Science - Grade K (2026-2027)

基本问题

• What do scientists and engineers do?
• How can we use our senses and tools to learn about the world?
• What is a problem we can solve at school, and what information do we need first?

标准

1. 1 We Are Scientists and Engineers: What Do We Do? 完整课程 We Are Scientists and Engineers: What Do We Do?

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for mini-lesson; then small groups of 4–6 for two teacher-led stations; then independent at tables with optional partner-share.

   学习目标

   • I can make an observation and ask a question about an object using my senses. Apply

     成功标准:

     • I state at least 1 observation using a sense (see/hear/touch/smell) using the frame “I observe ____.”
     • I ask at least 1 question about the object using the frame “I wonder ____?”
     • I use or point to at least 1 target word (observe/question) while sharing.

   • I can use my observations and questions to tell a simple problem that someone wants to solve. Apply

     成功标准:

     • I describe a situation people want to change using a simple problem frame (e.g., “The problem is ____.” or “People want to ____ but ____.”).
     • My problem connects to the object/tool we discussed (it is something the tool could help with).
     • I can tell whether my sentence is a problem statement (not just a tool name) with teacher prompting: “Is that the problem or the tool?”

   • I can draw a tool and explain how one part of its shape helps it work to solve the problem. Apply

     成功标准:

     • My drawing shows a tool with at least 1 clear part/feature (handle, curved edge, sticky side, loop, etc.).
     • I point to the feature and explain its job using a frame: “This part is ____ so it can ____.” (or teacher-scribed).
     • I connect the tool to the problem using a frame: “It helps ____.” / “It solves the problem by ____.”

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Anchor chart paper or whiteboard space for a T-chart labeled "Scientists" and "Engineers" · 1Pre-draw T-chart headings and icons if helpful for pacing.
   • Markers · 3–5Two colors recommended (scientists vs engineers).
   • Mystery object bag (e.g., spoon, tape, bandage, magnifying glass, paper clip) · 1 bag + 3–5 objectsChoose familiar, safe items; keep objects hidden until reveal.
   • Observation station objects (e.g., tape roll, spoon, paper clip, bandage, small textured item, child-safe magnifier) · 2 station sets for groupsEach station: 2–3 objects to reduce wait time; avoid sharp edges.
   • Optional: child-safe magnifying glasses · 2–6One per small group is sufficient.
   • Student draw-and-tell worksheet: "My tool is ____. It helps ____." · 1 per studentProvide an alternate version with picture choices and tracing sentence frame for support.
   • Pencils · 1 per studentThicker pencils or grips as needed.
   • Crayons/colored pencils · 1 set per tableColor can help show parts (handle, sticky area).
   • Clipboards or hard surfaces for drawing · 1 per student (or per pair)Optional if students work on carpet or at stations.
   • Picture cards of tools (e.g., spoon, scissors, tape, stapler, bandage, magnifier, ruler) · 1 small setUse for ELL/struggling learners to reduce cognitive load and increase access.
   • Document camera or chart stand (optional for sharing) · 1Or have students hold work up in the circle.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Gather students in a community circle. Establish norms/ethos. Present mystery object bag; prompt partner talk; facilitate quick share.

   学生操作: Sit in circle; turn-and-talk with partner; share a guess and reasoning; practice listening and respectful response.

   教师脚本（完整）

   “Friends, today we start our work as scientists and engineers. In this class, every idea matters. We learn by trying, and it’s okay to make mistakes because mistakes help our brains grow.” (Show mystery bag.) “I have a mystery object in this bag. I’m not going to show it yet. Turn and tell your partner: What do you think it might be? What makes you think that?” (After 30–45 seconds.) “Eyes on me in 3…2…1. I heard some careful thinking. Remember: we use kind words, we listen, and we can change our minds when we get new information.” (Optional reveal of one object.) “Here it is. What do you notice right away?”

   Direct Instruction10 min

   教师行动: Create T-chart with icons; explicitly define scientist and engineer; model observation vs question; connect tool to problem/solution; lead call-and-response checks; point to vocabulary.

   学生操作: Watch and listen; repeat key phrases; respond to call-and-response; help add examples to chart with teacher support; practice sentence frames chorally.

   教师脚本（完整）

   “Today we will learn two important jobs: scientist and engineer.” (Write and point.) “This side says ‘Scientists.’ This side says ‘Engineers.’” “Say ‘scientist.’” (Students repeat.) “A scientist asks questions and makes observations to learn about the world.” (Model with object.) “Watch me. I am observing. I use my eyes. I observe: ‘This spoon is shiny.’ That is an observation because I noticed something with my senses.” “Now I can ask a question. I wonder: ‘Why is it shaped like this?’ That is a question.” (Write simple examples under Scientists: observe + question.) “Observation: shiny. Question: why shaped?” “Now say ‘engineer.’” (Students repeat.) “An engineer solves problems for people by designing or improving things.” (Connect to real-world problem.) “Here is a problem: ‘Soup is hard to eat with my hands.’ A solution is a spoon. The spoon is a tool.” (Write under Engineers: problem → solution/tool.) “Problem: can’t eat soup with hands. Solution: spoon.” “Let’s practice together.” (Call-and-response.) “Scientists…” (Pause, cup ear.) “ask questions and observe!” “Engineers…” (Pause.) “solve problems and design!” “Show me a scientist pose—hand on chin, looking closely. Show me an engineer pose—hands building.” check_for_understanding:

   理解检查: Rapid CFU: (1) Point to the T-chart: “If I say ‘I observe it is sticky,’ which side?” Students point or say “Scientists.” (2) “If I say ‘I made a new tool to help,’ which side?” Students respond “Engineers.” (3) Cold-call 2 students with sentence frames: “I observe ___.” / “I wonder ___.”

   Guided Practice15 min

   教师行动: Run two quick, teacher-facilitated stations. Coach students to make observations, turn observations into questions, and propose a problem the tool could help solve. Record 2–3 student ideas on the anchor chart.

   学生操作: Rotate with group to 2 stations; touch/handle objects safely; use sentence frames; share observations and questions; suggest a problem/solution connection; listen to peers.

   教师脚本（完整）

   “Now we will practice together. This is ‘We Do.’ At each station, you will do three things:” (Show fingers 1–2–3.) “1: Make an observation. 2: Ask a question. 3: Think like an engineer—what problem could it help solve?” “Use our sentence frames. You can say: ‘I observe ___.’ ‘I wonder ___.’ ‘This could help because ___.’” (At Station 1, model quickly.) “I will go first. I observe the tape feels sticky. I wonder: How does it stick to paper? As an engineer, tape could help because it can fix torn paper. That solves the problem: ‘My paper ripped.’” “Now it’s your turn. Who has an observation?” (After a student shares.) “Thank you. That is an observation because you used your senses. Can we turn it into a question? Let’s start with ‘I wonder…’” (When students share a function.) “That’s engineer thinking. You named a problem and a solution.” (Transition between stations.) “When I say ‘switch,’ freeze, hands to yourself, and walk to the next spot.”

   支架提示: Observation prompts: “What do you see? What color is it? Is it shiny or dull? Smooth or rough? Big or small? Bendable or stiff?” | Question prompts: “Start with ‘Why…?’ ‘How…?’ ‘What would happen if…?’ ‘What is it for…?’” | Engineer/problem prompts: “Who might need this?” “What is hard to do without it?” “What could this fix?” “What does this help us do faster or safer?” | Language support prompts: “Say: ‘I observe ___.’” “Point and say one word: ‘sticky/smooth/bendy.’” “Finish: ‘It helps ___.’” | Concept clarification prompts: “Is that something you noticed (observation) or something you are asking (question)?” | Revoice/expand prompts: “You said ‘sticky.’ I will say the full sentence: ‘I observe it is sticky.’ Can you say it with me?” | Error-friendly prompt (ethos): “It’s okay to change your mind. What new information made you change your idea?”

   Independent Practice15 min

   教师行动: Give clear directions; provide choices (real tool or picture card); circulate with a checklist; confer with students using prompts; collect/photograph work samples.

   学生操作: Select a tool; draw it large with at least one feature/part; label or use invented spelling; dictate or complete sentence frame; answer teacher question about problem solved.

   教师脚本（完整）

   “Now it’s ‘You Do.’ You will choose one tool—either a real classroom tool or a picture card.” “Step 1: Draw your tool BIG on your paper.” “Step 2: Add one part you notice about its shape. For example, a spoon has a long handle and a round scoop.” “Step 3: Finish the sentence: ‘My tool is ____. It helps ____.’ If you’re not sure, start with: ‘It helps me…’” “If writing is hard today, you can tell me and I will write your words. Your job is to say the idea.” (While circulating, to individual students.) “Show me the part you drew. What is that part for?” “What problem does your tool solve? Say: ‘The problem is ____. My tool helps by ____.’”

   监控清单: Student selected a tool (object or picture) and can name it (or point to choice). | Drawing is recognizable and includes at least one feature/part (handle, edge, sticky side, loop, etc.). | Student communicates function: “It helps ___” (spoken, dictated, or written). | Student can answer “What problem does it solve?” with a complete idea (words/gestures/sentence frame). | Student uses at least one target vocabulary word (scientist/engineer/observe/question/problem/solution) during conference or share. | Student follows routines: safe object handling, quiet working voice, stays in area.

   Closure5 min

   教师行动: Facilitate 2–3 student shares; lead class chant; conduct quick exit check using scenarios; score with 0–1–2 rubric and plan next steps.

   学生操作: Share drawing and explanation; identify scientist vs engineer thinking; respond to exit questions with thumbs/voice; listen respectfully.

   教师脚本（完整）

   “Bring your paper to the carpet. Hold it on your lap.” (Select 2–3 students.) “Show us your tool. Tell us: ‘My tool is ____. It helps ____.’” (Ask a metacognitive prompt.) “Are you thinking like a scientist or an engineer right now? How do you know?” (Chant with motions.) “Ready—Scientists ask and observe!” (Students repeat.) “Engineers solve problems!” (Students repeat.) “Exit check. Listen to the situation and answer: scientist or engineer.” “1) If I ask a question like ‘Why is this sticky?’ am I being a scientist or an engineer?” “2) If I design a new tool to help someone, am I being a scientist or an engineer?” “Remember: you can answer with your voice, pointing to the chart, or thumbs: thumbs up for scientist, thumbs sideways for engineer.”

   退出票: Oral exit check (2 items): (A) “If I ask a question like ‘Why is this sticky?’ am I being a scientist or an engineer?” (B) “If I design a new tool to help someone, am I being a scientist or an engineer?”

   scientist

   A scientist looks closely and asks questions to learn.

   engineer

   An engineer makes things to help people.

   observe / observation

   Observe means you notice and tell what you see/feel/hear.

   question

   A question is something you wonder about.

   problem

   A problem is something hard that needs help.

   English Language Learners

   • I can use the sentence frame “I observe ____.” to describe an object using one adjective (e.g., shiny, rough, sticky).
   • I can use the sentence frame “I wonder ____?” to ask a simple question about an object.
   • I can use the sentence frame “It helps ____.” to describe a tool’s purpose.
   • Pre-teach vocabulary with realia and gestures: observe (hand to eyes), question (question mark in air), problem (hands out), solution (thumbs up).
   • Provide picture word cards: scientist, engineer, observe, question, problem, solution; students can point instead of speaking.
   • Use consistent sentence frames posted at eye level with icons (eye, question mark, tool).
   • Choral repetition and echo reading of key definitions: “A scientist asks questions and observes.” / “An engineer solves problems.”
   • Partner support: assign a supportive peer; use structured turn-and-talk with “A speaks then B speaks” and modeled examples.
   • Allow multimodal responses: pointing to chart, acting out scientist/engineer pose, drawing instead of extended speech.
   • Teacher revoicing: expand student one-word responses into full sentences and have student repeat: “Sticky → I observe it is sticky.”

   Struggling Learners

   • Provide reduced choice set (2–3 tool picture cards) to select from instead of open-ended tool selection.
   • Chunk independent task with visual checklist on paper: (1) Circle tool choice (picture), (2) Draw big, (3) Add one part, (4) Tell/trace “It helps ____.”
   • Offer a simplified worksheet option with: “My tool is (picture). It helps (picture choices: eat, fix, see, hold, clean).”
   • Use guided drawing prompts: “First draw a long line for the handle. Now add the scoop.”
   • Provide a peer buddy for turn-and-talk and for stating function; teacher or aide scribes dictated sentence.
   • Increase scaffolding during stations: limit to one observation + one question; accept single-word observation with pointing as meeting the observation goal.
   • Use a mini visual T-chart card at student table (Scientists: ask/observe; Engineers: solve/make) to reference during exit check.

   IEP / 504 Accommodations

   • Preferential seating near teacher and anchor chart; reduce distractions during independent drawing.
   • Provide extended time or reduced output (drawing + oral explanation without writing) aligned to objective intent.
   • Offer assistive tools: pencil grip, thicker crayon, slant board/clipboard, or alternative response (sticker labels, pointing to picture choices).
   • Provide clear, brief directions one step at a time with check-ins: “Tell me step 1.”
   • Allow movement breaks: “Stand-and-stretch scientist pose” between stations and independent work.
   • Noise/processing supports: visual timer; repeat/rephrase questions; allow student to answer after a short wait time.
   • Behavioral supports: explicit expectations for safe handling; first-then language: “First observe, then you can choose your drawing colors.”

   Advanced Learners

   • Add an improvement: “How could you make your tool work even better?” Student draws a second version and explains the change (e.g., “longer handle,” “bigger scoop,” “stronger clip”).
   • Label 2–3 parts of the tool and explain how the shape helps (aligning to K-2-ETS1-2): “This part is curved so it can scoop.”
   • Create a new problem scenario: student invents a simple classroom problem and designs a tool to solve it (drawing + oral pitch).
   • Compare roles: student gives one example of a scientist question and one engineer solution for the same object (e.g., tape: “How does it stick?” vs “Use it to fix torn paper”).

   形成性检查

   • Warm-up partner talk: Listen for use of noticing language and willingness to revise ideas (ethos).
   • Direct instruction CFU: Students point to correct side of T-chart for “observation/question” vs “design/solve problem.”
   • Guided practice station notes: Teacher records 2–3 student observations/questions and problem/solution ideas on chart; anecdotal notes on vocabulary use.
   • Independent practice conference: Use monitoring checklist to note each student’s drawing feature + function statement.
   • Closure exit check: Two-scenario oral classification scored with 0–1–2 rubric.

   退出票

   “If I ask a question, am I being a scientist or an engineer? If I design a new tool, am I being a scientist or an engineer?”

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet T-图 The lesson explicitly uses a T-chart to compare scientists and engineers, making this organizer ideal for capturing student ideas visually at grade K level.
   • Worksheet 词汇练习 The lesson includes key vocabulary terms such as scientist, engineer, observe, question, and problem, so a vocabulary practice template supports word recognition and understanding.
   • Worksheet 匹配活动 Matching familiar tools to their functions aligns with the lesson's focus on tools and observation, providing engaging practice for young learners.
   • Worksheet 3-2-1 退出票 Including a 3-2-1 exit ticket offers a simple formative assessment to gauge students' understanding and reflections at the end of the lesson.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content Rome Rome, the Eternal City, is the capital of Italy and a city whose history spans over two and a half thousand years, from its legendary founding to its role as the heart of an ancient empire and a cente
   • Storypie Content The Great Wall Of China A vast series of fortifications stretching across northern China, built over centuries to protect Chinese states and empires from raids and invasions.
   • Storypie Content First Successful Vaccination (1796) The pioneering medical experiment conducted by Dr. Edward Jenner on May 14th, 1796, where he used cowpox to successfully immunize a young boy against the deadly smallpox virus, laying the foundation f
   • Storypie Content Cleopatra VII Cleopatra VII was the last active ruler of the Ptolemaic Kingdom of Egypt. She was a brilliant diplomat, naval commander, linguist, and author who formed powerful alliances with Roman leaders Julius C
   • Storypie Content The Light Bulb The incandescent light bulb is a device that produces light from a wire filament heated to a high temperature by an electric current passing through it, until it glows.

   准备清单

   • Pre-select 4–6 safe, familiar objects for mystery bag and stations (no sharp edges; tape ends prepared).
   • Set up two station tables with identical or comparable objects to reduce wait time.
   • Pre-draw T-chart headings and icons; pre-write sentence frames on chart paper.
   • Copy draw-and-tell worksheet; prepare alternate simplified version and picture card choices.
   • Gather pencils/crayons/clipboards; ensure enough materials at each table.
   • Plan grouping for stations (consider language needs/behavior/peer supports).
   • Set up document camera or decide share-out method (hold up on carpet).
   • Prepare a simple visual timer or plan transitions (“switch” signal).

   常见误解

   • “Scientists only do experiments.” (Clarify: scientists also observe and ask questions to learn.)
   • “Engineers fix things only when they break.” (Clarify: engineers also design new tools and improve existing ones.)
   • “A problem means someone is in trouble.” (Clarify: in engineering, a problem is something we want to change or make better.)
   • “Observations are opinions.” (Clarify with examples: “shiny” vs “pretty”; observations are what we notice with senses.)
2. 2 Using Our Senses to Make Careful Observations 完整课程 Using Our Senses to Make Careful Observations

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on rug for mini-lesson; table groups of 4 for guided practice; independent work at seats; partner compare (shoulder partner).

   学习目标

   • I can make observations about a classroom situation we want to change and use those observations to define a simple problem we can solve with a new or improved tool. Analyze

     成功标准:

     • I use my senses (see/touch/hear/smell only if safe) to share at least 3 accurate observations about the situation or materials.
     • I state the problem using a sentence frame: “The problem is ____.”
     • I state a need/goal for a solution using a sentence frame: “We need a tool that ____.”

   • I can develop a simple sketch or drawing of a tool that could solve our problem and show how the shape helps it work. Create

     成功标准:

     • My sketch shows a tool/object that could help with the problem we named.
     • I label at least 2 parts or features (letters/phonetic spelling accepted).
     • I explain (orally or with a sentence frame) how one shape feature helps: “The ____ part helps because ____.”

   • I can record my observations and ideas using pictures and/or words so another person can understand my thinking. Apply

     成功标准:

     • My paper includes a drawing and at least 2 labels or word/letter attempts.
     • My recording matches what I actually observed (not only a guess) and connects to the problem we are trying to solve.
     • I can share one observation and one design idea using a sentence frame: “I observe ____. I think we could ____.”

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Senses anchor chart (5 senses with picture icons) · 1Post where all students can see; point to icons during instruction.
   • Chart paper/whiteboard and markers · 1 setFor modeling observation vs guess and drawing + labels.
   • Mystery bags (paper bags) with safe objects inside · 1 bag per table groupExamples: sponge, pinecone, cotton ball, small wooden block, foil ball, leaf, fabric scrap. Avoid allergens; no food items.
   • Station objects for independent practice · 5–7 types; enough for students to each have 1Duplicate sets if needed; pre-sort into bins; ensure objects are clean and safe.
   • Observation recording sheet (sense icons, draw box, label lines, same/different section) · 1 per student + 3 extrasInclude icons for: eyes, hands, nose, ears with “only if safe” reminder; no mouth icon (or crossed-out mouth).
   • Pencils and crayons/colored pencils · 1 set per studentCrayons support recording color observations.
   • Hand lenses (optional) · 1 per pair or small groupIntroduce as a “scientist tool” for close looking; optional to reduce management load.
   • Sanitizing wipes/hand sanitizer · As neededUse after shared touch materials; follow school policy.
   • Sentence frame cards/poster · 1 poster + small cards (optional)Place on tables for quick reference during partner talk.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Lead call-and-response, review safety rule, activate prior knowledge with turn-and-talk; listen for sense words and correct misconceptions (no tasting).

   学生操作: Choral repeat, respond to call-and-response, turn-and-talk naming a sense, listen to peers, share out.

   教师脚本（完整）

   “Scientists use their senses to learn. Say it with me: ‘I use my senses to observe.’ Today we will NOT taste anything. Taste is only for food with permission. Show me ‘safe scientists’—hands in your lap and materials away from your mouth.” “If I say ‘observe,’ you say ‘notice details.’ Observe.” (Pause for students: “Notice details.”) “Turn and tell a partner: Name one sense you can use right now in science. Use this sentence: ‘I can use my ____.’ Go.” (After 20–30 seconds) “Eyes on me in 3…2…1. I heard great scientists. Who can share one sense we can use today?”

   Direct Instruction10 min

   教师行动: Define observation, explicitly contrast observation vs guess/inference, model using a familiar object; model recording with drawing + labels; introduce sentence frames and word bank.

   学生操作: Listen, answer “observation or guess,” chorally repeat vocabulary, observe teacher model, help supply detail words.

   教师脚本（完整）

   “An observation is what we learn using our senses. An observation is not a guess. It is not what we think happened. It is what we can see, feel, hear, or smell—only if it is safe.” “Watch me observe this object.” (Hold up object.) “I notice the color is ____.” (Point to eyes icon.) “I notice the shape is ____.” “I notice it feels ____.” (Point to hands icon.) “These are observations because my senses helped me notice them.” “Now I’m going to say two sentences. You tell me: observation or guess.” “1) ‘It is brown.’” (Pause) “Show thumbs up for observation, thumbs to the side for guess.” “2) ‘It came from a tall tree.’” (Pause) “That is a guess (an inference). We didn’t see that happen. We are sticking to what we can observe today.” “Scientists also record observations. I’m going to draw what I see, and I’ll add labels.” (Draw quick sketch.) “I will label two details: ‘brown’ and ‘rough.’ Even if you don’t know all the letters, you can try your best. The goal is to show the details we noticed.”

   理解检查: Quick CFU: Teacher says 3 statements; students respond with hand signal (Observation = thumbs up; Guess = thumbs to the side). Statements: “It feels bumpy.” “It is probably from the park.” “It smells like soap (if teacher used a safe scented item).” Teacher prompts: “How do you know?” expecting “I can feel/see/smell it.”

   Guided Practice15 min

   教师行动: Facilitate Mystery Bag observation with structured steps; enforce safety; prompt for specific, sense-based language; chart a few group observations; redirect guesses to evidence; circulate to coach sentence frame usage.

   学生操作: Follow step-by-step routine (look, touch gently, describe), take turns handling object, use sentence frames to share, contribute to group list of observations.

   教师脚本（完整）

   “Hands in your lap. We will observe like scientists—slowly and carefully.” “Step 1: Look. Step 2: Touch gently. Step 3: Describe.” “When it is your turn, you may take the object out and hold it low over the table. We do not put anything near our mouth.” “Table captains, please pick up your mystery bag and keep it closed until I say ‘open.’” “Ready… open. Step 1: Look only. No touching yet. Whisper to your group: ‘I notice ___.’” (After 30 seconds) “Step 2: Touch gently with two fingers. Tell your group: ‘I notice it feels ___.’” (If smell is approved) “Optional Step 3: Smell from far away like this.” (Model wafting or gentle sniff, per school policy.) “If you are not sure, you may skip smelling.” “Let’s share. Use our frame: ‘I observe ___.’” (If a student guesses) “That might be true, but can you tell me what you can see or feel that makes you think that? Let’s stick to what our senses tell us.”

   支架提示: “Point to the part you are describing. What do your eyes see?” | “Use a texture word from the word bank: rough, smooth, bumpy, soft, hard.” | “Is it shiny or dull? Show me by tilting it under the light.” | “Is it big or small compared to your thumb?” | “What shape do you notice—round, square, long, pointy?” | “Say it in a full sentence: ‘I notice ____.’” | “That sounds like a guess. What is one thing you can actually see/feel?” | “Try adding one more detail word: ‘It is ____ and ____.’”

   Independent Practice15 min

   教师行动: Assign/allow selection of objects; review expectations and success criteria; circulate with checklist; provide quick conferences; prompt students to add labels and use word bank; facilitate partner compare when signaled.

   学生操作: Independently observe and complete Observation Page (draw + labels + 3 details using 3 senses as safe); then compare with partner using same/different frame.

   教师脚本（完整）

   “Now you will be the scientist.” “Work quietly like scientists.” “First, choose one object from your station bin. Hold it low over the table.” “Your job Part A: Observe and record 3 details. Use at least 3 senses that are safe—eyes, hands, and maybe ears or nose if it is safe. No tasting.” “Your job Part B: When I say ‘compare,’ you will turn to your partner and say: ‘Same: ____. Different: ____.’ Use our sense words.” “If you finish early, add more labels or add another detail you observe.”

   监控清单: Student handles materials safely (object away from mouth; gentle touch). | Student uses at least 3 senses as safe (eye/hand plus nose/ear if appropriate). | Student records at least 3 accurate, observable details (not a guess). | Student drawing matches the object (basic shape + key features). | Student includes at least 2 labeled details or letter/word attempts. | Student uses sentence frame orally during teacher check-in. | During compare, student states 1 same and 1 different using sense words.

   Closure5 min

   教师行动: Lead brief share-out, reinforce observation vs guess, administer oral exit ticket, note who needs reteach; preview next lesson connection to engineering/problem-solving.

   学生操作: Show work, point to a proud observation, share using sentence frames, answer oral exit ticket.

   教师脚本（完整）

   “Show me your paper. Point to one observation you are proud of.” “Let’s hear from a few scientists. When you share, say: ‘I observe ____. I used my sense of ____.’” (After 2–3 shares) “Remember: observations come from our senses. A guess is when we think something without using our senses to prove it.” “Exit ticket: I will hold up an object. When I point to you, tell me one observation using your senses. Start with: ‘I observe…’ Ready.” “Today we learned: Observations come from our senses. Tomorrow we will use observations to help solve a problem like engineers.”

   退出票: Teacher holds up a familiar object (e.g., sponge, leaf, block). Student orally states one observation using a sense (sentence frame encouraged): “I observe ____.”

   observation

   Something you notice with your senses.

   senses

   The ways our body helps us learn about things.

   describe

   To say what you notice using detail words.

   compare

   To tell how two things are the same and different.

   texture

   How something feels when you touch it.

   English Language Learners

   • I can name at least 3 senses using picture cues (eyes, hands, nose, ears).
   • I can produce a simple sentence using a frame: “I notice ____.” / “I observe ____.”
   • I can use at least one adjective to describe texture or size (rough/smooth, big/small, hard/soft).
   • Pre-teach vocabulary with real objects and gestures (touch for texture, point to eyes for see).
   • Sentence frames with icons; provide bilingual word bank when available (home language + English).
   • Allow drawing-first, then label with initial sounds/letters; accept phonetic spelling.
   • Partner ELLs with supportive peer; assign roles: “Observer” (speaks) and “Pointer” (points to object feature).
   • Use repetition and choral responses: “I observe…” + class repeats.
   • Provide choice boards of adjectives with pictures (rough/smooth/bumpy/soft/hard/shiny/dull).

   Struggling Learners

   • Chunk the task with a 3-step checklist on desk: 1) Draw 2) Add 2 labels 3) Add 3 details (teacher checks each step).
   • Modified expectation as needed: use 2 senses and record 2 accurate details first, then extend to 3 with support.
   • Provide simplified materials: choose high-contrast, easy-to-draw objects (block, cotton ball) before complex ones (pinecone).
   • Visual aids: mini word bank ring with 6 core adjectives + pictures; texture samples card (smooth/rough) for comparison.
   • Frequent teacher check-ins (every 3–4 minutes) with one prompt at a time: “What do you see?” then “What do you feel?”
   • Peer support: assign a “science buddy” to model a sentence and help locate word bank terms (buddy does not do the work).
   • Offer a traced outline option for drawing (teacher-prepared simple shapes) to reduce fine-motor load while still labeling details.

   IEP / 504 Accommodations

   • Provide preferential seating close to visuals/teacher for attention and language processing.
   • Allow alternative output: oral recording with teacher scribe or speech-to-text (if available); or label with stickers/icons instead of writing.
   • Fine-motor accommodations: larger crayons/pencils, slant board, extra time, reduced labeling requirement (1 label) while maintaining concept goal.
   • Sensory accommodations: allow gloves or choose non-irritating textures; opt out of smell/hear steps if sensory-sensitive.
   • Behavior/attention supports: clear first-then language (“First 3 observations, then compare”), visual timer, movement break between guided and independent practice.
   • For hearing/processing needs: face the class when speaking, use gestures, repeat directions, provide written/pictorial directions on the board and on student sheet.

   Advanced Learners

   • Add 2 additional observations using precise language (e.g., “tiny holes,” “pointy edges,” “curved lines”).
   • Sort challenge: After recording, sort objects with a partner by one property (texture, shape, shininess) and explain the rule using sentence frames.
   • Observation vs inference extension: Write/draw one “guess” separately labeled as “I think…” and explain what observation made them think that.
   • Tool extension (if hand lenses available): Use a hand lens to find one new detail and add it to the recording with label “lens detail.”
   • Engineering connection prompt: “How might this shape help it work as a tool? Draw a simple sketch of a tool that uses a similar shape.”

   形成性检查

   • Warm-up turn-and-talk: student can name a sense (teacher listens for correct sense words).
   • Direct instruction CFU: thumbs up/side for observation vs guess; teacher notes students needing reteach.
   • Guided practice observation talk: teacher records 2–3 student statements and checks if they are sense-based.
   • Independent practice teacher checklist: safe handling, 3 senses as safe, 3 accurate details, 2 labels, compare statement.

   退出票

   Teacher holds up an object; student states one accurate, sense-based observation using “I observe ____.”

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes specific vocabulary terms related to senses and observations, making vocabulary practice essential for reinforcing these concepts at the K level.
   • Worksheet 匹配活动 A matching activity supports young learners in connecting vocabulary words with their meanings or pictures, aligning with the lesson's focus on senses and observation.
   • Worksheet 故事地图 A story map organizer helps K students sequence and organize their observations and understanding of the lesson content in a visual and accessible way.
   • Worksheet 3-2-1 退出票 The 3-2-1 Exit Ticket provides a simple formative assessment suitable for kindergarteners to reflect on what they learned about using their senses and making observations.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content First Successful Vaccination (1796) The pioneering medical experiment conducted by Dr. Edward Jenner on May 14th, 1796, where he used cowpox to successfully immunize a young boy against the deadly smallpox virus, laying the foundation f

   准备清单

   • Select and clean objects; confirm no food items and check for allergens (latex, strong scents).
   • Place one safe object in each mystery bag; label bag bottoms with the object name for teacher reference (not visible to students).
   • Copy Observation Pages (1 per student + extras).
   • Prepare word bank and sentence frames on board/posters; place mini cards on tables if using.
   • Set up station bins with enough objects; plan traffic flow for picking up/returning materials.
   • Decide whether smell/hear steps are allowed for today’s objects; plan explicit safety language.
   • Charge/document camera or set chart paper for modeling drawing + labels.
   • Prepare class roster checklist for monitoring criteria and exit-ticket scores.

