to conduct the experiment.
Students will then tally the number of drops it takes to fill up the penny. Then the groups will create a chart comparing each group's results.
Lastly, we will use the number of drops to fill up the penny using greater than, less than, and equal to symbols.
Afterwards, we will have a class discussion on the difference between their prediction and the actual results. What did they notice? Why would a penny hold so much water?

Materials: Penny, paper, pencils, Water dropper, water, comparison chart

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Standard: Pr6.1.1: With Limited Guidance, perform music for a specific purpose with expression.
Activity:  Once again, students will first watch and listen to a play through of The Water Cycle Song. Students will then be asked to repeat after me, line by line for the first three lines of the song. While repeating after me, I will also ask students to repeat my hand movements as I sign the words for water, rain, and other words involved in the water cycle. After one time of going over what we learned the previous day, I will play The Water Cycle Song and as a class we will sing along with our words and our hands to the first three lines. Next, we will repeat the learning process for the next 3 lines until students have memorized and mastered the first 15 lines of the song. We will then review the parts of the song that we have learned so far and end this lesson.
Materials: The Water Cycle Song Video, Technology to play the song on, Speakers, Sign Language Chart, Video: https://www.youtube.com/watch?v=T05djitkEFI

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Music

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Standard: Recognize, analyze and use different forms of evidence used to make meaning in Social Studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs)
Activity: Students will be shown a map of their community and as a class, we will identify the water sources in our area. Following this whole class activity, students will break up into groups of 4 and create a map based off the one on the board of our community. Students will be given lake shaped paper to coloring in, glue to a poster, and label the important water sources surrounding out area. Students will then reconvene to the whole class to show of their work with each other. Next, we will all talk about our experiences with the water sources around us such as if someone owns a boat, goes fishing, or visits the local pond often.
Materials: Kid-Friendly Map of our area, markers, crayons, construction paper, pencils, glue, other art materials

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Check on Water Cycle in a Bag and write observations in Science Journal.

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Standard: 1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
Activity:
Students will create an interactive writing poster including the different parts of the water cycle.  We break the words down into syllables, clap the syllables, and then hear the sounds in each to write the words.
Next, students will each write the words on his/her own paper (evaporation, condensation, precipitation).
We will then say each word out loud and discuss what it means/does in the process of the water cycle.
Materials: Large pad paper, markers, pencils, crayons

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Standard: Pr6.1.1: With Limited Guidance, perform music for a specific purpose with expression.
Activity:  Once again, students will first watch and listen to a play through of The Water Cycle Song. Students will then be asked to repeat after me, line by line for the first three lines of the song. While repeating after me, I will also ask students to repeat my hand movements as I sign the words for water, rain, and other words involved in the water cycle. After one time of going over what we learned the previous day, I will play The Water Cycle Song and as a class we will sing along with our words and our hands to the first three lines. Next, we will repeat the learning process for the next 3 lines until students have memorized and mastered the first 15 lines of the song. We will then review the parts of the song that we have learned so far and end this lesson.
Materials: The Water Cycle Song Video, Technology to play the song on, Speakers, Sign Language Chart, Video: https://www.youtube.com/watch?v=T05djitkEFI

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Gym

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Standard: SC.3.1.1: Pose a question and develop a hypothesis based on observations.
Activity:
Explain to students that especially during the hot dry season here, we sometimes don’t get much rain. Ask students to recall and describe what they have seen that is evidence that there had been little rain. They should be able to readily describe how plants turn yellow or brown. Some may connect this with forest fires, and the need to use water to extinguish the flames. Follow this with questions that ask students to think about what people do during the hot dry season. Most likely they will talk about watering yards, but also remind them that people are also more likely to take showers (at the beach or home) to stay cool. Help students realize that people increase their water use during periods of hot dry weather. Briefly discuss what happens to our water supply when human water use increases, and rainfall decreases.

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Check on Water Cycle in a Bag and write observations in Science Journal.

