Becoming Weather Wise
Variety is the Spice of Life
Blown Away
On the Move: An Introduction to the Water Cycle
Completing the Cycle
Cloud Making (Alternate Lesson Plan)
My Life... According to the Weather
Storm Safety
Transportation Trouble
Culminating Activity
Annotated Bibliography
"Everyone talks about the weather, but no one ever does anything
about it."
Mark Twain
Lesson: Becoming Weather Wise - Science
Rationale:
Children see and experience weather every day. The importance of this lesson is to identify what weather is and the three main elements that make up the weather: sun, wind, and water. The goal of this lesson is have the students identify what the weather encompasses so they become more aware of what is happening and why it is continually changing.
ILO's/Objectives:
Materials:
"weather" robe, "wizard" hat, "lightning" wand, 12x18" construction paper for each student (tri-folded)
Procedure:
(Anticipatory Set) Dress up as a "Weather Wizard" (robe-- use fabric paint or tape weather symbols on it!), construction paper cone hat with stars on it, wand with a lightening bolt on the end, etc.). Announce to the class that once they are touched by your wand, they will instantly become "Weather Wizards," like yourself. Tell the students that, as Weather Wizards, it is their job to go outside and watch the weather. Tell them they need to observe the weather using all their senses. Tell them that when you return to the room, there will be a sharing time when they can share what they saw, heard, felt, smelled, and/or tasted. Take the students outside for 10 minutes. When the children are outside observing, you might ask:
* What do you see? Now listen carefully-- what do you hear? What do your eyes and ears tell you about the weather?
* Stand very still. Do you feel the wind? Can you see it?
* How is today's weather like yesterday's? How is it different?
* What do you think the weather will be like today? Why do you think that?
* Do you think that it will be warmer or colder tomorrow (next week)? Why do you think that?
When the students return to the classroom, gather them together and tell them that they are going to be learning about the weather. Explain to them that the weather is what is happening outside in the air, or more simply, what it is like outside. Share with them one of the observations you made of the weather while you were outside (make sure to tell them what sense you used) and write it on chart paper.
Ask the students to share their observations of the weather with the class. Write down the key words they use that define or describe the weather. Encourage them to think of words that describe the weather, words that name kinds of weather, words for storms, weather instruments, etc.
When the brainstorming session is done, the list of weather words will probable include sun, wind, and water. Point these out as the most important parts of weather by circling them.
Make three columns on the chart paper and label them-- sun, wind, water (draw representative pictures next to the words). Tell the children that they are going to help you write about yesterday's weather conditions. Under the sun column, ask them what word best describes what the temperature (may need to define this word for some students) was like (hot, warm, cool, or cold). Ask them the same question about the wind (calm, rushing wind, soft breeze) and the water (wet, dry, cloudy, clear).
Have the students return to their tables and hand out tri-folded pieces of construction paper. On one side, they are to write/draw the three elements of weather, one in each column; and underneath each column they need to write and/or illustrate what today's weather conditions were like. On the other side, they are to label their columns the same way and then predict what tomorrow's weather conditions will be.
(Closure) Ask the students to compare today's weather conditions with yesterday's weather conditions. Ask them how the weather changed. (Weather may change from warm to cool, wet to dry, sunny to cloudy, or calm to windy.) Tell weather riddles to review what weather is, the three main elements that make it up, and some examples of it. (see attached sheet)
Considerations:
1. The length of this lesson depends upon how discussion-oriented the children are.
2. Allow the students ten minutes to start their drawing (step 6) and then have them finish it throughout the day during free time. So the closure step later in the day.
3. Before taking the students outside, review behavioral expectations.
Time Estimates:
Steps 1-2: 15 minutes
Steps 3-4: 20 minutes
Steps 5-7: 20 minutes
Assessment/Evaluation:
Students will be assessed by checking their finished projects to see if they have completed the following: labeled their columns correctly on both sides of their construction paper, depicted accurate weather conditions for the present day on one side, predicted weather conditions on the other side, and associated the correct descriptive terms with them. I would also informally assess the participation level of each student during the brainstorming and discussion times.
Extensions:
Set up a weather center in your classroom. Hang a weather calendar up so the students can record the weather conditions on a daily basis for a week (or more). Also, write the words that the class brainstormed regarding the weather on a large sun, cloud, or raindrop cutout and title it Weather Words. Encourage the students to add to the list at any time.
Have the students choose five words from the list of weather words to define and illustrate. The students should simply draw on their own experience as they write definitions. Students can use magazine pictures or original art to illustrate the words they choose.
Weather Riddles
1. I keep your balloon flying high. I sail your kite up in the sky. I am ________________. (wind)
2. I help the plants and trees to grow. I fall from clouds gray and low. I am ___________. (rain)
3. I am a star shining bright. I give you heat, and I give you light. I am the ___________. (sun)
4. I am a bow of color way up high. After a rain, you may see me in the sky. I am a _______________. (rainbow)
5. I am icy crystals, lacy and white. As I fall to the earth, I'm a beautiful sight. I am __________. (snow)
6. I make a deep and booming crash. You hear me after a lightning flash. I am ____________. (thunder)
7. I streak across the dark stormy sky. I'm a flash of electricity way up high. I am ______________. (lightning)
8. I make sky pictures before your eyes. I can change my shape, what a surprise! I am a _____________. (cloud)
9. I am a cloud that is on the ground. I swirl about, but I don't make a sound. I am ________. (fog)
Lesson: Variety is the Spice of Life - Science
Rationale:
Weather is always changing. The students need to have a basic understanding of how and why these changes happen and infer how weather has patterns and predictable seasons and how weather is different season to season. This knowledge can be transferred over into their daily lives as it helps them make wise decisions about how to deal with such variations.
ILO's/Objectives:
1. The students should be able to identify/name the four seasons.
2. The students should be able to describe, using words and/or pictures, the weather in the four seasons.
3. The students should be able to describe characteristics of each kind of weather.
Materials:
wooly pullover jacket, rake, winter coat, hat, mittens, snow shovel, windbreaker or raincoat, kite, sunglasses, suntan lotion, sun, wind, and water cutouts, Our House on the Hill book, objects, items, and laminated pictures related to the four different seasons, leaf, flower/raindrop, sun, snowflake cutouts, 12x18" construction paper for each student, seasonal poems or descriptive sentences (see attached sheet)
Procedure:
(Anticipatory Set) Bring in a jacket you would wear during each season as well as an item that symbolizes an activity you would do in each season. Briefly role play/pantomime each season and have the children guess which season they think you are in. (Fall- wooly pullover jacket, rake leaves; Winter- bulky winter coat, hat, mittens, shovel snow; Spring- windbreaker or raincoat, fly a kite; Summer- sunglasses, put on suntan lotion). Tell the children that they are going to learn about why we need different clothes throughout the year and look at how we classify certain times of the year.
Ask the children why you needed to wear different clothes during the different seasons of the year or how they decide if they need to wear a jacket or not. To help the discussion along, have pictures depicting the sun, wind, and water cut out. Ask how each affect the weather (hot or cold, calm or windy, wet or dry). Make sure the discussion highlights how the air temperature changes, making the weather hot or cold. Have them think of what makes the weather change (SUN is the primary source responsible for the weather changing). Explain that the more heat from the sun that reaches the Earth, the warmer the air will be.