   常见误解

   • An observation is the same as a guess (inference).
   • Scientists must write full words; drawings and letter attempts are valid ways to record in Kindergarten.
   • Using senses means tasting; in science class we do not taste unless it is food and an adult says it is safe.
3. 3 Tools Help Us Observe: Hand Lens and Classroom Tools 完整课程 Tools Help Us Observe: Hand Lens and Classroom Tools

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group for warm-up/direct instruction; small groups (4–6 students) for two guided stations; independent work at seats or carpet spots; brief whole-group share at end.

   学习目标

   • I can make observations (with my eyes and a hand lens) to gather information and then state a simple problem about something I want to change that a tool could help with. Analyze

     成功标准:

     • I make at least 2 observations with my eyes and at least 2 observations with the hand lens.
     • I use the frame: “With my eyes I see ____. With the hand lens I see ____.” (spoken, drawn, or dictated).
     • I state a simple problem using one of these frames: “Problem: I want to ____, but ____.” OR “I need a tool to help me ____.”

   • I can create a simple drawing (or model) of a new or improved observation tool and explain how one shape feature helps it work to solve my problem. Create

     成功标准:

     • My drawing/model shows at least 1 shape feature (example: bigger handle, strap, stand, bigger lens circle).
     • I explain the shape feature using because: “I added ____ because it helps ____.” (spoken, dictated, or teacher-scribed).
     • My tool idea connects to my stated problem (example: seeing tiny details, holding steady, keeping it safe).

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Hand lenses · 1 per 2 students (or as available for small groups)Check for scratches; pre-teach safe handling; store in labeled bin.
   • Observation objects tray · 2–4 trays (one per table group)Include high-texture items: leaves, coins, buttons, fabric squares, rocks, pinecones, paper clips (avoid sharp/unsafe items).
   • Measurement/compare tools · Rulers (1 per 2–4 students); optional balance scale (1–2) with counters/cubes as weightsIf no balance, substitute “compare length” station with linking cubes.
   • Student recording sheet (Eyes vs Tool) OR science notebooks · 1 per studentInclude two boxes for drawings and one sentence stem: “The tool helped me ____.”
   • Clipboards or hard writing surfaces; pencils/crayons · 1 per studentCrayons support detail drawing; pencils for labels.
   • Chart paper/whiteboard with sentence frames and safety rules · 1 set (posted)Keep visible during stations and independent practice.
   • Labels/bins for tool storage and clean-up · As neededPicture + word labels (UDL/ELL support).
   • Document camera or projector (optional) · 1Use to model what changes when magnifying.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Show a small “mystery object” for 10 seconds. Prompt students to share observations using eyes only. Record 2–3 student observations on chart. Introduce lesson question and purpose.

   学生操作: Look quietly at the object. Share one observation with a partner and/or whole group using simple language. Listen to classmates.

   教师脚本（完整）

   “Scientists use their senses to make observations. I’m going to show you a mystery object for 10 seconds. Ready? Look with your eyes only—no talking yet.” (Show object.) “Time. Now turn to your partner and say one thing you noticed: ‘I noticed ___.’” (After share.) “Let’s hear a few observations.” (Record.) “Now I’m wondering—did we see everything? Today we will learn how tools can help our eyes see more.”

   Direct Instruction10 min

   教师行动: Define tool and hand lens. Explicitly model safe hand lens use and observation language. Do a quick I Do/We Do using the sentence frame. Briefly introduce 2–3 additional tools (ruler, balance) and connect each to a purpose.

   学生操作: Choral repeat key vocabulary. Watch modeling. Practice the sentence frame aloud. Demonstrate “air practice” hand lens positioning without materials.

   教师脚本（完整）

   “A tool is an object we use to help us do a job. Today our job is observing—looking closely and describing.” (Show hand lens.) “This is a hand lens. It is a tool that can magnify. Magnify means it makes things look bigger so we can see details.” “Watch how I use it safely.” (Model slowly.) “I hold the lens close to my eye. Then I move the object closer and farther until it looks clear. The lens does not touch my eye. I hold it gently. I do not swing it.” “Now listen to how a scientist talks about observations.” (Model with object.) “With my eyes I see _____. With the hand lens I see _____.” “Let’s say it together.” (Point to frame; choral response.) “With my eyes I see ____. With the hand lens I see ____.” (Show other tools.) “Tools help us observe in different ways. A ruler helps us measure length—how long. A balance helps us compare heavier and lighter. A hand lens helps us see tiny details.”

   理解检查: Quick response checks: (1) “Point to your eye—where does the lens go?” Students point near eye. (2) “Show me with your hands: lens near eye, object moves.” (3) Call-and-response: “Hand lens is for seeing ____.” Students: “details!” (4) Ask 2 students: “Which tool would you choose to find out how long something is? Why?”

   Guided Practice15 min

   教师行动: Run two teacher-led stations with one rotation (about 7 minutes each plus transition). Station A: hand lens observations of textured objects. Station B: measurement/compare with ruler or balance. Circulate, prompt using sentence frames, and give immediate feedback on safety and tool choice.

   学生操作: Work in small groups. Take turns using tools. Verbally share observations using frames. Record quick sketches/marks (as developmentally appropriate). Clean up and rotate on signal.

   教师脚本（完整）

   “We are going to practice like scientists in two stations. Remember: gentle hands, tools stay at the station, and we take turns.” (Station A opening.) “At Station A, your job is to use the hand lens safely and find new details.” (Station B opening.) “At Station B, your job is to choose the tool that helps you answer your question: ‘How long?’ or ‘Heavier/lighter?’ Use ‘because’ to explain.” (Transition script.) “When I ring the chime, freeze, put tools down, and look at me. Then we will rotate.”

   支架提示: Safety/handling: “Show me: lens near your eye, object in your other hand. Freeze—are your hands steady?” | Focus support: “Move the object slowly closer… now a little farther. Tell me when it looks clear.” | Observation prompting: “What is one new detail you did not see before? Is it a line, dot, bump, or edge?” | Language frame prompt: “Say the whole sentence: ‘With my eyes I see ____. With the hand lens I see ____.’” | Comparison prompting (measurement station): “What are you trying to find out—how long or heavier/lighter?” | Tool choice prompt: “Which tool matches your question? Point to the tool and say: ‘I chose ____ because it helps me ____.’” | Precision prompting: “Show me where you start measuring. Do you start at the zero?” | Turn-taking support: “Whose turn is it? Who is the helper? What will the helper do?”

   Independent Practice15 min

   教师行动: Launch the independent ‘Tool Choice’ task. Conference with 6–8 students using a quick checklist. Provide targeted prompts and corrective feedback. Photograph or note strong examples for closure share.

   学生操作: Choose one object from the tray. Choose a tool (hand lens or measurement tool). Use the tool safely to learn something new. Complete recording sheet: draw with eyes, draw/record with tool, finish sentence stem. Return tools to labeled bins.

   教师脚本（完整）

   “Now you will be the scientist in charge. Step 1: Choose one object. Step 2: Decide what you want to find out. Step 3: Choose a tool that will help you. Step 4: Draw what you see with your eyes, then draw or tell what you see with the tool.” “Remember our scientist sentences. You may whisper-practice: ‘With my eyes I see ____. With the hand lens I see ____.’ Or ‘I chose ____ because it helps me ____.’” (Conference prompt.) “Tell me what you are trying to find out. Which tool will help you? Show me how you use it safely. What did you notice that you didn’t notice before?”

   监控清单: Student holds hand lens between eye and object; does not touch face/eyes | Student keeps tool steady; moves object to focus rather than waving lens | Student identifies at least two new details OR one measurable/comparable attribute | Student uses a sentence frame (spoken or dictated) to describe observations/tool choice | Student uses materials safely (no swinging tools; respectful handling) | Student completes recording sheet components (or provides oral recording) and returns tools to correct labeled bin

   Closure5 min

   教师行动: Facilitate 2–3 quick shares emphasizing tool purpose and how observations changed. Conduct a fast exit ticket (oral or drawn) aligned to objectives. Preview next lesson connection (tools help solve problems).

   学生操作: Share object/tool choice using sentence frames. Listen and respond to prompt. Complete exit ticket (draw/say) and self-check with fingers if used.

   教师脚本（完整）

   “Bring your paper and sit where you can see the board. We will do two scientist shares.” (Call on student.) “Show us your object. Say: ‘I used a ____ to ____.’” (After share.) “Class, what changed when they used the tool? Turn and tell: ‘The tool helped them see/measure ____.’” “Today we learned that tools help scientists observe. Now for our quick exit ticket: name a tool and tell how it helps you observe or measure.” “Tomorrow we will use observations and tools to help solve a simple problem—just like engineers do.”

   退出票: Exit Ticket (draw or oral): 1) Name one classroom tool (hand lens, ruler, or balance). 2) Complete the sentence: “It helps me ____.” Optional: Add one detail you noticed or one thing you measured/compared.

   observation

   An observation is what you notice using your senses.

   tool

   A tool helps you do something better or easier.

   hand lens

   A hand lens helps your eyes see tiny parts.

   magnify

   Magnify means make it look bigger.

   detail

   A detail is a small part you might not notice at first.

   English Language Learners

   • I can use the frame: “With my eyes I see ____. With the hand lens I see ____.”
   • I can use the frame: “I chose ____ because it helps me ____.”
   • I can use key vocabulary words (tool, hand lens, magnify, detail) while pointing or showing the object.
   • Pre-teach vocabulary with real objects and gestures (eye for observation; hands showing bigger for magnify).
   • Picture-word cards at stations (hand lens, ruler, balance; long/short; heavy/light; lines/dots/bumps).
   • Model and choral rehearse sentence frames 2–3 times before stations; partner practice before speaking to teacher.
   • Provide bilingual labels if available and allow home-language preview with a peer for 30 seconds before sharing in English.
   • Offer oral recording option (student points to tool and states: “Tool… helps me…”) with teacher scribing.
   • Use yes/no and either/or prompts: “Did you choose hand lens or ruler?” “Is it lines or dots?”

   Struggling Learners

   • Chunk the task with a 1-2-3 visual checklist: 1) Pick object 2) Pick tool 3) Tell/draw one new thing.
   • Modified expectation option: identify 1 new detail (instead of 2) with a clear attempt at the sentence frame; teacher records second detail through prompting.
   • Use simplified recording sheet with icons (eye box + tool box) and a traceable sentence stem: “The tool helped me ____.”
   • Provide a peer buddy role (one student holds object, the other holds lens; then switch).
   • Provide high-contrast, high-texture objects (pinecone, fabric, coin) that produce obvious magnified changes.
   • Frequent check-ins every 3–4 minutes with immediate feedback: “Lens near eye—good. Now move the object slowly.”
   • Offer a small-group “re-model” at teacher table before independent practice begins.

   IEP / 504 Accommodations

   • Preferential seating near teacher/modeling area; reduce visual/auditory distractions during directions.
   • Extended time for recording or allow oral response in place of drawing/writing; teacher/aid scribes verbatim.
   • Provide adaptive materials as needed (larger-handled hand lens, thicker pencil grip, clipboard angle support).
   • Behavior/self-regulation supports: clear tool-handling rules with visual cues; specific positive feedback; scheduled movement break between stations.
   • Sensory considerations: offer gloves or alternative objects if student is texture-averse; allow choice of objects to increase comfort.
   • For attention needs: use a simple “First/Then” card: “First observe, then draw,” and a timer for station turns.
   • For fine-motor challenges: allow stamping/circling picture details (lines/dots/bumps icons) instead of detailed drawing.

   Advanced Learners

   • Use two tools on the same object (e.g., hand lens + ruler) and explain which tool answered which question.
   • Add labels with more precise adjectives (smooth/rough, shiny/dull, bumpy/ridged) and attempt spelling or invented spelling.
   • Create a “tool recommendation” card: draw the tool and write/dictate: “Use a ____ when you want to ____.”
   • Challenge question: “What problem could this tool help solve in our classroom?” (e.g., “A hand lens helps us find tiny cracks.”).
   • Sketch an improved tool idea (K-2-ETS1-2 connection): “If I could improve the hand lens, I would… (bigger handle, strap, stand).”

   形成性检查

   • Warm-up: Listen for baseline observations using eyes only; note descriptive language used.
   • Direct instruction CFU: Students demonstrate correct hand lens positioning with ‘air practice’ and answer tool-purpose questions.
   • Guided practice: Teacher observation of safe tool use, ability to find new details, and oral use of sentence frames.
   • Independent practice: Recording sheet review and conferencing notes using monitoring checklist.

   退出票

   Name one tool and explain how it helps you observe or measure: “It helps me ____.” Optional: include one detail you noticed or what you measured/compared.

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 This lesson includes key vocabulary terms, so a vocabulary practice template supports students in learning and reinforcing these words.
   • Worksheet 故事地图 A story map organizer helps young students sequence and organize their observations and learning about tools, fitting the K grade level.
   • Worksheet 填空 Fill in the blank practice supports early learners in applying sentence frames and observation language introduced in the lesson.
   • Worksheet 3-2-1 退出票 The lesson includes a closure activity and reflection, so a 3-2-1 exit ticket provides a simple formative assessment for young students to express their learning.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.

   准备清单

   • Prepare 2 station areas with clear picture-word labels (Station A: Hand Lens; Station B: Measure/Compare).
   • Place 6–10 objects per tray; ensure objects are safe and clean; avoid choking hazards if applicable to class policies.
   • Test each hand lens for clarity; clean with a soft cloth.
   • Copy recording sheets or set up science notebooks; prepare clipboards/pencils/crayons.
   • Post sentence frames and tool safety rules at student eye level.
   • Set up tool bins for clean-up (hand lenses, rulers, balance items) with visual labels.
   • Decide rotation groups and a clear signal (chime/hand clap) for transitions.
   • If using a balance: ensure weights are ready (cubes/counters) and model “gentle place” to avoid tipping.

   常见误解

   • “A hand lens is like a toy; it’s for playing.” (Clarify it is a scientific tool used carefully.)
   • “You hold the hand lens close to the object, not your eye.” (Model: lens near eye; move object to focus.)
   • “Tools are only for measuring.” (Clarify: tools can help us see, measure, compare, and record.)
   • “If I can’t see clearly right away, it doesn’t work.” (Teach focusing is part of using the tool.)
   • “A bigger drawing means I observed more.” (Emphasize labeling/mentioning new details, not size of drawing.)
4. 4 Measuring and Comparing (Nonstandard Units) 完整课程 Measuring and Comparing (Nonstandard Units)

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for warm-up and modeling; partners at tables for guided practice; independent at tables with teacher circulating

   学习目标

   • Given a classroom need to compare lengths fairly, I can describe the simple problem (what we want to change) and gather measurement information by measuring at least one object using the class nonstandard unit. Understand

     成功标准:

     • I can say the problem in simple words (example: 'We need a fair way to measure so we can compare lengths and get the same answer.').
     • I measure from one end using units that touch (no gaps/overlaps).
     • I record a number with the unit name (example: '8 cubes').

   • I can measure two objects using the same nonstandard unit and use the numbers to compare which is longer/shorter/equal with an evidence statement. Analyze

     成功标准:

     • I measure both objects using the same unit type.
     • My units are placed end-to-end with no gaps or overlaps and I count with one-to-one correspondence.
     • I use comparison language correctly and justify with both numbers (example: '___ is longer because it is __ units and ___ is __ units.').

   • I can create a simple drawing/model of my measuring setup (object + repeated units) and label it to show how the setup helps measure fairly. Create

     成功标准:

     • My drawing shows the object and units lined up end-to-end (touching).
     • I label the unit and write the total count.
     • My drawing matches the measurement I recorded (reasonable match, not random).

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
   • NGSS Appendix F (K–2): Science and Engineering Practices—Planning and Carrying Out Investigations Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
   • NGSS Appendix F (K–2): Science and Engineering Practices—Using Mathematics and Computational Thinking Use counting and numbers to identify and describe patterns in the natural and designed world(s).
   • NGSS Appendix G (K–2): Crosscutting Concepts—Scale, Proportion, and Quantity Relative scales allow objects and events to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower).

   材料

   • Linking cubes (same size) OR large paper clips (same size) · 1 bin per table (at least 30 units per table)Choose ONE type for the whole class today if possible; consistency improves fairness and reduces confusion.
   • Table objects for guided practice (pencil, crayon, glue stick, small book, etc.) · 2–3 objects per tablePre-select objects that measure between 4–12 units to match typical kindergarten counting stamina.
   • Class anchor object (e.g., teacher marker) · 1Teacher pre-measures this during direct instruction; keep accessible for independent compare task.
   • Student recording sheet (with icons + spaces) · 1 per studentInclude: Object A name/picture, Object B name/picture, count, unit, compare word, and a drawing box.
   • Pencils and crayons · 1 per studentCrayons for drawing units clearly; pencil for numbers/labels.
   • Document camera or chart paper + marker · 1 setUse to model placing units and recording results.
   • Masking tape start-line strips (optional) · 1 per pair or 1 per tablePlace a straight “start line” on the table to support consistent starting point.
   • Sticky notes (optional for exit) · 1 per studentAlternative to oral exit ticket; students can dictate to an adult if needed.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Display two objects (e.g., marker and glue stick). Facilitate a quick, low-stakes prediction about length without measuring. Record 2–3 student ideas to surface the need for a fair method.

   学生操作: Observe both objects; use hand signals to vote longer/shorter/same; share reasoning in 1 sentence when called on; listen to classmates.

   教师脚本（完整）

   “Scientists and engineers compare things all the time. I’m going to show you two objects: a marker and a glue stick. Don’t touch—just look carefully. Show me with your fingers: - 1 finger = the marker is longer - 2 fingers = the glue stick is longer - 3 fingers = they are the same length (After voting) I’m going to ask: What makes you think that? Use this starter: ‘I think ___ is longer because ___.’ (Record 2–3 ideas) I notice we have different answers. Today we will learn a fair way to compare so our answers match more often.”

   Direct Instruction10 min

   教师行动: Introduce nonstandard units and why fairness matters. Model measuring end-to-end with no gaps/overlaps; model recording with number + unit label. Provide two quick error-spotting examples (gaps vs correct).

   学生操作: Listen and watch; repeat key rules with teacher; practice saying sentence frame; identify correct/incorrect measuring examples.

   教师脚本（完整）

   “Today’s job: measure and compare like a scientist. Sometimes people try to measure with their bodies. Watch: If I measure this book with my finger, I might say ‘It is 6 fingers long.’ But if you measure with your finger, you might say ‘It is 5 fingers long.’ That is not fair because our fingers are different sizes. So we will use the SAME-SIZED objects as our measuring units. These are called nonstandard units. Today our unit will be (cubes/paper clips).” “Here are our Fair Measuring Rules: 1) Start at one end. 2) Units touch—no gaps. 3) No overlaps. 4) Count carefully. 5) Use the same unit when you compare.” (Model under doc camera) “Watch my hands. I place the first cube at the very end—right at the start. Then I put the next cube touching it. Touching means no spaces. I keep going until I reach the other end.” “I count with one-to-one counting: 1, 2, 3, 4, 5, 6, 7. I measured the book and it is 7 cubes long.” (Students echo frame) “Everyone say it with me: ‘I measured the ___. It is ___ cubes long.’” (Error-spotting) “Now I will show two measuring tries. Thumbs up if it is fair measuring. Thumbs down if it is not fair.” (Show with a gap) “Tell your partner: What is wrong?” (Show correct) “Tell your partner: What is correct?”

   理解检查: CFU prompts: 1) “Where do I start?” 2) “Should my units touch or have spaces?” 3) “Do I use the same unit for both objects when I compare?” Use thumbs up/down plus 2 cold calls to explain.

   Guided Practice15 min

   教师行动: Assign partners and distribute materials. Provide and model how to use the recording sheet. Circulate to coach correct unit placement and counting. Pause midway for a 1-minute “freeze and check” for alignment, touching units, and same unit for both objects.

   学生操作: Work in pairs to measure Object A and Object B using ONE chosen unit (cubes OR paper clips). Take turns: Partner A places units; Partner B counts and records; then switch roles for the second object. Use comparison words to complete the compare box/sentence.

   教师脚本（完整）

   “At your table, you will measure TWO objects. Your team will choose ONE unit: cubes OR paper clips. You must use the same unit for both objects. Partner jobs: - Partner A: places the units carefully. - Partner B: counts out loud and records. Then you switch for the second object. Before you start, point to the start end of your object and whisper, ‘Start here.’ Then measure with units touching.” (While circulating) “Show me where your unit starts.” “Check your units: Are they touching? Any gaps? Any overlaps?” “Count again with your finger touching each unit as you count.” “Say the full scientist sentence: ‘I measured the ___. It is __ cubes long.’” (Midpoint stop) “Freeze. Hands off. Hold your units in the air for a moment. Check 1: Are your units touching? Check 2: Did you start at the end of the object? Check 3: Are you using the same unit for both objects? Now fix anything you need to fix and continue.”

   支架提示: Point to where your object starts. Where will you place the first unit? | Touch each unit as you count: 1…2…3… (one number for one unit). | Are there any spaces between units? What do we do with spaces? | Did any unit overlap on top of another? What do we do with overlaps? | Did you use cubes for one object and paper clips for the other? What should you do to make it fair? | Which number is bigger? What does a bigger number mean about length? | Use the sentence frame: ‘___ is longer because it is ___ units and ___ is ___ units.’ | If your counts don’t match your partner’s, what can you do? (Re-line up, recount together, check gaps/overlaps.)

   Independent Practice15 min

   教师行动: Assign a single unit type for all students (recommended: linking cubes) to improve reliability. Set expectations and time check. Circulate with a quick monitoring checklist; confer briefly with 6–8 students. Support students who need help naming the object or counting accurately.

   学生操作: Choose one object from the approved basket. Measure it using the assigned unit. Record the count and unit label. Compare their object to the class anchor object (marker) using the teacher-provided anchor measurement. Draw a simple model showing units lined up with the object and label the total.

   教师脚本（完整）

   “Now you will do it on your own—scientist style. Today everyone uses the same unit: cubes (or paper clips). That helps our class measurements be fair. Steps: 1) Pick ONE object from the basket. 2) Line up your units: start at the end, touch-touch-touch. 3) Count carefully. 4) Record: ‘___ units.’ 5) Compare to our anchor object: the marker. 6) Draw what you did—show the units lined up and write your number.” “If you’re stuck, don’t guess. Point to the end where you started and tell me your plan: ‘I will start here, line them up touching, and count.’”,

   监控清单: Student starts at one end of the object (not the middle). | Units are placed end-to-end with no gaps. | Units are not overlapping. | Student counts with one-to-one correspondence (touches each unit once). | Student records a numeral plus unit label (e.g., “9 cubes”). | Student uses the class anchor measurement to compare (not just visual guessing). | Student drawing shows units touching and matches the recorded count (reasonable match).

   Closure5 min

   教师行动: Facilitate a short share-out from 2–3 students with different results. Reinforce “fair measuring rules” and how measurement supports comparison. Administer exit ticket (oral or written) and note who needs reteach.

   学生操作: Listen to peers; share measurement and comparison using sentence frame; complete oral or sticky-note exit response.

   教师脚本（完整）

   “Let’s share like scientists. When I call your name, tell us: 1) Your object 2) Your measurement with units 3) Compare it to the marker using because. (After shares) When we use the same unit and line it up with no gaps, our measurements help us compare fairly. That is what scientists and engineers do.” “Exit ticket time. Say or write: ‘My object is ___ units long. It is (longer/shorter/same) than the marker because ___.’”,

   退出票: My object is ___ units long. It is (longer/shorter/same) than the marker because ___.

   measure

   To find out how long (or tall) something is by using the same little “tools” over and over.

   compare

   To see how two things are the same or different.

   unit

   The thing you use again and again to measure (like one cube or one paper clip).

   longer

   It measures more units.

   shorter

   It measures fewer units.

   equal (same length)

   Both measure the same number of units.

   English Language Learners

   • I can use the sentence frame to report a measurement: “I measured the ___. It is ___ (number) ___ (unit).”
   • I can use comparison language to justify an answer: “___ is longer/shorter than ___ because it is ___ units and ___ is ___ units.”
   • Pre-teach and gesture vocabulary: longer (hands far apart), shorter (hands closer), equal (hands match).
   • Use visuals on recording sheet: icons for start/end, touching units, and comparison arrows.
   • Provide bilingual picture word bank for common classroom objects (marker, pencil, crayon, book, glue).
   • Choral repetition of sentence frames; partner rehearsal before sharing out.
   • Allow oral responses for exit ticket; teacher or aide scribes exact student words.
   • Use number cards (1–12) for students to select the numeral after counting to reduce writing load while maintaining measurement thinking.

   Struggling Learners

   • Use a taped start line on the table and place the object flush to the line to reduce starting-point errors.
   • Limit to smaller objects that measure 3–8 units; reduce the number of tasks (measure ONE object + compare to anchor only).
   • Provide a pre-drawn row of boxes on the recording sheet to place cubes/paper clips directly into the boxes for spacing support.
   • Chunk directions with a 3-step card: “Start → Touch → Count.” Student checks off each step.
   • Use peer support with clearly defined roles (placer/counter) and switch only if ready.
   • Provide counting support: teacher-led recount with finger tapping each unit; allow use of a whisper-count strategy.
   • Offer simplified comparison choices (circle longer/shorter/same) before requiring a full because statement.

   IEP / 504 Accommodations

   • Preferential seating close to teacher modeling area and away from distractions.
   • Extended time for measuring/counting; reduce output demands (oral explanation in place of writing).
   • Fine-motor supports: larger linking cubes or jumbo paper clips; use a tray to keep units from sliding.
   • Visual schedule and clear transition cues (timer + ‘freeze’ signal) to support attention/executive functioning.
   • Frequent checks for understanding with yes/no or forced-choice questions (e.g., “Touching or gaps?”).
   • Assistive technology option: student dictates measurement sentence into a recording device or speech-to-text if available.
   • Behavioral supports: clear partner expectations, turn-taking card, and specific praise tied to rules (“You started at the end—fair measuring.”).

   Advanced Learners

   • Measure the same object two different ways (cubes and paper clips) and explain why the numbers are different even though the object didn’t change.
   • Create and test a ‘measuring tool’ strip (draw boxes the size of one cube) and compare accuracy to loose cubes; explain which is easier and why.
   • Measure two dimensions (length and height) of the same object and record both (e.g., ‘8 cubes long, 5 cubes tall’).
   • Design challenge link to engineering: choose the best ‘unit’ for measuring a bumpy/curved object (like a toy) and justify the choice.
   • Make a class data question: “How many objects in our basket are longer than the marker?” and help tally results (teacher-guided).

   形成性检查

   • Warm-up hand-signal vote with reasoning (listening for comparison language and need for fairness).
   • Direct instruction thumbs up/down on gap/overlap examples.
   • Teacher circulation notes during guided practice using a quick checklist (start at end, touching units, one-to-one counting).
   • Midpoint ‘freeze and check’ self-assessment of gaps/overlaps and same unit use.
   • Independent practice conference: student explains plan before measuring and states measurement using sentence frame.

   退出票

   My object is ___ units long. It is (longer/shorter/same) than the marker because ___.

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes key vocabulary terms related to measuring and comparing, so a vocabulary practice template will help reinforce these words for kindergarten students.
   • Worksheet 匹配活动 A matching activity supports young learners in connecting objects with their measured lengths or vocabulary terms, fitting the hands-on measuring practice described.
   • Worksheet 故事地图 A story map organizer can help students sequence the steps of measuring and comparing objects, supporting comprehension and organization for K learners.
   • Worksheet 3-2-1 退出票 The lesson mentions an exit ticket alternative using sticky notes, so a 3-2-1 exit ticket template provides a simple formative assessment suitable for kindergarten.

   Storypie 内容

   • Storypie Content Measurement Measurement is the process of associating numbers with physical quantities and phenomena. It is a fundamental concept in science, engineering, construction, and daily life.
   • Storypie Content Geometry Geometry is a branch of mathematics concerned with the properties of space, such as the distance, shape, size, and relative position of figures.
   • Storypie Content Decimal A system of representing numbers where a decimal point separates the whole number part from the fractional part, based on powers of ten.
   • Storypie Content Area Area is a fundamental concept in geometry that represents the measure of the size of a two-dimensional surface or region.
   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.

   准备清单

   • Select and bag/table-set 2–3 objects per table that are easy to measure and not fragile.
   • Decide and prepare the nonstandard unit (recommend: linking cubes) and ensure consistent size across tables.
   • Pre-measure the class anchor object with the chosen unit and write the anchor measurement on the board (e.g., ‘Marker = 10 cubes’).
   • Print/copy recording sheets; add student names if helpful; prepare clipboards if students work on floor.
   • Set up document camera/chart paper with two demo objects and a bin of units.
   • Optional: place masking tape start lines on tables before class.
   • Prepare a small ‘reteach kit’ (tape start line + 10 cubes) for quick intervention during independent practice.

   常见误解

   • Bigger number means ‘smaller’ because students focus on the size of the unit, not the count (address by keeping unit consistent and stating: ‘More units means longer when the unit stays the same.’).
   • Measuring can start anywhere on the object (reteach: measurement begins at one end).
   • Spaces between units ‘don’t matter’ (reteach: gaps change the count and make it unfair).
   • Different units can be used to compare fairly (reteach: you must use the same unit to compare).
   • A measurement is just the number without the unit (reteach: always say and write number + unit, e.g., ‘8 cubes’).
5. 5 What Is a Problem? Finding Problems People Want to Change 完整课程 What Is a Problem? Finding Problems People Want to Change

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for warm-up/direct instruction; partners for guided practice; independent at tables; brief whole group share at end.

   学习目标

   • I can explain what a problem is by describing something people want to change or fix. Understand

     成功标准:

     • I can say: "A problem is something people want to change or fix."
     • I can give 1 real-life example of a problem (school, home, playground) and describe what people want to be different using: "People want to ____."
     • I can listen to a partner’s example and restate it in my own words.

   • I can define a simple problem by making observations and asking questions about a situation people want to change. Apply

     成功标准:

     • I can use my senses to notice what is happening in a picture or classroom scenario.
     • I can ask at least 1 question that helps me understand what is hard or not working ("I wonder ____."),
     • I can state the problem in one simple sentence starting with: "The problem is ____."

   • I can make a sketch of a tool/object that could solve the problem and explain how a shape/feature of my tool helps it work. Create

     成功标准:

     • My sketch matches the problem I chose.
     • I label at least 1 part/feature (word, initial sound, or sticker label).
     • I can tell how the shape/feature helps the tool work using: "It is (shape/feature) so it can ____." or "My tool helps because ____."

