IMPACT STUDY

Unit Goals Aligned with SOL-1.7 The 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;

By the end of the unit, students will be able to identify characteristics and items associated with Fall, such as activities, trees, and clothing. By the end of the unit, students will be able to sort animals into migrating or hibernating and explain the difference. By the end of the unit, students will be able to compare the characteristics of Fall to another season, using key Fall vocabulary.

Assessment

The assessments were given on the Thursday before the unit begun and the Thursday the unit ended. The students were assessed by a multiple choice, ten question, test that was read aloud to them. The pre-assessment and the post-assessment had the same questions in the same order and were given the same way. During the unit, students were assessed through a variety of ways which included informal and formal assessment. Students were observed in cooperative learning groups or teams as we called them, as well as whole group and individual working time. At the end of each lesson, the students completed a assignment that was used as a formal assessment, such as writing prompt, sorting worksheet, or foldable review. Those students who were struggling we able to receive individual help in order to complete the lesson as appropriate as possible.

Name: ___________________ Fall Pre-Assessment 1. What is the best sign that Fall has begun? a. Trees are bare with no leaves b. Leaves start to change colors c. Sun shines on the flowers 2. ________ is when animals move from one area to another because of the changing seasons. a. Migration b. Fall c. Hibernation

3. Generally, in the fall, the temperature outside _________. a. gets warmer b. gets colder c. stays the same

4. ________ is when animals eat a lot of food and go to a warm place to sleep for Winter. a. Migration b. Fall c. Hibernation

5. When it gets colder and closer to winter, leaves __________. a. change back to green b. fall to the ground c. grow big and round

6. What clothing would be the BEST choice for Fall?

a.

b.

c.

7. An animals fur gets ____ in the Fall in order to prepare for Winter. a. thicker b. dirty c. thinner

8. What activity do most people NOT do in the Fall? a. Rake leaves b. Shovel snow c. Pick apples 9. In Fall, it gets dark outside earlier. This means our days are ___. a. shorter b. longer c. stays the same 10. Which is NOT a reason why animals migrate? a. For food and water b. Raise their young c. Play with friends

Impact Lesson One Level: 1st Grade (1st nine-weeks) Subject: Science Title: Fall Unit- Human changes Designer: Casey Dodrill
SOL(s): 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and

the nature of science by planning and conducting investigations in which

c) objects or events are classified and arranged according to attributes or properties

f) inferences are made and conclusions are drawn about familiar objects and events; 1.7 The 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. 1.12 The student will print legibly. a) Form letters accurately. b) Space words within sentences. c) Use the alphabetic code to write unknown words phonetically 1.13 The student will write to communicate ideas for a variety of purposes. b) Focus on one topic. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. WIDA Standard: ELP Standard 4: The Language of Science, grades 1-2. English Language Learners will process, understand, produce, or use: Level 2: Emerging: English Language Learners will be able to compare/contrast characteristics of Summer, Fall, and Winter using picture-word cards in small groups.

Situation Time: 10 min

Groupings Time: Bridge Time: 5 min Questions Time: 7 min

Exhibit Time: 5 min

Reflections Time: 3 min ELL Modifications

Students will be given picture-word cards with characteristics or items we see/use in Summer, Fall, and Winter. Students will be asked to group these items into three groups, developing labels for these groups as a team (group of students). Students will work in 4 groups of 5 teammates. Students will then work as a whole group and reflect individually. The teacher will ask each group what kind of items (cards) they had. When do you use/wear this? Do we see this all year long or only certain times? The teacher will use a set of picture-word cards on the board and ask the students to share how they grouped them, develop a class grouping in the front of the room. Asking: Why did your group put that item here/there? Can we make names for our new groups? Leading the students to group the items by seasonal changes, clothing, activities etc. Students will draw a picture of Fall, showing characteristics discussed in the activity. Discuss that pictures should be realistic and show they understand Fall. Students will write two sentences describing their Fall picture. Students will have the word, as well as a picture representation of the word on the cards that they are asked to sort (pictorial reference). They will also be given cards that have their L1 on them. The cards will be left on the board for students to use as a word bank or group of words they can choose from when writing their sentences. Seasons (Fall, Winter, Summer) and temperature (cold, warm, hot). English Language Learners at Level 2 will be able to compare/ contrast Fall, Summer, and Winter using picture-word cards. The student will be able to construct two sentences using Fall vocabulary to describe what the student learned. Bilingual dictionary or translation tool to create cards with L1 reference words.

Key vocabulary Language objectives

Supplementary materials

Building background

Scaffolding techniques/ Interaction Review/assessment

Students will talk about what clothes they wore in the summer. Students will talk about how they pick what clothes they wear to school. Circulation during situation. Guiding questions and statements when grouping as a whole group. Students exhibit and reflection sentences will demonstrate learning. The teacher will also ask each student to share one thing they learned or know about fall to access knowledge students, at this level, were not able to demonstrate through writing.