Ask the students which season we are having right now and write it on chart paper. Ask the students what the names of the other seasons are and write them on chart paper. Now, ask the students to raise their hands if summer is their favorite season. Count how many hands are up and write the number next to the season. Do the same thing for the other three seasons. Tell them they are going to need to use their eyes to look carefully at the pictures to see the differences in weather that occur throughout the year.
Read Our House on the Hill. As you show each page, encourage the children to tell a story that relates to the pictures. As you page through the book, for each month inform the students of which season it is (September, October, November-fall, December, January, February- winter, March, April, May- spring, June, July, August- summer).
Explain to the students that a season is a certain time of the year. Next, tell them how lucky we are to experience all four of the seasons. Then, have students discuss the changes in weather in each of the four seasons (refer back to the book if necessary) and record their answers on the chart paper in the appropriate column.
Label each corner of the room as one of the four seasons. Have each student reach into a bag filled with clothing items/objects/pictures that are associated with the different seasons and pick out one thing. When every student has an item, tell them to look at it and decide with which season they think it would match the best. Next, point out that each corner of the room represents a different season (Fall on leaf cutout, Spring on flower/raindrop cutout, Summer on sun cutout, Winter on snowflake cutout). Tell them to take their object to the corner of the room that they feel it belongs and sit down. Have it planned that each corner should have five children in it.
Have the children work in groups of five or six to create a pantomime about the season they are sitting by. Let them make props to set the scene for their season and decide what activities they are going to mime. Allow some time for rehearsal and then agree on a time for the performances.
(Closure) Give the students a piece of construction paper and have them number it 1-4 (Write on the board how you want the numbers written vertically.) Read a short poem or set of descriptive sentences on each of the seasons. (Make sure the poems/descriptive sentences include the sun's, wind's, and/or water's roles during the particular season as well as activities that are most often done during that time of the year.) After you get done reading one, have the students write down which season they think it is describing after the appropriate number. When you have read all the poems, have the children number off by fours. Then have them draw a picture of the season that is the same number (from the poem activity) on the back of their piece of construction paper. Remind them to show in their picture what roles the sun, wind, and water play during the season they are drawing.
Considerations:
1. Due to the length of this lesson, I would divide it up throughout the day according to the students interest level and attention span.
2. The pantomimes would be done the following day.
3. The closure activity would be worked on by the students over the course of the day.
Time Estimates:
Steps 1-3: 20 minutes
Steps 4-7: 40 minutes
Step 8: 20 minutes
Assessment/Evaluation:
Students will be assessed on their participation in the pantomime activity. The teacher will also assess their drawing of one of the seasons they did during the closure activity checking to see that they clearly showed the roles the sun, wind, and water play during the season they drew. I would also informally assess the participation level of each student during the brainstorming and discussion times.
Extensions:
Create a season bulletin board titled The Four Seasons. Divide the bulletin board into four sections and label each section with a different season. Have construction paper, drawing utensils, magazines, and scissors on a table near the bulletin board. Have students draw symbols on the construction paper or cut out symbols from the magazines that represent the different seasons. Use them in the bulletin board display.
Take the children on season walks. About every five minutes, stop walking and give the children time to write or draw a sign of the season. Encourage them to collect signs such as leaves and nuts during an autumn walk. Remind them that they can only collect things that are already on the ground-- no interrupting nature. (Their collections can be kept on a table in the classroom for closer observation.) Take the children on a walk at least once each season. If you keep the records that they make from season to season, they can compare their observations. Also, it would be interesting for the children to go on season walks in different areas, for example, a ravine, a field, or neighborhood streets.
Seasonal Descriptive Sentences
Summer
As I ride my bike down the street, I can feel the heat coming from the sun's rays
on my face. The gentle breeze cools me down, but I still feel very warm. Thank goodness it
is only three more blocks to the swimming pool!
Spring
The rain has finally stopped and the sun is peeking out from behind the clouds
drying up the tiny droplets of water that are sitting on the flower petals. I can see the
trees swaying in the wind. What a perfect day to try out my new kite!
Fall
The sun is out today, but there is a chill in the air. I think I'll put on my
sweater before I go outside to play to keep me warm from the blowing wind. Oh look! A pile
of crisp leaves to jump in!
Winter
As I bundle up to go outside, I have visions in my head of what my snowman will
look like when I finish building it. Outside I can feel the snowflakes fall on my
eyelashes and quickly stick out my tongue to get a taste of them. Brr! I can feel the wind
whip against my face. Shivering I decide to go inside for a cup of hot cocoa.
Rationale:
Children need to observe the wind's effect on the weather. This lesson looks at how the changes in the wind's direction and speed affects the weather. The goal of this lesson is to look at the positive as well as negative effects the wind can have on the weather.
ILO's/Objectives:
1. Students will use their predicting, observation, and comparing/contrasting skills when observing the direction and varying speeds of the wind.
2. Students should be able to illustrate what effect the wind has on objects and an activity that they can do in windy weather conditions.
3. Students should be able to identify hurricanes and tornadoes as severe, dangerous storms.
Day 1:
Materials:
plastic baggie, twist tie, Gilberto and the Wind by Marie Hall Ets, 12x18" construction paper (25 pieces), 3 metal rings to hold class book together
Procedure:
(Anticipatory Set) Share with students poet Christina Rosetti's verse:
Who has seen the wind?
Neither you nor I.
But when the trees bow down their heads,
The wind is passing by.
Tell the students that the wind is moving air. Explain to the children that air is all around us. Use a small plastic bag to "catch" some air. Hold the opening of the bag closed or twist tie. Let the children gently feel the bag. Remind the children that we cannot see the air, but we can watch it move things.
Ask the students what their favorite activity is to do on a windy day. Tell the students to listen for the many different fun activities and games Gilberto discovers and enjoys on a windy day as you read Gilberto and the Wind to them.
Invite the children to look out the window and ask questions such as these: Do you think it is windy outside today? Why do you think that? How could we check to make sure?
Go outside for a "wind walk." Ask them to observe what things around them are moving. Direct their attention above them to the sky, directly around them, and to the ground. Have them note what is happening to leaves, clouds, litter, flags, trees, curtains in windows, their clothing, and even their hair. Encourage them to move, skip, walk, and jump in different directions. Ask them to describe, to a partner, how the wind feels against their faces and their bodies. Discuss whether they found it easier to move in one direction than in another.
When you get back inside, refer back to the third line of the verse from the poem. Ask the students to create substitutions for the third line of the verse based on their observations from their "wind walk." Then, let each student illustrate one of the substitutions and write the new verse under his or her drawing. Tell the students that their drawing must include them doing their favorite activity on a windy day, too.
(Closure) Put all the drawings together to make a class book. Make a cover page titled, Who Has Seen the Wind? Make sure to include a page with the first two lines of the verse at the very beginning and a page for the last line of the verse at the very end. Read the book with the students.
Day 2:
Materials:
Nature cd or cassette with a wind selection on it, The Wind Blew by Pat Hutchins, plastic produce bags
Procedure:
(Anticipatory Set) Turn off the lights and have the children close their eyes. Have them listen to some nature music that includes or focuses on the wind blowing. When the music selection is over, ask the students what "nature sound" they heard while listening to the music.
Read The Wind Blew and discuss how the wind blows at different speeds and that it blows in different directions. Tell the students they are going to have a chance to observe the wind speed and direction today.