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Anchor chart paper or whiteboard space titled: 'What Is a Problem?' · 1Pre-draw the definition box and a T-chart: 'Observations' / 'Questions' / 'Problem sentence'.
   • Scenario picture cards for warm-up (e.g., spilled crayons, backpack won’t zip, too dark to read, water bottle leaks) · 4Large enough for all to see; include one non-problem/neutral image if desired for contrast (e.g., child reading comfortably).
   • Scenario picture cards for guided practice (new images) · 2–3 setsExamples: lunchbox won’t stay closed; shoelace keeps coming untied; pencil breaks easily; playground slide too hot; sink faucet hard to turn off.
   • Projector/document camera (optional) · 1Use to model Observe–Ask–Name with one image and to display guided practice images.
   • Student graphic organizer (I notice / I wonder / The problem is / My idea-tool sketch) · 1 per student + 5 extrasProvide version with sentence starters printed and an alternate version with larger boxes for fine-motor support.
   • Pencils · 1 per studentGolf pencils optional for grip support.
   • Crayons/colored pencils · Shared binsLimit colors if students get distracted (e.g., choose 3 colors).
   • Sentence frames displayed (chart/slide) · 1Frames: I notice… / I wonder… / People want to… / The problem is… / My tool helps because…
   • Sticky notes (optional) for exit responses · 1 per studentOr use half-sheets if sticky notes are unavailable.
   • Clipboard/roster for anecdotal notes · 1Track: defines problem, asks a question, states 'The problem is…', sketch matches problem.
   • Pre-cut labels/stickers for tool labels (optional) · Class setWords/pictures: clip, strap, light, lid, cover, handle, hook, tape.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Gather students on carpet. Introduce the day’s focus and run a quick picture sort using thumbs-up/thumbs-down. Quickly probe 1–2 students for reasoning and restate the definition.

   学生操作: Sit on carpet, view picture cards, respond with thumbs-up/thumbs-down, and briefly explain thinking using a sentence frame.

   教师脚本（完整）

   “Scientists and engineers start by noticing problems. Today we are learning: What is a problem? Say this with me: ‘A problem is something people want to change or fix.’ I will show a picture. If it shows a problem people want to change, show thumbs-up. If it is not a problem, show thumbs-down. Ready—eyes on the picture.” (Show first card.) “Thumbs-up or thumbs-down… and freeze.” (Call on one student.) “Tell us why.” (Restating.) “So you noticed ___. People want to change ___. That makes it a problem.”

   Direct Instruction10 min

   教师行动: Teach the definition using an anchor chart. Model Observe–Ask–Name routine with one scenario image (lunchbox won’t stay closed). Connect to engineering: engineers solve problems by creating/improving tools. Add one example to ‘Problems We Found Today.’ Use quick choral response checks.

   学生操作: Chorally repeat definition and frames. Watch teacher model. Answer guided questions with short responses. Practice saying the problem sentence aloud.

   教师脚本（完整）

   “Watch how I do the job of a scientist and an engineer. Step 1: Observe. I look carefully. I notice… (point) the lunchbox is open. I notice food could fall out. Step 2: Ask questions. I wonder: ‘What is hard here?’ ‘What is not working?’ ‘What do people want to change?’ Step 3: Name the problem. People want the lunchbox to stay closed. So I can say: ‘The problem is the lunchbox won’t stay closed.’ Engineers help solve problems by making or improving tools. But first, we must name the problem clearly. Everyone, say the sentence frame with me: ‘The problem is…’”

   理解检查: Quick CFU (choral + individual): Teacher points to a new mini-image (e.g., pencil breaks). Ask: “What do you notice?” then “Finish: The problem is…” Listen for alignment to the image. If responses are vague (e.g., “It’s bad”), prompt with “People want to…”.

   Guided Practice15 min

   教师行动: Lead whole-group Observe–Ask–Name routine with 1 image, then partner practice with a second image. Provide sentence frames, wait time, and call on pairs to share. Circulate to coach language and record strong examples on anchor chart.

   学生操作: Participate in guided noticing and questioning, then turn-and-talk with partner using frames. Share out a class-created problem sentence. Listen and restate a partner’s idea.

   教师脚本（完整）

   “Now we do it together. I will show a new picture. First: observe. (Show image.) “Quiet eyes. What do you notice? Start with: ‘I notice…’” (After 2–3 responses.) “Now ask a question. Start with: ‘I wonder…’” “Now let’s name the problem. What do people want to change? Say it with me: ‘People want to…’” “Put it all together: ‘The problem is…’ Let’s say one strong sentence together.” Partner practice: “Now, Partner A will say one observation: ‘I notice…’ Partner B will say one question: ‘I wonder…’ Then together you will say: ‘The problem is…’ Switch roles if you finish early.”

   支架提示: Observation prompts: “What do you see?” “Point to the part that looks hard or messy.” “What is happening to the object?” “What is not where it should be?” | Question prompts: “What is hard here?” “What is not working?” “Why might that be a problem?” “What could happen next if nothing changes?” “Who is having trouble?” | Problem-naming prompts: “People want to…” “So the problem is…” “Say it in one simple sentence.” “Is that something people want to change?” | Language support prompts: “Start with ‘I notice…’” “Start with ‘I wonder…’” “Repeat after me: ‘The problem is…’”,

   Independent Practice15 min

   教师行动: Explain task and success criteria. Release students to tables. Confer with 6–8 students using a quick checklist; support dictation/writing as needed; provide label stickers or word bank. Pull a small group at back table if needed for extra support.

   学生操作: Choose one scenario (picture set or teacher-approved classroom/playground scenario). Complete organizer: draw observation, state/write a question, write/dictate the problem sentence, sketch a tool idea and add a label. Use sentence frames and ask for help when needed.

   教师脚本（完整）

   “Now you will be the scientist and the engineer. Step 1: Pick one situation—choose one picture from the basket, or raise your hand to tell me a classroom/playground problem you noticed. Step 2: In box 1, draw what you notice. You can also whisper it to me and I will help you write a word. Step 3: In box 2, tell or write one question: ‘I wonder…’ Step 4: In box 3, finish the sentence: ‘The problem is…’ If writing is tricky, you may tell me and I will write your sentence, and you trace it. Step 5: In box 4, draw a tool or object that could help. Add at least one label word or a sticker label. Remember: your drawing should match your problem. Your tool helps because…”

   监控清单: Student can state the definition: “A problem is something people want to change or fix.” | Student observation matches the chosen scenario (not unrelated details). | Student asks at least one relevant ‘I wonder…’ question. | Student problem sentence begins with “The problem is…” and matches scenario. | Tool/object sketch is related to the problem (reasonable connection). | Student attempts a label (word, initial sound, or sticker). | Student can explain tool with “It helps because…”

   Closure5 min

   教师行动: Select 2–3 students to share problem sentence and tool sketch. Lead class in repeating definition. Administer a quick exit ticket using a new image or teacher-named scenario. Collect exit responses and sort for next-day grouping.

   学生操作: Listen to peers, restate definition to partner, complete exit ticket response verbally or on sticky note/half-sheet using the frame “The problem is…”.

   教师脚本（完整）

   “Let’s hear from a few engineers. When it’s your turn, read or say: ‘The problem is…’ and show your tool.” (After shares.) “Class, say it together: ‘A problem is something people want to change or fix.’ Turn to your partner. Partner A says: ‘A problem is…’ Partner B repeats it. Switch.” Exit ticket: “I’m going to show one last quick picture. Your job is to name the problem in one sentence. Use our frame: ‘The problem is…’”

   退出票: (Teacher shows a new image, e.g., ‘books keep falling off a shelf’ or ‘shoelaces untied and kid trips’.) Student completes: “The problem is…” (spoken to teacher or written on sticky note/half-sheet).

   problem

   Something that is not working the way we want, so we want it to be different.

   observation

   What you see or notice when you look carefully.

   question

   A wonder sentence that helps us learn more.

   engineer

   Someone who makes things to help fix problems.

   solution

   Something that helps the problem get better.

   English Language Learners

   • I can use sentence frames to describe an observation and a problem: “I notice…” “The problem is…”
   • I can ask a question using “I wonder…” with picture support.
   • I can use the phrase “People want to…” to explain what needs to change.
   • Pre-teach vocabulary with real objects/gestures: problem (hands out = stuck), observation (binocular hands), question (hand on chin), engineer (hard hat picture), solution (thumbs-up).
   • Provide bilingual word bank or home-language glossary when available (family/community language).
   • Use visuals for each frame and icons on organizer (eye = notice, question mark = wonder, stop sign = problem, wrench = tool).
   • Choral repetition and echo reading of key sentences: “A problem is something people want to change or fix.”
   • Partner ELLs with supportive peer; assign clear roles (A = observation, B = question).
   • Allow oral responses and teacher/peer scribing; accept labeled drawings instead of full sentences.
   • Use yes/no and either/or scaffolds: “Is the problem that it’s too dark, or that it’s too loud?”
   • Provide sentence starters on strips students can place into box 3: “The problem is the ____.”

   Struggling Learners

   • Use reduced choice set (2 pictures only) to lower cognitive load.
   • Chunk the organizer: complete boxes 1–2, check in with teacher, then boxes 3–4.
   • Offer a partially completed organizer (teacher fills in “I notice…” based on student oral response; student completes “The problem is…” with one missing word).
   • Provide a visual word bank with simple nouns/verbs (open, spills, breaks, leaks, dark, loud, wet, falls).
   • Model one additional example in a small group before independent work.
   • Use peer buddy to rehearse sentences before writing/drawing.
   • Modified expectation: label may be first sound/initial or sticker; question may be spoken rather than written.
   • Use thick crayons/markers, adapted pencil grips, or larger-box paper for drawing/writing.

   IEP / 504 Accommodations

   • Preferential seating near teacher/visuals; reduce distractions during independent work.
   • Provide extended time and allow oral dictation for any writing component.
   • Offer alternative response modes: pointing to picture choices, selecting from sentence strips, recording audio (if available).
   • Break directions into 1-step commands with visual checklist; repeat and verify understanding: “Tell me step 1.”
   • Fine-motor accommodations: pencil grip, slant board, larger writing spaces, pre-cut labels/stickers, or tracing over teacher-written sentence.
   • Behavior/attention supports: clear timer, first-then statement (“First problem sentence, then crayons”), scheduled movement break (30 seconds) between boxes 2 and 3 if needed.
   • For speech/language goals: provide explicit wait time and rehearsal; accept approximations; prompt with forced-choice vocabulary.

   Advanced Learners

   • Generate two different problem statements for the same image (one broad, one specific) and explain which is better for engineers.
   • Design two tool ideas and compare: “Which tool would work best and why?”
   • Add a second label and one feature description (e.g., ‘clip—strong,’ ‘light—bright’).
   • Create a quick second page: draw the ‘before’ and ‘after’ showing how the tool changes the situation.
   • Student-led “problem hunt” in classroom: identify a real classroom problem, get teacher approval, and write/dictate the problem plus one question to investigate further.

   形成性检查

   • Warm-up thumbs-up/thumbs-down with 1–2 student explanations.
   • CFU during direct instruction: students complete “The problem is…” for a mini-image.
   • Teacher anecdotal notes during guided practice: observation/question/problem sentence accuracy.
   • Independent organizer review: alignment between chosen problem and tool sketch; brief student oral explanation: “My tool helps because…”

   退出票

   Given a new scenario image, complete: “The problem is…” (spoken or written).

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet KWL 图表 The KWL Chart supports young students in organizing what they Know, Want to know, and have Learned about problems, matching the lesson's focus on observations and questions.
   • Worksheet T-图 The T-Chart aligns with the anchor chart activity dividing observations and questions, helping kindergarteners visually sort information about problems.
   • Worksheet 词汇练习 Vocabulary Practice reinforces key terms like problem, observation, question, engineer, and solution explicitly taught in the lesson.
   • Worksheet 3-2-1 退出票 The 3-2-1 Exit Ticket provides a simple formative assessment for young learners to reflect on their understanding of problems at lesson closure.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content The Light Bulb The incandescent light bulb is a device that produces light from a wire filament heated to a high temperature by an electric current passing through it, until it glows.
   • Storypie Content Invention of the Airplane The creation of the first successful motor-operated airplane, the Wright Flyer, by brothers Orville and Wilbur Wright, culminating in the first sustained, controlled, heavier-than-air flight on Decemb
   • Storypie Content United States of America A large country in North America, known for its diverse population, vast landscapes, and history as a nation founded on principles of liberty and democracy.

   准备清单

   • Print/copy graphic organizers (standard + large-box version).
   • Prepare scenario picture cards (warm-up set and guided/independent sets); place independent set in baskets by table.
   • Prepare anchor chart with title and the definition space; pre-write sentence frames on chart or slides.
   • Prepare exit ticket image (not used earlier) and decide response mode (sticky note, half-sheet, or verbal conference).
   • Gather crayons/pencils; set out label stickers/word bank cards.
   • Assign partners (A/B) and note any strategic pairings for language support.
   • Prepare teacher clipboard roster with checklist columns (define problem, observation, question, problem sentence, tool sketch).
   • Plan where students will place finished organizers (turn-in tray) and where early finishers will go (quiet sketch corner with extra picture prompts).

   常见误解

   • A problem means something ‘bad’ only (clarify: it’s simply something people want to change).
   • A solution is the same as a problem (explicitly separate: problem = what needs to change; solution/tool = what we make to help).
   • Observations are guesses (clarify: observation is what we can see/notice; questions help us learn what we don’t know).
   • There is only one correct problem for an image (clarify: there can be more than one, but it must match what people want to change).
6. 6 Gathering Information: Observe the Problem Where It Happens 完整课程 Gathering Information: Observe the Problem Where It Happens

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for mini-lesson; partners (pairs) for station observations; individual option as needed.

   学习目标

   • I can use my senses to make careful observations where the problem is happening. Apply

     成功标准:

     • I look closely at the real place/object where the problem happens.
     • I record at least 3 observations using words and/or pictures.
     • I use sentence frames or labels to tell what I noticed (e.g., “I see…,” “I notice…,” “I hear…”).

   • I can ask questions and gather information to help define the problem we want to solve. Analyze

     成功标准:

     • I ask at least 1 question about the problem (who/what/where/when/how).
     • I share one piece of information (an observation) that helps explain what the problem is.
     • I can help finish the class problem statement: “We need to _____ because _____.”

   • I can make a simple sketch showing a shape change that could help the object work better for the problem. Create

     成功标准:

     • I draw one idea that changes the shape or adds a part (example: a wall/guardrail/edge) connected to the observed problem.
     • I label at least one part of my sketch (or tell the teacher, who labels it).
     • I include a function label using a frame: “The ____ helps by ____.” (e.g., “The wall helps by stopping the car from falling.”).

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Defined classroom problem station (e.g., toy car ramp with no guardrail OR a container that spills easily) set up in a safe area · 1 stationChoose a predictable, repeatable problem. Keep it safe (no sharp edges; clear boundary for where students stand).
   • Toy car (if using ramp station) · 1–2Use the same car for consistent observations.
   • Photo of a simple problem for warm-up (printed or projected) · 1Example: spilled pencil cup, books falling off shelf, playground puddle near doorway.
   • Clipboards or hard writing surfaces · 1 per studentIf not available, use cardstock backing or table mats.
   • Observation Sheet (3 observations + 1 wonder; includes sentence frames and picture supports) · 1 per studentInclude icons: eye/ear/hand + sentence frames; provide larger-print version if needed.
   • Pencils and crayons · 1 set per studentCrayons support drawing details; pencil for labels.
   • Optional: magnifying lenses · 6–10Teach handling routine: hold by handle, do not touch face; share responsibly.
   • Chart paper/whiteboard and markers · 1 setFor Notice/Wonder + observation vs guess T-chart + class problem statement.
   • Timer · 1Use for 60-second silent observation and rotations.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: 1) Display warm-up problem photo. 2) Set norms: curious, kind scientists; noticing before fixing. 3) Facilitate quick Notice/Wonder and record responses. 4) Briefly name the skill: observing at the source.

   学生操作: 1) Look quietly at the photo. 2) Share one notice and/or wonder using sentence frames. 3) Listen respectfully while classmates share.

   教师脚本（完整）

   “Scientists, today we will NOT rush to fix. First, we will be problem detectives. Our job is to observe the problem where it happens.” “Remember our scientist rules: we are curious and kind. We notice what is there before we decide what to do.” (Show photo.) “Let’s practice. I’m going to ask two questions: What do you notice? What do you wonder?” “Notices are what you can see with your eyes. Wonders are questions.” “Turn to your partner. Say: ‘I notice ___.’ Then say: ‘I wonder ___.’” (Record 2 notices and 2 wonders.) “These are strong because they tell what we can see, not why it happened—yet.”

   Direct Instruction10 min

   教师行动: 1) Teach observation vs. guess using a T-chart. 2) Model observing at the source using the classroom problem station. 3) Model the recording routine: Look → Point → Say → Draw/Write. 4) Provide and practice sentence frames. 5) Quick check for understanding with examples/non-examples.

   学生操作: 1) Respond with thumbs (observation/guess) and choral responses to frames. 2) Watch teacher model at the station. 3) Practice saying one observation using a frame.

   教师脚本（完整）

   “Today we are gathering information at the source—right where the problem happens.” “An observation is something you can see, hear, smell, feel, or measure. A guess is when you think why it happened.” (Point to T-chart.) “Listen: ‘I see a crack.’ Is that an observation or a guess?” (Pause.) “Yes—observation. I can point to the crack.” “Listen: ‘It broke because someone dropped it.’ Observation or guess?” (Pause.) “That is a guess. It might be true, but we didn’t see it happen.” (Walk to problem station.) “Watch me be a problem detective.” “I am going to Look… (pause and scan) Point… (point to feature) Say… ‘I notice the ramp is steep.’ Now I Draw/Write it.” “I Look again… I notice the edge has no wall. I hear the car bump and then fall. This is information I can use.” “Say it with me: ‘I notice ___.’ ‘I see ___.’ ‘I hear ___.’ ‘I wonder ___.’” “Today your job is to collect information, not to fix it yet.”

   理解检查: Quick oral CFU (whole group): Teacher says 4 statements; students show 1 finger for observation, 2 fingers for guess. Statements include: (1) ‘I see the cup is tipped over.’ (2) ‘It tipped because someone bumped it.’ (3) ‘I hear a loud clunk when it hits.’ (4) ‘It is loud because it is made of metal.’ Teacher reteaches any missed items by pointing to senses and rewriting as an observation.

   Guided Practice15 min

   教师行动: 1) Lead whole-class observation walk to the problem station; enforce safe scientist norms. 2) Run 60-second silent observation. 3) Facilitate partner talk (one notice, one wonder). 4) Collect 3–5 class observations and 2–3 wonders on chart. 5) Co-create a class problem statement using gathered information.

   学生操作: 1) Walk safely to station and stand behind boundary. 2) Observe silently for 60 seconds. 3) Turn-and-talk to share one observation and one question. 4) Contribute ideas for the class chart and problem statement.

   教师脚本（完整）

   “We are going to the problem location. We will stand like safe scientists: hands to self, eyes on the problem, quiet voices so we can hear.” “During silent observing, your mouth is closed and your eyes are working.” (Set timer.) “Ready—observe.” (After 60 seconds.) “Now, turn to your partner. Partner A: say one notice using ‘I notice ___.’ Partner B: say one wonder using ‘I wonder ___.’ Then switch.” (Circulate.) “I’m listening for observations—things you can see or hear.” (Bring class back.) “Let’s share. Tell me an observation.” (If a student says a guess like ‘It’s broken.’) “Let’s make it stronger. What do you see that makes you say ‘broken’? Can you point to it?” (Co-create statement.) “Based on our observations, we can define the problem. Let’s finish our sentence together: ‘We need to ____ because ____.’” (Teacher scribes and reads aloud.) “This is our class problem statement for today.”

   支架提示: “Is that something you can see, hear, or feel? Show me with your finger.” | “Let’s change ‘It’s broken’ to ‘I see ___.’ What do you actually see?” | “Use the frame: ‘I notice ___.’ Start with ‘I notice…’” | “What happened right before it fell/spilled? What did you hear?” | “Where is it happening? Point to the exact spot.” | “How could we measure it with kindergarten tools (count, compare, ‘taller/shorter’)? What could we count?” | “What is the object touching? What is near it?” | “Ask a wonder that starts with: what / where / how / who.”

   Independent Practice15 min

   教师行动: 1) Assign partners and review expectations: 3 observations + 1 wonder on the Observation Sheet. 2) Provide materials (clipboards, crayons, optional magnifiers). 3) Circulate for quick conferences and prompt observation vs guess. 4) Collect anecdotal notes using a monitoring checklist.

   学生操作: 1) Work with partner at the station (or assigned station) to observe and record. 2) Draw and/or write at least 3 observations with labels; write/voice-record (if provided) 1 wonder. 3) Use sentence frames when speaking with teacher.

   教师脚本（完整）

   “Now you are the lead scientist. Remember: tell what you notice, not why you think it happened—yet.” “Your Observation Sheet has four jobs: Observation 1, Observation 2, Observation 3, and one Wonder question.” “First: Look quietly. Second: Point to something. Third: Say it using the frame. Fourth: Draw or write it.” “If you get stuck, start with: ‘I see…’ and draw what you see.” (Conference prompt.) “Show me one observation you wrote or drew. Which sense did you use?” (If student gives a guess.) “That might be true, but it’s a guess. What is one thing you can see that supports that idea?”

   监控清单: Student stayed in safe viewing area and handled materials safely. | Student produced at least 3 observations (drawings and/or words) about the actual station. | Observations are sensory-based (see/hear/feel) rather than explanations (‘because’ statements). | Student used or attempted sentence frames/labels (I see/I notice/I hear). | Student asked at least 1 wonder question (what/where/when/how/who). | Student can orally explain one observation when prompted. | Student collaborated appropriately with partner (turn-taking, shared space).

   Closure5 min

   教师行动: 1) Facilitate 2–3 quick shares (one observation + one wonder). 2) Reinforce observation vs guess and connect to engineering process. 3) Administer exit ticket (oral, sticky note, or bottom of Observation Sheet). 4) Preview next lesson.

   学生操作: 1) Share an observation and a wonder using frames. 2) Complete exit ticket prompt. 3) Listen to next-lesson preview.

   教师脚本（完整）

   “Bring your scientist voice back to the carpet. Today we practiced gathering information at the source—right where the problem happens.” “I will call on three scientists. Share: ‘One thing I observed was ___. One question I still have is ___.’” “Give me a thumbs-up if you can tell the difference between an observation and a guess.” “Exit ticket time. Finish these two sentences: ‘One thing I observed was ___.’ and ‘One question I still have is ___.’ You can draw and label, or tell me orally.” “Next time, we will use our information to imagine solutions and sketch ideas.”

   退出票: One thing I observed was ____. One question I still have is ____.

   observe

   To look, listen, and feel carefully like a scientist.

   observation

   A true fact you can point to with your senses.

   information

   Important clues we collect to help us figure out the problem.

   problem

   Something that is not working the way we want.

   wonder (question)

   A question that starts with ‘I wonder…’

   English Language Learners

   • Students will orally produce at least two simple sentences using sentence frames to describe observations (e.g., “I see ___.” “I notice ___.”).
   • Students will ask one question using a question starter (What/Where/How) and the frame “I wonder ___.”
   • Pre-teach vocabulary with realia and gestures (observe: hand-to-eyes; wonder: hand-on-chin).
   • Provide illustrated sentence frames on the Observation Sheet (eye icon + “I see ___”; ear icon + “I hear ___”; question mark + “I wonder ___”).
   • Use bilingual labels/word bank where available (home-language support for key nouns like ramp, car, wall, edge, spill).
   • Allow oral responses first; teacher or peer scribes labels (dictation) before students attempt invented spelling.
   • Provide ‘either/or’ prompts to reduce language load: “Do you see a wall or no wall?” “Is it loud or quiet?”
   • Structured partner talk with roles and stems: Partner A reads the frame; Partner B fills in; then switch.
   • Model pronunciation and choral repetition of key nouns and adjectives (steep, edge, wall, crack, wet, tipped).

   Struggling Learners

   • Reduce quantity: require 2 observations + 1 wonder for mastery; offer optional third observation for extra practice.
   • Chunk the task with check-ins: complete Observation 1, show teacher, then proceed to Observation 2.
   • Provide a picture-based observation menu students can circle (e.g., ‘no wall,’ ‘steep,’ ‘bumpy,’ ‘tilted’) plus space to draw.
   • Use a simplified Observation Sheet with larger boxes and fewer words; include dotted-line sentence starters to trace.
   • Assign a supportive peer partner; use turn-taking cards (‘my turn/your turn’) to structure collaboration.
   • Provide close proximity seating and a defined workspace; minimize distractions by observing in a smaller group rotation.
   • Use concrete prompting and pointing: teacher asks student to point to the feature and then say: “I see ___.”
   • Offer assistive tools: pencil grip, thicker crayons, slant board, or clipboard for stability.

   IEP / 504 Accommodations

   • Preferential seating and proximity to instruction during mini-lesson; clear visual access to charts and station.
   • Movement/sensory accommodations: allow a seated observation option; provide a fidget that does not interfere with writing; allow brief breaks as needed.
   • Extended time for recording; accept oral explanation recorded by teacher/para or via simple audio tool if available.
   • Alternate response modes: drawing only with teacher labeling; pointing to picture choices; verbal responses in a 1:1 conference.
   • Fine-motor supports: adapted writing tools (grips, markers), larger-format sheet, reduced writing demands.
   • Behavior supports: explicit, positively stated station rules with visuals; first/then card (“First observe silently, then draw”).
   • Hearing/vision supports as needed: ensure amplification/quiet for hearing; provide high-contrast images and magnifier option; repeat directions and check comprehension individually.

   Advanced Learners

   • Add a ‘measure/count’ observation (e.g., count how many times the car falls in 3 trials; count bumps; compare ramp height using linking cubes).
   • Write/illustrate two different wonder questions: one about the cause and one about a possible constraint (e.g., “How can we fix it without blocking the car?”).
   • Create a more precise problem statement by adding a constraint: “We need to ___ because ___, and it must ___.”
   • Begin an early sketch for K-2-ETS1-2: draw a guardrail/wall idea and label how shape helps function (e.g., “wall stops car”).
   • Serve as ‘Observation Coach’: listen for guesses in partner talk and help rewrite them into observations using the T-chart.

   形成性检查

   • Warm-up Notice/Wonder responses recorded by teacher (listen for observation language vs guesses).
   • CFU during mini-lesson: 1 finger (observation) / 2 fingers (guess) sorting.
   • Teacher anecdotal notes during guided practice (ability to convert vague statements into sensory observations).
   • Independent practice Observation Sheet review: count of observations, presence of labels/sentence frames, and relevance of wonder question.

   退出票

   One thing I observed was ____. One question I still have is ____.

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 3-2-1 退出票 Includes an exit ticket to support the lesson's closure activity and check student understanding at the end of the lesson.
   • Worksheet 词汇练习 Supports the vocabulary terms explicitly listed in the lesson to reinforce key science words for Kindergarten students.
   • Worksheet T-图 Matches the lesson's direct instruction activity of teaching observation versus guess using a T-chart organizer.
   • Worksheet 匹配活动 Provides a simple practice activity suitable for Kindergarten to reinforce vocabulary and observation concepts in an engaging way.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content First Successful Vaccination (1796) The pioneering medical experiment conducted by Dr. Edward Jenner on May 14th, 1796, where he used cowpox to successfully immunize a young boy against the deadly smallpox virus, laying the foundation f

   准备清单

   • Select and set up the problem station; test it to ensure the problem reliably occurs (e.g., car falls off ramp consistently).
   • Mark a clear viewing boundary with tape; ensure safe pathways for the observation walk.
   • Prepare warm-up photo (print or load on projector) and verify visibility from carpet area.
   • Print Observation Sheets (standard, simplified, and large-print versions).
   • Prepare clipboards/hard surfaces, pencils, crayons, and optional magnifiers; set in labeled bins for quick distribution.
   • Create board charts ahead of time: Observation vs Guess T-chart; Notice/Wonder header; Problem Statement frame.
   • Plan partner pairs intentionally (language support, behavior support, peer models).
   • Set timer and pre-plan signals for attention (call-and-response or chime).

   常见误解

   • “An observation is my opinion.” (Clarify: observations are what senses detect; opinions/feelings are different.)
   • “A guess is wrong.” (Clarify: guesses can be helpful later, but today we collect evidence first.)
   • “Observing means only using your eyes.” (Clarify: we can also hear, feel textures with permission, and measure/count.)
   • “If I can’t spell, I can’t do science.” (Clarify: drawings and labels/invented spelling are valid ways to record information.)
7. 7 Ask the Users: Interviews and Empathy (Who Is Affected?) 完整课程 Ask the Users: Interviews and Empathy (Who Is Affected?)

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on rug for warm-up/direct instruction; partner pairs for guided practice; individual tables/desks for independent practice; return to rug for closure.

   学习目标

   • I can make an observation about a problem situation and explain who the user is and how the problem affects them. Understand

     成功标准:

     • I can state or show (with words or pictures) at least one observation from the scenario (e.g., “Backpacks are on the floor,” “Cubbies look messy”).
     • I can point to or name at least one user (person) who is affected by the problem.
     • I can tell one way the problem makes things hard for that user (e.g., “They feel __,” “They can’t __,” “It takes too long”).
     • I can use a sentence frame (with words or pictures): “The user is ____. They need ____ because ____.”

   • I can ask and record simple interview questions to learn what the user needs. Apply

     成功标准:

     • I can ask at least two interview questions using a prompt (e.g., “What is hard about __?” “What would help you?”).
     • I can listen without interrupting and wait for the user’s answer.
     • I can record what I learned using drawings, checkmarks, or copied key words (at least one clear idea from the user).

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

   材料

   • Scenario picture(s) for warm-up (e.g., messy cubbies / scattered backpacks) · 1 projected or 1 set printed (1 per small group optional)Choose a scenario familiar to students; ensure clear “users” are visible.
   • Puppet or stuffed animal (optional) · 1Used as a “user” for modeling; can be replaced with a student volunteer.
   • Anchor chart paper and markers · 2 charts + markersChart 1: “Interview Steps”; Chart 2: “Users & Needs” (T-chart).
   • Interview question cards with icons · 1 set per pair (4–6 cards)Include icons for read-aloud support: hard, when, help, feel.
   • Empathy Interview Page (handout) · 1 per studentSections: Draw user; circle feeling; draw/write need; sentence frame.
   • Clipboards or hard writing surfaces · 1 per student (or 1 per pair if limited)Supports drawing/writing during interviews.
   • Crayons and pencils · Class setPrefer pencils for sentence frame, crayons for drawings.
   • Feelings icons (happy/sad/frustrated/worried) · On handout + optional postersIcons should match handout for easy transfer.
   • Timer · 1Use for interview role switching and pacing.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Project/hold up the scenario picture. Prompt turn-and-talk for identifying users and feelings. Chart 2–3 ideas on “Users & Needs” chart. Preview vocabulary: user, problem.

