Wild Weather Wonders

Wild & Wacky
Weather

Topic: Weather
Concept: Patterns
By: Tasha Grant
Fourth Grade Science Unit
Spring 2009

Table of Contents
Chapter Page

Instructional Setting………………………………………………… 1 3
Family Communication Plan……………………………………….. 2 11
Unit Rationale………………………...…………………………….. 3 13
Unit Outline…………………………...……………………………. 4 15
Assessment Plan……………………………………………………. 5 26
Learning Plan……………………………………………………….. 6 42
Lesson 1: What Do You Know About Weather?....………………... 7 50
Lesson 2: Weather Haikus…………………………………………. 8 54
Lesson 3: What is Weather?............................................................... 9 59
Lesson 4: Weather Tools…………………………………………… 10 65
Lesson 5: Clouds…………………………………………………… 11 69
Lesson 6: Water Wonders………………………………………….. 12 72
Lesson 7: Weather Patterns and Seasons…………………………… 13 88
Lesson 8: Looking into the Crystal Ball—Predicting the Weather.... 14 93
Lesson 9: Extreme Weather………………………………………… 15 100
Lesson 10: 3, 2, 1—You‟re On!......................................................... 16 110
Lesson 11: Weather Wizards…..…………………………………… 17 118
Post Assessment Data Display……………………………………... 18 125
Assessment Analysis……………………………………………….. 19 128
Summary of Student Growth………………………………………. 20 129
Analytical Essay……………………………………………………. 21 136
Resources…………………………………………………………… 22 139
Appendix A: Samples of student work……..………………………. 23 140

2

Part I: Community, School, and Classroom contexts

Community:

The school is located in a retirement community with a population of 34,237. The city is

located in the valley of the Rogue River and much of the community and its activities revolve

around this feature. The economy of the area was at one time based upon the timber industry but

has since diversified to include a mix of light manufacturing, secondary wood products, retail

trade, tourism, and recreation and service based industries. The climate in the area is mild; with

temperatures ranging from the mid 20‟s to high‟s right above 100. This mild climate and outdoor

inspired living led the community to be featured in a national magazine as one of the top ten

places to retire and since then the retirement population has boomed. This population boom

fueled the expansion of the medical and retirement facilities in the valley. Another result of the

steadily increasing retirement population was an increase in housing prices to the point where the

average family in the area cannot afford to purchase a home. The average home price in the area

is $231,700 an increase of over 200% since 2000 when the average home sold for $111,200. The

median household income is $37,400. The racial composition is as follows: White, non-

Hispanic—90.1%; Hispanic—5.4%; Two or more races—2.9%; Native American—2.5%; other

race—1.6% (total can be greater than 100% because Hispanics could be counted as other races).

Based upon the information from the City-Data website, it is easy to conclude that the

community is not that diverse.

The community is served by six elementary schools, two middle schools, and two high

schools. For the past one and a half years the library has been closed due to lack of funding.

This has put a burden on the community in many ways. A makeshift library was created this past

summer as an effort by teachers in the valley to continue exposing the students to great literature

3

and the joy of reading. Thanks to the hard work of many community members, the library

recently reopened. Another resource in the valley is the vast population of retired people. Many

times these folks are looking for opportunities to help out in the community and would love to

come to the school and be involved in reading with students.

School Setting:

The mission of the school is to create “a community dedicated to academic success,

social responsibility, and the pursuit of lifelong learning.” The guiding principles are to provide

a caring environment that enhances self worth, guiding children to make responsible decisions,

that each individual has unique talents, prepare students to appreciate and contribute to our

multicultural, diverse, global society, set high standards, and that families are partners in

education.

The school has 17 classroom teachers, a P.E. teacher, a music teacher, a special ed

teacher, and a reading specialist for a total of 21 teachers. All of the teachers except the special

ed teacher and the ELL teacher are female. The school has 390 students, 74% of whom qualify

for free or reduced price lunches. The racial composition of the school is as follows: 82% white,

non-Hispanic; 16% Hispanic; 2% American Indian; <1% Asian/Pacific Islander; <1% Black, not

Hispanic. There is a slight difference in the racial composition of the school as compared to the

community. This difference is mainly between the White, non-Hispanic totals and the Hispanic

totals. I believe that the cause of this discrepancy is the fact that the school is one of two

elementary schools in the district that has programs for ELL students. The school is also

recognized as a Title I school, which means that the school receives additional funding to

provide supplementary instruction in the areas of reading and math instruction for students. The

4

Title I reading specialist and trained instructional assistants work with students both in individual

classrooms and in the reading room. A speech therapist visits the school on a regular basis to

work with students who are referred for services. The child development specialist visits the

school several days a week to teach lessons on positive interactions and consult individually with

students.