Take the students outdoors on a breezy day and give each child an empty plastic produce bag (make sure the teacher has one for demonstration purposes). Instruct the students to hold their bags open above their heads and turn slowly until the bags fill with air. Have students determine from which direction the wind is blowing (can use cardinal directions or general-- toward the school building, etc.) and describe the varying strengths of the wind (no wind, some wind, a lot of wind). Ask students to predict what will happen if they let go of their bags, then have them do just that. Repeat this exercise in several locations and compare and contrast the outcomes.
When you get back inside, have the students share their predictions and observations of this experiment. Ask them the differences they observed depending on where they were standing (building barrier, standing toward or away from the wind).
Have them complete the sentences below in their science lab journals.
Encourage them to draw a picture of themselves doing the experiment.
The wind was blowing ____________________. (direction)
There was _________________ wind today. (strength)
(Closure) Ask the students why this information is important to sailors, pilots, or meteorologists.
Day 3:
Materials:
television, VCR, videotape on storms, photographs of tornadoes and hurricanes, The Spinning Storm tornado worksheet (25), The Big Wind hurricane worksheet (25), razor blade or scissors, brass fasteners (25)
Procedure:
(Anticipatory Set) Have students watch clips from a weather video that shows a tornado and hurricane in action. Ask the students what the two storms had in common (included powerful winds).
Put up photographs of a tornado and hurricane side by side and draw a
Venn diagram on chart paper or the chalkboard. Ask the students to compare and contrast
the two storms. The following are some ideas the students should be able to name after you
read to them a brief summary of each storm (definition, characteristics, damaging effects,
safety procedures).
Tornado Both Hurricane
fast moving whirling winds slow moving
unpredictable spin counterclockwise gives warning
usually over land severe storms form over water
basement protection damaging storms leave your home
300 mph winds include rain 150 mph winds
Pass out the tornado worksheet to the students and read over the directions with them. Tell them to complete the first five directions and then stop. When they get to the sixth direction have them raise their hands. Go over and make the slits in their worksheet so they can insert the tornado.
When the students are done with the tornado worksheet, pass out the hurricane worksheet and read over the directions with them. Tell them to complete the first three directions, skip the fourth, complete the fifth, and then stop. When they are done, have them raise their hands. Go over and attach their hurricane circle with a brass fastener.
(Closure) Ask the students to share an experience they had or someone that they know had involving a tornado or hurricane.
Considerations:
1. Try to do day one and day two activities on windy days.
2. Go over with the students how to safely and correctly use the plastic bags (Never put your head into them).
3. Check working conditions of the television and VCR before using them in class.
Time Estimates:
Day 1: 40 minutes
Day 2: 35 minutes
Day 3: 40 minutes
Assessment/Evaluation:
Students will be informally assessed according to their class participation. They will be evaluated on the accuracy and completion of each of the activities/projects they did throughout the lesson.
Day 1: Did the students include a prediction, record their observations, and compare/contrast the varying speeds of the wind in their lab journals?
Day 2: In their illustration, did they include something that the wind affects and show how it affects it? Also, did they draw themselves doing an activity in the wind in their illustration?
Day 3: Did the student finish the tornado and hurricane worksheets completely by including all the components it listed in the directions?
Extensions:
Make a wind vane (an instrument that tells which direction the wind is blowing) or an anemometer (an instrument that tells how hard the wind is blowing). Make a wind sock which shows the direction and the strength of the wind. See the sheets attached for directions on how to make the three items mentioned above (There are two ways to make wind socks. I included directions for both ways.)
Have the students use wind to create art-- a blow painting. Give each child a piece of white construction paper and a two-inch length of plastic drinking straw. Have the students practice blowing into the straw before you introduce the paint. Then provide several colors of tempera paint that have been thinned with water, and plastic spoons. Have the children put a blob of one color on their paper with a spoon and blow on it with the straw. Tell them not to let the straw touch the paint. Ask the children what they see and what happens if they blow on it again. Encourage students to experiment with different types of "wind control" as they create their paintings. They may blow hard through the straw, or they may blow the paint without using the straw. Encourage them to try this with several different colors, and ask them what happens when two colors combine.
Tell students that the wind has many names in other parts of the world. Read the following list of "wind" terms and the countries in which they are used. (Consider having a globe present to point out the locations or so the students can try to find them.) brickfielder-- south Australia; bull's eye squall-- Cape of Good Hope, South Africa; cockeye Bob-- northwest Australia; chubasco-- Mexico and Central America; elephanta-- south India; mistral-- northwest Mediterranean; simoom-- north central Africa; sno-- Scandinavia; steppenwind-- Russia; whirly-- Antarctica. Challenge the students to create a new name for a type of wind they have experienced. Have them share their ideas with one another.
Lesson: On the Move: An Introduction to the Water Cycle - Science
Rationale:
Science involves many cycles that affect a person's life. The importance of these lesson are to introduce each step involved in the water cycle and make it real to the students. The goal is for the students to predict the outcome of these activities, observe what actually happens, and record their observations.
ILO's/Objectives:
1. Students should be able to identify the three steps in the water cycle.
2. Students should be able to predict, observe, and record the outcomes of their experiment.
3. Students will participate in cooperative small and large group discussions.
4. Students will demonstrate their understanding of the water cycle by arranging sequence cards depicting the water cycle in the correct order.
Day 1:
Materials:
Experiment #1: Evaporation, 6 plastic cups, water, crayon or tape
Procedure:
(Anticipatory Sets) Each day the teacher would demonstrate, using props, what step in the water cycle they're going to learn about.
Experiment #1 Anticipatory Set: Evaporation
Have a blue piece of tagboard cut out in the shape of a lake. Place some water drop
cutouts on top of the "lake" on the floor in front of the chalkboard. Have a sun
cutout taped to the chalkboard. Explain that the heat from the sun (point at the sun)
causes the water to get warm and turn into water vapor (tiny water droplets that we cannot
see) that rise up into the air. (Dangle your arms and hands over the lake and tell the
students that the water vapor is going to follow your fingertips. Slowly raise your arms
while wiggling your fingertips as you bring the invisible tiny water droplets up into the
air. Do this action a few more times repeating that the water vapor is rising up
into the air because it was warmed by the sun. Pretend you are water vapor and wipe your
forehead with the back of your hand like you are hot.) Tell them this is a step in the
water cycle called evaporation, what they are going to be learning about today. Write the
word evaporation on the board. Pronounce it and have the students repeat it.
Experiment #1: Investigating Evaporation-- A Disappearing Act
To demonstrate evaporation, give each group of four students a plastic cup. Have them use
a crayon to label the cup with the group name and to draw a line around the inside about
1" from the top. Have the students fill their containers with water to the line and
put them in a safe place. Have students mark the water level each morning and afternoon
for three days. The water level in the bowls will go down, showing that evaporation has
taken place.
Day 2:
Materials:
Experiment #2: Condensation, 6 jars with lids, ice
Procedure:
Experiment #2 Anticipatory Set: Condensation
Before beginning, put tape on the back of the water drop cutouts. Tell the students that
the higher up you go in the air, the cooler the air gets. As the warmed air rises, in the
form of invisible water vapor, it gets cooler in the upper air. (start to shiver.) Tell
them as the air cools the water vapor, it turns into water droplets that we can see in the
form of clouds. Explain that the these water droplets are so light that they are able to
float in the air. (Tape some of water droplets to the board placing them near, but not
touching, one another. Draw a cloud outline around them. Make at least two clouds.) Tell
them this is the step called condensation. Write the word on the board. Pronounce it and
have the students repeat it.