   学生操作: Observe the picture quietly. Turn-and-talk with partner: name who has the problem and how they might feel. Volunteer quick share ideas.

   教师脚本（完整）

   (Point to the image.) “Scientists and engineers, look closely. What do you notice happening in this picture?” (Pause 5 seconds.) “Now, turn to your partner. Partner A: Who has the problem? Partner B: How might they feel? Go.” (After 30–45 seconds.) “Eyes on me. Let’s share.” (Call 2–3 students.) “I’m going to write our ideas.” (Chart.) “Today we are scientists and engineers who learn from PEOPLE. Before we build or fix something, we ask: ‘Who is affected?’ Those people are called users.”

   Direct Instruction10 min

   教师行动: Define empathy and interview with simple examples. Model an interview with a puppet/volunteer using 2–3 questions and active listening behaviors. Create and refer to the “Interview Steps” anchor chart. Model recording: quick sketch + one key word/checkmark. Conduct a quick check for understanding (CFU) with choral responses and a practice “repeat back.”

   学生操作: Listen and watch the modeled interview. Practice listening posture (eyes on speaker, quiet mouth, still body). Respond to CFU prompts (thumbs-up, choral response). Help identify what the “user” said and what need was learned.

   教师脚本（完整）

   “Today’s big idea: We don’t guess what people need. We ask them.” “Vocabulary: A user is the person who has the problem or will use what we make. An interview is when we ask someone questions to learn. Empathy means I try to understand how someone else feels and what they need.” (Show puppet/volunteer.) “This is our user today. The problem is: ‘It’s hard to put backpacks away because the cubbies are messy.’ I’m going to practice empathy. I’m not guessing—I’m going to ask.” (Write the anchor chart as you speak.) “Interview Steps: 1) Say hello 2) Ask 1 question 3) Listen 4) Ask another question 5) Say thank you.” (Model.) “Hello. Thank you for talking with me.” (Turn body toward user.) “Question 1: What is hard about putting your backpack away?” (Pause and look at user; nod.) (After the user answers.) “I’m listening. My eyes are on the speaker, my mouth is quiet, and my body is still.” (Repeat back.) “Thank you. I heard you say, ‘I can’t find my spot and someone else’s backpack is in the way.’” “Question 2: How does that make you feel?” (Pause.) (Repeat back.) “I heard you say, ‘frustrated.’ Thank you.” (Model recording.) “Now I record what I learned. I can draw a backpack and a messy cubby, and I can copy one word: ‘frustrated’ or write ‘hard to find spot.’ This helps me gather information to define the problem.”

   理解检查: CFU 1 (choral): “If I’m not sure what the user needs, do I guess or ask?” (Students: “Ask!”) CFU 2 (listening): Teacher says, “Show me listening.” Students demonstrate. CFU 3 (repeat back): Teacher asks, “What can I say to show I listened?” Expected: “I heard you say __.”

   Guided Practice15 min

   教师行动: Assign partners (A/B) and roles (Interviewer/User). Provide the same scenario for all students (messy cubbies or similar). Distribute question cards and a simple “I learned…” recording box for each student (or on back of interview page). Model role-switching and timing. Circulate to coach question asking, wait time, and recording; give immediate feedback and sentence frame support.

   学生操作: Partner A interviews Partner B using 2 question cards; listens and repeats back one idea; records with a drawing/checkmark/word. Switch roles and repeat. Use respectful voice and “thank you.”

   教师脚本（完整）

   “Now we will practice together. You will be the interviewer and the user.” “Partner A, you are the interviewer first. Partner B, you are the user first. When I ring the timer, we will switch.” (Hold up question cards.) “Interviewer, choose one question card. You can read it, or I will help you read it.” “Here are your steps: 1) Say hello. 2) Ask your first question. 3) Listen—no interrupting. 4) Say: ‘I heard you say ___.’ 5) Ask your second question. 6) Say thank you. 7) Record one thing you learned with a quick drawing, a checkmark, or one copied word.” “Ready? Interviewers, begin: ‘Hello…’ Go.” (After 2 minutes.) “Freeze. Switch roles. New interviewer says, ‘Hello…’ Go.”

   支架提示: Point and prompt: “Who is the user in our picture? Is it a student, a teacher, or someone else?” | If student gives a vague need: “Tell me more. What exactly is hard? Is it finding, carrying, waiting, or remembering?” | Support question selection: “Choose this card: ‘What is hard about __?’ Start there.” | Prompt for feelings: “How might that make you feel—happy, sad, frustrated, or worried?” | Listening scaffold: “Hands in lap, eyes on speaker, mouth closed. Wait until they are done.” | Repeat-back scaffold: “Say: ‘I heard you say ____.’ I’ll start it with you.” | Recording scaffold: “Draw the one thing you learned. Add one word if you can: ‘hard,’ ‘wait,’ ‘messy,’ ‘frustrated.’” | Need vs. want: “Is that something they must have to solve the problem (need) or just something they would like (want)?”

   Independent Practice15 min

   教师行动: Explain the Empathy Interview Page parts and model quick completion (30–60 seconds) using a think-aloud. Students complete their own page based on the partner interview. Teacher conferences with 3–5 students, prompting specificity and checking that the recorded need matches what the partner said. Provide alternative interview option for students needing adult support (teacher/assistant as interviewer or user).

   学生操作: Independently complete the Empathy Interview Page: draw the user, circle feeling, draw/write need, and complete the sentence frame (with copying, inventive spelling, or dictation to adult as needed).

   教师脚本（完整）

   “Now you will show what you learned from your user. This page is called an Empathy Interview Page.” (Show page.) “Step 1: Draw the user—who did you interview?” “Step 2: Circle how the user feels. Choose one: happy, sad, frustrated, worried.” “Step 3: Draw or write what the user needs. Remember: a need helps solve the problem.” “Step 4: Use our sentence frame. You can write words, copy words, or I can help you.” (Point to board.) “Say it with me: ‘The user is ____. They need ____ because ____.’” (Expectations.) “Work quietly. If you get stuck, raise your hand and keep your pencil on the paper.”

   监控清单: Student identifies a real user (person) rather than an object (e.g., ‘backpack’). | Student circles an emotion that matches the described experience. | Student records at least one accurate idea learned from partner (not invented). | Student uses listening/accuracy: need matches what partner said. | Student attempts sentence frame with words, copied words, or teacher dictation. | Student distinguishes need vs. want when prompted (e.g., ‘need a clear spot’ vs. ‘want a new backpack’).

   Closure5 min

   教师行动: Facilitate 2–3 student shares using the sentence frame. Add responses to “Users & Needs” chart. Reinforce lesson purpose: gather information from users to define a problem. Administer a quick exit ticket orally or on paper (prompt on board).

   学生操作: Listen to peers’ shares and practice respectful audience behavior. Complete exit ticket (draw/write or oral response).

   教师脚本（完整）

   “Bring your paper and meet me on the rug. Put your paper in your lap.” “Who can share using our sentence frame?” (Call 2–3 students.) (After each share.) “Thank you. I’m adding that to our Users & Needs chart.” (Key moment.) “Today, you gathered information like engineers. You didn’t guess—you asked the user. When we know the user and the need, we can define the problem clearly. Tomorrow, we will use what we learned about users and needs to help define the problem and think about solutions.” “Exit ticket time. Show me what you learned.”

   退出票: Exit Ticket (draw or dictate/write): 1) Draw or name one user for our class problem. 2) Complete the frame: “They need ____ because ____.” (You may use pictures for the blanks.)

   user

   The person who has the problem or will use what we make.

   interview

   We ask someone questions and listen to learn from them.

   empathy

   I try to understand your feelings and needs.

   need

   Something that helps a lot and is important (not just a wish).

   problem

   Something that is not working well and we want to make better.

   English Language Learners

   • I can name a user using a simple noun phrase (e.g., “the student,” “the teacher,” “my friend”).
   • I can ask an interview question using a modeled frame: “What is hard about ____?” and “What would help you?”
   • I can respond using a simple frame: “It is hard to ____.” / “I feel ____.” / “I need ____.”
   • Pre-teach vocabulary with real photos and gestures: user (point to person), interview (hand-to-ear gesture), empathy (hand on heart), need (hands together), problem (hands apart).
   • Provide bilingual word bank if available (home-language support) for feelings and school objects (backpack, cubby, line, wait).
   • Use icon-based question cards; teacher reads cards aloud as needed; students repeat chorally before partner practice.
   • Provide sentence frames on a desk strip with picture cues: “The user is __.” “They need __.” “Because __.”
   • Allow oral responses with teacher/peer scribing; accept labeled drawings as evidence.
   • Strategic pairing: ELL with supportive peer model; assign ELL as “user” first so they can answer with shorter phrases, then interviewer with teacher check-in.
   • Recast and expand student language gently: Student: “Hard.” Teacher: “It is hard to find your backpack. You feel frustrated.”

   Struggling Learners

   • Reduce cognitive load: limit to 1 interview question + 1 follow-up question (teacher marks success for 2 total exchanges, not necessarily 2 different question types).
   • Provide a simplified Empathy Interview Page with fewer sections (Draw user + circle feeling + ‘They need __’ only).
   • Chunk tasks with visual checklist boxes students can check off after each part (Draw → Circle → Draw need → Tell sentence).
   • Model and practice listening posture with explicit cues (“Hands still, eyes on speaker”) and frequent reminders.
   • Use picture choices for needs (e.g., “labels,” “more space,” “a helper,” “a routine”) that students can circle instead of generating from scratch.
   • Offer peer support: assign a peer “coach” to help select a question card and prompt repeat-back.
   • Provide extra time and a quiet workspace; allow use of thick pencils/triangular grips for fine-motor needs.
   • Use immediate feedback during guided practice: teacher stamps/checks “I asked” and “I listened” to reinforce behaviors.

   IEP / 504 Accommodations

   • Preferential seating near teacher/visuals; reduce distractions during partner interview (use a designated ‘interview corner’).
   • Provide extended time and reduced writing demand (oral dictation, speech-to-text if available, or teacher/para scribing).
   • Use visual timer and clear auditory cues for switching roles; provide advance warning (“1 minute left”).
   • Allow alternative response modes: pointing to picture choices, using AAC device, or selecting from prepared picture symbols for user/feeling/need.
   • Provide behavior/self-regulation supports: fidget tool, break card, and explicit role-play of polite social language (“hello,” “thank you”).
   • For hearing/processing needs: face speaker, repeat directions, provide written/picture directions; check for understanding individually before releasing.
   • For motor needs: provide adapted materials (clipboard angle, larger crayons, pencil grip).
   • Ensure IEP goals alignment: social communication (turn-taking), expressive language (sentence frame), and fine-motor supports as applicable.

   Advanced Learners

   • Create 2 additional interview questions beyond the cards (e.g., “What have you tried already?” “What would make it easier and faster?”) and test them with a partner.
   • Record two different user perspectives (e.g., student and teacher) on the same problem; compare needs (same/different).
   • Write/dictate a simple problem statement using evidence: “Students need ____ because ____ (from interview).”
   • Add details to recording: include when/where it happens and one constraint (e.g., “only 2 minutes before line-up”).
   • Support class charting by sorting peers’ needs into categories (space, time, organization, feelings) using icons.

   形成性检查

   • Warm-up turn-and-talk: teacher listens for correct identification of ‘user’ as a person and at least one feeling/impact statement.
   • CFU during modeling: choral responses (ask vs. guess), listening posture demonstration, repeat-back practice.
   • Guided practice observation checklist: asks 2 questions (or modified), uses wait time, repeats back, records one idea.
   • Teacher conference notes during independent practice: user identified, need stated, need vs. want clarification.

   退出票

   Draw or name one user for our class problem and complete: “They need ____ because ____.” (Pictures and copied words accepted).

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 3-2-1 退出票 The lesson includes a closure activity and formative assessment, so a 3-2-1 Exit Ticket is ideal for capturing student reflections and understanding.
   • Worksheet 词汇练习 The lesson explicitly introduces key vocabulary terms such as user, interview, empathy, need, and problem, making vocabulary practice essential.
   • Worksheet T-图 The lesson uses a T-chart to organize 'Users & Needs,' so providing a T-chart organizer supports this activity and helps students visually categorize information.
   • Worksheet 匹配活动 A matching activity aligns well with K-level learners practicing vocabulary and concepts related to feelings and needs, reinforcing comprehension through an interactive format.

   Storypie 内容

   • Storypie Content Empathy Empathy is the special ability to understand and feel what another person is experiencing from within their frame of reference, like stepping into their shoes.
   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content Last Stop on Market Street (book) A children's picture book written by Matt de la Peña and illustrated by Christian Robinson. It won the 2016 Newbery Medal and tells the story of a young boy, CJ, and his grandmother who find beauty an
   • Storypie Content Wonder (novel) A children's novel by R.J. Palacio, published in 2012, that tells the story of August 'Auggie' Pullman, a boy with a facial difference, as he navigates middle school for the first time.
   • Storypie Content Guilt Guilt is a self-conscious emotion that involves a person making a negative evaluation of their own behavior, believing they have violated a moral standard and are responsible for that violation.

   准备清单

   • Select a relatable scenario image and verify it clearly shows people affected by a problem.
   • Print/prepare Empathy Interview Page (including feelings icons) and optional simplified version.
   • Prepare interview question cards with icons; organize one set per pair in envelopes/baggies.
   • Set up anchor chart paper: pre-write titles “Interview Steps” and “Users & Needs” with columns.
   • Prepare a model recording example (teacher sample Empathy Interview Page) to show during independent practice.
   • Decide partner pairs (consider language, behavior, and support needs).
   • Gather clipboards/hard surfaces, pencils/crayons; ensure a writing tool for every student.
   • Set timer with preset intervals (2 minutes + 2 minutes for role switch; adjust as needed).
   • Plan adult roles (teacher/para) for students requiring supported interview or scribing.
   • Post/prepare sentence frame and vocabulary with icons on board for constant reference.

   常见误解

   • Empathy means I feel the same thing as the other person (clarify: empathy is trying to understand).
   • A ‘need’ is any thing someone wants (clarify need helps solve the problem; wants are extra).
   • Interviewing is telling someone your idea (clarify: interviewer asks and listens more than they talk).
   • Engineering is only building; it doesn’t include asking questions (clarify: engineers gather information first).
8. 8 Define the Problem Clearly: What Needs to Change? 完整课程 Define the Problem Clearly: What Needs to Change?

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group for warm-up and direct instruction; 4-5 mixed-ability small groups for guided practice; individual work for independent practice with conferencing

   学习目标

   • I can describe what is happening in a situation someone wants to change. Understand

     成功标准:

     • I can tell what the problem is in my own words using a sentence frame ("Right now..., and we want...").
     • I can name at least one person/animal/thing the problem affects.
     • I can point to or circle evidence in a picture that shows the problem.

   • I can ask questions and make observations to define the problem clearly. Apply

     成功标准:

     • I can make at least two observations using my senses (look/listen/feel—if safe).
     • I can ask at least one question that starts with “What,” “Where,” “When,” or “Why” about what needs to change.
     • I can sort my notes into “observations” vs. “questions” correctly.

   • I can state what needs to change in one clear sentence (without saying the solution). Create

     成功标准:

     • I can complete the frame: “The problem is ______. It needs to change because ______.”
     • My sentence tells what needs to change (not the solution/tool yet).
     • My sentence matches the observations we collected.

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

   材料

   • Scenario picture set (warm-up) · 1 class set (projected or large print)Image shows crayons falling off a table
   • Scenario picture set (guided practice) · 1 class set (different scenario)Image shows a book bin tipping over
   • Scenario picture set (independent practice) · Class set + individual cardsThird scenario: lunchbox hard to open or classroom-specific problem
   • Anchor chart paper or whiteboard · 1T-chart pre-drawn: Observations | Questions
   • Student 'Define the Problem' recording sheet · 1 per studentIncludes boxes for 2 observations, 1 question, and sentence frame for problem statement
   • Pencils · 1 per student
   • Crayons/markers · Class setFor drawing on recording sheet
   • Sentence frame cards · Class set (laminated)I notice..., I wonder..., The problem is..., It needs to change because...
   • Exit ticket (problem vs solution) sheets · 1 per studentSingle-item multiple choice circle
   • Document camera or projector · 1 (optional)To show picture details large for the class
   • Stickers or colored dots · At least 3 per studentFor sorting observations vs. questions and teacher quick checks

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Gather students on carpet. Show the warm-up scenario picture via projector or large print. Direct attention to the image. Prompt quick observations with turn-and-talk. Display the sentence frame card: "I notice...".

   学生操作: Sit on carpet, look closely at the picture, turn to partner, and say an observation starting with "I notice...". Use thumbs to indicate ready and listen to partner.

   教师脚本（完整）

   "Scientists and engineers start by noticing. Look closely at this picture. What do you see happening right now? Turn to your partner and say, 'I notice...' Start now. (Pause 30 seconds.) Thank you. Who can share one quick 'I notice' statement?"

   Direct Instruction10 min

   教师行动: Define 'problem' vs 'solution' explicitly. Model T-chart with one example (crayons scenario). Model three observations and two questions aloud, placing each on the Observations or Questions side of the chart. Model writing a clear problem statement using the sentence frame. Emphasize that we describe what needs to change, not how to fix it.

   学生操作: Listen, watch teacher model, and quietly mirror gestures when teacher asks. Repeat sentence frames chorally when prompted. Practice identifying the teacher-model items as observation or question using thumb signals.

   教师脚本（完整）

   1) "A problem is what is happening that we want to change. A solution is the thing we build or do to help. Today we are not building yet—we are getting the problem clear." 2) "Listen to my words: 'I notice the crayons roll off the table.' That is an observation. Now a question: 'What makes them roll?'" 3) "Here is a clear problem statement: 'The crayons keep rolling off the table. We need a way to keep them from falling because it makes a mess and we lose time.' Notice I said what needs to change, not what we will build."

   理解检查: Ask students to show a thumbs-up if they understand what an observation is and a flat hand if they understand what a question is. Prompt two volunteers to classify sample statements from the board as 'observation' or 'question'.

   Guided Practice15 min

   教师行动: Display the guided-practice scenario picture. Facilitate whole-class brainstorming: call on students to give observations and questions. Record responses on the anchor chart under Observations or Questions, asking students to decide classification using thumb signals. Use scaffolding prompts for students who are stuck. After collecting at least 4 observations and 3 questions, lead the class in co-writing a single problem statement using the sentence frame. Use choral response and invite one student to write the final statement on the chart.

   学生操作: Look at the guided scenario picture, volunteer observations or questions, use sentence frames 'I notice...' and 'I wonder...', give thumb signals to classify statements, help co-create the class problem statement, and practice reading the sentence frame aloud.

   教师脚本（完整）

   "Let's look closely at this picture. What do you notice? Put your thumb up if you think it is an observation; hold your palm flat if you think it is a question. Turn-and-talk to your group for 20 seconds: 'I notice...' or 'I wonder...' (Pause.) Tell me one observation. (After a student shares) Is that an observation or a question? Put your thumb up or palm flat. Now: What needs to change? Say it with me: 'The problem is...' (choral) 'It needs to change because...' (choral)"

   支架提示: "I notice ____. Can you add another detail about where that is happening?" | "I wonder why that happens. Try 'I wonder...' and finish with one word or short phrase." | "Look at the picture with your eyes only. What is one thing you see?" | "Find one thing that is not working the way we want. Who does that affect? Say 'It affects...'" | "If you can't write, draw the part of the picture that shows the problem and tell me about it."

   Independent Practice15 min

   教师行动: Distribute the student recording sheets and scenario cards. Circulate, using quick conferences and guided questioning. Prompt students who need help with sentence frames. For students who finish early, ask them to add one more observation or draw evidence. Use a monitoring checklist to track student progress and note who needs re-teaching.

   学生操作: Individually complete the recording sheet: draw or write 2 observations, write 1 question beginning with What/Where/When/Why, and complete the problem statement frame. Use sentence frame cards as needed and ask teacher if stuck.

   教师脚本（完整）

   "Take your recording sheet and look closely at your picture. First, draw or write two things you notice. Say the sentence frame out loud: 'I notice...' Now write one question beginning with 'What,' 'Where,' 'When,' or 'Why' about what needs to change. Finally, finish the sentence: 'The problem is ____. It needs to change because ____.' I will come by to look at your work and ask you to show me your observations."

   监控清单: Student wrote or drew at least 2 observations (checked) | Student wrote at least 1 question starting with What/Where/When/Why (checked) | Student completed the problem statement frame without including a solution (checked) | Student matched at least one part of problem statement to recorded observations (checked)

   Closure5 min

   教师行动: Invite 2–3 students to read their problem statements aloud. Lead class vote on whether each reading is a problem statement or a solution statement. Distribute exit ticket and explain the 0-1-2 rubric. Collect exit tickets and note which students need follow-up.

   学生操作: Listen to classmates, vote (showing 0/1/2 using fingers as explained), complete the one-item exit ticket circling whether a shown sentence is a problem or a solution, and hand it in.

   教师脚本（完整）

   "Before we can design, we must define. Tell your partner: 'The problem is... It needs to change because...' (Pause for partners to speak.) Now a few friends will share. After each share we'll decide: Is that a problem statement or a solution statement? Put two fingers up for 'problem,' one finger for 'solution.'"

   退出票: Circle whether this sentence is a PROBLEM or a SOLUTION: 'The lunchbox is hard to open; it needs to be easier for students to open at lunchtime.' (Circle PROBLEM or SOLUTION)

   problem

   A problem is something that is not the way we want it to be and we would like it to be different.

   observation

   An observation is something you notice with your eyes, ears, or hands.

   question

   A question is a sentence that asks for more information.

   change

   Change means make something better or different than it is now.

   evidence

   Evidence is a clue from what you saw or heard that helps you explain the problem.

   English Language Learners

   • Students will use the sentence frame 'I notice...' to state one observation aloud.
   • Students will ask one question using 'What' or 'Why' about the picture.
   • Students will complete the problem frame 'The problem is _____. It needs to change because _____.' with teacher-cloned words.
   • Provide sentence frame cards with picture icons for 'I notice' and 'I wonder' for reference.
   • Pre-teach key vocabulary with visuals and gestures (problem, observation, question, evidence).
   • Pair ELL students with a bilingual peer or use teacher-led small group with translanguaging supports.
   • Use modeling and total physical response (TPR): gesture when saying frames and have students repeat.
   • Allow responses in home language first, then translate to English with buddy or teacher if possible.
   • Provide a two-column graphic organizer with picture prompts: draw on left, label or short phrase on right.

   Struggling Learners

   • Scaffold the task by allowing drawing instead of writing for observations and problem statement.
   • Chunk tasks: complete one observation at a time, then one question, then the sentence frame.
   • Provide pre-filled sentence frames with choices (e.g., 'The problem is the crayons fall / the crayons roll') so student can point or circle.
   • Use visual aids: highlight where to look on the picture with a sticky note or arrow.
   • Use peer support: pair with a higher-performing peer for think-aloud modeling.
   • Shorten independent practice expectation (1 observation + 1 question + partial sentence frame) and check in frequently.
   • Provide manipulatives (toy crayons, small ramp) for tactile learners to recreate situation and observe.

   IEP / 504 Accommodations

   • Preferential seating near teacher during direct instruction and guided practice.
   • Extended time for independent practice and exit ticket as specified by plan.
   • Provide written and pictorial instructions; allow response via drawing, stamping, or verbal recording.
   • Allow break options and frequent movement breaks during the independent practice period.
   • Provide teacher or para support during small-group work for prompting and scribing responses if needed.
   • Use reduced-distraction testing location for the exit ticket if required.

   Advanced Learners

   • Challenge students to write two complete problem statements for the same picture that focus on different affected people/things (e.g., student-centered vs teacher-centered).
   • Ask students to rank the observations by which gives the strongest evidence and write a sentence explaining their reasoning.
   • Have students generate three 'why' follow-up questions that dig deeper into root causes.
   • Provide a more complex scenario picture (multiple interacting problems) and ask the student to identify and define two separate problems.
   • Invite advanced learners to co-lead a small-group discussion or create a mini-anchor chart of 'Strong versus Weak Problem Statements' for the class.

   形成性检查

   • Teacher observation checklist during guided practice noting ability to distinguish observations vs questions.
   • Anecdotal notes from 1:1 conferences during independent practice verifying link between observations and problem statement.
   • Exit ticket scored 0-1-2 used as quick formative assessment to guide next lesson planning.
   • Collected student recording sheets reviewed for completion and alignment between observations and problem statement.

   退出票

   Look at this sentence and circle whether it is a PROBLEM or a SOLUTION: 'The lunchbox is hard to open; it needs to be easier for students to open at lunchtime.'

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 3-2-1 退出票 Includes an exit ticket template to align with the lesson's exit ticket activity for closure and assessment.
   • Worksheet 词汇练习 Supports the vocabulary terms explicitly listed in the lesson to reinforce understanding of key concepts like problem and observation.
   • Worksheet T-图 Matches the T-chart organizer used in the lesson to help students categorize observations and questions effectively.
   • Worksheet 匹配活动 Provides a practice activity suitable for Kindergarten to reinforce vocabulary and concepts through an engaging matching format.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content First Successful Vaccination (1796) The pioneering medical experiment conducted by Dr. Edward Jenner on May 14th, 1796, where he used cowpox to successfully immunize a young boy against the deadly smallpox virus, laying the foundation f
   • Storypie Content Why Mosquitoes Buzz in People's Ears - West African A West African folktale that explains why mosquitoes buzz in people's ears through a cumulative story about a chain reaction of animal misunderstandings caused by a mosquito's lie.

   准备清单

   • Print and cut scenario picture cards and make sure three distinct clear scenarios are ready.
   • Prepare anchor chart with pre-drawn T-chart and affix sentence frame cards to the chart.
   • Make student recording sheets (one per student) and exit tickets (one per student).
   • Prepare sentence frame cards (laminated) and place at each table.
   • Set up projector/document camera with warm-up image loaded.
   • Arrange seating for small groups and mark where teacher will circulate.
   • Prepare stickers/colored dots for sorting activity.
   • Review IEP/504 accommodations and list students needing specific supports; assign para or buddy if needed.
   • Prepare a short 'advanced learner' extension task to hand to early finishers.

   常见误解

   • Students conflate problems with solutions (e.g., 'We need a box' vs 'the crayons fall').
   • Students think an observation must be an opinion instead of a sensory statement.
   • Students use 'people' vaguely and cannot identify who or what is affected by the problem.
   • Students list causes as solutions (e.g., 'Because the table is wobbly we need to make it not wobbly') instead of stating the problem clearly.
9. 9 Criteria and Constraints (Kid-Friendly): What Must Our Tool Do? 完整课程 Criteria and Constraints (Kid-Friendly): What Must Our Tool Do?

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for Warm-Up and Direct Instruction; partners (pair-share) for Guided Practice; independent at tables for Independent Practice; whole group on carpet for Closure.

   学习目标

   • I can tell the difference between a criterion (what our tool must do) and a constraint (a limit we must follow) for our classroom design problem. Understand

     成功标准:

     • I can say what “must do” means (criterion) using my own words or the frame “Our tool must…”.
     • I can say what “limit” means (constraint) using my own words or the frame “We can’t… / We only have…”.
     • Given 4 example rules, I correctly sort at least 3 into criteria vs. constraints.

   • I can ask at least one question or share one observation about the problem to help define what our tool needs to do and what limits we have. Apply

     成功标准:

     • I can say an observation using the frame “I notice…” (e.g., the item is small/light/inside a cup).
     • I can ask a question using the frame “I wonder…” (e.g., how can we grab it without fingers?).
     • Using my question/observation, I contribute at least one criterion or one constraint that matches the problem (spoken, drawn, or dictated).

   • I can make a simple sketch of a tool and show how one part/shape helps it do the job. Create

     成功标准:

     • My sketch shows a tool idea intended to pick up a small item without fingers.
     • I label or point to one part/shape (e.g., hook, scoop, pincher arms) and explain: “This part helps because it can…”.
     • My explanation matches at least one criterion (must-do) from our class list.

   标准

   • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
   • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

   材料

   • Chart paper or whiteboard space for Criteria/Constraints T-chart · 1Label left: 'Criteria (MUST DO)' with a checkmark; right: 'Constraints (LIMITS)' with a stop sign.
   • Prepared statement sorting cards (word + picture) · 1 class set (6–8 per pair) + 4 for teacher modelInclude clear examples: must pick up cotton ball; must be safe; must reach into a cup; only 3 paper clips; only 1 piece of tape; 5 minutes; must fit in a shoebox; can’t use scissors.
   • Design problem prompt (slide or poster) · 1Use simple language and a picture (e.g., cotton ball/mini eraser on desk; hands behind back).
   • Student recording sheet: 'MUST' and 'LIMITS' boxes + drawing space · 1 per studentProvide an enlarged version for modeling; optional dotted-line sentence frames.
   • Crayons/pencils/markers · Class setOffer thick grip crayons/pencils as needed.
   • Sticky notes (optional) · 1–2 padsFor students to add a criterion/constraint to class chart.
   • Timer · 1Use visual timer if available.
   • Clipboards/hard writing surfaces (optional) · As neededUseful on carpet or for students who need stable surface.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Display two pictures or hold up real tools (e.g., spoon and tongs). Facilitate quick turn-and-talk about tool jobs. Transition to the idea that tools have to follow rules.

   学生操作: Students observe pictures/tools, share what each tool can do, and respond to the prompt about what a tool would HAVE to do for a job.

   教师脚本（完整）

   (Hold up spoon and tongs or show pictures.) “Scientists and engineers look closely at tools. Look at these two tools. What jobs can a spoon do? Turn to your partner and say one job.” (Pause 10 seconds.) “Now, what jobs can tongs do? Turn and tell your partner.” (Pause 10 seconds.) (Call 2–3 students.) “I heard: ‘scoop,’ ‘pick up,’ ‘grab.’ Now listen: If we had to BUILD a tool for a job, we need rules. Some rules tell what it HAS to do. Today we will learn two kinds of rules engineers use.”

   Direct Instruction10 min

   教师行动: Introduce vocabulary (criterion/constraint) with icons and gestures. Create/point to anchor chart. Model sorting 4 statement cards into T-chart with think-aloud and sentence frames. Check for understanding with quick choral responses and one cold-call with support.

   学生操作: Students repeat key words, do gestures (checkmark for criterion, stop hand for constraint), and help identify whether examples are criteria or constraints.

