Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright 2001, 2004, 2012 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means except as noted below. A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. Sharing the materials or making copies for additional classrooms or schools or for other individuals is a violation of AIMS copyright. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only for use within the classroom for which the pages were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. Digital distribution rights may be purchased for users who wish to place AIMS materials on secure servers for school- or district-wide use. Contact us or visit the AIMS website for complete details. AIMS Education Foundation 1595 S. Chestnut Ave., Fresno, CA 93702-4706 888.733.2467 aimsedu.org ISBN 978-1-60519-081-5 Printed in the United States of America WINTER WONDERS 2 2012 AIMS Education Foundation
Table of Contents Process and Observational Skills Secrets in the Bag... 7 Sweet Sensations... 11 Evergreen Branch... 17 A Close Look at Cones...25 The Remarkable Peanut...29 Integrated Units The Gingerbread Man... 41 A Fit Mitten...53 Changes in Matter Frosty Forms... 57 Room for Change...65 Handmade Ice Cream... 71 Making Changes...77 Observing Temperatures and Changes Temperature Told Hot or Cold...85 Just Right Song... 91 Weather Wear...93 Comparing and Sorting Valentine Candy Count... 135 Heart to Heart... 141 Rows of Bows... 145 Going Nuts... 151 Logic Walk on Logic...163 Winter Logic...169 Measuring and Data Collecting Counting on 100... 101 Birthday Celebrations...111 Count Your Pennies... 127 WINTER WONDERS 5 2012 AIMS Education Foundation
Topic Weather Key Questions What are you wearing today? What is the weather like today? Learning Goal Students will explore how weather influences what they wear. Guiding Documents Project 2061 Benchmark NRC Standard Math Graphing Science Earth science weather Integrated Processes Observing Comparing and contrasting Communicating Collecting and recording data Interpreting data Applying Materials 12" x 18" construction paper, for two-circle Venn diagrams Glue Scissors Pictures of clothes the students might wear Pictures of weather 1 2 Sticky notes, 1 x 2 inches Bar graph, made on bulletin board Background Information Humans wear clothing for protection and decoration. Students many times do not know that what they wear is so often influenced by the weather. They just know that when it is warm, they are uncomfortable in their winter clothes, and when it is cold they want to wear more than they did in the summer. Students will enjoy graphing the clothes they are wearing and see how they compare with their fellow students. They need to have some understanding of words used for describing weather: sunny, foggy. overcast, cold, rainy, snowy, hot, etc. They will find, if they live in an area with definite seasonal weather, that there is quite a contrast in summer wear and winter wear. Management 1. This is an activity that can be done with the whole class or in small groups. 2. You may want to change some of the categories listed on the graph to fit your climate. 3. Prepare the graph on the bulletin board. Suggested size, 24 x 36 inches. 4. For the Venn diagram, draw two overlapping circles on the construction paper. 5. Make enough copies of the pictures of the clothes so each child will be able to have a set. 6. If there isn t a picture that fits what a child is wearing, give him or her a blank piece of paper on which to sketch the clothes. Procedure Inroduction 1. Talk about today s weather and what kind of clothes the students are wearing. Ask the students why they or their parents picked the outfits they have on. 2. Discuss how the weather influences what the students wear for the day. For example, if it is raining or snowing, they would probably wear protective clothing. 3. Discuss each of the pictures shown on the worksheet. For example, jeans and a T-shirt may also represent a blouse and slacks. Have the students think about which pictures apply to them. 4. Have the students describe the weather and record it on the graph. Sorting 1. Tell the students to look carefully at all the pictures of the clothes. 2. Ask them to pick out all the clothes that they might wear in the winter. spring. summer. fall. WINTER WONDERS 93 2012 AIMS Education Foundation
3. Ask the students to explain why they wear those certain clothes during those seasons. 4. Have the students sort by placing the pictures in a two-circle Venn diagram. For example: In one circle they would place Things I wear in the summer, in the other circle they would place Things I wear in the winter. Ask the students to explain the clothes in the overlapping set. 1. Discuss what the weather is like on that day and tell them to mark on the recording sheet by circling the temperature (hot, warm, cool, cold) and gluing on the weather symbols to match. 2. Instruct the students to look at all the pictures on the page of clothing samples. If any item of clothing they are wearing does not appear on the sheet, tell them to draw the item(s) on 1 x 2 sticky notes. 3. Tell them to cut out the pictures of clothing they are wearing and glue them on the recording sheet. 4. Ask the students to tell why they wore those clothes to school today. Ask them to explain if the weather had any influence on their choice. 5. Have them compare their choices of clothing with their neighbors. Are they the same or different? Ask them to explain. 1. Suggest the students use their recording sheet as a reference to illustrate the child on the page Instruct them to record the day s weather word description (warm, cold, rainy, etc.). 2. Have the students compare their illustrations with their neighbors recording sheets. Are the pieces of clothing the same or different? Let the students explain their choices. 3. Use the illustration on to make a graph. Let the students decided what discrete categories they would like to graph, (e.g., wearing a sweater or short sleeves; wearing boots or sandals or tie shoes; etc.). Put the graph on the bulletin board, and discuss why they chose these clothes to graph. 4. Graph several times, using different categories each time. 1 2 Connecting Learning 1. What is the weather like today? 2. How does the weather influence what we wear? 3. What are some other factors besides weather that may influence what we wear? 4. If we did this activity again next week (or next month, in June, or at Thanksgiving) would your recording sheet look the same? Which categories might be the same? Which would be different? 5. Explain your Venn diagram. 6. Describe how you illustrated the child on the activity sheet. Extensions 1. Save one of the graphs and do the same activity at a different time of the year. Compare graphs. 2. Do this activity at the beginning of each season and compare. 3. Try covering the weather section of a graph done earlier in the year and see if the class can use the information on the graph to determine what the weather was like on that day. 4. Use the blank graph and have the students record the weather for a week at time, gluing the weather symbols in the days. They can save the sheet and do the same during a week in each of the three other seasons of the year. Then let them compare the weather in the different seasons. Curriculum Coordinates 1. Read Aesop s fable The Wind and the Sun. 2. Have the students think of clothing that would be appropriate for different types of weather (mittens, sundress, raincoat, for example). List these words on charts for experience stories or on word cards for categorizing activities. Find out how people of other cultures dress for weather similar to the weather in your area. WINTER WONDERS 94 2012 AIMS Education Foundation
T-shirt T-shirt T-shirt shirt shirt closed shoes shorts jeans pants skirt dress open shoes sweater sweat shirt jacket coat swimsuit boots overalls hat cap earmuffs scarf cap raincoat umbrella mittens gloves socks tights WINTER WONDERS 95 2012 AIMS Education Foundation
sunny sunny sunny sunny cloudy cloudy cloudy cloudy rainy rainy rainy rainy snowy snowy snowy snowy windy windy windy windy foggy foggy foggy foggy WINTER WONDERS 96 2012 AIMS Education Foundation
Name: Season: What is the weather like today? Hot Cool Warm Cold What clothing did you wear today? Why did you wear these clothes today? WINTER WONDERS 97 2012 AIMS Education Foundation
Name: Weather: What are you wearing today? Draw your hair, face, and clothes to look just like you today. Draw in today s weather WINTER WONDERS 98 2012 AIMS Education Foundation
Summer Fall Winter Spring Monday Tuesday Wednesday Thursday Friday WINTER WONDERS 99 2012 AIMS Education Foundation