Fall Writing Rubric

Writing: Handwriting ______

Name:_______________
Science: Accurate Information _____ Neatness _____ Picture _____

Three Sentences ______ Capitalization/Punctuation ______ Spells High Feq Words ______

Fall Writing Rubric

Writing: Handwriting ______

Name:_______________
Science: Accurate Information _____ Neatness _____ Picture _____

Three Sentences ______ Capitalization/Punctuation ______ Spells High Feq Words ______

Fall Writing Rubric

Writing: Handwriting ______

Name:_______________
Science: Accurate Information _____ Neatness _____ Picture _____

Three Sentences ______ Capitalization/Punctuation ______ Spells High Feq Words ______

Impact Lesson Two Level: 1st grade (1st nine-weeks) Subject: Science Title: Fall Unit- Animal Changes Designer: Casey Dodrill
SOL(s): 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and

the nature of science by planning and conducting investigations in which f) inferences are made and conclusions are drawn about familiar objects and events; 1.7 The 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. WIDA Standard: ELP Standard 4: The Language of Science, grades 1-2. English Language Learners will process, understand, produce, or use: Level 2: Emerging: English Language learners will be able to classify animals as hibernating or migrating with a partner. Situation Time: 15min Read Possums Harvest Moon Students will receive an animal picture. With a partner, they will act out the animals behavior as seasons change. Students will move to parts of the room represented with pictures for warmer weather or the habitat in which they hibernate. Students will share what animals they had and why they chose the place they did. Partners What animals were like the Possum? What animals did something different than the Possum to prepare for Winter? Do you know what this is called? What animal did you have that migrated? That hibernated? What happens when an animal hibernates? migrates?

Groupings Time: Bridge Time: 5min Questions Time:

Exhibit Time: 10min Reflections Time: ELL Modifications

Individual: Animal Sort Worksheet Orally-What is migration? What is hibernation? What animals do each? Labels of Migration and Hibernation pictures in L1. Share with class name of animal in L1.

Key vocabulary Language objectives

Hibernation, Migration, Fall, and Winter English Language learners at Level 2 will be able to classify animals as hibernating or migrating using pictures with a partner. The student will be able to sort animals used in the activity into hibernating or migrating with the use of the pictures. Bilingual translation tool and Labels of Migrating and Hibernating in L1 and English. Students will talk about the change in temperature. What do we do to keep warm? What kinds of things might animals do? Circulation and monitoring during situation. Guiding questions and statements when in groups. Prompting when presenting information. Students will sort animals by migrating or hibernating with Animal Sort Worksheet.

Supplementary materials Building background Scaffolding techniques/ Interaction Review/assessment

Name: ________________________

Hibernation and Migration Sort Hibernate Migrate

Impact Lesson Three Level: 1st grade (1st nine-weeks) Subject: Science Title: Fall Unit- Plant Changes/Review Designer: Casey Dodrill
SOL(s): 1.1 The student will demonstrate an understanding of scientific reasoning, logic, and

the nature of science by planning and conducting investigations in which

c) objects or events are classified and arranged according to attributes or properties

f) inferences are made and conclusions are drawn about familiar objects and events; 1.7 The 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.

WIDA Standard: ELP Standard 4: The Language of Science, grades 1-2. English Language Learners will process, understand, produce, or use: Level 2: Emerging: English Language Learners will be able to compare/contrast characteristics of Fall and Winter using sentence strips in small groups. Situation Time: 20min Students will work together to find characteristics of Fall in a number of seasons texts. They will look through these texts to find 5 facts about Fall. Students will then, as a whole class, complete a Venn Diagram using sentence strips to compare Fall and other seasons. Students will complete a foldable as a review of the unit. Small group, then whole group.

Groupings Time: Bridge Time: 5min Questions Time: 5min

Teacher will ask what students learned about Fall from the text. What else do they know about Fall? How is Fall different from other seasons? What do trees look like in Fall? What happens to the leaves? What do people wear in the Fall? How is this

Exhibit Time: 10 min Reflections Time: ELL Modifications

different from Summer or Winter? Students will share facts about Fall to complete Venn Diagram. What is Fall? Let students answer.

Students will be provided text with pictures so students can visualize characteristics of Fall. Students can use words or phrases for descriptions. Allow students, if needed, to write description in L1. Label parts of Venn Diagram in L1 . Fall, Plants, Leaves, Colder, Warmer English Language Learners at Level 2 will be able to compare/contrast characteristics of Fall and Winter using sentence strips in small groups. Student will be able to describe Fall using one word or word phrases.

Key vocabulary Language objectives

Supplementary materials Building background Scaffolding techniques/ Interaction Review/assessment

Bilingual translation tool, L1 season books, and picture books about seasons. What does it look like outside in the Fall? Do we have to wear warmer clothes? Circulation, monitoring, and prompting when needed. Aid students in writing characteristics and placing them correctly on Venn Diagram. Venn Diagram Foldable

Fall Foldable

Name :___________________

People 2 Items _______

Student had two bullets

Animals 2 Items _______

Student had two bullets

Plants 2 Items _______

Student had two bullets

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______

Fall Foldable People 2 Items _______

Student had two bullets

Name :___________________ Animals 2 Items _______

Student had two bullets

Plants 2 Items _______

Student had two bullets

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______

Picture _______ Correct Tab ______ Neatness ______ Spelling (Keywords) _______