   教师脚本（完整）

   (Point to chart title.) “Engineers have two kinds of rules. Criteria are the ‘must do’ rules—what the tool has to do to work.” (Make a checkmark in the air.) “Constraints are the ‘limit’ rules—things like time, materials, size, or safety.” (Hold up a stop hand.) “Say it with me: Criteria means… ‘must do.’” (Students repeat.) “Constraints means… ‘limits.’” (Students repeat.) “Listen to this rule: ‘Our tool must pick up a cotton ball.’ That is a criterion, because it tells what the tool must do.” (Place card under Criteria.) “Listen to this rule: ‘We can only use 3 paper clips.’ That is a constraint, because it is a limit on materials.” (Place card under Constraints.) (Show 2 more cards.) “This card says, ‘Our tool must be safe.’ I ask myself: Is this telling the job the tool must do, or is it a limit we must follow? Safety is a rule we must follow, so it is a constraint—because it is a limit to keep us safe.” (Place under Constraints.) “This card says, ‘Our tool must reach into a cup.’ That tells what it must do, so it is a criterion.” (Place under Criteria.) (Teach sentence frames.) “Engineers explain their thinking. We will use these frames: ‘This is a criterion because it tells what the tool must do.’ ‘This is a constraint because it is a limit—time, materials, size, or safety.’ Quick check: If I say, ‘We only have 5 minutes,’ you say ‘constraint.’ Ready? ‘We only have 5 minutes.’” (Students respond.) “And if I say, ‘Our tool must pick up the mini eraser,’ you say ‘criterion.’ Ready?”

   理解检查: Thumb check: “Thumbs up if you can tell me which side ‘must do’ goes on; thumbs to the side if you’re not sure yet.” Then ask 2 students: “Is ‘We can only use one piece of tape’ a criterion or constraint? Why?” Provide sentence frame if needed.

   Guided Practice15 min

   教师行动: Read design problem aloud with picture. Give partner sets of cards. Model partner talk briefly. Circulate to prompt with frames and correct misconceptions. Lead debrief to build a class T-chart list from student answers.

   学生操作: In pairs, students sort 6–8 cards into criteria vs constraints, using pointing and oral reasoning. Then share 1–2 placements in debrief.

   教师脚本（完整）

   (Show problem prompt with picture.) “Our design problem today is: ‘We need a tool that can pick up small classroom items without using our fingers.’ We are not building today—we are learning the rules first. (Show a small set of cards and model partner talk.) “Watch me and a pretend partner. I point to a card and say: ‘Criterion.’ Then I say why: ‘This is a criterion because it tells what the tool must do.’ Now you will do that with your partner. “Directions: 1) Spread your cards. 2) Take turns pointing to one card. 3) Say ‘criterion’ or ‘constraint.’ 4) Tell why. If you’re stuck, start with: ‘It must…’ or ‘We can’t/We only…’ (Release.) “Go ahead—start sorting.” (While circulating, use prompts.) “I’m listening for the words ‘must’ and ‘only/can’t.’ If you use them, you are thinking like an engineer.” (Debrief on carpet or from tables.) “Let’s build our class list. Hold up one card you think is a criterion.” (Call 2–3.) “Tell us using the frame: ‘This is a criterion because…’” “Now hold up a constraint.” (Call 2–3.) “If we disagree, that’s okay—we will explain and decide together.”

   支架提示: Point-and-prompt: “Read the first word: does it say ‘must’ or ‘only/can’t’?” | Binary choice: “Is this about the job the tool does, or a limit we have to follow?” | Category cue: “Is this a time limit, a material limit, a size limit, or a safety limit?” | Rephrase support: “Say it like this: ‘Our tool must…’ Does it still make sense? Then it’s probably a criterion.” | Rephrase support: “Say it like this: ‘We only have…/We can’t…’ Does it still make sense? Then it’s probably a constraint.” | Gesture cue: “Show me checkmark hands for criterion; stop-hand for constraint.” | Misconception correction stem: “That sounds like a good rule. Is it telling what the tool must do, or what we are not allowed to do?” | Language scaffold: “Repeat after me: ‘This is a constraint because it is a limit on ______.’ (time/materials/size/safety)

   Independent Practice15 min

   教师行动: Explain and model the “Must/Limit mini-plan” sheet. Provide sentence frames and/or scribing options. Confer with students 1:1, prompting for one criterion and one constraint connected to the problem. Collect sheets for evidence.

   学生操作: Students complete recording sheet: draw a tool idea, then write/dictate at least 1 criterion and 1 constraint. Students may use word bank icons and frames.

   教师脚本（完整）

   (Hold up the student sheet.) “Now you are going to make a mini-plan like an engineer. On this side it says: ‘Our tool MUST…’ That is your criterion. On this side it says: ‘LIMITS (We can’t / We only have…)’ That is your constraint. “Watch me.” (Model quickly on document camera/board.) “I write: ‘Our tool must pick up a small item.’ Then I write a limit: ‘We only have paper clips and tape.’ Now I draw a quick sketch. I add one label: ‘arms’—because the arms help grab.” “Before you draw, do this: Whisper your criterion to yourself: ‘My tool must…’ (Pause.) Now whisper your constraint: ‘We can’t…’ or ‘We only have…’ (Pause.) Now draw your tool. When I come to you, you will point and tell me what part helps it do the job.”

   监控清单: Student states or writes a criterion using 'must' and it matches the design problem. | Student states or writes a constraint using 'only/can’t' and it is realistic (materials/time/size/safety). | Student drawing shows an intentional feature (e.g., claws, handle, scoop) connected to the criterion. | Student can point to the correct box (MUST vs LIMITS) when asked. | Student uses (or attempts) the explanation frame when prompted: 'because it tells what the tool must do' / 'because it is a limit.'

   Closure5 min

   教师行动: Use quick finger signal check, call on a few students for examples, and clarify any confusion. Administer verbal exit ticket prompt (or quick card) and explain how next lesson uses these lists to choose/improve a tool.

   学生操作: Students show finger signal, provide an example criterion/constraint, and respond to exit ticket prompt orally or on a small slip (teacher choice).

   教师脚本（完整）

   “Show me with your fingers: One finger = I can tell a criterion (a must-do). Two fingers = I can tell a constraint (a limit). Hold up what you can do.” (Scan.) (Call 2 students for criterion.) “Tell us: ‘Our tool must…’” (Call 2 students for constraint.) “Tell us: ‘We can’t…’ or ‘We only have…’” “Remember: Criteria are must-do rules. Constraints are limits. Next time, we will use our criteria and constraints to choose or improve a tool design—because engineers don’t just build; they build with rules.”

   退出票: Teacher holds up two statement cards (or reads two statements). Students respond: 1) Say whether each statement is a criterion or a constraint, and 2) say one reason using a frame. Statements: A) “Our tool must pick up a small classroom item.” B) “We only have 5 minutes to work.”

   criterion (criteria)

   A rule that tells the job our tool has to do.

   constraint (constraints)

   A rule that tells what we can’t do or what we only have.

   tool

   Something we use to help us work.

   problem

   A job we need help with.

   solution

   The answer that helps the problem.

   English Language Learners

   • I can use the sentence frame 'Our tool must ___' to state one criterion.
   • I can use the sentence frame 'We only have ___' or 'We can’t ___' to state one constraint.
   • I can orally explain one sort using: 'This is a criterion/constraint because ___.'
   • Pre-teach vocabulary with gestures and icons (checkmark = criterion; stop sign = constraint) and post on a picture word wall.
   • Provide bilingual glossary cards if available; allow students to discuss sorting briefly in home language before sharing in English.
   • Use sentence frames with visual cues printed on table tents: 'must do' vs 'limit' plus examples.
   • Offer simplified card sets (4–6 cards) with strong picture supports and consistent wording (must/only/can’t).
   • Teacher re-voices student responses in complete sentences: “You said ‘only three.’ So that is a constraint because it is a limit on materials.”
   • Use choral repetition for key terms: “Criteria = must do. Constraints = limits.”

   Struggling Learners

   • Chunk the partner sort: first sort only cards that have the word 'must' vs 'only/can’t'; then discuss the remaining cards.
   • Reduce cognitive load with a smaller card set (4–6) and color-code backs (teacher-only) for quick self-check.
   • Provide a two-column mat with icons (checkmark/stop sign) where students place cards to anchor categories.
   • Allow oral responses instead of written; use teacher/aide scribing for the independent sheet.
   • Modified expectation: independent sheet requires 1 criterion OR 1 constraint (student chooses) plus a drawing, if stamina is limited; aim for both with support.
   • Use peer support: assign a patient, trained partner; give roles (Reader/Placer) and switch halfway.
   • Provide a word bank with picture options for criteria (pick up, reach, hold) and constraints (time, materials, size, safety).

   IEP / 504 Accommodations

   • Preferential seating near instruction and anchor chart; minimize auditory/visual distractions.
   • Provide extra processing time and repeat directions one step at a time; check for understanding privately.
   • Offer adaptive tools: pencil grips, thick crayons, slant board, or clipboard for fine-motor support.
   • Allow alternative response modes: pointing, карточки/yes-no cards, verbal recording, or drawing-only with oral explanation.
   • Use a visual schedule for lesson parts (Warm-Up, Learn, Sort, Draw, Share) to support transitions.
   • For attention needs: include a brief movement reset before independent work (e.g., “checkmark hands / stop hand” gestures and 2 deep breaths).
   • For speech/language goals: accept single-word responses (criterion/constraint) first, then expand with teacher modeling of the full frame.

   Advanced Learners

   • Add a third category during debrief: ‘Both/Depends’ and justify (e.g., 'must be safe' as a constraint; discuss why safety is a limit).
   • Challenge: Create 2 new cards—one criterion and one constraint—for the class problem; illustrate each with a picture.
   • Explain multiple constraints: identify whether a constraint is time, materials, size, or safety and label it.
   • Extension writing: Write/dictate two criteria and two constraints on the mini-plan sheet and add labels showing how a feature meets a criterion.
   • Leadership role: facilitate partner discussion by asking, “What makes you think that?” and prompting use of sentence frames.

   形成性检查

   • Warm-up oral responses about tool jobs (listening for 'job' language).
   • Direct instruction CFU: choral response to examples; thumbs check; individual cold-call with sentence frame.
   • Guided practice observation: partner sort accuracy (teacher uses quick tally of correct placements and explanation attempts).
   • Independent practice product: mini-plan sheet includes at least 1 criterion + 1 constraint aligned to problem and a drawing with a functional feature.
   • Closure finger signal + exit ticket identification and justification scored 0–1–2.

   退出票

   Identify each statement as criterion or constraint and explain why: A) 'Our tool must pick up a small classroom item.' B) 'We only have 5 minutes to work.'

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet T-图 The lesson explicitly uses a T-chart to sort criteria and constraints, making this organizer ideal for student recording sheets and class charts.
   • Worksheet 词汇练习 The lesson introduces key vocabulary terms such as criterion and constraint, so a vocabulary practice template supports word understanding.
   • Worksheet 匹配活动 The prepared statement sorting cards activity aligns well with a matching activity template to reinforce sorting criteria and constraints.
   • Worksheet 3-2-1 退出票 Including a 3-2-1 exit ticket provides a simple formative assessment suitable for Kindergarten to check understanding at lesson closure.

   Storypie 内容

   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content Electric Drill A powered tool that uses an electric motor to rotate a cutting tool, typically a drill bit, to create holes in various materials. Its invention and evolution from a large industrial machine to a porta
   • Storypie Content The Light Bulb The incandescent light bulb is a device that produces light from a wire filament heated to a high temperature by an electric current passing through it, until it glows.
   • Storypie Content Invention of the Airplane The creation of the first successful motor-operated airplane, the Wright Flyer, by brothers Orville and Wilbur Wright, culminating in the first sustained, controlled, heavier-than-air flight on Decemb
   • Storypie Content United States of America A large country in North America, known for its diverse population, vast landscapes, and history as a nation founded on principles of liberty and democracy.

   准备清单

   • Prepare/print sorting cards (6–8 per pair) with clear pictures and consistent wording; laminate if reusing.
   • Prepare 4 modeling cards for whole-group sort.
   • Set up T-chart on chart paper/board with icons and sentence frames visible.
   • Prepare the design problem prompt (slide/poster) with a simple picture.
   • Copy student 'MUST/LIMITS' recording sheets; prepare 3–5 enlarged copies for modeling and small-group support.
   • Assemble materials at tables (crayons/pencils, clipboards if needed).
   • Plan partner assignments (consider language supports and peer models).
   • Set timer checkpoints: 5, 10, 15, 15, 5 minutes.
   • Optional: Prepare a small word bank strip (pick up, reach, hold; only, can’t; time, materials, size, safety) for students who need it.

   常见误解

   • Misconception: Criteria are just 'good ideas' rather than required job rules.
   • Misconception: Constraints are 'bad rules' instead of helpful limits that keep us safe and realistic.
   • Misconception: Any sentence with the word 'must' is always a criterion (e.g., safety).
   • Misconception: Constraints are only about materials; students may not recognize time/size/safety as constraints.
   • Misconception: A tool feature (e.g., 'has a handle') is a criterion rather than a design idea that helps meet a criterion.
10. 10 Show What We Know: Labeled Drawing + Scientist/Engineer Interview (Summative Prep + Task) 完整课程 Show What We Know: Labeled Drawing + Scientist/Engineer Interview (Summative Prep + Task)

    概述 时间与活动 词汇 差异化 评估 资源 教师笔记

    🌏 California, USA Whole group on carpet for Warm-Up/Modeling/Guided Practice; then partner pairs at tables for independent work and interviews; brief whole-group share for closure.

    学习目标

    • I can define a simple classroom-life problem by stating what we want to change and sharing at least one observation about it. Understand

      成功标准:

      • I can say the problem in one sentence using: “My problem is ____.”
      • I can share one observation using: “I observed ____.” (what I noticed with my senses, safely).
      • My problem is something people want to change or fix (not a solution).

    • I can develop a labeled drawing (model) of a tool/object that solves the problem and show how parts help it do its job. Create

      成功标准:

      • My drawing shows an object/tool that matches my stated problem.
      • I include at least 3 labels (words, approximations, or word + picture).
      • Each label has an arrow/line that touches the correct part of the drawing.
      • I can explain at least one part’s job using: “This part is the ____ and its job is ____.”

    • I can ask questions and gather information from my partner to understand their problem and how their design solves it. Apply

      成功标准:

      • I ask at least 1 question about my partner’s problem, observations, or design using a question card or stem (e.g., “What did you observe?” “Why did you choose ___?”).
      • I answer at least 3 questions by talking, pointing to my model, or acting it out.
      • I take turns and listen (so we can gather information from each other).

    标准

    • K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
    • K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

    材料

    • Student drawing paper (blank or with a label box) · 1 per student + a few extrasOptional: pre-print boxes for: Problem / My Model / Labels / What it does.
    • Pencils · 1 per studentProvide pencil grips as needed.
    • Crayons and/or markers · Shared table setsColor can support labels (e.g., blue arrows).
    • Labeling tools (sticky notes or pre-printed word bank cards) · 1 small set per table (optional)Include picture + word options: tape, cardboard, handle, wheel, pocket, lid, strap, hook, box, tray.
    • Anchor charts: “Scientists Ask Questions/Make Observations” and engineering cycle (Ask–Imagine–Plan–Create–Improve) · 1 set displayedPoint to charts during scripts; keep vocabulary visible.
    • Interview question cards with picture supports and sentence stems · 1 set per pairLaminate if possible; include icons for problem/solution/model/observation.
    • Teacher checklist/rubric aligned to success criteria · 1 per class on clipboardUse quick codes: P (problem said), D (drawing), L3 (3 labels), V2 (2 vocab), Q (asked question), T (turn-taking).
    • Clipboards or hard surfaces · Class set (optional)Helpful if drawing on carpet.
    • Timer for interview rotations · 1Set 3–4 minutes per role then switch.
    • Name tags or table signs for partner work · OptionalUse Partner A / Partner B cards to support turn-taking.

    • Warm-up 5 min
    • Direct Instruction 10 min
    • Guided Practice 15 min
    • Independent Practice 15 min
    • Closure 5 min

    Warm-up5 min

    教师行动: Display scientist/engineer anchor chart and vocabulary cards. Facilitate a quick Turn-and-Talk and select 2–3 students to share. Reinforce norms and vocabulary.

    学生操作: Students look at the anchor chart, turn-and-talk to a partner, then listen to classmates share and echo vocabulary words.

    教师脚本（完整）

    “Scientists and engineers, come to the carpet with your listening bodies. Eyes on the chart. Today is our ‘Show What We Know’ day. Point to the chart with me: Ask questions… make observations… solve problems. Turn to your partner. Say: ‘One thing I can do like a scientist or engineer is…’ Use one of our words: question, observation, problem, solution, model. Go.” (After 30–45 seconds) “Freeze. Show me quiet mouths and listening ears. I’m going to take three share-outs. When your classmate shares, we listen and we can repeat the science word.” (After shares) “Yes—those are scientist and engineer skills. Today you will make a model drawing with labels, and you will do an interview like a real scientist or engineer.”

    Direct Instruction10 min

    教师行动: Model the summative product using a simple classroom problem. Think aloud to name the problem, draw a model, add labels with arrows, and explain function using vocabulary. Introduce interview format, question cards, and norms; explicitly model turn-taking and using sentence stems.

    学生操作: Students watch, respond to quick questions, practice a choral response using sentence stems, and identify labels and arrows in the model.

    教师脚本（完整）

    “Watch me as I do an example. This is not the only answer—it’s just a model to help you. First, I name the problem. My problem is: ‘Our pencils roll off the table and get lost.’ That’s a situation we want to change. That’s the problem. Next, I make a model. A model is a drawing that shows my idea. I’m going to draw a ‘pencil tray’ with tall sides.” (Teacher draws a simple tray.) “Now I add labels. Labels name the parts or materials. Watch my arrows—my arrow touches the part I’m naming.” (Teacher adds 3 labels such as “tall sides,” “non-slip bottom,” “divider.”) “Now I explain how it works using our science words. Listen: ‘My problem is pencils roll away. My solution is a pencil tray. My model shows tall sides so the pencils stay in. I observed that pencils roll when the table bumps.’ Your turn to practice the stem. Everyone: ‘My problem is…’” (Choral response) “Everyone: ‘My solution helps by…’” (Choral response) “Now the interview. You will work with a partner. One person is the interviewer and asks questions from the cards. The other is the scientist/engineer and answers by talking, pointing to the drawing, or acting it out. Interview norms: Look at your partner, listen, take turns, use kind words. If you forget what to say, you can use a sentence stem.”

    理解检查: Quick thumbs check + targeted prompts: “Show thumbs up if you can tell me what a model is.” Call on 2 students: (1) “What is a problem?” (2) “Point to my labels—how many labels do you see?” Reteach arrows/labels if needed.

    Guided Practice15 min

    教师行动: Lead a shared class design scenario. Co-define a simple problem with choices, co-plan parts/materials, and practice adding labels together (teacher writes; students air-draw and point). Run a fishbowl interview with a volunteer using stems and question cards; coach the class to listen and ask one follow-up question.

    学生操作: Students help choose a problem, suggest parts/materials, air-draw the model, practice placing “imaginary arrows,” and participate as audience/interviewers in a fishbowl.

    教师脚本（完整）

    “Now we will practice together, so you feel ready to do yours. Choose our practice problem. Put one finger up for ‘Our books get messy.’ Put two fingers up for ‘Our glue sticks disappear.’ Put three fingers up for ‘Our papers get wrinkled in backpacks.’” (Teacher selects the most common or chooses intentionally.) “Great. Our practice problem is: ‘Our books get messy and hard to find.’ Say it with me.” (Choral) “Let’s imagine a solution. What could we make—an object or tool—to help? Turn-and-tell one idea.” (After 20 seconds) “I’m hearing: book bins, a book stand, labels, shelves. I’m going to draw a ‘book bin with picture labels.’ Watch my model.” (Teacher draws simple bin.) “Now we need labels. A label names a part or a material. What are three parts we can label?” (Teacher elicits and writes labels with arrows: “bin,” “picture label,” “divider,” etc.) “Everyone, air-draw an arrow with your finger. Touch where your arrow would go. Good—arrows connect the word to the part. Now, fishbowl interview. I need one brave engineer to sit with me. Class, you are the interviewers. Remember: kind words.” (Teacher models question card use.) “I will ask: ‘What is your problem?’ You answer with the stem: ‘My problem is…’” (Volunteer answers; teacher coaches.) “Class, what science word did you hear?” (Students respond: problem/solution/model/observation.) “Now you ask one follow-up question. Who can ask: ‘Why did you choose that part?’ or ‘What did you observe?’” (Teacher affirms and reframes as needed.)

    支架提示: “Point to the part you are talking about.” | “Say it in one sentence: ‘My problem is…’” | “What is the job of that part?” | “What did you observe in our classroom that made this a problem?” | “Which material would be strong? Which would be soft?” | “Show me your arrow: does it touch the part and the word?” | “Try using a science word: problem, solution, model, observation, question.” | “If you’re stuck, choose from these: tray, box, strap, lid, hook, divider.”

    Independent Practice15 min

    教师行动: Release students to create their own labeled model drawing for a classroom-life problem, then facilitate partner interviews using question cards. Circulate with checklist, provide quick conferences, and prompt for labels, arrows, and vocabulary use. Manage timing for role switch.

    学生操作: Students choose a problem, draw a tool/object model, add at least 3 labels with arrows, then interview a partner (ask/answer, take turns, use stems, point to evidence on the drawing).

    教师脚本（完整）

    “Now it’s your turn to show what you know. Step 1: Choose a problem we want to fix in our classroom life. Examples: supplies get lost, papers get wrinkled, books get messy, chairs are noisy, water bottles spill. Step 2: Draw your model—your plan picture. Step 3: Add at least three labels with arrows. Labels can be words, or word + picture. Step 4: Get ready to explain: ‘My problem is… My solution helps by… My model shows… I observed…’ When you finish your drawing, raise your hand quietly. I will check your labels, and then you may start your partner interview with the cards. Interviews: Partner A asks 3 questions first while Partner B answers. When the timer beeps, switch.”

    监控清单: Student can state a classroom-life problem in one sentence. | Drawing matches the stated problem (tool/object is plausible for K). | At least 3 labels are present (word, approximation, or word+picture). | Labels have arrows/lines that touch correct parts. | Student includes function/job language (what it does). | Student uses at least 2 vocabulary words correctly when explaining. | Student answers at least 3 interview questions (speech/pointing/acting). | Student asks at least 1 question about partner’s design. | Partner norms observed: taking turns, listening, respectful voice.

    Closure5 min

    教师行动: Facilitate quick gallery share with a structured prompt. Lead a fast self-assessment aligned to success criteria. Collect exit ticket data (oral or written/drawn) and preview celebration of learning.

    学生操作: Students hold up drawings, point to one label and state its job, then self-assess using thumbs/traffic-light and complete an exit ticket response (drawing/pointing/oral).

    教师脚本（完整）

    “Freeze and hold your model up at chest level so I can see. Keep your finger ready. On my signal, point to one label and say: ‘This part is the ____ and its job is ____. ’ Ready—go.” (After 20–30 seconds) “I heard engineers explaining jobs—nice! Now self-check. Show me: 1) Traffic-light for ‘I used labels with arrows.’ 2) Traffic-light for ‘I explained my problem and solution.’ 3) Traffic-light for ‘I asked and answered interview questions.’ Remember: this is to help me help you. Exit ticket time: I will ask you to show or tell your problem and one label’s job before you line up.”

    退出票: Show your drawing to the teacher and do a 10-second explain: (1) Say your problem in one sentence. (2) Point to one labeled part and say what it does (its job). Use at least one of these words: problem, solution, model, observation.

    observation

    What I notice with my senses.

    question

    Something I wonder about.

    problem

    Something that is not working the way we want.

    solution

    Something that helps make it better.

    model

    A plan picture that shows my idea.

    English Language Learners

    • I can say: “My problem is ___.”
    • I can say: “My solution helps by ___.”
    • I can say: “My model shows ___.”
    • I can ask: “Why did you choose ___?” or “What did you observe?”
    • Pre-teach vocabulary with picture cards and gestures (problem = hands shrug; solution = thumbs up; model = draw in the air; observation = binocular hands).
    • Provide bilingual word bank if available (home language + English) and allow labels in home language with an English “buddy label” added with teacher/peer support.
    • Use sentence stems on desk strips with icons: problem/solution/model/observation/question.
    • Partner ELLs strategically with supportive peers; assign roles with visual badges (Interviewer/Engineer).
    • Allow oral labeling: student points to parts while teacher or peer scribes labels; accept phonetic spelling and approximations.
    • Comprehension checks with yes/no and either/or choices: “Is your problem about messy books or lost pencils?”

    Struggling Learners

    • Chunk the task with a 3-step visual checklist on the paper: 1) Circle a problem picture, 2) Draw the tool, 3) Add 3 labels (use sticker/word bank).
    • Offer a limited choice set of problems (2–3 picture options) to reduce cognitive load.
    • Provide a partially completed template: a large box for drawing + three pre-drawn label lines/arrows to fill in.
    • Use a labeled word/picture bank at the table (handle, wheel, lid, strap, hook, tape, cardboard, divider).
    • Modified expectation when needed: 2 labels instead of 3, with strong oral explanation; or 3 picture-labels without full words.
    • Peer support: “label buddy” checks arrows touch the correct part; “sentence stem buddy” prompts during interview.
    • Frequent teacher micro-conferences (30–60 seconds) using prompts: “What is the job? Show me with your finger.”

    IEP / 504 Accommodations

    • Preferential seating close to teacher model and vocabulary visuals; reduce distractions during independent work.
    • Extended time for drawing/labeling and/or complete interview with adult support (teacher/aide) if needed.
    • Alternative response modes: verbal response, pointing, AAC device, or acting out the tool’s function; teacher scribes problem sentence or labels.
    • Fine-motor supports: thicker pencils/markers, pencil grips, slant board/clipboard, larger paper with bigger drawing space.
    • Behavioral supports: clear role cards, visual timer, first-then cue (“First draw + 2 labels, then interview”), and scheduled movement break if needed.
    • Audio/visual directions repeated and simplified; check for understanding one-on-one before release.

    Advanced Learners

    • Add a second design iteration: “Improve your tool” by changing one part; add a fourth label called “improvement.”
    • Include a compare statement aligned to K-2-ETS1-3: “My design is stronger than ____ because… / A weakness might be…” (with picture choices for strong/weak).
    • Write (or dictate) a test plan: “How could we test it?” and list 1–2 simple tests (e.g., “Shake the tray,” “Put 10 pencils in”).
    • Add a materials justification label: “I chose ____ because it is ____ (strong/light/waterproof).”
    • Interview extension: ask two questions and add one follow-up question based on partner’s answer.

    形成性检查

    • Warm-up Turn-and-Talk listening for correct use of vocabulary and accurate scientist/engineer actions.
    • CFU during direct instruction: thumbs check for model/label understanding and counting labels.
    • Guided practice: student contributions to problem definition and labeling; observation of fishbowl participation.
    • Teacher circulation checklist during independent work (labels/arrows/function/vocab/interview behaviors).
    • Partner interview observation (turn-taking, asking questions, completeness of answers).

    退出票

    Show your drawing and do a 10-second explain: state your problem and point to one labeled part and tell its job; use at least one science word.

    与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

    工作表与活动

    • Worksheet 词汇练习 The lesson includes specific vocabulary terms related to science and engineering that students need to practice and understand.
    • Worksheet 故事地图 A story map organizer supports young students in organizing their thoughts about the problem, model, and solution as part of their labeled drawing task.
    • Worksheet 3-2-1 退出票 An exit ticket is appropriate for this lesson's closure to assess students' understanding of key concepts and their ability to articulate what they learned.
    • Worksheet Rubric A rubric aligns with the teacher checklist and success criteria to guide assessment of the summative drawing and interview task.

    Storypie 内容

    • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
    • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
    • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.

    准备清单

    • Prepare and display anchor charts (scientist skills + engineering cycle) and vocabulary cards.
    • Make teacher model drawing in advance OR plan to draw live with thick marker for visibility.
    • Copy student drawing papers (and templates for students who need them).
    • Prepare interview question cards with picture supports and sentence stems; make 1 set per pair.
    • Create/print teacher checklist with student names and success-criteria codes (P, D, L3, V2, Q, T).
    • Set timer intervals for interviews (e.g., 3 minutes Partner A interviews; 3 minutes switch).
    • Assemble optional word/picture label banks (table sets) and sticky notes.
    • Plan partner pairings (including supportive pairings for ELL and students needing assistance).
    • Gather clipboards/hard surfaces if students will draw on carpet.
    • Decide 3 pre-approved classroom-life problems with picture choices for students who need reduced options.

    常见误解

    • A model must be a real object (not a drawing).
    • Labels are decorations, not names of parts/materials connected to the drawing.
    • A solution is the same thing as the problem.
    • Observations are guesses (instead of what you notice with senses).
    • Engineers only build; they don’t ask questions or make observations.

基本问题

• How can we describe today’s weather?
• What patterns do we notice in weather over time?
• How can we use our observations to make a simple forecast?

标准

1. 1 What Is Weather? Observing Today 完整课程 What Is Weather? Observing Today

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for launch/mini-lesson; partner turn-and-talk during guided practice; independent work at tables; brief whole-group share at end.

   学习目标

   • I can observe today’s local weather and describe it using at least one accurate weather word (sunny, cloudy, rainy, or windy) and one piece of evidence. Apply

     成功标准:

     • I observe outside (or a live view/photo) and notice what I see/feel (sun, clouds, rain, wind).
     • I choose at least 1 weather word that matches what I observe.
     • I give at least 1 evidence clue that matches my weather word (e.g., 'I see clouds.').

   • I can share my weather observation with others using the sentence frame: “Today it is ____.” and add today’s observation to our class weather chart so we can look for patterns over time. Apply

     成功标准:

     • I say the complete sentence frame with an appropriate weather word.
     • I listen and take turns with a partner or the class.
     • I help record today’s weather on the class chart/calendar (place an icon, add a tally, or point while the teacher records).

   • I can create a weather journal entry that records today’s weather (drawing + label) that can be compared with other days to notice patterns over time. Create

     成功标准:

     • My drawing shows at least one clear weather feature (sun, clouds, rain, wind lines).
     • I add a label (word, copied word, or beginning sound/letter) that matches my drawing.
     • My page includes the date (teacher-stamped/teacher-written or student copy) so it can be used later to compare days.