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Standard: Pr6.1.1: With Limited Guidance, perform music for a specific purpose with expression.
Activity:  Once again, students will watch and listen to a play through of The Water Cycle Song. Students will then be asked to repeat after me, line by line the whole song. While repeating after me, I will also ask students to repeat my hand movements as I sign the words for water, rain, and other words involved in the water cycle. After this one time of going over what we learned the previous day, I will play The Water Cycle Song and as a class we will sing along with our words and our hands to the whole song. We will then have a special quest in our classroom, our principal, to perform the song for them as a class!
Materials: The Water Cycle Song Video, Technology to play the song on, Speakers, Sign Language Chart, Video: https://www.youtube.com/watch?v=T05djitkEFI

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Library

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Standard: SC.3.1.2: Safely collect and analyze data to answer a question.
Activity:
Provide each student with an index card and a pencil. Show students the jug with markings at the one-quarter gallon, one-half gallon, and one-gallon intervals. Explain to the class that they are going to participate in an experiment on brushing your teeth and water usage. Ask students, “How much water do you think you use when you brush your teeth if you leave the faucet running as you brush? How much water do you think you would use to brush your teeth if you shut the water off when you brush?” Have students estimate how much water they think they would use in each situation on the index card. Under their estimates have the students create a hypothesis for the question “Which method of brushing their teeth would be the most efficient use of water?”
Begin the experiment. Choose a student volunteer to come to the sink and brush their teeth. Place the empty, marked jug under the water faucet, so that water coming from the faucet goes directly into the jug. Provide the volunteer with a new toothbrush, some toothpaste, and a cup to rinse. Tell the volunteer to brush his/her teeth just like he/she would at home for one minute. Instruct the student to lean into the sink while brushing (no spitting!) and to leave the water running while she/he is brushing. Allow the student to brush for at least one-minute, and then rinse his/her mouth (spit rinse into sink, not jug). When the volunteer has finished rinsing, hold up the jug, so that all students can see how much water filled the jug. Ask students to compare what is in the jug to their estimates.
Next, empty the jug and select another volunteer. Inform students that this time, the volunteer will brush their teeth and turn the faucet off when he/she is brushing, and only turning it on when it comes time to rinse his/her mouth and toothbrush. Place the empty, marked jug under the water faucet, so that water coming from the faucet goes directly into the jug. Provide the volunteer with a new toothbrush, some toothpaste, and a cup to rinse. Ask the volunteer to brush his/her teeth just like he would at home for one minute. Remind the student to lean into the sink while brushing (no spitting!) and to turn off the water while she/he is brushing. Allow the student to brush for at least one-minute, and then rinse his/her mouth (spit rinse into sink, not jug). When the volunteer has finished rinsing, hold up the jug, so that all students can see how much water filled the jug. Ask students to compare what is in the jug with their estimates. Have the class look at their hypothesis and compare their estimates to the actual amounts of water used in each phase of the experiment. Which way of brushing teeth is the most efficient use of water? Ask students if they think they could use this simple water-saving technique at home. Have the class share other simple ways to save water around the house.
Materials: Jug, index cards, pencils, toothbrushes, sink with running water, toothpaste

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Check on Water Cycle in a Bag and write observations in Science Journal.

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It is supposed to rain this weekend! Observe how your plants are impacted by the long rain.

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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Announcements

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Standard: VA:2.Cr2.1.1:  Explore uses of materials and tools to create works of art or design.

Activity: Students will be asked to bring in any shoe box of their own, I will have some extra for those who could not bring in for themselves. Students will be asked to turn the box sideways so that the open part is facing them, and they are asked to create the water cycle in their box, using the (now bottom) of the shoe box as a lake or water source and the (now top) as as the clouds.
Assessment: To assess students, I will look at student's accuracy of their water cycle diagram and I will look for arrows that indicate the phases of the water cycle and the proper names of each phase, as well as the correct order and direction of the arrows.
Materials: Cotton balls, construction paper, glue, markers, crayons, pencils

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Gym

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Standard: Recognize, analyze and use different forms of evidence used to make meaning in Social Studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs)
Activity: Students will be shown a map of their state, NYS, and as a class, we will identify the water sources in our area. Following this whole class activity, students will break up into groups of 4 and create a map based off the one on the board of our state, NYS. Students will be given lake shaped paper to coloring in, glue to a poster, and label the important water sources surrounding NYS. Students will then reconvene to the whole class to show of their work with each other. Next, we will all talk about our experiences with the water sources surrounding our state and we will discuss how it is different than the water sources in our community.
Materials: Kid-Friendly Map of NYS, markers, crayons, construction paper, pencils, glue, other art materials

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Field Trip Recap and check on Water Cycle in a Bag and write observations in Science Journal.