Experiment #2: Contemplating Condensation-- Really Cool
Tell the students that air always has water vapor in it, even though they can't see it all
the time. To demonstrate condensation, give each group a dry, empty jar, and some ice
cubes. Allow students to examine the jar to see that it is dry. Have the students put the
ice cubes in the jar, and put on the lid. After a few minutes, have students tell what
appears on the outside of the jar. After hearing the students explanations, make sure they
understand that the water on the jar comes from the air around the jar. The cold jar cools
the air near it. The water vapor in the air cools, or condenses, and its drops get
big enough to see.
Day 3:
Materials:
Experiment #3: Precipitation, teapot with cover, oven mitts, tray of ice cubes
Procedure:
Experiment #3 Anticipatory Set: Precipitation
Go back to your demonstration of the water cycle. Tell the students as a cloud becomes
cooler and cooler (start to shiver again), more water vapor condenses to form bigger and
bigger drops of water. (Tape more water droplets on the board, overlapping one another.)
The drops become so heavy that they no longer can float in the air, so they drop to the
ground as precipitation, which in this case is rain. (Pull the water droplets off and let
them drop to the ground aiming for them to land on the ocean and the area around it.
Explain that some of the water gets soaked up into the land, while the rest runs back into
the lake where the cycle begins again. Write the word, precipitation on the board.
Pronounce it and have the students repeat it.
Experiment #3: Pondering Precipitation-- Making Rain (to be demonstrated
by an adult)
To demonstrate precipitation, boil water in a teapot. Wait until steam begins to escape
from the teapot. Then, wearing oven mitts, hold a tray of ice cubes about five inches
above the steam.
Ask the students what is happening. Explain that the water from the kettle evaporates
(steam/evaporation). The tiny droplets of water collect where the air is cool (ice cube
tray/condensation). When several water droplets combine beneath the tray, a raindrop is
formed; and it falls downward because it is heavier than the tiny water droplets.
** Students will not only conduct two of the three experiments in this lesson, they will
also be responsible for predicting, observing, and recording what will and does happen in
each of the experiments on a lab sheet.
(Closure) After each experiment, the teacher would review the steps of the water cycle that were covered in the lesson. The class would go over the pronunciation and definition of the words. Second, the students would discuss other examples they had seen of evaporation (steam coming off of boiling water), condensation (water droplets form on side of soft drink cans), or precipitation (hail, sleet, snow, mist, fog).
Materials:
Final Activity: Sequence Cards, sequence card worksheet (see attached sheet), crayons, scissors, glue, construction paper (assorted colors)
At the end of all three parts of this lesson, they will be given a teacher-made worksheet that has a sequence card for each step of the water cycle on it. First, they can color the pictures and then they can cut them out. Second, they are to glue the cards, in the correct order, to a piece of construction paper. Third, they need to write a brief description explaining that step in the water cycle and label it. Have them title their paper, "The Water Cycle," and put their names on the back.
Considerations:
1. Have all student- and teacher-related materials prepared before class.
2. Review safety guidelines when performing science experiments.
Time Estimates:
Day 1: 20 minutes
Day 2: 25 minutes
Day 3: 20 minutes
Assessment/Evaluation:
The students will be assessed informally on how well they work in groups and their participation during class discussions. They will be formally assessed on the entries they make into their science lab journals (predictions, recording the outcomes they observed). They will also be assessed on if they can arrange the sequence cards, depicting the water cycle, in the correct order.
Extensions:
Experiment #1: Evaporation
Demonstrate the effect that heat has on evaporation. Fill two identical containers with
water and mark the water level on the outside of each container. Set one container in a
warm place and the other in a cool place. A few days later, check the water level of each
container.
Experiment #2: Condensation
Ask your students what other examples they have seen of condensation (cold on soft drinks
cans, etc.)
Demonstrate condensation by placing a mirror a few inches away from your mouth, then
exhale onto the mirror.
Experiment #3: Precipitation
Brainstorm all the types of precipitation (any moisture in the air). One fun way to do
this is to write precipitation, as shown below, then add words so that they cross the word
precipitation.
P
FROST
DEW
ICE
RAIN
P
HUMIDITY
MOISTURE
HAIL
SLEET
MIST
FOG
SNOW
Lesson: Completing the Cycle - Science
Rationale:
This lesson brings together and reviews the whole water cycle which students should understand because it is one of the primary determinants of weather. Students need to know how water is recycled over and over into the atmosphere and how it affects the weather.
ILO's/Objectives:
1. Students will develop skills in predicting, observing, and recording by explaining in their lab journals (words/pictures) what will and does happen throughout the culminating activity.
2. Students should be able to explain with words or pictures what happens during each step in the water cycle.
3. Students should be able to illustrate, label, and describe the water cycle on a large sheet of drawing paper.
Materials:
What Makes Rain? book by Keith Brandt, newspapers, "directions" poster, large glass jars with screw-on lids (1 per group), small stones to cover the bottom of the jar, potting soil, several small plants or root cuttings from houseplants (If root cuttings are used, place them in water several days before the activity to promote root growth.), small jar lids (1 per group), water, science lab journals, 12x18" construction paper for each student
Procedure:
(Anticipatory Set) Read the book, What Makes Rain? by Keith Brandt (book describes the "life" of a raindrop as it travels through the water cycle).
On poster tagboard, write the steps (1-7) that the students need to follow in order to make a terrarium. Include a picture of the what the jar should look like when they finish. Use words and arrows to label each of the layers. Demonstrate in front of the class how to make a terrarium. Explain what to do step by step-- use the poster as your guide. First, cover the bottom of the clean dry jar with stones. Second, add about a four-inch layer of potting soil. Third, position each small plant in the soil as desired, making sure that all roots are covered. Fourth, water the plants until the soil is moist. Fifth, fill the small jar lid with water and set it among the plants to create a pond. Sixth, screw the lid tightly on the jar. Seventh, place the jar in a well-lighted area, but out of direct sunlight.
Write the words of what make up the different layers (stones, soil, small plants, water, small jar lid filled with water) on white labeling stickers. Put the white labeling stickers on the outside of the jar so the children have a tactile model to follow when they assemble theirs.
Place newspapers over the top of the table where each group of students will put together their terrariums. Hang the poster with directions on it in a visible spot next to the table. Place all the necessary materials out on the table.
Allow one group at a time to go to the "terrarium-making" center to assemble their terrarium. Make sure that each person in the group gets to do at least one of the steps.
Each student is responsible for making predictions, using words and/or drawings, of what they think will happen inside their terrarium. By observing this simplified version of the water cycle for the next few weeks, students will observe evaporation (water evaporates from the soil, the pond, and the plants), condensation (water droplets form on the lid), and precipitation (drops of water fall down into the soil). The students will make daily observations, all of which need to be recorded in their lab journals.
(Closure) After three weeks, have a discussion on the different things the students observed. Make sure to review the three main steps to the water cycle: evaporation, condensation, and precipitation. Then, have each student illustrate and label this water cycle on a large sheet of drawing paper.
Considerations:
1. Post the words evaporation, condensation, and precipitation in a visible place in the room so the children are continually exposed to them.