   标准

   • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Two contrasting weather photos (sunny and rainy) printed or projected · 1 setLarge enough for all students to see; include clear visual evidence (sun, clouds, rain).
   • Anchor chart paper or whiteboard space titled “Today’s Weather” · 1Pre-draw title; leave space for icon(s) and a short evidence list.
   • Weather picture/word cards: sunny, cloudy, rainy, windy · 1 classroom setUse simple icons; optional duplicate mini-cards for student tables.
   • Student weather journals or half-sheets (one page for today) · 1 per studentInclude a word bank box with icons and/or starting letters (S, C, R, W).
   • Pencils · 1 per studentFor labels/first sounds.
   • Crayons or colored pencils · Shared table binsBlue for rain, gray for clouds, yellow for sun (optional sorting).
   • Teacher clipboard + quick-check roster · 1Use to record who can state weather word + evidence.
   • Access to window/doorway view OR a live outdoor camera/webcam view · 1If using a camera, open it before class and pause on a clear image.

   • Warm-up 4 min
   • Direct Instruction 8 min
   • Guided Practice 8 min
   • Independent Practice 7 min
   • Closure 3 min

   Warm-up4 min

   教师行动: Show two contrasting weather photos (sunny vs. rainy). Facilitate noticing and comparing. Introduce the idea that scientists begin by observing.

   学生操作: Look at photos, share noticings, use pointing and simple words/phrases; listen to classmates.

   教师脚本（完整）

   “Class, today we are going to be Weather Watchers. Weather Watchers are scientists. Scientists start by looking closely. Put your eyes on this picture. What do you notice? You can point and say one thing you see.” (Pause 5–7 seconds; call 2–3 students.) “Now look at this picture. What is different?” (Pause; call 2–3 students.) “Today we will observe the weather we have right now and use weather words to describe it.”

   Direct Instruction8 min

   教师行动: Define weather and observe using kid-friendly language. Introduce 4 weather words with gestures and icons. Model a quick observation using the window/live view and explicitly connect evidence to the chosen word.

   学生操作: Repeat vocabulary with gestures, track visuals, answer quick checks with thumbs/pointing, practice the sentence frame chorally.

   教师脚本（完整）

   “Listen for our big word: weather. Weather means what the sky and air are like outside today—right now.” “Another scientist word is observe. Observe means I look closely and notice with my senses.” “Let’s learn our weather words. When I say the word, you say it and do the motion.” - “Sunny” (Teacher points up like the sun and makes a big circle with arms.) “Sunny.” - “Cloudy” (Teacher wiggles fingers overhead like clouds.) “Cloudy.” - “Rainy” (Teacher wiggles fingers downward like raindrops.) “Rainy.” - “Windy” (Teacher blows air and moves hands like wind.) “Windy.” “Now I’m going to model how a Weather Watcher thinks.” (Teacher looks out the window/live view slowly.) “First, I observe the sky. I see ____.” (Fill in based on real conditions, e.g., “I see many clouds.”) “Next, I look for evidence. Do I see rain? Do I see things moving like trees or a flag?” “My observation is: ‘Today it is ____.’” (Choose one accurate word.) “I know because I can see ____.” (State matching evidence, e.g., “many clouds.”) “Say the sentence frame with me: ‘Today it is ____.’”

   理解检查: Quick CFU: Teacher holds up two weather cards (e.g., sunny and cloudy). Prompt: “Point to the card that matches what we see outside.” Then ask 1–2 students: “What evidence do you see that matches that word?”

   Guided Practice8 min

   教师行动: Lead a whole-group observation at the window/door or on screen. Prompt students to identify evidence. Facilitate partner turn-and-talk using the sentence frame. Conduct a class ‘vote’ and record on the “Today’s Weather” anchor chart with icon(s) and an evidence list.

   学生操作: Observe outdoor conditions, point to evidence, use the sentence frame with a partner, participate in class vote (hands up), help generate evidence words for the chart.

   教师脚本（完整）

   “Now we will observe together. Eyes on the sky.” “Point with one finger to something you notice.” (Pause.) “Let’s name our evidence. What do you see in the sky—sun, clouds, rain?” (Record 2–3 evidence words or simple drawings.) “Now look lower. What do you notice about the trees or the flag—are they moving or still?” “Turn to your partner. Partner A goes first. Use our sentence frame: ‘Today it is ____.’” (Give 10 seconds.) “Partner B, your turn: ‘Today it is ____.’” (Give 10 seconds.) “Let’s vote with our hands. If you think it is sunny, raise your hand.” (Count quickly.) “If you think it is cloudy, raise your hand.” “If you think it is rainy, raise your hand.” “If you think it is windy, raise your hand.” “Our class observation today is: ‘Today it is ____.’” (Select the best match; acknowledge if multiple apply.) “I will record it on our chart, and we will add our evidence: ____.”

   支架提示: “What do you see in the sky: sun, clouds, or rain?” (Offer 2–3 choices.) | “Show me with your finger—where are the clouds?” | “Do you feel wind on your face or see something moving?” | “Which card matches what we observe right now?” (Hold up two choices.) | “Say it with me: ‘Today it is ____.’ Now you try.” | “What is your evidence? Start with: ‘I know because I see ____.’” | “If you’re not sure, look again: Is the sky mostly blue or mostly covered?”

   Independent Practice7 min

   教师行动: Pass out journals/half-sheets. Review task directions in two steps (draw, then label). Circulate, confer briefly, and record quick notes on who can (1) choose an accurate weather word and (2) provide evidence. Provide prompts and small supports (word bank, tracing, pointing).

   学生操作: Draw today’s weather with at least one clear feature; choose a matching weather word; add a label by copying the word or writing the first sound; quietly practice the sentence frame if finished.

   教师脚本（完整）

   “Weather Watchers, it’s your turn to record like scientists.” “Step 1: Draw today’s weather. Add at least one clue: a sun, clouds, rain drops, or wind lines.” “Step 2: Add a label. You can copy a word from the word bank, or you can write the first sound.” (While circulating to individuals) “Show me your picture. What is your evidence?” “What weather word are you choosing?” “Say your sentence: ‘Today it is ____.’” “Now add your label—copy the word or write the first letter.”

   监控清单: Student includes at least one accurate weather feature in drawing (sun/clouds/rain/wind lines). | Student selects a weather word that matches observed conditions. | Student can orally complete: “Today it is ____.” | Student provides an evidence statement with prompting (e.g., “I see clouds.”). | Student attempts a label (copied word, traced word, or initial letter). | Student uses materials safely and stays on task with minimal reminders.

   Closure3 min

   教师行动: Select 2 students to share quickly (hold up paper). Lead a brief choral response of the class observation. Administer a quick oral exit ticket as students line up: each student whispers the sentence frame with one weather word. Score using 0–1–2 rubric and note who needs reteach.

   学生操作: Listen to peers’ shares, repeat class sentence, whisper exit response to teacher using sentence frame.

   教师脚本（完整）

   “Freeze pencils. Eyes on me.” “I’m going to choose two Weather Watchers to share their scientific recording.” (Select 2.) “Class, let’s say our weather observation together. On the count of three: 1…2…3… ‘Today it is ____.’” “As you line up, you will whisper to me your sentence: ‘Today it is ____.’ Use one weather word.”

   退出票: One-by-one oral response to teacher: “Today it is ____.” (Student chooses a weather word that matches today’s observation.)

   weather

   Weather is what the sky and air are like outside today—right now.

   observe

   Observe means look closely and notice like a scientist.

   sunny

   Sunny means the sun is shining.

   cloudy

   Cloudy means there are many clouds in the sky.

   rainy

   Rainy means water is falling from the sky.

   windy

   Windy means the air is moving, and we can feel it or see things move.

   English Language Learners

   • Students will orally produce a simple sentence using the frame: “Today it is ____.” with a weather word.
   • Students will respond to a WH-question with a phrase: “I see ____.” (sun/clouds/rain) when asked for evidence.
   • Students will use gesture + word to demonstrate meaning of sunny/cloudy/rainy/windy.
   • Pre-teach vocabulary with real photos, icons, and gestures; keep cards visible during the entire lesson.
   • Provide bilingual picture labels if available (home language + English) on the word bank; allow students to first say the word in home language, then in English.
   • Use structured partner talk: Partner A speaks, Partner B repeats (“Today it is cloudy.” “Today it is cloudy.”), then switch.
   • Offer forced-choice responses during CFU (“Is it cloudy or rainy?”) and gradually release to open response.
   • Provide pronunciation practice through choral repetition and echoing (teacher says, students repeat).
   • Sentence frame strip on desk: “Today it is ____.” with a Velcro/clip-on weather icon.

   Struggling Learners

   • Chunk directions into two visual steps posted on board: (1) Draw, (2) Label; check off after each step.
   • Reduce writing demand: allow tracing of weather word, copying only first letter, or selecting and gluing a pre-printed weather label.
   • Provide simplified word bank with only 2 choices that match the day’s likely conditions (e.g., cloudy/windy) to reduce cognitive load.
   • Use peer support: pair with a patient, verbal partner; partner prompts using the frame.
   • Use guided small group at teacher table for 2 minutes: teacher helps student identify evidence and begin drawing the main feature.
   • Offer visual starters: pre-drawn circle for sun, cloud outline, or dotted raindrops for students to complete.
   • Modified expectation if needed: drawing includes one feature and student can point to the correct weather card even if labeling is not yet accurate.

   IEP / 504 Accommodations

   • Preferential seating near the teacher and visuals; reduce distractions during observation and directions.
   • Frequent checks for understanding with yes/no or point-to-choice responses; provide wait time (5–10 seconds).
   • Fine-motor accommodations: pencil grip, thicker crayons/markers, slant board, or allow dictation of label to an adult/scribe.
   • Behavior/attention supports: first-then language (“First draw, then choose a label”), visual timer for independent work, and clear transition cue (“Freeze pencils.”).
   • Sensory considerations: if going outside/doorway is overstimulating, use the indoor window view or live camera on screen.
   • Alternative response option for exit ticket: student may point to the correct weather card while teacher verbalizes the sentence and student repeats the final word.

   Advanced Learners

   • Add an evidence sentence to the journal: “I know because I see ____.” (invented spelling accepted).
   • Include more than one accurate weather word if applicable (e.g., “cloudy and windy”) and add two evidence features in the drawing.
   • Be a “Weather Helper” to place the icon on the anchor chart and lead the class sentence frame.
   • Introduce an additional observation detail: temperature feeling (warm/cool) using a choice card; student adds “It feels ____.”
   • Challenge question: “How might the weather change later today? What makes you think that?” (oral reasoning only).

   形成性检查

   • Warm-up discussion: student noticings from photos (teacher notes vocabulary use).
   • Direct instruction CFU: students point to the matching weather card for current conditions and provide at least one evidence word (sun/clouds/rain/moving).
   • Guided practice partner talk: teacher listens for correct use of the frame “Today it is ____.”
   • Independent practice product check: drawing includes an aligned feature and label attempt (word or initial sound).
   • Closure exit ticket: oral sentence frame scored 0–1–2.

   退出票

   Whisper to teacher: “Today it is ____.” (choose a weather word that matches today).

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 This template supports the lesson's explicit vocabulary focus on weather terms for Kindergarten students with visual and word practice.
   • Worksheet 匹配活动 Matching weather words to pictures aligns with the lesson's use of weather picture/word cards and helps reinforce word recognition.
   • Worksheet KWL 图表 A KWL Chart organizer fits the lesson's emphasis on observation and prior knowledge about weather, encouraging students to share what they know and want to learn.
   • Worksheet 3-2-1 退出票 The 3-2-1 Exit Ticket provides a simple formative assessment suitable for Kindergarten to check understanding and reflection on the day's weather observations.

   Storypie 内容

   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Weathering Weather is the state of the atmosphere at a particular place and time, encompassing conditions like temperature, precipitation, wind, humidity, and cloudiness.
   • Storypie Content Barometer A scientific instrument used to measure atmospheric pressure, which helps in forecasting weather and determining altitude.
   • Storypie Content Rain Rain is a form of precipitation where water droplets fall from clouds to the Earth's surface. It is a crucial part of the water cycle and essential for most life on Earth.
   • Storypie Content Water Cycle The Water Cycle is the continuous movement of water on, above, and below the surface of the Earth. This vital process, consisting of evaporation, condensation, precipitation, and collection, makes lif
   • Storypie Content Sahara Desert The largest hot desert in the world, covering most of North Africa. It is known for its vast sand dunes, extreme climate, ancient rock art, and the unique cultures of its inhabitants.
   • Storypie Content Renewable Energy Renewable energy is energy derived from natural sources that are replenished on a human timescale, such as sunlight, wind, rain, tides, waves, and geothermal heat.
   • Storypie Content Digital Thermometer A device that measures body temperature using electronic sensors, providing a fast, safe, and easy-to-read digital display, replacing the older mercury-in-glass thermometers.

   准备清单

   • Choose/print or queue two contrasting weather photos (sunny and rainy) on device or paper.
   • Prepare “Today’s Weather” anchor chart with title and space for icon(s) and evidence words.
   • Set out weather word/picture cards where all students can see them.
   • Copy/prepare student journal pages with word bank and/or starting letters (S, C, R, W).
   • Check window visibility OR open live outdoor camera/webcam before students arrive.
   • Prepare quick-check roster on clipboard for exit ticket scoring (0–1–2).
   • Pre-assign partners (including supportive pairings for ELL/struggling learners).

   常见误解

   • Weather is the same as seasons (students may say “It’s summer” instead of describing conditions).
   • Weather words are chosen without evidence (guessing rather than observing).
   • Wind is only “seen,” not “felt,” or students think moving clouds always means windy at ground level.
   • Cloudy means “dark” only; clarify that cloudy can be bright or gray as long as there are many clouds.
2. 2 Weather Words and Symbols 完整课程 Weather Words and Symbols

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for warm-up/direct instruction/guided pocket-chart activity; partner work during guided practice; independent table/desk work for independent practice; whole group on carpet for closure.

   学习目标

   • I can use weather words (sunny, cloudy, rainy, windy) to describe what I observe outside (or in photos/videos). Understand

     成功标准:

     • I choose a weather word that matches what I observe.
     • I say a complete sentence: “Today is ____.”
     • I give one observation that matches my word (e.g., “I see clouds.”).

   • I can match weather symbols to the weather words they represent. Apply

     成功标准:

     • I correctly match at least 3 out of 4 weather words to the correct symbols.
     • I explain one match using the frame: “This symbol means ____ because I see ____.”

   • I can record today’s weather observation on the class weather chart using a symbol so we can look for patterns over time. Apply

     成功标准:

     • I place/draw the agreed-upon symbol in today’s spot on the class chart.
     • My symbol matches our class observation decision.

   • I can use the class weather chart to describe a simple weather pattern over time by comparing today to yesterday. Analyze

     成功标准:

     • I correctly state whether today’s weather is the same as or different from yesterday’s using the chart.
     • I use the frame: “Yesterday was ____. Today is ____. They are the same/different.”

   标准

   • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Window access for live observation OR printed photos of different weather conditions · 1 window area or 1 class set of photos (4–8)Have at least one clear example for each: sunny/cloudy/rainy/windy (windy can be trees bending, leaves blowing, a flag waving).
   • Weather symbol cards (sun, cloud, raindrops, wind lines) · 1 large teacher set + optional small partner setsLarge cards for pocket chart; small cards for partner matching if available.
   • Weather word cards (sunny, cloudy, rainy, windy) · 1 large teacher set + optional small partner setsUse clear lowercase print; consider adding a small matching icon on the corner for teacher organization only (not visible to students if you want it to be more rigorous).
   • Pocket chart or magnetic board · 1Place at student eye level on carpet area.
   • Class weather chart (week/month with a space for each day) · 1Include date/day labels; have adhesive (tape/magnets/Velcro) ready for symbol placement.
   • Student independent practice sheet (circle/match/color) OR cut-and-glue matching page · 1 per studentPrepare 1–2 differentiated versions (reduced choices or pre-cut pieces) as needed.
   • Crayons/colored pencils · 1 set per studentEnsure blue/gray available for rain/cloud if desired (not required).
   • Scissors · 1 per student (or per table)Safety scissors; provide pre-cut pieces for students who need fine-motor support.
   • Glue sticks · 1 per student (or per table)Check glue before lesson.
   • Pencils · 1 per studentFor writing “Today is ____.” if included on sheet.
   • Markers and chart paper (optional anchor chart: “Weather Words + Symbols”) · 1 setOptional but helpful for lasting reference.
   • Timer (optional) · 1Use for smooth pacing and transitions.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Facilitate a brief community circle and set the purpose as “scientists observing.” Direct students’ attention to the window or a projected/printed weather photo. Elicit quick observations and connect them to the day’s learning target.

   学生操作: Sit on carpet, look at the window/photo, silently think of one weather idea, show thumb up when ready, share short observations when called on.

   教师脚本（完整）

   “Good morning, Weather Watchers. Today we are scientists. Scientists use careful looking to learn about weather. Turn your eyes to our window (or this picture). Look quietly for 10 seconds. What do you notice?” (pause) “Put a thumb up when you have one weather idea.” (pause, scan) “When I call your name, tell us one thing you notice.” (take 2–3 quick responses) “I heard you say sun… clouds… maybe rain… maybe wind. Today we will learn weather words and weather symbols—like a code scientists use to record what they observe.”

   Direct Instruction10 min

   教师行动: Explicitly teach weather vocabulary and introduce the four symbols. Model how to connect observation → weather word → symbol → sentence frame. Use choral response and quick checks for understanding by holding up symbols.

   学生操作: Repeat words, point to symbols, respond chorally with weather word when shown a symbol, practice a sentence with the teacher.

   教师脚本（完整）

   “Our first word is ‘sunny.’ Sunny means the sun is out and it looks bright. Say ‘sunny.’” (students repeat) “This is the sunny symbol.” (hold sun card) “Our next word is ‘cloudy.’ Cloudy means there are lots of clouds. Say ‘cloudy.’” (students repeat) “This is the cloudy symbol.” (hold cloud card) “Next is ‘rainy.’ Rainy means water is falling from the sky. Say ‘rainy.’” (students repeat) “This is the rainy symbol.” (hold raindrops card) “Last is ‘windy.’ Windy means air is moving and things can blow. Say ‘windy.’” (students repeat) “This is the windy symbol.” (hold wind lines card) “Watch me model like a scientist.” (gesture to window/photo) “I look carefully. I see gray clouds. My weather word is ‘cloudy.’ I find the cloudy symbol. Now I say a full scientist sentence: ‘Today is cloudy because I see clouds.’” “Now we will practice together. When I hold up a symbol, you say the weather word. Use a strong, clear voice. Ready?” (hold up each symbol in varied order)

   理解检查: Teacher uses rapid symbol hold-ups (4–6 prompts) and listens for correct choral responses; if errors occur, teacher re-teaches by contrasting symbols (e.g., raindrops vs wind lines) and asks students to point to key visual features.

   Guided Practice15 min

   教师行动: Lead a whole-group matching activity using pocket chart: students help place symbol cards with the correct word cards. Facilitate partner turn-and-talk using sentence frames. Provide immediate feedback and use prompts to support reasoning from evidence (what they see on the card/photo).

   学生操作: Take turns coming to pocket chart to match cards; discuss with partner using sentence frames; respond to teacher prompts about visual evidence.

   教师脚本（完整）

   “Now it’s our turn—We Do. We are going to match weather words to weather symbols. Remember: scientists use evidence. Evidence is what we can see.” (Place the four word cards in a column on the pocket chart.) “These are our weather words. Let’s read them together: sunny, cloudy, rainy, windy.” (Hold up a symbol card.) “Which word matches this symbol? Show me with a silent point to the word on the chart.” (pause) “Turn and tell your partner using our frame: ‘This symbol means ____.’” (pause) (Call on a student.) “___, come place the symbol next to the word you chose.” (After placement) “Class, let’s check with evidence. Repeat after me: ‘This symbol means ____ because I see ____.’” (Students repeat; teacher fills blanks.) “Let’s do the next one together.” (repeat for remaining symbols) “If we disagree, that’s okay—scientists talk and use evidence. We will look again and decide.”

   支架提示: “What do you notice on the symbol? Tell me one thing you can see.” | “Do you see raindrops, clouds, sun, or wind lines?” (offer visual choices) | “Point to the part of the picture that helps you decide.” | “If you think it is windy, what do windy lines show us?” | “Cloudy and rainy both have clouds sometimes—what extra detail tells us rainy?” | “Say the word slowly with me: sun-ny / cloud-y / rain-y / wind-y. Which picture matches?” | “Use the frame: ‘This symbol means ____ because I see ____.’ I’ll start it and you finish it.” | “Let’s compare two symbols side by side. What is the same? What is different?” | “Try again: Which word card does your symbol match? Show me with a point first.”

   Independent Practice15 min

   教师行动: Provide and explain independent task (worksheet or cut-and-glue). Model one item quickly. Circulate using a monitoring checklist; confer briefly with students; provide small-group support as needed. Ensure each student completes ‘Today is ____’ plus draws/circles the matching symbol.

   学生操作: Work quietly at tables, match words to symbols (circle or glue), color if directed, complete the ‘Today is ____’ sentence and draw the matching symbol; ask for help using established signal (e.g., hand up).

   教师脚本（完整）

   “Now you will practice on your own—You Do. I will show you the first one, then you will keep going.” (Show student page.) “Here is the word ‘sunny.’ I look for the symbol that shows a sun. I circle it.” (or demonstrate glue placement) “That’s careful scientist work.” “Your job: match each weather word to the correct symbol. Then finish the sentence: ‘Today is ____.’ Draw the symbol that matches your word.” “Work like a scientist: quiet voice, careful eyes, and choose the symbol that matches the word. If you finish early, point to each word and whisper-read: ‘sunny, cloudy, rainy, windy.’ Then check your work: do your matches make sense?”

   监控清单: Student can identify at least 3 of 4 weather words when prompted. | Student matches at least 3 of 4 symbols correctly (circle/glue). | Student uses the sentence frame “Today is ____.” with correct word (scribble/approximate spelling accepted). | Student draws or selects a symbol consistent with their sentence. | Student stays on task and uses materials safely (scissors/glue). | Student can explain at least one match when asked: “because I see ____.”

   Closure5 min

   教师行动: Reconvene whole group, confirm today’s weather using evidence, have students show the matching symbol, and collect quick oral exit responses from a few students. Record today’s symbol on the class weather chart (student helper if appropriate). Use exit ticket rubric to note mastery.

   学生操作: Return to carpet, hold up/point to a symbol for today’s weather (or show on their paper), tell a neighbor the sentence frame, and optionally share with the class.

   教师脚本（完整）

   “Clean up like scientists: cap markers, close glue, scissors down, papers stacked. Bring your brain back to the carpet.” (pause) “Let’s decide: What is today’s weather? Show me the symbol that matches today’s weather.” (students hold up/point) “Now tell your neighbor: ‘Today is _____ because _____.’” (pause, listen in) “I’m going to hear from a few scientists.” (Call 3–5 students.) “Say your full sentence.” “Now we will record today’s weather on our class weather chart. Our class agrees: Today is _____. We place/draw the _____ symbol right here on today’s spot.”

   退出票: Oral exit (with student work as support): 1) Teacher shows one symbol (teacher choice). Student says the weather word. 2) Student completes: “Today is _____ because _____.” using today’s weather and one observation (from window/photo).

   sunny

   Sunny means the sun is out and it looks bright.

   cloudy

   Cloudy means there are lots of clouds.

   rainy

   Rainy means water is falling from the sky.

   windy

   Windy means the air is moving and things can blow.

   symbol

   A symbol is a simple picture that means something.

   English Language Learners

   • Students will orally use the frame “Today is ____.” with one of the four weather words.
   • Students will orally use the frame “This symbol means ____ because I see ____.” with teacher-provided word bank (sun/clouds/raindrops/trees/leaves/flag).
   • Students will demonstrate receptive understanding by pointing to the correct symbol when given a weather word.
   • Pre-teach vocabulary with real photos and gestures: sunny (hands like sun rays), cloudy (hands make a cloud), rainy (fingers falling), windy (blowing air).
   • Provide a visual word bank on desk: each word paired with its symbol.
   • Use choral repetition and echo reading: teacher says word, students repeat; then students whisper-read in pairs.
   • Sentence frames posted and on a small strip for students: “Today is ____.” / “Today is ____ because ____.”
   • Allow students to respond by pointing first, then speaking; accept one-word responses initially and expand: student says “cloudy,” teacher recasts: “Yes—Today is cloudy.”
   • Home-language support when available (bilingual aide/peer): quick translation of the four words and ‘symbol.’
   • Use strategic partner pairing (ELL + supportive peer) for turn-and-talk; give partners roles: Partner A points, Partner B says the word, then switch.

   Struggling Learners

   • Reduce cognitive load: start with 2 symbols (sunny/cloudy) then add rainy/windy; provide a two-step matching task before full set of four.
   • Use simplified materials: larger symbols, fewer distractors, thick-lined icons; provide a version with only two choices per item (forced choice).
   • Chunk independent task: “Do numbers 1–2, then show me.” Provide immediate feedback before continuing.
   • Provide a matching mat with outlines (symbol shape placeholders) to support placement accuracy.
   • Offer guided small-group table with teacher: re-teach using real-photo → word → symbol sequence.
   • Peer support: assign a trained buddy to read the word aloud and prompt pointing (not give answers).
   • Allow alternative response modes: circling instead of cutting/gluing; use stickers for symbol selection.
   • Modified expectation if needed: mastery target adjusted to 2 out of 4 correct matches with accurate oral identification of at least 2 weather words; build toward 3/4 over the unit.

   IEP / 504 Accommodations

   • Provide preferential seating near instruction/pocket chart; reduce visual/auditory distractions.
   • Provide directions in multiple formats: spoken + pictured steps on board (1) Look (2) Match (3) Color/Glue (4) ‘Today is ___.’
   • Allow extended time and reduced items (e.g., complete 2–3 matches instead of 4) per IEP/504 while still assessing the same skill.
   • Fine-motor accommodations: pre-cut symbols, larger pieces, adapted scissors, or allow pointing/placing Velcro symbols instead of cutting/gluing.
   • Alternative response: student can verbally state answers while teacher/para marks the sheet.
   • Behavior/attention supports: first-then language (“First match 2, then choose a weather sticker”), movement break to “act out” windy/rainy gestures.
   • Sensory considerations: if sound sensitivity, offer quiet corner during choral response; if sensory-seeking, allow fidget while listening.
   • Use assistive technology if applicable: speech-to-text for “Today is ____” or symbol selection on a simple communication board.

   Advanced Learners

   • Add nuance: introduce “partly cloudy” as a bonus category using two symbols together (sun + cloud) and discuss why it fits some days.
   • Student meteorologist role: lead the class weather report using full sentence frames and point to chart; include one additional detail (e.g., “I see ____ in the sky.”).
   • Create-a-symbol task: students design a new symbol for “foggy” or “snowy” (teacher-provided picture support) and explain it using evidence language.
   • Early finisher challenge: sort photos of mixed weather into categories and justify each with “because I see ____.”
   • Data connection: count how many students chose each symbol for today; make a quick class bar graph with linking cubes (optional extension within time).

   形成性检查

   • Warm-up thumb-up + student observation sharing (teacher notes who can name a weather idea).
   • Direct instruction CFU: choral response when teacher holds up symbols; teacher notes confusion points.
   • Guided practice pocket-chart matching accuracy + oral explanations using sentence frame.
   • Independent practice sheet accuracy (3/4 matching) and sentence completion check.
   • Teacher observation checklist during circulation focusing on vocabulary use and symbol discrimination.

   退出票

   Teacher shows one symbol; student names the weather word and states: “Today is ____ because ____.”

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 This lesson includes specific weather vocabulary terms, so a vocabulary practice template will help reinforce word recognition and meaning for kindergarten students.
   • Worksheet 匹配活动 The lesson involves matching weather words with symbols, making a matching activity an ideal hands-on practice for young learners.
   • Worksheet KWL 图表 A KWL chart supports the community circle warm-up by helping students organize what they Know, Want to know, and have Learned about weather.
   • Worksheet 3-2-1 退出票 Including a 3-2-1 exit ticket provides a simple formative assessment aligned with the lesson's closure to gauge student understanding and reflections.

   Storypie 内容

   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Weathering Weather is the state of the atmosphere at a particular place and time, encompassing conditions like temperature, precipitation, wind, humidity, and cloudiness.
   • Storypie Content Barometer A scientific instrument used to measure atmospheric pressure, which helps in forecasting weather and determining altitude.
   • Storypie Content Water Cycle The Water Cycle is the continuous movement of water on, above, and below the surface of the Earth. This vital process, consisting of evaporation, condensation, precipitation, and collection, makes lif
   • Storypie Content Sahara Desert The largest hot desert in the world, covering most of North Africa. It is known for its vast sand dunes, extreme climate, ancient rock art, and the unique cultures of its inhabitants.
   • Storypie Content Renewable Energy Renewable energy is energy derived from natural sources that are replenished on a human timescale, such as sunlight, wind, rain, tides, waves, and geothermal heat.
   • Storypie Content Rain Rain is a form of precipitation where water droplets fall from clouds to the Earth's surface. It is a crucial part of the water cycle and essential for most life on Earth.
   • Storypie Content Digital Thermometer A device that measures body temperature using electronic sensors, providing a fast, safe, and easy-to-read digital display, replacing the older mercury-in-glass thermometers.

   准备清单

   • Print/prepare symbol cards and word cards; ensure icons are clear and high-contrast.
   • Set up pocket chart with space for 4 word cards; place word cards in order before students arrive.
   • Prepare class weather chart with today’s date spot clearly marked; attach Velcro/magnets/tape for symbols.
   • Make copies of independent practice sheets (standard + any modified/differentiated versions).
   • Pre-cut symbol pieces for students needing fine-motor support; place in labeled envelopes/baggies.
   • Set out table bins: crayons, pencils, glue sticks, scissors; check glue works.
   • Choose and stage weather photos (including windy example) in an easy-to-show order.
   • Write sentence frames and objectives on board; post vocabulary visuals if using anchor chart.
   • Plan partner pairings (especially supportive peers for ELL/struggling learners).
   • Prepare a quick tally sheet for exit ticket rubric (0/1/2) with student names.

   常见误解

   • Weather words describe what happens all day with no changes (students may think it can only be one thing).
   • Wind is something you can only see (clarify you can feel wind and see effects like moving leaves).
   • Cloudy always means rainy (clarify that clouds can be present without rain; rainy shows raindrops).
   • A symbol is just decoration (clarify symbols are tools scientists use to communicate information quickly).
3. 3 Measuring Temperature: Warm and Cool 完整课程 Measuring Temperature: Warm and Cool

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on rug for warm-up, direct instruction, and guided practice; independent work at tables; quick partner turn-and-talk during closure.

