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Cross Cutting Concepts:

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Lesson Resources:
Related Keywords
Title
Exemplary (4)
Proficient (3)
Developing (2)
Beginning (1)
Incomplete
Defining Problems
  • Clearly defines simple problems related to sound with a good understanding of the context (e.g., "Why does a metal spoon sound different from a wooden spoon?").

  • Defines simple problems with some understanding of the context.

  • Defines problems with limited clarity or context, often needing teacher guidance.

  • Struggles to define sound-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about sound exploration

  • Participates in discussions and activities, showing interest in sound exploration.

  • Occasionally participates in discussions and activities, needing prompting to engage.

  • Rarely participates or engages in discussions and activities, even with prompting

Reflection & Discussions
  • Reflects thoughtfully on sound observations, making connections and asking follow-up questions.

  • Reflects on sound observations, sometimes making connections and asking questions.

  • Shows limited reflection on sound observations; needs prompting to make connections.

  • Does not reflect on sound observations or make connections, even with prompting

Observation skills
  • Makes detailed, accurate, and consistent observations about sound, noting multiple elements (e.g., volume, pitch, timbre).

  • Makes accurate observations about sound, noting some key elements with occasional detail.

  • Makes observations but may miss key elements or details; needs some prompting.

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Defining Problems
  • Clearly defines simple problems related to material properties with a good understanding of the context (e.g., "Why does sugar dissolve in water?").

  • Defines simple problems with some understanding of the context.

  • Defines problems with limited clarity or context, often needing teacher guidance.

  • Struggles to define material property-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about material properties

  • Participates in discussions and activities, showing interest in material properties

  • Occasionally participates in discussions and activities, needing prompting to engage

  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on material property observations, making connections and asking follow-up questions.

  • Reflects on material property observations, sometimes making connections and asking questions.

  • Shows limited reflection on material property observations; needs prompting to make connections.

  • Does not reflect on material property observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about the properties of materials, noting multiple elements (e.g., whether substances dissolve, change in texture).

  • Makes accurate observations about the properties of materials, noting some key elements with occasional detail.

  • Makes observations but may miss key elements or details; needs some prompting.

  • Struggles to make accurate observations about material properties or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about how sounds are made and change with different materials.

  • Forms mostly clear and relevant questions about sound with occasional prompting.

  • Forms questions that are somewhat clear but may lack relevance or need significant prompting.

  • Struggles to form clear or relevant questions about sound and its properties.

Defining Problems
  • Clearly defines simple problems related to animal habitats with a good understanding of the context (e.g., "Why do polar bears live in cold places?").

  • Defines simple problems with some understanding of the context

  • Defines problems with limited clarity or context, often needing teacher guidance.

  • Struggles to define animal habitat-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about animal habitats

  • Participates in discussions and activities, showing interest in animal habitats.

  • Occasionally participates in discussions and activities, needing prompting to engage

  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on animal habitat observations, making connections and asking follow-up questions.

  • Reflects on animal habitat observations, sometimes making connections and asking questions

  • Shows limited reflection on animal habitat observations; needs prompting to make connections.

  • Does not reflect on animal habitat observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about animal habitats, noting multiple elements (e.g., climate, food sources, shelter).

  • Makes accurate observations about animal habitats, noting some key elements with occasional detail.

  • Makes observations but may miss key elements or details; needs some prompting.

  • Struggles to make accurate observations about animal habitats or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about material properties and their interactions with water.

  • Forms mostly clear and relevant questions about material properties with occasional prompting.

  • Forms questions that are somewhat clear but may lack relevance or need significant prompting.

  • Struggles to form clear or relevant questions about material properties and their interactions with water.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about animal habitats and their inhabitants

  • Forms mostly clear and relevant questions about animal habitats with occasional prompting.

  • Forms questions that are somewhat clear but may lack relevance or need significant prompting

  • Struggles to form clear or relevant questions about animal habitats and their inhabitants.

Defining Problems
  • Clearly defines simple problems related to plant growth with a good understanding of the context (e.g., "Why do plants need sunlight?").

  • Defines simple problems with some understanding of the context.

  • Defines problems with limited clarity or context, often needing teacher guidance.

  • Struggles to define plant growth-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about plant growth.

  • Participates in discussions and activities, showing interest in plant growth

  • Occasionally participates in discussions and activities, needing prompting to engage.

  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on plant growth observations, making connections and asking follow-up questions.

  • Reflects on plant growth observations, sometimes making connections and asking questions.

  • Shows limited reflection on plant growth observations; needs prompting to make connections.

  • Does not reflect on plant growth observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about plant growth, noting multiple elements (e.g., height, color, leaf size).

  • Makes accurate observations about plant growth, noting some key elements with occasional detail.

  • Makes observations but may miss key elements or details; needs some prompting.

  • Struggles to make accurate observations about plant growth or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about plant growth and conditions.

  • Forms mostly clear and relevant questions about plant growth with occasional prompting.

  • Forms questions that are somewhat clear but may lack relevance or need significant prompting

  • Struggles to form clear or relevant questions about plant growth and conditions

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about weather patterns and changes.

  • Forms mostly clear and relevant questions about weather with occasional prompting.

  • Forms questions that are somewhat clear but may lack relevance or need significant prompting.

  • Struggles to form clear or relevant questions about weather patterns and changes.

Defining Problems
  • Clearly defines simple weather-related problems with a good understanding of context (e.g., "Why does it rain?").

  • Defines simple weather-related problems with some understanding of context.

  • Defines problems with limited clarity or context, often needing teacher guidance

  • Struggles to define weather-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about weather observations.

  • Participates in discussions and activities, showing interest in weather observations.

  • Occasionally participates in discussions and activities, needing prompting to engage.

  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussion
  • Reflects thoughtfully on weather observations, making connections and asking follow-up questions.

  • Reflects on weather observations, sometimes making connections and asking questions.

  • Shows limited reflection on weather observations; needs prompting to make connections.

  • Does not reflect on weather observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent weather observations, noting multiple elements (e.g., temperature, clouds, precipitation).

  • Makes accurate weather observations, noting some key elements with occasional detail.

  • Makes observations but may miss key elements or details; needs some prompting.

  • Struggles to make accurate weather observations or misses most key elements without significant prompting.

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Rubrics Assessment
Lesson Schedule

These are only sample schedules for the hour activity to help teachers time mange lessons for effective use.

Schedules
Details

• Greet the students. 

• Introduce the day's topic and activities.

• Read the book aloud to the students.

• Engage the students by asking questions and showing the illustrations.

• Encourage students to share their thoughts on the book. 

• Write down interesting points and questions from the students.

• Allow the students to have a short break and refresh themselves.

• Discuss key weather phenomena mentioned in the book. 

• Use visual aids to show examples of rain, snow, thunderstorms, and rainbows.

• Open the floor for students to ask any questions about the weather. 

• Answer the questions and encourage curiosity.

• Summarize the key points discussed. 

• Thank the students for their participation and encourage them to observe the weather around them.

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Cross Cutting Concepts:

Grade:

Grade:

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Performance Expectations:

Performance Expectations:

Disciplinary Core Idea:

Disciplinary Core Idea:

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Add paragraph text. Click “Edit Text” to update the font, size and more. To change and reuse text themes, go to Site Styles.

Add paragraph text. Click “Edit Text” to update the font, size and more. To change and reuse text themes, go to Site Styles.

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