2. Have the directions poster and labeling stickers prepared prior to class time.
3. Prepare work table where the terrariums will be put together (newspapers, glass jars, etc.).
4. Remind students to share responsibilities when making the terrariums.
Time Estimates:
Steps 1-3: 15 minutes
Steps 4-6: 15 minutes per group
Step 7: 15 minutes
Assessment/Evaluation:
Students will be assessed informally on how well they worked with their group members when putting together a terrarium and on their participation level during class discussions. They will be formally assessed on their journal entries (predictions and observations). The journal entries should indicate when they observed each step of the water cycle. The teacher will also evaluate the students' drawings of this water cycle checking to see that they labeled the water cycle correctly.
Extensions:
Read The Magic School Bus At The Waterworks by Joanna Cole (Scholastic Inc., 1986). In this delightful book, Ms. Frizzle and her students take an unforgettable field trip to the waterworks. This book talks about the water cycle and makes learning about water, in general, so much fun! If possible, get the videotape version and let your students enjoy this adventure by watching the animated version on TV.
Have the students complete The Water Cycle worksheets (see attached worksheets). On the first worksheet the students need to color the picture. Then they need to cut out the parts marked. On the second worksheet, the students need to color the water drops blue, cut out the circle, place the circle behind the first worksheet, put a paper fastener through both X's, and turn to see the water cycle.
Challenge: Can they label each step in the water cycle on the first worksheet?!?
Lesson: Cloud Making - Science
**NOTE: This is a lesson that could be used as an alternative to "Completing the Cycle" lesson because it also reviews and brings together the three parts that make up the water cycle.**
Rationale:
This lesson brings together and reviews the whole water cycle which students should understand because it is one of the primary determinants of weather. Clouds are a part of the water cycle (condensation), and students need to know how water is recycled over and over into the atmosphere and how it affects the weather.
ILO's/Objectives:
1. Students will develop skills in predicting, observing, and recording by explaining in their lab journals (words/pictures) what will and does happen during the experiment.
2. Students should be able to explain with words or pictures what happens in order for a cloud to form.
3. Students should be able to relate and transfer what they know about clouds to the steps in the water cycle by drawing a simple water cycle which indicates where and how clouds come into the cycle as well as what they can produce.
Materials:
quart jars with lids (1 per group), ice, plastic baggies with twist ties (1 per group), HOT tap water, flashlights (1 per group), science lab journals or a lab worksheet for each student, Little Cloud book by Eric Carle, a sponge, pan to collect water, cloud cutout with blue raindrops drawn on it, blue marker, 12x18" white construction paper for each student, baby powder
Procedure:
(Anticipatory Set) Read the book, Little Cloud by Eric Carle. Ask students what type of clouds they have observed in the sky during their "Sky Watch Time."
The teacher demonstrates the air's (atmosphere's) ability to hold water. Have a sponge and a pan of water available.
Show the students the pan of water and tell them it represents water on the surface to the Earth (lakes, oceans, rivers, seas, streams, puddles, etc.), in this case a puddle.
Using a sponge, soak up the water in the pan and show the students the empty pan. Tell the students that when the sun warms the puddle water, some of the heated water turns into an invisible gas called water vapor, and rises up into the air (atmosphere). This is called evaporation. As the water vapor cools down (start to shiver), it turns into tiny water droplets which gather together to form clouds-- this is called condensation (hold up a cloud cutout with blue raindrops drawn on it).
Next, tell the students that as the water droplets combine, they turn into bigger water drops (take the blue marker and draw big water drops over the small water droplets-- should cover four or five of the tiny water droplets). As the water drops get bigger, the clouds become heavy with water drops which can no longer float in the air. When the water drops are too heavy for the cloud to hold, it lets them go in the form of precipitation back to the Earth-- in this case, the precipitation was rain (squeeze the water from the sponge back into the pan and show the students the pan of water).
Discuss with the students that the higher up you go in the air, the colder the air temperature gets. Cold air cannot hold as much water as warm air. When air with invisible water vapor in it gets cold, it forms clouds.
Tell students that they are going to make their own cloud in a jar.
While demonstrating, tell the students that their jars are going to be filled with hot water (teacher will fill jars) and then a squeeze of baby powder. Next, they are to place the lid upside down on top of the jar. Then, they are to place the bag of ice on top of the lid. Once these steps are completed, the teacher will turn the lights off and the students will shine the flashlight through the jar.
While they are writing or drawing predictions in their science lab journals, provide the groups of four or five students with the following materials: jar with lid, flashlight, and a plastic baggie filled with ice.
Have the students complete the experiment and observe what happens in the jar. Walk around as they are experimenting in case some of them need you to help them find their cloud. Have them record their observations in their science lab journals by drawing a picture or writing about what they saw.
(Closure) Have students clean up their lab stations and bring the class together. Discuss with the class what they first predicted would happen and then what they observed during the cloud-making experience. Ask them how it relates to what they know about clouds, condensation, and evaporation?
Considerations:
1. Have adequate amount of materials readily available for students.
2. Safety is important when using the hot water (teacher will fill the jars). Caution the students.
3. Have baby powder on hand in case students are having a difficult time observing a cloud forming.
4. Remind students how to behave when the lights are out (stay by your seat, use inside voices, etc.).
5. Teacher should go through the experiment prior to class to make sure that it works and that the water is hot enough to form a cloud in a relatively short period of time.
6. Remind students of lab rules and safety procedures.
7. If at all possible, have an aide or parent in the classroom helping the children conduct this experiment.
Time Estimates:
Steps 1-8: 20 minutes
Steps 9-11: 20 minutes
Assessment/Evaluation:
Hand out white 12x18" white construction paper to each student and have them draw a simple picture of the water cycle including evaporation, condensation, and precipitation, clearly showing where clouds play their part in the water cycle. Check to make sure they have each part labeled correctly (put the words on the chalk board for them). May need to remind them that they must include a water source (ocean), the sun, clouds, and some type of precipitation (rain, snow, etc.)
Have students orally explain the water cycle to the teacher while she writes what they say on the back of their drawing or have them write on the back of their water cycle how the water cycle works.
Collect students' lab journals to verify that they first predicted what would happen in the jar and then what they observed during the experiment.
Extensions:
1. Hold a cloud watch to help students identify the three basic types of clouds- cumulus, stratus, and cirrus.
2. Have students be weather wizards and record the weather for one week (paying particular attention to the cloud coverage) on the weather calendar located on the weather station bulletin board.
3. Have small groups of students make a terrarium which demonstrates the complete water cycle to observe for the next few weeks.
**NOTE: This Cloud Making activity would be used as the culminating activity to demonstrate the complete water cycle. The students would already have had a lesson that covered the individual steps of the water cycle: evaporation, condensation, and precipitation. I have attached the experiments I would use to teach them about each of the steps in the water cycle.**
Lesson: My Life...According to the Weather - Social Studies
Rationale:
One universal aspect of weather is that it affects everyone. Children react to the weather every day. This lesson helps the students to learn more about the many ways this daily phenomenon affects their lives. The goal of this lesson is to make the students aware that the weather affects the clothes they wear, activities they enjoy, and even how they feel.
ILO's/Objectives:
1. Students will be able to match the article(s) of clothing they would wear to the appropriate weather condition.
2. Students will be able to describe the type of weather they would consider ideal for certain activities/events.
3. Students will be able to describe how they feel through pictures and/or words during certain weather situations and reason why the same kind of weather can make different people feel different ways.
Materials:
12x18" construction paper for each student, magazines and catalogs, scissors, glue, paper plates (5 for each student), "A Mini-Book About My Favorite Weather" worksheet for each student
Procedure:
(Anticipatory Set) Tell the students a story about your morning. Make sure to include the three components of how weather affects people that you will be covering in this lesson.