   学习目标

   • I can use a thermometer picture to observe today’s temperature and tell whether it is warm or cool. Apply

     成功标准:

     • I can point to the red line and show/say if it is high or low.
     • I can correctly label 2 out of 2 thermometer cards as warm or cool (words, pointing to icons, or hand signals).

   • I can record and share today’s warm/cool observation on our class weather chart and tell a simple pattern from the chart (today vs. earlier days). Analyze

     成功标准:

     • I place my sticker/mark in the correct Warm or Cool column for today.
     • Using words, pointing, or a sentence frame, I can answer one pattern question (e.g., “So far we have more warm days or more cool days?” or “Is today the same as yesterday—warm or cool?”).

   标准

   • NGSS K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Large classroom-safe demo thermometer or large thermometer poster (with clear red line and simple markings) · 1Avoid glass. If using a real thermometer, teacher handles only.
   • Thermometer picture cards with clearly different levels (2 warm/high, 2 cool/low; optional 2 mid-range for discussion) · Set of 4–6Include icons (sun for warm, snowflake for cool) on the back for teacher self-check.
   • Warm/Cool T-chart on chart paper or pocket chart headers · 1Add icons: sun over “Warm,” snowflake over “Cool.”
   • Class weather chart (Warm/Cool columns) and student name stickers/dots · 1 chart + 1 sticker per studentUse consistent chart from prior lessons to build patterns over time.
   • Student recording sheet (circle warm/cool; color thermometer icon; optional clothing drawing) · 1 per studentProvide an adapted version with fewer steps for students who need it.
   • Crayons/colored pencils (include red) · Class setRed supports thermometer coloring; provide alternatives for color-blind accessibility (patterning).
   • Teacher clipboard/tablet for anecdotal notes · 1Use a simple checklist aligned to objectives.
   • Optional: outdoor/classroom digital thermometer reading · 1Teacher displays the number briefly; focus remains warm/cool rather than exact degrees.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 10 min
   • Independent Practice 5 min
   • Closure 5 min

   Warm-up5 min

   教师行动: Greet students, activate prior knowledge about weather observations, and introduce the day’s tool (thermometer). Use a quick body sensation check (warm/cool) and preview that scientists use tools to measure.

   学生操作: Students touch arms, self-assess warm/cool, respond with thumbs signal, and point to a warm or cool picture card to make an initial prediction.

   教师脚本（完整）

   “Good morning, Weather Watchers! Scientists use their senses and tools. First, use your senses: touch your arms. Do you feel warm or cool today?” “Show me with your thumb: thumbs up for warm, thumbs sideways for cool.” “Today we will use a tool to help us decide. This tool measures temperature.” (Show warm sun card and cool snowflake card.) “Point to what you think today is: warm… or cool… No worries if you’re not sure yet—we will measure to help us!”

   Direct Instruction10 min

   教师行动: Explicitly teach thermometer, temperature, and the warm/cool relationship to the red line being higher/lower. Model using the demo thermometer/poster, connect to daily weather charting, and check for understanding with quick call-and-response.

   学生操作: Students listen, track the thermometer with their eyes, repeat key vocabulary, use gestures (high/low), and answer warm/cool questions chorally or with signals.

   教师脚本（完整）

   (Hold up demo thermometer/poster.) “This tool is called a thermometer. Say it with me: ther-mom-e-ter.” “A thermometer measures temperature. Say: temperature.” “Temperature tells us how warm or cool something is.” (Trace the red line with finger.) “Look at the red line. When the red line is higher, we say it is warmer.” (Raise hand high.) “Higher means warmer. Warm.” (Lower hand near waist.) “When the red line is lower, we say it is cooler. Lower means cooler. Cool.” “Temperature is one part of weather—just like sunny, cloudy, or rainy. We observe weather every day to see patterns over time.” “Today we will decide warm or cool by looking at the thermometer.”

   理解检查: CFU 1: Teacher points to a low red line on the poster: “If the red line is low, do we say warm or cool?” (Expected: cool.) CFU 2: Teacher points to a high red line: “If the red line is higher, warm or cool?” (Expected: warm.) CFU 3 (gesture): “Show me with your hands: high for warm, low for cool.”

   Guided Practice10 min

   教师行动: Lead whole-group sorting of thermometer cards into Warm/Cool on a T-chart. Prompt students to observe first (high/low), then decide (warm/cool), then justify using the sentence frame. Provide immediate feedback and re-teach as needed.

   学生操作: Students observe each card, respond to prompts, use gestures and/or words to classify, help place cards on the chart, and practice the sentence frame chorally and with partners.

   教师脚本（完整）

   “Now we will be scientists together. We will observe each thermometer and decide: warm or cool.” (Show Card 1.) “Step 1: Observe. What do you notice about the red line—high or low?” (After responses.) “Step 2: Decide. So is it warm or cool?” “Step 3: Explain. Say it with me: ‘It is ____ because the red line is ____.’” (Place card under Warm or Cool.) “Let’s do another one. Remember: observe first, then decide, then explain.” (After several cards.) “Turn to your partner. Partner A: point to the red line and say ‘high’ or ‘low.’ Partner B: say ‘warm’ or ‘cool.’ Then switch.”

   支架提示: Point to the red line: “Is it up high or down low?” | “Show me with your hands: high or low.” | Binary choice: “Is this warm or cool?” (offer icons to point to) | Recast language: Student: “hot.” Teacher: “Yes, warm. We’re saying warm today.” | Sentence frame with choices: “It is (warm/cool) because the red line is (high/low).” | If unsure: “Let’s compare. Is this red line higher or lower than the last one?” | Link to body sensation: “When we feel warm, is that more heat or less heat?” (more) | Support for number cards (if present): “This number is bigger/smaller. Bigger usually means warmer.” (Keep simple)

   Independent Practice5 min

   教师行动: Give directions in short chunks, display the ‘today’ thermometer card, circulate to prompt and record anecdotal evidence. Provide quick corrective feedback and offer adapted sheets as needed.

   学生操作: Students circle warm/cool for today, color the thermometer icon to match (high for warm; low for cool), and optionally draw clothing. Students respond to teacher conferences by pointing to the red line and stating warm/cool.

   教师脚本（完整）

   “Now it’s your turn to show what you know.” (Hold up the class ‘today’ thermometer card.) “First, look at our thermometer for today.” “Step 1: Circle warm or cool.” “Step 2: Color your thermometer. If it’s warm, color the red line higher. If it’s cool, color the red line lower.” “Step 3 (if you finish): Draw what you would wear.” (While circulating, quietly to a student.) “Show me where the red line is—high or low?” “What does that tell you—warm or cool?”

   监控清单: Student can point to the red line on the ‘today’ card. | Student uses correct label (warm/cool) with word, gesture, or point to icon. | Student circles the correct column/word on the sheet. | Student colors thermometer icon high for warm or low for cool (approximate is acceptable). | Student attempts sentence frame verbally or by pointing to blanks/icons. | Student maintains engagement and follows 2-step directions with support as needed.

   Closure5 min

   教师行动: Facilitate partner share using a sentence frame, add the class observation to the weather chart, then administer a quick exit ticket using a new thermometer card. Close by reinforcing the learning target and previewing continued pattern tracking.

   学生操作: Students tell a partner warm/cool, participate in adding a class sticker/mark to the chart, and respond to the exit ticket with 1 or 2 fingers. Students listen to the closing statement.

   教师脚本（完整）

   “Freeze pencils. Eyes on me.” “Turn and tell your partner: ‘Today feels ____ because the thermometer shows ____.’ You can say the words or point.” (After 20–30 seconds.) “Now let’s add our observation to the class chart. When I call your table, bring one sticker and place it in the correct column: Warm or Cool.” (Exit ticket.) “Last check, scientists. Look at this thermometer.” (Show a final card.) “If it is cool, show 1 finger. If it is warm, show 2 fingers.” (Collect quick mental notes.) “Today you used a thermometer to measure temperature and describe weather as warm or cool. Tomorrow we will keep watching and look for patterns over time.”

   退出票: Teacher shows 1 thermometer picture card (not used in sorting). Students respond with a hand signal: 1 finger = cool, 2 fingers = warm.

   temperature

   Temperature tells us if something feels warm or cool.

   thermometer

   A thermometer is a tool that tells us warm or cool using a red line or a number.

   measure

   Measure means we use a tool to find out something.

   warm

   Warm means it feels a little hot—not cold.

   cool

   Cool means it feels a little cold—not hot.

   English Language Learners

   • Students will use the words “warm” and “cool” to label thermometer cards (oral production with supports).
   • Students will use a sentence frame to explain: “It is ____ because the red line is ____.” (spoken, choral, or with pointing).
   • Students will respond to questions using either words or gestures (high/low; 1/2 fingers).
   • Pre-teach vocabulary with realia/icons (sun = warm, snowflake = cool) and gestures (hands high/low).
   • Provide bilingual labels if available (home language + English) for warm/cool and thermometer/temperature.
   • Use total physical response (TPR): students raise hands high for warm and low for cool during CFU.
   • Use choral response and echo reading of key sentences: “Thermometer measures temperature.”
   • Offer structured partner talk with roles (Pointer/Speaker) and sentence frames with picture cues.
   • Accept nonverbal responses (pointing, matching, finger signals) as valid evidence of understanding.
   • Recast and expand student language: if student says “hot,” teacher responds: “Yes—warm. The thermometer is high, so it is warm.”

   Struggling Learners

   • Reduce cognitive load: use only 2–3 high-contrast thermometer cards (one clearly warm/high, one clearly cool/low, one extra for practice).
   • Provide a simplified recording sheet: only circle warm/cool + trace a pre-drawn high/low red line (no free coloring required).
   • Chunk directions with a visual checklist on the board: 1) Circle, 2) Color/Trace, 3) Draw (optional).
   • Provide a matching mat with Velcro (Warm/Cool) and allow student to place a card rather than verbalize first.
   • Use peer support: pair with a patient buddy; buddy points to red line while student chooses warm/cool.
   • Offer frequent CFU with binary choices and immediate feedback: “High—warm. Low—cool.”
   • Allow alternative output: student can point to warm/cool icon and show high/low with hands instead of speaking the sentence frame.
   • Modified expectation when needed: correctly classify 1 out of 2 cards and/or complete chart placement with guidance as progress toward mastery.

   IEP / 504 Accommodations

   • Preferential seating near the teacher and visuals; reduce distractions during rug instruction.
   • Provide enlarged visuals and high-contrast thermometer images for students with visual needs.
   • Allow alternative response modes: pointing, AAC device, picture exchange, or selecting a warm/cool card.
   • Provide extended time and reduced writing demands; permit tracing or stamping instead of writing/circling if fine-motor needs are present.
   • Offer sensory supports (wiggle cushion, fidget) while maintaining attention expectations; include movement (high/low gestures) as planned engagement.
   • Use clear, consistent routines and advance cues: “First we sort, then we do our paper, then we show fingers.”
   • Check for understanding individually with a quiet prompt; repeat directions using the same wording and visual cue cards.
   • For students with anxiety: allow exit ticket response privately (show fingers to teacher only) or using a card on desk.

   Advanced Learners

   • Add comparison language: “warmer” and “cooler” by comparing two thermometer cards (Which is warmer? How do you know?).
   • Introduce simple number sense connection (if numbers appear): “This number is bigger, so it is warmer.” Keep conceptual, not computational.
   • Challenge: create a 3-category sort (cool / warm / hot) using an extra column and justify placements.
   • Student scientist role: let students lead the guided practice routine (Observe → Decide → Explain) and place cards on the chart.
   • Journal extension: students draw two outfits (one for warm, one for cool) and label with invented spelling or word cards.
   • Pattern talk: ask students to look back at the class chart from previous days and notice: “Do we have more warm days or cool days so far?”

   形成性检查

   • Thumb signal during warm-up (warm/cool) to gauge prior conceptions.
   • CFU call-and-response during direct instruction (low=cool, high=warm).
   • Guided practice participation: accuracy of sorting and use of high/low language.
   • Teacher anecdotal notes during independent practice conferences using the monitoring checklist.
   • Exit ticket hand signal (1=cool, 2=warm) scored with the 0–1–2 rubric.

   退出票

   Teacher shows a thermometer card. Students show 1 finger for cool or 2 fingers for warm.

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes key vocabulary terms related to temperature and thermometer, making vocabulary practice essential for reinforcing these concepts at the kindergarten level.
   • Worksheet T-图 A T-Chart organizer aligns perfectly with the warm/cool sorting activity described in the lesson, helping students visually categorize temperature concepts.
   • Worksheet 匹配活动 Matching activity supports the use of thermometer picture cards and helps students connect images with the concepts of warm and cool in an engaging way.
   • Worksheet 3-2-1 退出票 A 3-2-1 exit ticket provides a simple formative assessment suitable for kindergarteners to reflect on what they learned about measuring temperature and warm/cool concepts.

   Storypie 内容

   • Storypie Content Digital Thermometer A device that measures body temperature using electronic sensors, providing a fast, safe, and easy-to-read digital display, replacing the older mercury-in-glass thermometers.
   • Storypie Content Central Heating Central heating is a system used to heat an entire building from a single source, distributing warmth through mediums like air or water.
   • Storypie Content Measurement Measurement is the process of associating numbers with physical quantities and phenomena. It is a fundamental concept in science, engineering, construction, and daily life.
   • Storypie Content Weathering Weather is the state of the atmosphere at a particular place and time, encompassing conditions like temperature, precipitation, wind, humidity, and cloudiness.
   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.

   准备清单

   • Prepare Warm/Cool T-chart with icons (sun/snowflake) and space for cards.
   • Print/cut/laminate thermometer picture cards; verify clear ‘high’ vs ‘low’ red line visibility from rug distance.
   • Prepare class weather chart with student stickers/dots ready in a container.
   • Copy student recording sheets; prepare adapted version(s) (simplified + enlarged) as needed.
   • Set out crayons/pencils at tables (include red); ensure accessible options (grips, markers).
   • Choose the ‘today’ thermometer card (or record a teacher-read digital thermometer number) and keep it consistent for independent practice.
   • Plan partner pairings (supportive buddies) and identify students needing preferential seating or adapted materials.
   • Prepare clipboard checklist for quick anecdotal notes aligned to objectives.
   • Rehearse key teacher scripts and gestures (high=warm, low=cool; 1=cool, 2=warm).

   常见误解

   • “Higher on the paper means hotter because it’s closer to the sun” (misattributing cause).
   • “Cool means cold like ice; cool can’t happen on a sunny day.”
   • “Thermometer is like a ruler for height, not temperature.”
   • “Warm/cool is only what my body feels, not something we can measure with a tool.”
4. 4 Wind and Precipitation: Hands-On Exploration 完整课程 Wind and Precipitation: Hands-On Exploration

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for warm-up/direct instruction; 2 small-group stations (pairs within groups of 4–6); return to carpet for closure.

   学习目标

   • I can observe wind and precipitation and describe what I notice using words and pictures. Understand

     成功标准:

     • I can tell whether I observe wind, precipitation, or both.
     • I can use at least 2 describing words (e.g., strong/soft; fast/slow; light/heavy; little/a lot).
     • I can draw or point to a picture that matches what I observed.

   • I can use simple tools or materials (like a pinwheel/streamer and a rain cup) to collect and share evidence about wind or precipitation. Apply

     成功标准:

     • I can use the wind tool safely and show what happens when air moves.
     • I can collect 'rain' in a cup and show if there is more or less (higher or lower water line).
     • I can share one complete sentence about my evidence using a sentence frame or my own words.

   • I can add today’s weather observation to our class weather chart and tell one pattern I notice over several days. Analyze

     成功标准:

     • I can place the correct icon for today (windy/rainy/both/clear) on the class chart.
     • Using the chart, I can answer a pattern question (e.g., 'Which happened more this week—wind or rain?') by speaking, pointing, or choosing from visuals.
     • I can use a frame to describe a simple pattern: 'I notice ____ happens more.' or 'Most days were ____.'

   标准

   • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Pinwheels (wind tools) · 1 per pair (or 1 per student if available)If pinwheels unavailable, substitute streamers/ribbon on craft sticks.
   • Streamers/ribbon on craft sticks (backup wind tools) · 1 per pairPre-made; tape securely; check for loose pieces.
   • Optional windsock(s) or ribbon strips taped to ruler · 1–2 for teacher demo or stationUse for whole-group demo or one station item.
   • Clear plastic cups (rain gauge simulation) · 2 per small group at precipitation stationAdd 2 marker lines (LOW and HIGH) ahead of time.
   • Water tray or shallow bin · 1 for precipitation stationMust contain spills; place cup(s) inside tray.
   • Spray bottle with water · 1 (teacher-controlled)Set to mist; aim into tray; do not spray students.
   • Small pour cup or measuring cup (optional alternative to spray) · 1Use to pour “light” vs “heavy” rain amounts.
   • Recording sheet (Wind + Precipitation) · 1 per studentIncludes icons to circle: slow/fast; little/a lot; space for drawing; optional sentence frame.
   • Pencils and crayons · Class setCrayons recommended for quick drawings.
   • Picture cards/icons: windy/rainy; slow/fast; little/a lot · 1 teacher set + 1 mini set per station (optional)Use as visual supports and response options.
   • Chart paper/whiteboard and markers · 1 setCreate anchor chart with vocab + icons; list class observations.
   • Paper towels / wipes · Several sheetsStation cleanup; assign a “towel helper” per group.
   • Timer · 1Use for station rotations and transitions.

   • Warm-up 5 min
   • Direct Instruction 8 min
   • Guided Practice 12 min
   • Independent Practice 3 min
   • Closure 2 min

   Warm-up5 min

   教师行动: Greet students at carpet, prompt observation of outdoor conditions (or display a weather photo), facilitate quick sort/hand signal check, and preview hands-on investigation.

   学生操作: Look at outdoor scene/photo, share observations with partner using a frame, respond with fingers to categorize wind/precipitation/both, attend to lesson preview.

   教师脚本（完整）

   “Scientists, eyes on our weather view. Use your scientist eyes. What do you notice today?” (Pause 5 seconds.) “Turn to your partner and say: ‘Today I notice ____. I think it means ____.’” (Give 20 seconds.) “Now, I’m holding up two cards: windy and rainy. Show me with your fingers: 1 for wind, 2 for precipitation, 3 for both.” (Scan and nod.) “Today we will test wind and make pretend precipitation so we can collect evidence like weather scientists.”

   Direct Instruction8 min

   教师行动: Explicitly teach vocabulary with visuals; model using wind tool and rain cup; set station safety expectations; check for understanding with call-and-response and quick gestures.

   学生操作: Chorally repeat key words, watch modeling, practice gestures (moving hands for wind; fingers falling for precipitation), answer CFU questions, demonstrate expected behaviors.

   教师脚本（完整）

   “Let’s learn our science words.” (Point to board icons.) “Wind is moving air. Say: ‘Wind—moving air.’” (Students repeat.) “We can’t see air, but we can see what air does.” (Hold pinwheel/streamer.) “Watch. When I blow gently, it spins slowly. When I blow stronger, it spins faster. That is evidence. Evidence means clues that show what is true. Say: ‘Evidence—science clues.’” “Now precipitation. Precipitation is water that falls from clouds, like rain. Say: ‘Precipitation—water that falls.’” (Students repeat.) “Watch this cup. This cup is like a rain gauge. When ‘rain’ goes in, the water level goes up. Up means more. Down means less.” “Safety and station rules: Tools stay at the station. Water stays in the tray. We walk. We take turns. We use kind hands. If you need help, you raise your hand.” “Check for understanding: Wind is moving… (pause).” (Students: “air.”) “Precipitation is water that… (pause).” (Students: “falls from clouds.”)

   理解检查: Students answer: (1) define wind as moving air, (2) define precipitation as water that falls, and (3) indicate with thumbs: up = understand, sideways = unsure, down = need help. Teacher notes who needs reteach before stations.

   Guided Practice12 min

   教师行动: Run two timed stations with active coaching; keep spray bottle teacher-controlled; prompt students to compare and use vocabulary; support quick recording at stations (circle icons + quick sketch).

   学生操作: Rotate stations with group, take turns using tools, make observations, compare outcomes (slow/fast; little/a lot; high/low), circle icons and add quick drawing on recording sheet, verbally share evidence using a sentence frame.

   教师脚本（完整）

   “When I say ‘Go,’ Group 1 starts at Wind Station. Group 2 starts at Precipitation Station. Remember: walk, tools stay, water stays in the tray. Go.” (At Station A—Wind) “Try it gently first. Everyone gets one turn. What do you notice?” (Pause.) “Now try stronger wind by fanning with your hand. What changed—did it move slow or fast? Point to ‘slow’ or ‘fast’ on the card.” “Tell your partner: ‘My evidence is ____.’” (At Station B—Precipitation) “I will make light rain: one spray.” (Spray into tray/cups.) “Look at the water line. Is it low or high?” “Now heavy rain: five sprays.” (Spray.) “Which cup has more water? How do you know? Show me the water line with your finger.” “Say: ‘My evidence is the water line is ____. ’” (Transition) “Freeze. Hands on your head. Walk to the next station in 10 seconds. 10…9… (count down). Go.”

   支架提示: Point to the picture that matches what you see: wind or precipitation. | Show me with your hands: Is the wind gentle (small motions) or strong (big motions)? | Use this frame: “I observed ____.” (wind/precipitation) | Use this frame: “My evidence is ____.” (pinwheel spun fast / ribbon moved a little / water line is high) | Compare: Which is more? Which is less? How can you tell? | Where is the water level now—higher or lower than before? | Say two describing words: “The wind is ____ and ____.” (strong/soft, fast/slow) “The rain is ____ and ____.” (light/heavy, little/a lot) | If you’re stuck, choose from the word cards: slow, fast, little, a lot, high, low.

   Independent Practice3 min

   教师行动: Provide a brief independent consolidation: students finish one sentence frame or add one detail to drawings; teacher circulates for 1:1 language prompts and quick checks.

   学生操作: Independently complete or refine recording sheet: circle correct icons, add one labeled detail (or dictate), and rehearse exit response quietly.

   教师脚本（完整）

   “Now you will be the scientist on your own. Put your name on your paper. Circle your best evidence: wind—slow or fast; precipitation—little or a lot. Add one more detail to your drawing. If you want to write, use the sentence frame: ‘I observed ____. My evidence is ____.’ If writing is hard today, whisper it to me and I will help you.”

   监控清单: Student circled wind: slow/fast (matches station experience). | Student circled precipitation: little/a lot (matches station experience). | Student included at least one drawing detail (pinwheel/ribbon moving OR cup with water line). | Student can say or repeat: “My evidence is ____.” | Student handled materials safely and followed station rules.

   Closure2 min

   教师行动: Conduct a rapid share-out using pointing, then administer oral exit ticket at the door/carpet; note students who need reteach.

   学生操作: Point to wind evidence and precipitation evidence on paper; 1–2 students share aloud; all students respond to exit prompts orally (or by pointing to icons).

   教师脚本（完整）

   “Show me your paper. Point to your wind evidence. Now point to your precipitation evidence.” (Pause and scan.) “Two scientists will share: ‘I observed ____. My evidence is ____.’” “Exit ticket: Tell me before you line up—Wind is moving ____.” (Students: “air.”) “Precipitation is water that ____.” (Students: “falls from clouds.”) “Thank you, scientists. Next time, we will keep watching weather to notice patterns over time.”

   退出票: Oral exit at dismissal: Student completes both statements—(1) “Wind is moving ____.” (2) “Precipitation is water that ____.” If needed, student may point to picture icons for air-moving and rain-falling.

   wind

   Air that is moving. We can’t see air, but we can see what it makes things do.

   precipitation

   Water that comes down from the sky, like rain.

   observe

   To look and listen carefully like a scientist.

   evidence

   Clues that show what is true.

   measure

   To see how much by using a tool or comparing.

   English Language Learners

   • Students will orally use the sentence frame “I observed ____.” to name wind or precipitation.
   • Students will orally use the sentence frame “My evidence is ____.” to describe one observed effect (spin/move/water line).
   • Students will use at least two adjectives (from a visual word bank) to describe wind or precipitation: strong/soft, fast/slow, light/heavy, little/a lot.
   • Visual vocabulary cards with icons and real objects (pinwheel, cup) kept on board and at stations.
   • Gestures: wind = hands wave side-to-side; precipitation = fingers falling down.
   • Sentence frames posted and provided on student recording sheet; allow choral practice before stations.
   • Either/or choice questions: “Is it wind or precipitation?” “Slow or fast?” “Little or a lot?”
   • Partner talk with assigned roles (Speaker A/Speaker B) and structured turn-taking.
   • Home-language support when available: allow quick clarification with bilingual aide/peer; accept responses in home language plus pointing to correct icon.

   Struggling Learners

   • Reduce cognitive load: student completes only circling icons + one drawing (no writing required).
   • Chunk directions one step at a time with check-ins: “First circle. Next draw. Next tell me.”
   • Provide simplified tools: streamers instead of pinwheels; pre-marked cups with clear LOW/HIGH lines.
   • Use peer support: pair with a patient, trained buddy; assign roles (holder, blower/fanner, pointer).
   • Provide a mini visual checklist on desk: 1) Circle wind 2) Circle rain 3) Draw 4) Tell teacher.
   • Extra wait time and repeated modeling; allow student to practice once with teacher before station timing starts.

   IEP / 504 Accommodations

   • Preferential seating near teacher for directions; reduce distractions during station instructions.
   • Provide fine-motor alternatives: point to icons instead of circling; stamp stickers for slow/fast and little/a lot; allow dictation to adult.
   • Sensory considerations: offer option to fan pinwheel instead of blowing; provide gloves/towel for water sensitivity; allow brief break if overstimulated by station noise.
   • Behavioral supports: clear first/then language (“First wind station, then precipitation station”); visual timer; positive reinforcement tied to specific behaviors (walking feet, gentle hands).
   • Accessibility: ensure station height/space for mobility devices; keep pathways clear; provide adaptive grips for pencils/crayons if needed.

   Advanced Learners

   • Add a third descriptor: “The wind was strong and fast.” / “The precipitation was heavy and a lot.”
   • Introduce simple comparative reasoning: “The pinwheel spun faster when I made stronger wind.”
   • Add a ‘because’ statement: “I think it was windy because the ribbon moved a lot.” (argument from evidence connection to K-ESS2-2 practice)
   • Optional challenge card: design a quick ‘wind test’ by changing distance (close/far) and describing what happened.
   • Lead a mini-share: advanced learners act as ‘meteorologists’ to report one station finding to the class using vocabulary.

   形成性检查

   • Warm-up finger response (1 wind, 2 precipitation, 3 both) + partner talk listening check.
   • Direct instruction CFU call-and-response definitions; teacher notes students needing reteach.
   • Station observation checklist: safe tool use, accurate comparison (slow/fast; little/a lot), uses vocabulary or sentence frame.
   • Recording sheet quick review for correct circles/drawings before closure.

   退出票

   Oral: “Wind is moving ____.” and “Precipitation is water that ____.” (Student may also point to corresponding icons if needed.)

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes specific vocabulary terms related to wind and precipitation, making vocabulary practice essential for reinforcing these concepts at the K level.
   • Worksheet 匹配活动 A matching activity with picture cards/icons aligns well with the hands-on and visual nature of the lesson, supporting vocabulary and concept recognition for young learners.
   • Worksheet KWL 图表 A KWL chart supports the lesson's warm-up and direct instruction by helping students organize what they Know, Want to know, and have Learned about wind and precipitation.
   • Worksheet 3-2-1 退出票 Including a 3-2-1 exit ticket provides a simple formative assessment for young students to reflect on their learning and for the teacher to gauge understanding at lesson closure.

   Storypie 内容

   • Storypie Content Wind Turbine A machine that converts the kinetic energy of wind into electrical energy, serving as a key source of renewable power.
   • Storypie Content The Wind in the Willows (novel) A classic of children's literature by Kenneth Grahame, first published in 1908. The story follows the adventures of anthropomorphic animals Mole, Rat, Badger, and the impulsive Mr. Toad in the English
   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Weathering Weather is the state of the atmosphere at a particular place and time, encompassing conditions like temperature, precipitation, wind, humidity, and cloudiness.
   • Storypie Content Barometer A scientific instrument used to measure atmospheric pressure, which helps in forecasting weather and determining altitude.
   • Storypie Content Erosion Erosion is the natural geological process in which earthen materials are worn away and transported by natural forces such as wind or water.
   • Storypie Content Queen Elizabeth II Queen Elizabeth II was the longest-reigning monarch in British history, serving for over 70 years. She was a symbol of stability and continuity for the United Kingdom and the Commonwealth through deca
   • Storypie Content Renewable Energy Renewable energy is energy derived from natural sources that are replenished on a human timescale, such as sunlight, wind, rain, tides, waves, and geothermal heat.

   准备清单

   • Print 1 recording sheet per student; prepare a few extras.
   • Pre-mark clear cups with two bold lines labeled LOW and HIGH (or use colored tape).
   • Fill spray bottle; test mist setting; ensure nozzle is secure and not leaking.
   • Set up precipitation station: tray/bin on table, cups inside tray, paper towels nearby.
   • Set up wind station: pinwheels/streamers in a bin; add slow/fast visual cards.
   • Prepare picture cards/icons: windy/rainy; slow/fast; little/a lot; air-moving/rain-falling for exit support.
   • Write board plan: targets, vocab with icons, sentence frames, station rules.
   • Set timer for rotations (about 5 minutes per station + 1 minute transition within the 12-minute block).
   • Plan groups (2 groups) and assign a ‘materials helper’ and ‘clean-up helper’ per group.
   • Safety check: remove choking hazards; ensure ribbons are securely attached; confirm allergy/sensitivity considerations for water play.

   常见误解

   • Wind is something we can ‘see’ directly (clarify: we see what wind does to objects).
   • Any wet ground means it is currently precipitating (clarify: precipitation is water falling now; wet ground can be evidence of earlier precipitation).
   • More sprays always means ‘better’—students may focus on play rather than measurement (re-anchor: our job is to observe and measure, not to make the biggest splash).
   • ‘Evidence’ means a guess (clarify: evidence is what we observe/measure; a guess is an idea we test with evidence).
5. 5 Making Our Class Weather Chart 完整课程 Making Our Class Weather Chart

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for routines/modeling; then individual work at tables; 2–3 student helpers rotate at the chart.

   学习目标

   • I can name today’s weather using my observations (what I see and feel). Understand

     成功标准:

     • I can choose at least 1 weather word (sunny, cloudy, rainy, windy) that matches our observations.
     • I can state one observation (what I see/feel) that supports my weather choice using: “I notice ___.” or “I see ___. I feel ___. So I think it is ___.”

