Desiree Ellison C970 Task 2
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Western Governors University *
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D091
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English
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Feb 20, 2024
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docx
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WGU Connected Learning Segment Overview Template
General Information
Teacher Education Candidate Name:
Desiree Ellison
Date Developed: 3/14/2022
Connected Learning Segment Title:
Descriptive title for your connected learning segment
All about weather Period/Time Estimate:
7 instructional hours Grade Level:
3
rd
Number of Students:
20
Central Focus:
The central focus is a topic such as the solar system, life cycles, or the civil rights movement.
Weather Lesson 1 Information State/National Academic Standard
:
Subject:
Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
TEKS 112.14 Science, Grade 3
(A) observe, measure, record, and compare day-to-
day weather changes in different locations
Science After reading National Geographic Readers: Weather book, students will be given a rainfall graphic organizer. They will be required to choose a city and research its yearly rainfall. Students will then need to record
their information on the graphic organizer, accurately answering 10 out of the 12 questions. Modeling: The teacher will read aloud the book National Geographic Readers: Weather by Kristin Rattini, highlighting the tools that are used to measure and record the weather.
She will then display a copy of a rainfall graphic organizer and their town’s yearly rainfall information. Finally, the instructor will model using the data to complete the graphic organizer.
Formative Assessment: The students will work with their partners to discuss, measure the “rainwater”, and record the data on the provided handout. The teacher will listen and observe the students as they discuss and complete the assignment during guided practice. She will also offer feedback and adjust the lesson or repeat information if needed. Summative Assessment: The teacher will know that learning occurred PAGE 1
Guided: The student will work with their elbow partner to complete the assignment. Each group will be given two cups with
water (rain) that they will measure with a ruler and record the data on the handout. Students will work with their partner to discuss, measure, and record their findings.
Independent: Students will be given a rainfall graphic organizer. They will need to use their individual computers to research a city’s yearly rainfall and then record the data on the graphic organizer. because after reading National Geographic Readers: Weather book,
students will be given a rainfall graphic organizer. They will be required to choose a city and research its yearly rainfall. Students will then need to record their information on the graphic organizer,
accurately answering 10 out of the 12
questions.
Lesson 2 Information
State/National Academic Standard
:
Subject:
Learning Objective(s): Overview of Strategies and Learning tasks:
Description of Formative and Summative Assessment:
TEKS 110.5. English Language Arts and Reading, Grade 3,
Writing
After reading Thunder Cake, students will be given a “How-
To” graphic organizer. They will be required to research and write
Modeling: The teacher will read aloud the book Thunder Cake by Patricia Polacco. She will discuss how weather can affect our lives Formative Assessment: The students will research, brainstorm, and discuss
with their group how to make their given topic and complete a “How-To”
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(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
instructions on how to make their thunderstorm comfort dish, accurately completing 6 out of the 7 on the graphic organizer.
and feelings and explain doing different activities such as cooking a favorite dish can help us cope with the changing weather.
She will then display an example of a “How-To” graphic organizer. Finally, the instructor will complete the graphic organizer by writing instructions on how to make her favorite dish to eat during a thunderstorm, tortilla soup.
Guided: Students will be divided into groups of 4. The teacher will give each group a “How-To” graphic organizer and a handout that contains a thunderstorm comfort food topic, such as how to make a grilled cheese sandwich. She will then explain that each group is to research, brainstorm, and discuss how to make their given topic. They will then use that information to complete the graphic organizer as a group.
Independent: Students will be graphic organizer. The teacher will listen and observe the students as they discuss and complete the assignment during guided practice. She will also offer feedback and adjust the lesson or repeat information if needed.
Summative Assessment: The teacher will know that learning occurred because after reading Thunder Cake, students will be given a “How-To” graphic organizer. They will be required to research and write instructions on how to make their thunderstorm comfort dish, accurately completing 6 out of the 7 on the graphic organizer.
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given a “How-To” graphic organizer. They will complete the
assignment by writing instructions on how to make their chosen dish. Lesson 3 Information
State/National Academic Standard
:
Subject:
Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
TEKS 117.111 Art Grade 3
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media,
installation art, digital art and media, and photographic imagery using a variety of materials.