Example: Today I woke up at 7:00 a.m. and could feel the warmth of the sun's rays coming through the window. Since it was sunny outside, I decided that I would go for a walk. I put on a pair of shorts and a t-shirt, grabbed my sunglasses and baseball hat, and headed outside. As I was walking, a woman sitting on her porch must have seen me smiling and asked, "Why are you so happy?" I told her that I was smiling because sunny weather is my favorite kind of weather. I explained that I could do all the my favorite activities when the sun was shining-- like going on picnics, for a bike ride, gardening, or swimming. She let out a big sigh and sat there with a frown on her face, so I asked her why she was so unhappy. She said, "I don't like this hot weather. It makes me feel tired, so I don't get anything done which puts me in a bad mood." As I walked away, I realized that the same kind of weather can make different people feel different ways.
Day 1:
Tell the students that they are going to do an activity that will help them practice deciding what to wear during certain types of weather.
Give them each a piece of 12x18" construction paper that has been folded into three sections. Have them draw a bright sun at the top of one column, clouds and rain in another, and snowflakes in the third. (Demonstrate this step before handing the paper out to the students.)
Have the students cut pictures of clothing and accessories such as boots, umbrellas, sunglasses, and mittens out of catalogs and magazines and paste them underneath the corresponding weather sections. Tell them to find at least two pictures for each column.
Day 2:
Copy the chart below onto the chalkboard (should be done before you
start activity):
Can Cannot
When it rains, we...
When it snows, we...
When it's sunny, we...
First, the teacher should choose an activity that is appropriate for each column. Then, ask students to volunteer activities appropriate for each column for each kind of weather. As they do so, ask them to give reasons for their suggestions. When the chart is completed to students' satisfaction, lead them to an awareness that the weather often "tells" them what they can and cannot do.
Ask the students to describe the type of weather they'd like for these
events:
A picnic A baseball game
A football game A lonely day
An ice skating party A parade
A sledding party A puddle hopping contest
A beach party A kite-flying competition
Have the students draw one of these events (or an event they choose) and write a sentence at the bottom describing the ideal weather to have for the event.
Day 3:
Have the class look outside the window and describe the weather (sunny, rainy/cloudy, snowy, hot, cold). Ask the students to raise their hands if this weather makes them happy. Ask the students to raise their hands if this weather makes them unhappy. Record the information on the chalkboard. Lead them to an awareness that sometimes the weather can have an effect on the way we feel.
Ask students for words that describe feelings or moods (happy, sad, annoyed, afraid, calm, angry, tired, etc.). List them on the chalkboard.
Give each student 5 paper plates (have them counted and separated out
prior to class). Read the following sentences and have the children draw their facial
expression on the paper plate the best they can to show how they would feel.
You look out the window and discover that at least 3" of snow had fallen and it is
still snowing.
You hear a loud crash of thunder while you are sleeping.
You see a bright sunny day outside.
You listen to a soft rain hit the roof and the windows.
You hear the wind blow and remember you have a new kite in the closet.
Have them hold up their paper plates for their classmates to see how certain types of weather make them feel. Discuss with the children how each situation would make them feel. Discuss some reasons why the same kind of weather can make different people feel different ways.
Day 4:
(Closure) Have the students complete each box on the "A Mini-Book About My Favorite Weather" worksheet. After they complete the statements in boxes 1-4, tell them to include a sentence that explains why they answered/finished/completed their statement as they did. Next, have them color in any of the pictures or add any pictures to their mini-books. Finally, have them assemble their mini-books.
Considerations:
1. Make yourself available to the students who may need help during the writing activities.
Time Estimates:
Day 1: 20-25 minutes
Day 2: 20-25 minutes
Day 3: 20-25 minutes
Day 4: 20 minutes
Assessment/Evaluation:
Teacher will use informal assessment by evaluating the participation level of the students in the group discussions over the course of the first three days. Students will be evaluated on the accuracy and completion of each activity/project they did on each day.
Extensions:
Set up a play center with different children's clothing and accessories in it that they would wear during certain types of weather (umbrella, raincoat, swimsuit, sunglasses, snowsuit, mittens, etc.). During their free time, they can visit the center and dress up in the different clothes. Encourage them to role play how they would dress and act in different weather situations.
Have two boxes set out on a table. One should be filled with slips of paper that have feelings/moods written on them. The other should have slips of paper in it with weather conditions written on them. The students pick a slip out of ONE of the boxes and write a poem or short story about how they feel during that weather or what type of weather makes them feel that way.
Lesson: Storm Safety - Social Studies
Rationale:
It is important for children to learn the behaviors that can keep them safe during inclement weather, especially during storms (thunderstorm, snowstorm, tornado, and hurricane), so that they stay unharmed. The goal of this lesson is to inform the students about the safety procedures they need to follow at school or in their homes during bad weather conditions.
ILO's/Objectives:
1. Students will be able to name the kinds of "bad" weather that occur in their area.
2. Students will be able to role play safe behaviors they should use during inclement weather.
3. Students will practice the appropriate safety procedures to take during dangerous, severe storms that happen in their area (at school as well as in their home).
Materials:
Photograph of a person standing in front of a tornado, Cloudy With a Chance of Meatballs book, Slips of paper with a bad weather condition written on it, 12x18" construction paper for each student
Procedure:
(Anticipatory Set) Show the class an actual photograph with a tornado in the background and a person standing in the foreground. Ask them what is wrong with the picture. Ask them why a person should not be standing in that spot.
Read Cloudy With a Chance of Meatballs to the students. Tell the students to listen carefully for the bad weather conditions that happen during the story.
After finishing the story, ask the students to name the kinds of "bad" weather that occurred in the story (pea soup fog, hurricane of bread rolls, pancake storm, drifts of cream cheese and jelly sandwiches, salt and pepper winds, tomato tornado)-- show them the pictures if they need help remembering. Write their responses on chart paper.
Show them the pages in the book that have pictures of the bad weather and ask if the people in the pictures are using safe behaviors. Discuss why or why not they are using safe behaviors and generate ideas of what they could do to stay safe and unharmed.
Ask the students to name any other bad weather conditions-- not already on the list-- they can think of that happen in their area (lightning, rain, etc.). Remind them that since these conditions can't be controlled, people must learn behaviors that can keep them safe in bad weather.
Put the students into groups of three and hand each group a slip of paper with a bad weather condition written on it. In their group, they must come up with a way to role play the behavior they would use during that kind of weather. Encourage them to use the props and clothes from the weather play center that is set up in the classroom. Make sure to visit each group to find out what they are planning on doing and offer suggestions/guidance if they are having trouble thinking of ideas.
Make sure to review the safe behavior to take after each group is done role playing.
(Closure) Have the students review and practice the appropriate safety procedures to follow for the dangerous storms that occur in their area (tornado, blizzards, thunderstorms for our area). Have them draw a picture of what their family does home during one of these storms to keep themselves safe.
Considerations:
1. The length of this lesson depends upon how discussion-oriented the children are.
Time Estimates:
Steps 1-5: 30 minutes
Steps 6-7: 20 minutes
Step 8: 10 minutes
Assessment/Evaluation:
Teacher will use informal assessment by evaluating the participation level of the students in the group discussions and how the students cooperated in their small groups. Students will be evaluated on their participation in the role playing presentation and the appropriateness of it-- would the behaviors they displayed keep them safe? Also, they will be evaluated on if they complete their drawing specifically showing an action they can take or a behavior they can do to keep themselves safe in their home during inclement weather.