   • I can help create our class weather chart by adding today’s date and a weather symbol in the correct space. Apply

     成功标准:

     • I can locate today’s space on the chart (today’s box/column/space).
     • I can place the correct date card (or label) in today’s space.
     • I can place the weather symbol that matches today’s observations.
     • I can say a complete sentence: “Today is ___.”

   • I can describe a simple weather pattern by comparing today’s weather to earlier days on our class chart. Analyze

     成功标准:

     • I can point to at least 2 days on the chart and tell how they are the same or different.
     • I can use one frame to describe the pattern: “Same because ___.” “Different because ___.” “I notice ___ happened more than ___.” or “We had ___, then ___.”

   标准

   • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Large class weather chart (pocket chart, calendar-style grid, or anchor chart with day spaces) · 1Include labeled spaces for dates (or day numbers) and a spot for a weather symbol each day.
   • Weather symbol cards (sunny, cloudy, rainy, windy; optional foggy) · 1 class setBack with Velcro/tape dots for quick placement; keep in a labeled envelope.
   • Date cards or day-of-week labels · 1 setUse what aligns to your class calendar routine.
   • Student mini recording sheet: “My Weather Today” (draw/circle + sentence frame) · 1 per studentInclude icons for weather choices and a sentence frame: “Today is ___.” Optional second line: “I notice ___.”
   • Crayons/markers/pencils · 1 set per tableEnsure dark colors available for clouds/rain.
   • Tape or Velcro/dots · As neededPre-place on chart and symbol backs to reduce transition time.
   • Optional tools: ribbon streamer (wind), simple thermometer (teacher-handled) · 1 each (optional)Use as quick evidence sources; keep thermometer out of student hands unless your policy allows.
   • Teacher observation checklist aligned to success criteria · 1Clipboard-ready with student names and 3 target skills.

   • Warm-up 4 min
   • Direct Instruction 8 min
   • Guided Practice 10 min
   • Independent Practice 9 min
   • Closure 4 min

   Warm-up4 min

   教师行动: Lead the daily weather quick-look routine from a safe viewing area (window/door) or display an outdoor photo. Prompt students to use senses (see/feel) and optional tool (ribbon streamer for wind).

   学生操作: Look outside (or at photo), quietly notice, then turn-and-talk using the frame “I notice ___.” Volunteer one observation to the class.

   教师脚本（完整）

   “Weather Watchers, it’s time for our quick look. Scientists observe. Observe means we use our senses and tools to learn.” “Everyone, point your eyes to the window (or the picture). What do you notice about the sky?” “Now, put your hand out like this. Do you feel wind? Is the air still?” “Turn to your partner. Use our frame: ‘I notice ___.’ Go.” (After 20–30 seconds) “Freeze and eyes on me. I will call on two scientists to share one notice.”

   Direct Instruction8 min

   教师行动: Model how to add date and weather symbol to the class chart and how to use chart to talk about patterns. Explicitly connect observation to evidence-based choice. Briefly connect to K-ESS2-2 with how humans respond to weather (umbrella/coat).

   学生操作: Watch, listen, repeat vocabulary, and answer quick checks with thumbs-up/choice responses (sunny/cloudy/rainy/windy).

   教师脚本（完整）

   “Today we will build our class weather chart. Our chart helps us remember the weather each day so we can find patterns over time.” “Watch me step-by-step.” “Step 1: Find today’s space. Today is (say day/date). I look at the top of our chart and find the box for today.” “Step 2: Choose the date card and place it here.” “Step 3: Choose the weather symbol that matches our observations. I ask myself: What is my evidence?” “I see ___. I feel ___. So I think today is ___.” “Step 4: Place the symbol in today’s box.” “Now I can use the chart to talk about patterns: I look across the week. I can say, ‘I notice ___ happened more than ___.’” “Quick connection: When the weather changes, humans can change what we do to meet our needs. For example, if it’s rainy, we might use an umbrella or wear a raincoat.”

   理解检查: Point to two symbols on the chart and ask: “Which one matches ‘I see dark clouds’?” Students show 1 finger for cloudy, 2 for rainy (teacher defines the code), etc. Then ask: “What is one tool or thing humans use when it is rainy/windy?”

   Guided Practice10 min

   教师行动: Lead a shared observation and guide 2–3 student helpers to add date and symbol. Facilitate evidence talk: students must name one observation that supports the selected symbol. Prompt quick comparisons to prior days.

   学生操作: Answer prompts, help decide weather symbol, selected helpers place date/symbol, class chorally reads the sentence, and students compare today to one earlier day using frames.

   教师脚本（完整）

   “Let’s observe together one more time. Eyes to the window/picture.” “Tell me: What do we see in the sky? What do we feel?” (After 2–3 responses) “Now we will decide using evidence. Say it with me: ‘I see ___. I feel ___. So I think it is ___.’” “Who can be our chart helper and place the DATE in the correct box? Remember: find today first, then place.” (Helper places date) “Class, check: Is it in today’s space? Show thumbs-up if yes, hands on head if we need to fix.” “Now, who can be our symbol helper? Choose the symbol that matches our evidence.” (Helper chooses) “Before you place it, tell us your evidence: ‘I see ___. I feel ___. So I think it is ___.’” (Helper places symbol) “Now everyone, complete our sentence: ‘Today is ___.’” “Let’s compare. Point to today. Now point to yesterday (or an earlier day). How is today the same or different?”

   支架提示: Evidence prompt: “What do your eyes see in the sky—sun, clouds, or raindrops?” | Senses prompt: “What does your body feel—windy air or calm air?” | Choice prompt (reduce options): “Is it more like sunny or cloudy today?” | Recast prompt: If student says “cloud,” teacher: “You said ‘cloud.’ Say the full idea: ‘Today is cloudy.’” | Location prompt: “Find today’s box by starting at the top and moving across—stop at today.” | Pattern prompt: “Do we see more of this symbol or fewer this week?” | Comparison prompt: “Point to two days that match. What is the same?” | K-ESS2-2 bridge: “If it’s windy, what can people do to stay comfortable or safe?”

   Independent Practice9 min

   教师行动: Distribute and explain the ‘My Weather Today’ sheet. Circulate with checklist, prompting language frames and correct symbol selection. Pull a quick 1-minute small group at a table for students needing extra support (2–4 students).

   学生操作: Complete recording sheet by circling or drawing today’s weather and completing (write/dictate) the sentence frame. Early finishers do a quick compare task with teacher-provided two-day strip or by pointing to chart and orally stating same/different.

   教师脚本（完整）

   “Now you will be weather scientists on your own paper.” “Step 1: Circle or draw today’s weather.” “Step 2: Complete the sentence: ‘Today is ___.’ If you are not writing yet, you will tell me and I will help you write your words.” “Step 3 (if you’re ready): Add one observation: ‘I notice ___.’” “While you work, I will walk around and ask: ‘What is your evidence?’” (To an early finisher) “Show me two days on the chart that are the same or different. Use the words: ‘Same because ___.’ or ‘Different because ___.’”

   监控清单: Names today’s weather word (sunny/cloudy/rainy/windy) accurately | Gives at least one observation that matches (see/feel) | Recording matches class decision (symbol/drawing aligns to today) | Completes oral sentence: “Today is ___.” | Uses pattern/comparison language with support (same/different; more/less)

   Closure4 min

   教师行动: Select 2 students to share their recording. Lead the class in one brief pattern statement based on the chart. Administer a fast oral/pointing exit ticket (or collect papers as exit evidence). Preview next lesson.

   学生操作: Share, listen, point to days on the chart, and respond to exit ticket prompt using a sentence frame.

   教师脚本（完整）

   “Bring your eyes to our class chart. Point to TODAY’s box.” “Tell me in a full sentence: ‘Today is ___.’” (Call on 2 students) “Show your paper and read or tell your sentence.” “Now, let’s be pattern detectives. Look at our chart this week.” “Finish this frame with me: ‘I notice ___ happened more than ___.’” “Tomorrow we will observe again and add another day. The more days we have, the easier it is to see patterns over time.”

   退出票: Point to two days on our class weather chart. Tell how they are the same or different using one frame: “Same because ___.” or “Different because ___.” (Teacher may prompt: sunny/cloudy/rainy/windy.)

   weather

   What it is like outside today.

   observe

   To look, listen, and feel carefully like a scientist.

   pattern

   Something that happens again and again.

   chart

   A place where we write or put pictures to save our information.

   English Language Learners

   • I can use the sentence frame “Today is ___.” with a weather word.
   • I can use the sentence frame “I notice ___.” with an observation word (sun, clouds, rain, wind).
   • I can use the sentence frame “Same/Different because ___.” with a weather word.
   • Pre-teach weather words with real photos and gestures (sun arms, cloud hands, rain fingers, wind blowing).
   • Provide a bilingual picture word bank (if available) and allow home-language rehearsal before sharing in English.
   • Use structured partner talk: Partner A says “I notice ___,” Partner B repeats and adds “So it is ___.”
   • Accept one-word responses initially, then recast to full sentence: student: “windy,” teacher: “Yes—say: ‘Today is windy.’”
   • Highlight cognates when relevant (e.g., Spanish: ‘observar/observe’), without requiring them.

   Struggling Learners

   • Reduce choices: offer only 2 symbol cards at first (e.g., sunny vs. cloudy) based on actual conditions.
   • Provide a simplified recording sheet with only circling (no drawing) and a traced sentence frame: “Today is ___.”
   • Chunk tasks with a visual checklist on the desk: 1) Circle 2) Color 3) Tell teacher sentence.
   • Use peer support: assign a buddy to help locate today’s box on the chart (buddy points; student places).
   • Use concrete cues: stand by the chart and physically trace the row/column to today’s box before the student places a symbol.
   • Offer repeated rehearsal: student practices the sentence quietly to teacher before speaking to class.

   IEP / 504 Accommodations

   • Preferential seating near chart and teacher for reduced distractions and better visual access.
   • Provide fine-motor alternatives: student points to a symbol or uses a sticker instead of cutting/gluing; allow larger crayons/grips.
   • Allow extra response time and multiple modalities: point + say, or point + teacher reads options aloud.
   • Use a first/then visual: “First observe, then choose symbol, then place it.”
   • For speech/language goals: accept AAC/communication board selections for weather words and sentence frames.
   • For sensory needs: allow brief movement break after observation routine; offer noise-reducing headphones during independent work if needed.

   Advanced Learners

   • Add an additional descriptor with evidence: “Today is cloudy and windy because I see clouds and I feel wind.”
   • Count and compare: students tally how many sunny/cloudy days so far and state “most/least” using a sentence frame.
   • Introduce a simple argument (K-ESS2-2 link): “People can change their environment by ___ when it is ___, because ___.” (e.g., “using an umbrella when it is rainy”).
   • Student meteorologist role: lead the observation questions and choose evidence statements to share.
   • Create a mini pattern prediction: “I predict tomorrow might be ___ because today is ___ and I see ___.” (teacher clarifies it is a guess, not a fact).

   形成性检查

   • Warm-up turn-and-talk monitoring for use of “I notice ___” and accurate observations
   • CFU during modeling: students identify matching symbol for a described observation
   • Guided practice observation: helper accuracy placing date/symbol in correct box; class thumbs-up check
   • Independent practice: teacher checklist of success criteria while circulating

   退出票

   Point to two days on our class weather chart and tell how they are the same or different using: “Same because ___.” or “Different because ___.”

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes key vocabulary terms like weather, observe, pattern, and chart, making vocabulary practice essential for student understanding.
   • Worksheet 匹配活动 A matching activity can help Kindergarten students connect weather symbols with their names or characteristics, reinforcing the lesson's focus on weather observation.
   • Worksheet KWL 图表 A KWL Chart organizer supports young students in activating prior knowledge, setting learning goals, and reflecting on what they learned about weather and patterns.
   • Worksheet 3-2-1 退出票 The 3-2-1 Exit Ticket provides a simple formative assessment suitable for Kindergarten to check students' understanding and reflections at lesson closure.

   Storypie 内容

   • Storypie Content Weathering Weather is the state of the atmosphere at a particular place and time, encompassing conditions like temperature, precipitation, wind, humidity, and cloudiness.
   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content Erosion Erosion is the natural geological process in which earthen materials are worn away and transported by natural forces such as wind or water.
   • Storypie Content Water Cycle The Water Cycle is the continuous movement of water on, above, and below the surface of the Earth. This vital process, consisting of evaporation, condensation, precipitation, and collection, makes lif
   • Storypie Content Evaporation Evaporation is the natural process where a liquid, like water, turns into a gas or vapor, typically due to heat. It is a fundamental part of the Earth's water cycle and has a significant cooling effec

   准备清单

   • Update/prepare the weather chart with clearly labeled spaces for the current week or sequence of days
   • Pre-attach Velcro/tape dots to the chart spaces and symbol cards
   • Place symbol cards in an organized, labeled container (sunny/cloudy/rainy/windy)
   • Print and copy ‘My Weather Today’ sheets (with a few extra copies)
   • Prepare a quick outdoor view plan (window spot) OR take a same-day photo to display if visibility is limited
   • Have optional tool ready (ribbon streamer/windsock; thermometer for teacher use)
   • Put crayons/pencils at tables before lesson to reduce transitions
   • Prepare teacher checklist with student names and 3 objectives
   • Decide which two prior days you will reference for comparison during closure (to ensure a clear pattern statement)

   常见误解

   • Weather and season are the same thing (clarify: weather is today; season is many weeks/months).
   • Wind is something we ‘see’ instead of something we feel/notice by movement (trees, flags, ribbon).
   • A single cloud means ‘cloudy’ (clarify: cloudy means many clouds cover much of the sky).
   • Patterns mean ‘exactly the same every day’ (clarify: patterns can be ‘more of one kind’ or ‘a sequence’ over time).
6. 6 Looking for Patterns: Sorting and Tallying 完整课程 Looking for Patterns: Sorting and Tallying

   概述 时间与活动 词汇 差异化 评估 资源 教师笔记

   🌏 California, USA Whole group on carpet for warm-up, direct instruction, and guided practice; independent practice at tables; brief whole-group share at end.

   学习目标

   • I can use our recorded local weather observations to sort each day into a weather type (sunny, cloudy, rainy, windy). Apply

     成功标准:

     • I correctly place each day’s weather picture/symbol into the matching group.
     • I can name the weather type for a day using evidence from the picture (sun/clouds/rain/wind).

   • I can record our local weather observations by making and counting tally marks to show how many days of each weather type happened over time (up to 10 days). Apply

     成功标准:

     • I make exactly one tally mark for each day in the correct weather group.
     • I correctly count the tally marks for each group (0–10) and state the total.

   • I can share a pattern I notice in our local weather data over time using a sentence frame (more/less/same/repeats). Analyze

     成功标准:

     • My pattern sentence matches the tally data (it is true based on the counts).
     • I use a complete sentence to share my observation (spoken, dictated, or written).

   标准

   • K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

   材料

   • Class weather chart from previous lessons (daily weather record) · 1Should include at least the last 8–10 school days with symbols or pictures.
   • Weather picture/symbol cards (sunny, cloudy, rainy, windy) · Model set: 8 cards; Class data set: 8–10 cards; Student sets: 1 per student (6–10 cards each)Use consistent icons; consider color-coding borders by category.
   • Pocket chart OR chart paper with four labeled columns (sunny/cloudy/rainy/windy) · 1Place at student eye level; add matching icon above each word label.
   • Whole-group tally mark recording sheet (on chart paper or projected) · 1Four rows labeled by weather type; space for tallies and totals.
   • Student independent practice page (sorting + tallying + pattern sentence) · 1 per studentInclude picture labels, a tally table, and a sentence frame with options (more/less/same/repeats).
   • Crayons/markers/pencils · Class setPrefer thick pencils/crayons for K fine-motor support.
   • Glue sticks or reusable sticky tack (if students place cards on paper) · 1 per tableAlternative: students cut-and-paste or simply circle/mark printed pictures.
   • Clipboard or hard surface for writing (optional) · As neededHelpful for students who need a firm surface on carpet.

   • Warm-up 5 min
   • Direct Instruction 10 min
   • Guided Practice 15 min
   • Independent Practice 15 min
   • Closure 5 min

   Warm-up5 min

   教师行动: 1) Gather students on carpet facing the pocket chart. 2) Display 6–8 mixed weather picture cards. 3) Lead a quick “thumbs-up match” game for category recognition. 4) Point to the class weather chart to activate memory of recorded observations.

   学生操作: Students look at each card, listen to the called-out category, and show thumbs-up if the card matches; then briefly name recent weather days from the class chart.

   教师脚本（完整）

   “Friends, eyes on the weather cards. Today we are going to be Weather Data Detectives.” “Remember: sunny means we see the sun, cloudy means lots of clouds, rainy means rain, windy means the wind is blowing.” “I will say a weather word. If this card matches, show thumbs-up. If it does not match, keep your thumbs in your lap. Ready?” (Show a card.) “Sunny.” (Pause.) “Tell your partner: Is it sunny? Why?” “Now, let’s look at our class weather chart. These are our observations—what we noticed each day.” “Today we will sort our observations, make tally marks, and look for a pattern.”

   Direct Instruction10 min

   教师行动: 1) Introduce vocabulary with visuals: sort, tally, data, pattern. 2) Model sorting 8 example weather cards into four labeled columns. 3) Model making one tally per card in the correct row. 4) Model counting tallies to find totals. 5) Model a simple pattern statement comparing categories (more/less/same) or noting repetition.

   学生操作: Students watch, respond to quick questions, chorally say key words, and practice counting tallies together.

   教师脚本（完整）

   “Watch me first. This is the ‘I Do’ part. Your job is to track my thinking with your eyes and brain.” “First word: sort. Sort means we put things into groups that are alike.” (Point to labels.) “These are our groups: sunny, cloudy, rainy, windy.” (Hold up one card.) “I’m looking at this picture. I see the sun. I will place it under Sunny. I sorted it because it matches the sunny group.” (Place 2–3 more, thinking aloud.) “This one has clouds—Cloudy. This one has raindrops—Rainy. This one has a wind swirl—Windy.” “Now we have data. Data is information we collect. Our weather cards are data because they show what happened each day.” “Next word: tally. A tally is a mark we make to count and keep track.” (Draw one tallies slowly.) “One card equals one tally. I do not make two tallies for one card. I make one tally for one day.” (As you point to each column, add tallies.) “Sunny has one, two, three tallies. Let’s count together.” (Choral count.) “Cloudy has one, two. Rainy has one. Windy has two.” “Last word: pattern. A pattern is something we notice that repeats or happens more often.” (Compare.) “I notice a pattern: We have more sunny days than rainy days. That means sunny happened more times.” “Say it with me: ‘A pattern I notice is…’”

   理解检查: Thumb-check + cold call: “If I add one more windy card, how many tallies do I add?” (Expected: one.) “Where would this card go and why?” “Which has more right now: sunny or rainy?”

   Guided Practice15 min

   教师行动: 1) Transition to real class weather data from the last 8–10 days. 2) Invite students to help place each day’s symbol into the correct column. 3) As each card is placed, guide the class to add one tally in the matching row on the class tally chart. 4) Pause for frequent checks: category choice, one-to-one tallying, and counting totals. 5) Facilitate a whole-class discussion to identify at least one pattern using sentence frames.

   学生操作: Students take turns (or respond from carpet) identifying the correct category, counting tallies, and using frames to describe more/less/same; some students place cards or draw tallies with teacher support.

   教师脚本（完整）

   “Now it’s ‘We Do.’ We will work together using OUR class weather observations.” (Show the first day’s symbol from the class chart.) “Look carefully. Which group does this belong in: sunny, cloudy, rainy, or windy?” (After response.) “Tell me why: What do you see?” (Place card.) “Class, what do we do next—sort or tally?” (Students respond.) “Yes—tally. One day equals…?” (Students respond.) “One tally.” (Invite a student to add tally with marker, or teacher adds while class directs.) “Point with your finger to the row we should tally.” (After several cards.) “Let’s stop and count together. Touch and count each tally mark with me.” (After finishing all days.) “Now we use our data to look for a pattern.” “Turn and talk: Which weather type happened the most? Which happened the least?” (Bring back.) “Use this frame: ‘We had more ____ days than ____ days.’” (Select 1–2 examples.) “Does our tally chart prove it? Let’s check by counting again.”

   支架提示: Look at the picture: Do you see a sun, clouds, raindrops, or wind lines? | Point to the label that matches your picture. | Say the weather word out loud before you place it: ‘This is ____.’ | One card equals one tally. Show me one finger—how many tallies? | Touch-count the tallies with me: 1, 2, 3… | Which column has the most tallies? How do you know? | Which has fewer: ____ or ____? Let’s compare by counting. | Can you make a pattern sentence using ‘more’ or ‘less’ or ‘same’?

   Independent Practice15 min

   教师行动: 1) Distribute independent practice pages and mini data sets (printed mini-chart or small set of 6–10 picture cards). 2) Review directions in 3 clear chunks with visual gestures. 3) Circulate to monitor sorting accuracy, one-to-one tallying, and counting. 4) Provide quick reteach at a small group for students needing support; scribe pattern sentences as needed.

   学生操作: Students sort the mini set (by circling, matching, or gluing pictures into categories), add tally marks for each category, count totals (0–10), and draw/dictate/write one pattern sentence.

   教师脚本（完整）

   “Now it’s ‘You Do.’ You will be the data detective.” “Step 1: Sort. Put each day into the correct weather group.” (Point to each column.) “Step 2: Tally. Make one tally mark for each day in the right row.” “Step 3: Count. Write the total number for each row.” “Step 4: Pattern sentence. Use a frame at the bottom: ‘We had more ____ days than ____ days,’ or ‘A pattern I notice is ____.’” “If you get stuck, raise your hand and keep working on a different part while you wait.” (While circulating, prompt quietly.) “Show me the picture clue. What do you see? Where does it belong?” (For sentence support.) “Point to two groups. Which has more? Let’s say the sentence together.”

   监控清单: Student correctly identifies categories for pictures (sun/cloud/rain/wind). | Student places/marks all items into a group (no missing items). | Student makes exactly one tally per item (one-to-one). | Student tallies are in correct row/column. | Student counts tallies accurately up to 10 (or uses support tool). | Student records totals (numeral) or states totals orally. | Student provides a pattern statement that matches their data (more/less/same/repeats).

   Closure5 min

   教师行动: 1) Bring students back together with their papers. 2) Facilitate 2–3 student share-outs of pattern sentences. 3) Lead quick oral review: definition of tally and pattern. 4) Collect student pages as exit ticket evidence and note who needs reteach.

   学生操作: Students share one observation/pattern, respond chorally to review questions, and submit their work.

   教师脚本（完整）

   “Show me your paper on your lap. Quiet hands, eyes up.” “I will choose three friends to share a pattern sentence. Remember: We listen with our eyes and ears.” (After shares.) “Class, chorally answer: What does tally mean?” (Pause for response.) “Now: What is a pattern?” (Pause for response.) “Today you sorted, tallied, counted, and found a pattern using our weather data. Tomorrow we will use patterns to help us predict what might happen next.”

   退出票: On your weather data page: (1) Sort 6–10 weather days into sunny/cloudy/rainy/windy, (2) add one tally per day in each category, (3) write or say the total for each category, and (4) write/dictate one true pattern sentence using more/less/same or the word pattern.

   sort

   Put things together that match.

   tally

   A quick counting mark.

   data

   Facts we gather to learn.

   pattern

   Something that repeats or happens more.

   observation

   What we notice and record.

   English Language Learners

   • I can name the weather type using a single word (sunny/cloudy/rainy/windy).
   • I can use a sentence frame to compare quantities: “We had more ____ than ____.” / “We had the same number of ____ and ____.”
   • I can use the word pattern in a complete sentence: “A pattern I notice is ____.”
   • Use realia/gestures: point to sky photo cues; gesture wind (hands waving), rain (fingers falling), sun (circle arms).
   • Pre-teach vocabulary with picture cards and a quick TPR routine before warm-up.
   • Provide bilingual labels (if available) next to English labels on pocket chart and student page.
   • Use sentence frames with choice banks (sunny/cloudy/rainy/windy; more/less/same).
   • Partner ELLs with a supportive peer for turn-and-talk; assign roles: “Pointer” (points to group) and “Speaker” (says the word).
   • Allow oral responses, choral responses, and teacher/aide scribing for the pattern sentence.
   • Check comprehension with yes/no and either/or questions: “Is this rainy or windy?”

   Struggling Learners

   • Reduce set size to 6 days and/or limit categories to 2–3 (e.g., sunny/cloudy/rainy) while keeping the same objective structure.
   • Use highly distinct, uncluttered icons with color-coded backgrounds; match colors to column headers.
   • Provide a mat with four boxes and matching icons so students can place cards directly on top of the same icon (errorless matching).
   • Chunk directions with a visual checklist on desk: 1) Sort 2) Tally 3) Count 4) Sentence.
   • Model one-to-one tallying with a “touch and tally” routine: touch card → make one mark → move card to ‘done’ pile.
   • Provide counting support: ten-frame, number line to 10, or have student circle tallies and then count aloud with teacher.
   • Modified expectation option: student may state totals orally while teacher writes numerals; student may choose from two pre-written pattern statements and circle the true one.
   • Peer support: pair with a ‘coach’ partner who checks each card placement before tally is added.

   IEP / 504 Accommodations

   • Preferential seating near instruction and visuals; reduce distractions during tally counting.
   • Extended time and flexible pacing; allow completion of fewer items (6 instead of 10) without penalty if aligned to IEP goals.
   • Fine-motor accommodations: larger writing tools, highlight boxes for tallies, allow stickers/dot markers instead of drawn tally marks.
   • Assistive technology/response options: oral responses, picture-pointing, AAC device for weather words; adult scribing for numerals/sentence.
   • Frequent checks for understanding with immediate feedback; provide ‘stop points’ after each category.
   • Behavioral/self-regulation supports: clear first/then (“First sort 3 cards, then choose a weather sticker”), movement break between guided and independent practice.
   • For visual impairments: enlarged icons and high-contrast print; for hearing supports: face student, speak clearly, use visual steps and gestures.

   Advanced Learners

   • Create a second representation: after tallying, make a simple bar graph using connecting cubes (one cube per day) for each weather type.
   • Write/illustrate two pattern statements: one about ‘most/least’ and one about ‘same/different’ (e.g., “Sunny happened 2 more times than windy.”).
   • Compare two time windows: last 5 days vs last 10 days—describe how the pattern changes.
   • Challenge question: “If we add one more rainy day tomorrow, will rainy still be the least? Explain using numbers.”
   • Student-led data talk: act as ‘meteorologist’ and present findings to class using a pointer and vocabulary.

   形成性检查

   • Warm-up thumbs-up responses to category naming (teacher notes students who confuse icons).
   • During modeling: quick CFU questions about one-to-one tallying (“How many tallies for one day?”).
   • Guided practice: observation of student reasoning when placing cards; choral counting accuracy; compare more/less questions.
   • Independent practice circulation checklist (sorting accuracy, tally accuracy, counting accuracy, pattern sentence accuracy).

   退出票

   Complete the weather data page: sort the days, tally each category, count totals, and write/dictate one true pattern sentence using more/less/same or the word pattern.

   与本课相关的资源。免费注册以下载工作表，或在新标签页中打开 Storypie 内容。

   工作表与活动

   • Worksheet 词汇练习 The lesson includes specific vocabulary terms related to sorting and tallying, making a vocabulary practice template essential for reinforcing these words.
   • Worksheet 匹配活动 A matching activity aligns well with the warm-up thumbs-up match game and helps students practice category recognition with weather cards.
   • Worksheet T-图 A T-Chart organizer supports the sorting and tallying process by helping students visually categorize weather types and their tallies.
   • Worksheet 3-2-1 退出票 Including a 3-2-1 exit ticket provides a simple formative assessment suitable for kindergarteners to reflect on their learning about patterns, sorting, and tallying.

   Storypie 内容

   • Storypie Content Measurement Measurement is the process of associating numbers with physical quantities and phenomena. It is a fundamental concept in science, engineering, construction, and daily life.
   • Storypie Content Leonardo da Vinci Leonardo da Vinci was an Italian polymath of the High Renaissance who was active as a painter, draughtsman, engineer, scientist, theorist, sculptor, and architect.
   • Storypie Content The Renaissance The Renaissance was a vibrant period in European history, from the 14th to the 17th century, that marked a 'rebirth' of art, science, culture, and learning, moving Europe from the Middle Ages to moder
   • Storypie Content Gravity Gravity is the fundamental force of attraction that exists between any two objects with mass or energy. It is the force that keeps planets in orbit around the sun and holds us to the Earth.
   • Storypie Content Climate Change Climate is the long-term pattern of weather in a particular area, encompassing averages and extremes of temperature, humidity, precipitation, and wind over many years.
   • Storypie Content Geometry Geometry is a branch of mathematics concerned with the properties of space, such as the distance, shape, size, and relative position of figures.
   • Storypie Content Decimal A system of representing numbers where a decimal point separates the whole number part from the fractional part, based on powers of ten.
   • Storypie Content Area Area is a fundamental concept in geometry that represents the measure of the size of a two-dimensional surface or region.

   准备清单

   • Update/verify class weather chart includes the last 8–10 school days with clear symbols.
   • Prepare pocket chart/chart paper with four labeled columns and matching icons.
   • Prepare whole-group tally chart with rows for sunny/cloudy/rainy/windy and space for totals.
   • Pre-select the independent mini data set (6–10 days) and ensure it includes at least two categories for comparison.
   • Photocopy independent practice pages; pre-cut weather cards if using cut-and-paste; bag sets per student/table.
   • Gather writing tools, glue/sticky tack, and optional counting supports (ten-frames/number lines).
   • Plan partner pairings (ELL and peer support) and identify a small-group table for reteach.
   • Decide who will scribe (teacher/aide) and prepare sentence frames/choice bank strips.

   常见误解

   • A tally is the same as drawing the weather picture again (instead of a counting mark).
   • One day can belong to two groups at once (e.g., sunny and windy) in this simplified dataset.
   • ‘Pattern’ means a visual design (like stripes) rather than a trend in data.
   • More means ‘bigger picture’ rather than ‘greater number’; students may not connect to counting evidence.
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基本问题

• What do plants and animals need to live and grow?
• How can we tell if a plant or animal is getting what it needs?
• What patterns do we notice in how living things meet their needs?

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• Why do different living things live in different places?
• How do places provide what living things need?
• How do humans use the places where they live to meet their needs?

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基本问题

• What happens when we push or pull an object?
• How does a stronger or weaker push/pull change what happens?
• How does changing direction change an object’s motion?

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基本问题

• How can we design something that changes an object’s motion in a helpful way?
• How do drawings and models help us plan and share ideas?
• How do tests and data help us improve a design?

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