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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Announcements

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Mathematics: Adding Using Water Droplets

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Mathematics: Adding Using Water Droplets

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Standard: NY-1.OA.6b: Fluently add and subtract within 10
Activity:
Students will be put into groups of 4 or 5. Each group will be given 1 large die themed with water droplets and a dry erase marker and laminated page. Each group will be asked to roll the die and write down the number of droplets that comes up on the top of the die onto the top of the laminated page with the dry erase marker, the next person in the group will then roll it again and students will be asked to add those numbers together.  They will do this activity repeatedly until everyone in each group has rolled the die at least 10 times.
Assessment: I will assess student's comprehension of adding by watching them complete this activity with their peers and making sure they are participating rather than letting their peers determine the sum each time.
Materials: Water Droplet Themed Die, Dry erase marker, laminated page, tissues

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Standard: TH:Cr3.1.1: Collaborate to imagine multiple representations of a single object in a guided drama experience.
Activity:
After recalling the stages of the Water Cycle, students will return to their seats and work with their seating groups of 4 to come up with one phase of the Water Cycle that they would like to act out individually. After determining what group is doing what phase, students will discuss with their partners how their phase would act. (ex: Evaporation would be raising their hands up to the clouds) Each group will practice their role and create costumes from the construction paper they are given.
Materials: The Water Cycle Anchor Chart, Construction Paper,

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Music

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Standard: Recognize, analyze and use different forms of evidence used to make meaning in Social Studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs)
Activity: Students will be shown a globe and a map of the world, and as a class, we will identify the water sources. Following this whole class activity, students will break up into groups of 4 and create a mini globe of their own based off the one in the front of the class. Students will be given ocean and lake shaped paper to color in and glue to their globes, and they will also label the important major water sources on our planet. Students will then reconvene to the whole class to show of their work with each other. Next, we will all talk about our experiences with the oceans and we will discuss how it is different than the water sources in our community.
Materials: Kid-Friendly Globe and map, mini globes for each student, markers, crayons, construction paper, pencils, glue, other art materials

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Check on Water Cycle in a Bag and write observations in Science Journal.

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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Announcements

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Standard: 1SL: Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).

Activity: Students will listen to a read aloud of Drip's Journey and then be asked what clues from the story can help someone construct a water cycle diagram.
After reading, students will be presented with a fill in the blank of the water cycle on the smart board to complete as a class. Students will be called on to come up one at a time and fill in the blank of the correct water cycle phase. Students will complete this with the help of their peers as well.
Materials: Drip's Journey Story, Smart board, fill in the blank water cycle template for smart board

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Standard: TH:Cr3.1.1: Collaborate to imagine multiple representations of a single object in a guided drama experience.
Activity:
Students will work with their seating groups of 4 discussing with their partners how their phase would act once again and creating a movement for them to complete during this performance.(ex: Evaporation would be raising their hands up to the clouds.) Students will then share their group's ideas with the other groups of the class and we will organize each group so that we can practice this performance for Friday.
Materials: The Water Cycle Anchor Chart, Construction Paper,

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Gym

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Standard: 3-ESS2-3. Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems. Activity: Students will take a look back in their science journals at what they have observed about their Water Cycle in a Bag project over the past few days during their daily reflections. Students will then get into groups of 4 to compare their written notes with their peers to see if everyone's bag had similar results. Students will reconvene to a whole class discussion, sharing their findings and explaining why it has helped them to better help understand the water cycle.
Materials: Water Cycle in a Bag Project, Pencil, Science Journal