Extension:
Have students design their own theme-shaped writing journal and select one of the journal writing topics on the suggestion list or choose one of their own. (My Pet Tornado, The Wind That Was A Bully, Lost In The Fog, etc.)
Have a table where you set out photographs, magazine pictures, and books that show representations of bad weather conditions. Make sure the books not only explain unfavorable weather conditions, but also discuss the safety guidelines and show what to do in order to protect yourself during potentially dangerous storms.
Lesson: Transportation Trouble - Social Studies
Rationale:
Weather conditions do not affect only people. They also affect various modes of transportation. Children are surrounded by and use different modes of transportation in their everyday lives. This lesson helps the students learn more about what and how the weather affects transportation and allows them to infer how that has an impact on people's lives. The goal of this lesson is to make the students aware that the weather affects the many kinds of transportation people use. It also looks at how travelers are able to deal with the weather conditions.
ILO's/Objectives:
1. Students will be able to brainstorm and describe how weather conditions could affect the various modes of transportation.
2. Students will be able to report on how weather conditions can affect a person's ability to get where he or she needs to go each day.
3. Students will be able to list ways travelers are able to deal with weather conditions.
Materials:
Interview Survey Form (see attached sheet), Parent letter explaining the assignment (see attached sheet)
Procedure:
(Anticipatory Set) Ask the students how they get to school each day. Draw all the ways of transportation that they name on the chalk board (a bus, bike, car, and person walking). Find out how many students take the bus, ride their bike, ride in a car, or walk to school. Record that number next to or underneath the appropriate drawing. Ask a student who walks or rides their bike what they do if it is raining out when they need to come to school. Their answers should lead the students to realize how weather conditions can affect how people get to and from different locations. Discuss that realization with the class.
Day 1:
Copy the following chart on the chalkboard (before starting activity)
and have students help you fill in information about how, if at all, each of the listed
weather conditions could affect the various modes of transportation: (accept all answers)
driving sailing walking flying
high winds
bright sunshine
snow
fog
ice
rain
Tell the students they are going to interview an adult at home to learn how weather conditions can affect that person's ability to get where he or she needs to go each day. Help the students formulate a short list of survey questions to ask. Some examples are: What kind of transportation do you usually use or one that you have used? (walk, car, bus, plane, etc.) What weather conditions affect this way of traveling? (high winds, ice, snow, etc.) Has the weather ever prevented you from getting somewhere you needed to be? What did you do during those weather conditions? (stay home, find an alternate mode of transportation) Once you have five questions, write up an Interview Survey Form for the children to bring home to fill out (answers must be written out by the students) with the help of an adult. (Make sure to include a letter home explaining what the assignment is, how to complete it with their child, and why you are having them and their child do it.)
Day 2:
Ask the students to share the information they learned during their interviews with their classmates. Allow them to sit in the "teacher's chair" while they are presenting to the class.
(Closure) Ask the students how travelers are able to deal with weather conditions.
Considerations:
1. For the students who may have a difficult time getting help to complete their assignment at home, have them interview any of the school personnel (principal, teacher, janitor, etc.).
2. All students would not be expected to share their interview survey information.
Time Estimates:
Day 1: 20-25 minutes
Day 2: 20 minutes
Assessment/Evaluation:
Teacher will use informal assessment by evaluating the students' participation level in the group discussions over the course of the two days. Students will be evaluated on the following: had written answers to all five of the interview questions.
Extensions:
Have a pilot, bus driver, and/or sailor come in as a guest speaker to talk to the children about how weather directly affects their line of work. Make sure they highlight what safety precautions they must take during inclement weather to keep themselves and their passengers safe.
Have the students draw a picture and/or write about a time when bad weather conditions affected the mode of transportation they had to use.
Interview Survey Form
1. What kind of transportation do you usually use or one that you have used? (walk, car, bus, plane, etc.)
2. What weather conditions affect this way of traveling? (high winds, ice, snow, etc.)
3. Has the weather ever prevented you from getting somewhere you needed to be?
4. If so, what did you do during those weather conditions? (stay home, find an alternate mode of transportation)
5. Do the transportation problems caused by unfavorable weather have an effect on your mood?
Dear Parent/Guardian:
As part of our unit on weather, your child is learning about how certain weather conditions affect the different modes of transportation.
The assignment for tonight is to interview an adult about how s/he has dealt with transportation problems due to bad weather conditions. There are five questions on the "Interview Survey Form" attached to this letter that should be answered (a brief comment for each question will be sufficient). Your child should write out the answers on the form.
The answers to these questions will reinforce today's class discussion because the children will be able to share with their classmates first-hand experiences of how the weather has affected the transportation needs of someone they know.
Thank you for your time and cooperation!
Rationale:
The students have been studying weather for roughly two weeks at this point, and they need a way to bring all of the concepts that they have learned together. This lesson is to serve as the culminating assessment for the weather unit. It will assess student learning and understanding of the weather concepts we covered throughout the unit.
ILO's/Objectives:
1. The students will draw one to four pictures depicting a weather experience and be able to explain what is happening in it through the written or spoken word.
Materials:
12x18" construction paper, 9x12" construction paper, checklist of drawing requirements (1 for each student), Weather Wizard awards
Procedures:
(Anticipatory Set) Dress up as the "Weather Wizard" again and tell the children how proud you are of them because they have become such good, knowledgeable weather wizards.
Tell them that it is time to combine all of the "smarts" they have about the weather to make a final drawing(s).
Hand out the checklists to the students and explain that they need to include all of the items on the checklist in their drawing(s). Go over each of the items with the students on the checklist. (Although the checklist may seem overwhelming for a first or second grader, in many cases, the student will be able to cross off two items after only drawing one element of weather or person.
Demonstrate how they can check off an item after they have included it in their picture. Explain that the checklist does not have to be completed in the order given, but that all of the items have to be checked off before they hand it in.
Tell them to use the large construction paper if they are only going to draw one picture and to use the small construction paper if they are going to draw two to four pictures. Let them choose either crayons, colored pencils, or markers to complete their drawing(s).
Tell them they will need to explain what is happening in their picture(s) by either writing it themselves on their drawing(s) or by telling it to you so you can help them write it. Ask if they have any questions.
Have them get started!
(Closure) After you have evaluated all of the drawing(s), allow the students to share their drawing(s) with the class if they choose to. Then, present each student with a "Weather Wizard" award for all the effort and hard work they put forth during the unit.
Considerations:
1. Have weather symbols either painted or taped on your weather wizard robe depicting all the concepts that you covered throughout the unit (sun, wind, water, tornado, modes of transportation, etc.).
2. Allow the students to look back at and draw ideas from their previous drawings and/or projects that they completed during the unit for their final drawing(s).
3. The teacher may need to help the child write out their explanations.
4. If you find that a student has forgotten to include one or more of the items on the checklist, give him/her a chance to go back and add the missing item(s) to his/her drawing(s). Clearly, go over and mark which items s/he still needs to include.
5. Make yourself available to help the students read the checklist item phrases (I capitalized the letters of the key words in each item to help the children figure out the main idea in the sentence of what they need to include).
Time Estimates:
Steps 1-4: 20 minutes
Steps 5-7: 20 minutes
Step 8: 10-20 minutes (may need to do the next day)
Assessment/Evaluation:
The students will be assessed on if they included all the items on their checklists in their drawing(s).