Art
After reading Extreme Weather: Surviving Tornadoes, Sandstorms,
Hailstorms, Blizzards, Hurricanes, and More, students will need to create a digital slide show presentation about one extreme weather condition.
Students will need to include:
3 relative facts The definition of their chosen weather condition
A photo on each slide of their chosen condition
5 surviving tips
accurately scoring 5 out of 6 on Modeling: The teacher will read aloud the book Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, Blizzards, Hurricanes, and More by Thomas M. Kostigen and discuss the importance of understanding these types of weather even though many of us have not experienced them.
She will then display an “extreme
weather” graphic organizer. Finally, the instructor will model how complete the organizer by using her researched information
on sandstorms and present her digital slide show.
Formative Assessment: The student will work with their partner to discuss, research, and choose an extreme weather condition and complete the graphic organizer. The teacher will listen and observe the students as they discuss and complete the assignment during guided practice. She will also offer feedback and adjust the lesson or repeat information if needed.
Summative Assessment: The teacher will know that learning occurred because after reading Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, PAGE 4
the rubric.
Guided: The student will work with their elbow partner. Each group will be given a “surviving extreme weather” graphic organizer. The students will discuss and choose one extreme weather condition and research 5
different surviving techniques. The students will then use this information to complete the graphic organizer.
Independent: Students will create a digital slide show using their individual computers. They will pick one extreme weather condition and include each of the
given requirements.
Blizzards, Hurricanes, and More, students will need to create a digital slide show presentation about one extreme weather condition.
Students will need to include:
3 relative facts
The definition of their chosen weather condition
A photo on each slide of their chosen condition
5 surviving tips
accurately scoring 5 out of 6 on the rubric.
Reflection
Explain how the learning segment was designed to support students (e.g., motivating and engaging students) when interacting with children’s literature.
Use evidence-based research or resources in the course of study to support your explanation,
and include any necessary in-text citations.
Intergrading authentic children's literature across the curriculum can make learning
fun and help students better understand the content they don't know. (Acrobatiq, 2018) I selected these three books because I felt they would help captivate my student's attention and keep them engaged in the lesson. I believe each of these books gives my students various examples of weather and an opportunity to incorporate weather in different subject areas such as science, writing, and art. In addition, each book provides illustrations that help enhance the student's understanding of the weather.
Lesson 1: National Geographic Readers: Weather book gives an overview of all PAGE 5
types of weather, such as rain, wind, and sunny weather. This weather is the type we have typically experienced, such as rain. Using this information, students will research a city's yearly rain data and use that information to record it on a graphic organizer.
Lesson 2: Thunder Cake book provides a deeper understanding of thunderstorms and how they can affect our day, such as staying home and making a comfort dish rather than playing outside. Students will use the example out of the book to brainstorm and choose their own thunderstorm comfort dish and complete a "How-To" graphic organizer. Lesson 3: Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, Blizzards, Hurricanes, and More book describes the heavier types of weather such as tornadoes or hurricanes. This book describes weather that we may not typically get to experience and provides great survival tips. Students will create a digital slide
show using research and the book's information to complete their assignment. By using these three books, students were given the opportunity to build on their knowledge and expand their thinking. These lessons were designed to grab students' attention with weather and also extend their learning in science, art, and writing. APA References
(Include citations for any books, resources, or scholarly source/textbook/course support, etc.)
Acrobatiq. (2018). Smart Author Children’s Literature. WGU Learning Resource, Children’s Literature. https://wgu-nx.acrobatiq.com/courseware/contents/wgu_C970_15Mar18_child_lit_1
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Kostigen, T. (2014). Extreme Weather: Surviving Tornadoes, Sandstorms, Hailstorms, Blizzards, Hurricanes, and More. National Geographic Kids Polacco, P. (1997). Thunder Cake. Puffin Books
Rattini, K. (2013). National Geographic Readers: Weather. National Geographic Kids
TEA. (n.d) Texas Essential Knowledge and Skills for Art. Texas Education Agency. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=111
TEA (n.d) Texas Essential Knowledge and Skills for English Language Arts and Reading. Texas Education Agency. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=110&rl=5
TEA. (n.d). Texas Essential Knowledge and Skills for Science. Texas Education Agency. https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?
sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=112&rl=14
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