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Morning Meeting and Morning Announcements

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Morning Meeting and Morning Announcements

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Standard: NY-1.OA.6b: Fluently add and subtract within 10.
Activity:
Students will be put into groups of 4 or 5. Each group will be given 1 large die themed with water droplets and a dry erase marker and laminated page. Each group will be asked to roll the die and write down the number of droplets that comes up on the top of the die onto the top of the laminated page with the dry erase marker, the next person in the group will then roll it again and students will be asked to subtract those numbers from each other, making the larger one always first. They will do this activity repeatedly until everyone in each group has rolled the die at least 10 times.
Assessment: I will assess student's comprehension of adding by watching them complete this activity with their peers and making sure they are participating rather than letting their peers determine the difference each time.
Materials: Water Droplet Themed Die, Dry erase marker, laminated page, tissues

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Standard: VA:2.Cr2.1.1:  Explore uses of materials and tools to create works of art or design.

Activity:
We will discuss the different types and names of clouds. We will discuss, using visuals, that cirrus clouds are thin and feathery, cumulus clouds are puffy, and stratus clouds are low gray layers in the sky. After given a blank paper,students will create their own clouds using cotton balls for cumulus clouds, ripped up cotton balls for cirrus clouds, and wax paper for stratus clouds.
Materials: Cotton balls, paper, glue, wax paper, project example.

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Library

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Standard: SC.3.1.2: Safely collect and analyze data to answer a question.
Activity:
Show students the globe or map of the world and ask them what the blue represents (water). Ask them what percentage is covered by water (75%). Ask the students if all the water is available for humans to use.
Show the students the 5 gallons of water in the container. Explain that the 5 gallons represents all the water on the earth.
Ask the students to think about the different places we find water. In what area do we find the majority of the water on earth (oceans). Tell them that because the majority of the water is in the ocean, we will leave that water in the bucket. We will be taking out all the water that is from a source other than the ocean.
Ask students to name sources of water. As they give you answers, remove the correct amount of water for the area (refer to chart in the background section), and place it into the clear container.
After you have removed all the different water sources (other than oceans), ask the students if all the water you have removed is usable by humans.
Discuss the sources, and put the water back into the bucket with the ocean water if it is not usable by humans (icecaps/glaciers, some of the groundwater, inland seas/salt lakes and the atmosphere). Show the students the small amount of water that is left for humans to use.
Discuss ways students can conserve water in their homes, schools, and communities.
Materials:  Map of world or globe, 5-gallon water container, Measuring cups, Eye dropper, 5 gallons of water, Small, clear container

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Standard: 1SL5: Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.
Activity:
We will start with a lass discussion on water cycle vocabulary. We will restate words we have learned so far during this unit and see if we can come up with what each word means or is about. We will then play bingo as a class. The bingo word bank will be on the smart board. The students will pick out terms for their bingo cards and write the term and a picture of the term they picked in the box. I will have my own bingo card already created to show the class a model. We will play several rounds of bingo with prizes. Students can pick out candy of their choice from the options. (At the end everyone will get candy.) When announcing the bingo term, describe the action of the word and the students will have to figure out which term it was and to see if they have it on their card.
Assessment: I will be able to assess their understanding by seeing if they marked off the appropriate boxes for each term.

Materials: Bingo Charts, Bingo chips (water droplets), candy prize, smart board

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Standard: TH:Cr3.1.1: Collaborate to imagine multiple representations of a single object in a guided drama experience.
Activity:
Students will perform their group's water cycle phase for the Kindergarten class next door.
Materials: Construction Paper Costumes

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Art

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Standard: 1PS4.3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Activity:
We will go on a walk to the school's garden and look at the water cycle happening right in front of us. (Puddles, puddles drying, water running down the hill, plants absorbing water, plants growing from water, looking at the clouds etc.). Students will physically be able to see what happens to the plants after it rains (where does the rain go and how it absorbs), and the clouds of that day.
Accommodations:
Incorporate this activity if a day with good weather occurs during the two weeks (a rainy day that then begins to get sunny).

Materials: Outdoors, student appropriate clothing for weather