**When I hand back the students drawing(s), I will say a few positive words aloud in front of the class about the accomplishments I observed this individual make throughout the unit. Then, the student will have the opportunity to share their final drawing(s) with the class. Finally, the student will receive his/her "Weather Wizard" award. It will give each student an opportunity to shine in front of their classmates.**
Name:______________________________________________
WEATHER DRAWING CHECKLIST
Did I include...
_____ one of the main elements of weather: SUN, WIND, or WATER?
_____ one of the four SEASONS?
_____ an effect the WIND has on the weather?
_____ one step from the WATER CYCLE?
_____ a person/people properly CLOTHED for the weather conditions?
_____ how the person/people FEEL because of the weather?
_____ a person/people doing an ACTIVITY appropriate to the weather conditions?
_____ how a person/people stay SAFE in a bad weather condition?
_____ how weather may affect TRANSPORTATION?
Annotated Bibliography for Weather Unit
Albert, Toni. (1995). Weather and Climate. NC: Carson-Dellosa.
This book provides teacher with a source of easy-to-understand activities and experiments that follow the scientific method and focus on elementary science concepts. It contains 33 hands-on experiments designed to help students learn about the elements of weather and climate. I took parts of certain activities from this book to incorporate into my lessons and was disappointed that it did not include the assessment/evaluation component in its lessons.
Barrett, Judy. (1978). Cloudy With a Chance of Meatballs. NY: Macmillan.
A tall tale about a land where food drops from the sky. The people of Chewandswallow never go grocery shopping because the weather supplies all the food they need. Life is a comfortable routine until one day the weather gets out of control, and the townspeople endure a salt and pepper wind, a tomato tornado, and other catastrophes. Finally, the people leave their homes in search of a new, safer land. This book will add spice to thematic studies of weather and covers the concepts of working together as a community to solve problems.
Boulais, Sue. (1995). Weather Theme Mates. MO: McDonald Publishing, Inc.
The activities in this book provide teachers with a way to use the topic of weather as a creative and interesting theme unit that stretches across the curriculum. Students will realize what they already know about weather, learn new information about weather, and apply this knowledge to their lives. The activities are suitable for individual or group work.
Cliat, Mary J. (1992). Helping Children Explore Science. NY: Macmillian.
This source book for teachers of young children contains concepts and activities appropriate for young children. In the latter part of this book, I found earth science concepts and activities related to the earth and its weather. I was able to use some of the activities to enrich and supplement my unit plan.
Dupasquier, Philippe. (1987). Our House on the Hill. NY: Puffin Books.
This picture book follows the changes each month brings to a house high up on a hill in the country. Children can watch the changing seasons and recognize the fun that comes with each. A good book to use because of the detailed illustrations of weather it depicts over the course of a year (month by month).
Ets, Marie Hall. (1963). Gilberto and the Wind. NY: Puffin Books.
This book describes and illustrates the many different games and activities that Gilberto enjoys playing outside on a windy day. This book shows us how Gilberto's unpredictable friend, the wind, is sometimes helpful and fun, and sometimes unkind and scary.
Gresko, Marcia. (1994). Weather. CA: Frank Schaffer Publishing, Inc.
A theme starter that provides interesting basic information about weather for grades K-3. This is useful for teachers because it also includes concept games, literature and language arts, science, art, circle time, music and movement, and flannel board activities. A great resource to pick and choose activities from when doing a unit on weather.
Harvey, Doug. (1994). Kids Discover. CO: Mark Levine Publishing, Inc.
This special introductory magazine issue covers the topic of weather. One section highlights the greatest storms on Earth (lightening, tornados, hurricanes). The pictures of the storms in this magazine are incredible because they are actual photographs showing lightening, a tornado, and a hurricane. I used the information provided on how to stay safe in order to protect ourselves from these storms.
Hutchins, Pat. (1986). The Wind Blew. NY: Aladdin Books.
This book takes the reader on a merry chase after a very capricious wind. Plucking, pulling, whirling, and blowing, the wind gathers a menagerie of items. Just when it appears that the items are lost forever, the wind has a sudden change of heart. A great discussion starter-- stimulates plenty of wind-related discussion.
In Harmony With Nature: An Environmental Experience. (1995). Canada: Distributions Madacy Inc.
This compact disc has samples of the sounds of mother nature artfully mixed with the genius of the great classical composers to create a magical blend of beautiful, meditative music. This music not only calms the students, but allows them to experience a variety of sounds heard in nature. Music has a way of peaking the students' interest of what they are learning about. I found it a great way to introduce a lesson.
Mailbox, The. (Dec/Jan 1992). NC: The Education Center, Inc.
I used a section of this magazine that is an introduction to the water cycle. It provides background information for the teacher and suggestions for books to read that are about the water cycle. I found hands-on experiments for each step of the water cycle that the students could do. I liked how it includes a culminating activity to demonstrate the complete water cycle.
Mailbox, The. (April/May 1994). NC: The Education Center, Inc.
I found a section in this issue called "Wild About Weather," which has background information for the teacher about what topics could be covered. I found many ideas on how to integrate the weather theme into the social studies content area. Also, I found an activity on how to demonstrate the strength and direction of the wind.
Mallinson, George G. (1993). Science Horizons. OH: Silver Burdett Ginn, Inc.
This teacher resource book has a chapter on "Changes in the Weather." I used it mainly for the background information it provides for the teacher on weather and for the science-social studies connections it suggests throughout the planning guide. I especially liked how the planning guide includes hands-on, minds-on learning activities because it supports the philosophy of developing unit/lesson plans.
Maxim, George W. (1995). Social Studies and the Elementary School Child. NJ: Simon & Schuster Co.
This text book for social studies covers the NCSS standards. It shows how to integrate social studies into other content areas. Great resource for teachers to use when planning any unit.
Severe Weather. (1993). IL: United Learning Inc. (I.M.C.QC 981.E966)
This videotape is included in the "Exploring Weather: A Unit of Study" package. It shows actual footage of thunderstorms, tornadoes, and hurricanes while explaining how, when, and where the different types of storms form. It also discusses what safety measures to take in each of the three severe weather situations. I would use this videotape primarily to show the students what each of the different storms looks like.
Weather Unit, The. (1996). http://Faldo.atmos.uiuc.edu/w_unit/ weather.html.
This internet resource contains an entire unit dedicated to weather. Lesson plans are divided into major subject headings such as math, language arts, social studies and science.
Williams, Diane. (1991). Weather. CA: Teacher Created Materials.
This book contains a primary level thematic unit that is literature-based. It has activities that are across the curriculum and incorporate cooperative learning. It is a great resource to select activities from when planning a unit on weather because it focuses on engaging the children in hands-on activities.
Worksheet Magazine. (Nov/Dec/Jan 1990-1). NC: The Education Center, Inc.
I used two worksheets, one on tornadoes and one on hurricanes from this magazine. I liked the way the worksheets depict and represent the storms. They cover the science and social studies concepts of storms together, as well as, have the students practice their handwriting skills.
Wortzman, Ricki. (1992). Explorations in Science. NY: Addison- Wesley.
This is a science resource guide for primary grades. This guide contains a unit on Today's Forecast. I used some of the ideas from this section on weather, which includes background information, to develop activities in my science, as well as, social studies lesson plans. I liked how it focused on providing concrete experiences for children by actively engaging them in hands-on activities.
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