LEVEL / REMEMBER (B1) / UNDERSTAND (B2) / APPLY (B3) / ANALYZE (B4) / EVALUATE (B5) / CREATE (B6)
QUESTION
CUES/
VERBS / Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Recite / Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize / Show, Solve, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Put together, Apply, Calculate, Modify / Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Separate, Categorize, Model / Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Determine, Estimate, Weigh, Value, Defend / Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Formulate, Combine, Elaborate, Write
Standard/Essential Knowledge and Skills:
Earth Patterns, Cycles, and Change
1.7The student will investigate and understand weather and seasonal changes. Key concepts include
a)changes in temperature, light, and precipitation affect plants and animals, including humans;
b)there are relationships between daily and seasonal changes; and
c)changes in temperature, light, and precipitation can be observed and recorded over time. (B4, B2)
In order to meet this standard, it is expected that students will
- identify types of precipitation as rain, snow, and ice and the temperature conditions that result in each one. (B2)
- relate a temperature, light, and precipitation chart to the corresponding season (daily or weekly). (B4)
- observe and chart changes in plants, including budding, growth, and losing leaves. Recognize in what season budding and losing leaves will most likely occur. (B1, B3, B4)
- predict how an outdoor plant would change through the seasons. (B5)
- compare and contrast the four seasons of spring, summer, fall (autumn) and winter in terms of temperature, light, and precipitation. (B5)
- compare and contrast the activities of some common animals (e.g., squirrels, chipmunks, butterflies, bees, ants, bats, frogs, and humans) during summer and winter by describing changes in their behaviors and body covering. (B5)
- compare and contrast how some common plants (e.g., oak trees, pine trees, and lawn grass) appear during summer and winter. (B5)
- comprehend at an introductory level that some animals respond to seasonal changes by hibernating (e.g., frogs, bats) or migrating (e.g., some birds and butterflies). (It may be useful to recognize common Virginia animals that hibernate and migrate, but the specific names of animals are not the focus of student learning here.) (B2)
- infer what the season is from people’s dress, recreational activities, and work activities. (B4)
Vocabulary: weather, wind, temperature, season, weather, pattern, precipitation, hibernate, migrate
Assessment Type and Cognitive Level:
Formative:
Summative: / Homework Assignments:
Monday
Tuesday
Wednesday
Thursday
Friday
DATE / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
Daily Objective
Hook/ Essential Question
Learning Plan, Activities,
Planned Questions
Conditions / Criteria for Success
Differentiation
(Above, On, and/or Below Grade Level) / A
O
B
Closure
Reflection