The school day lasts from 8:00 a.m. to 2:15 p.m. Students are given a 45 minute lunch,

of which 15 minutes is allotted for eating and 30 minutes for recess. There is also a 10 minute

morning recess. Students also are out of the main classroom for music and P.E. They attend one

or the other every day. In the fourth grade students are given the option to participate in string

instruments, and in fifth grade they can choose to play band instruments. These programs are in

addition to the regular music classes.

The school is a Positive Behavior School (PBS). This means that the emphasis is on

creating proactive strategies to encourage positive school environments. Strategies used at this

school include „Caught Slips‟ in which the teacher marks a box stating whether the behavior was

responsible, respectful, safe, or for helping others. The slip then gets entered into drawings for

random things, like books or lunch with the principal or teacher.

Read at Home is a school wide program to encourage students to read at home every

night throughout the year. Each student chooses a book and takes it home where they read to an

adult for at least 15 minutes each night. The adult then signs a slip that is returned with the

student stating the book that was read and whether or not the student had trouble reading.

Throughout the year students can earn classroom parties, t-shirts, and other prizes.

5

One of my favorite features at this school is the morning announcements. After the main

announcements and Pledge of Allegiance, the composer of the week is announced with a short

statement about the composer or music. Then a five minute piece of classical music is played

over the intercom. I feel that this sets the mood for the rest of the morning.

Classroom Setting:

The fourth grade classroom that I am currently student teaching in consists of 16

students. There are 5 boys and 11 girls in the classroom. There is one ELL student and 3 Special

Education students in the classroom. These four students are all absent from the classroom for

most of the afternoon. The classroom itself is an inviting place. There is a small carpeted area

with a couch and rocking chair that functions as the class library and reading area. Plump pillows

line the couch and are thrown on the floor to create a soft place for students to curl up with a

book. There are two horse-shoe shaped tables at the back of the classroom that are used mainly

for reading group and when students are working together as groups. The desks are arranged in

two groups that are each shaped like a „C‟, with one group facing the other. There are 8 kids on

each side.

There is a lot of time built in for silent reading throughout the day. After the

announcements, the day begins with half of the class participating in Strings and half of the

students who are left in the classroom leaving for the computer lab to participate in Read

Naturally. This program is used to help increase their reading fluency. These students are gone

for 30 minutes. When they return, reading groups begin. There are three reading groups in this

class: yellow, blue, and green groups. There is one assistant in the classroom during this time,

and she works primarily with the green group. These students are the most intensive group and

work together. The students in the yellow and blue groups split their time between working

6

independently and working in a group with the teacher. After reading, the students participate in

P.E. on Mondays and Wednesdays and music on Tuesdays and Thursdays. The class switches

every Friday from P.E. to Music (one week is music, next is P.E.). When the students return to

the classroom they have writing time. Most of the time the students are writing using specific

prompts that relate to what they are studying in science or social studies. The last hour before

lunch is spent studying math. The three fourth grade teachers work together to teach math. The

students are divided based upon their skill level in regards to math, and then they go to the

specific classroom for their level. The classroom that I am student teaching in caters to the high

level students. Most of the students are identified as Talented and Gifted. After lunch the

students come in from recess ready to listen to the read-aloud. This lasts for 15 to 20 minutes

and helps to calm the students down for SSR (sustained silent reading), which lasts for forty

minutes. There is one student who leaves during this time to participate in Double Dose reading

instruction in the Title 1 room. Students can take their accelerated reader tests and read to an

adult if needed during SSR. The final part of the day is spent on either science or social studies.

There is 30 minutes allotted for these lessons, but often the same topic is discussed during

writing.

Part II: Individual Learners and Adaptations

NA is a newer immigrant to this country. She arrived in California a little over a year ago

and moved to our area prior to the start of this school year. She is learning English quickly. She

has a sister who is also in the fourth grade. Much of her writing is stories from when she was

living in Mexico. She is an extremely hard worker and is always trying to complete her work to

the best of her abilities. There are three reading and math groups; she is in the lowest reading

group and the middle math group. She recently started Read Naturally to help improve her

7

fluency. She will not be in the classroom during most of this unit as she is in the ELL classroom

from 11:35 until the end of the day at 2:15.

AA is a student who aims to please. She is always asking how she can help around the

classroom. She is a former ELL student. She has very strict, protective parents who often forbid

her from participating in field trips. Her family attends Jehovah‟s Witness services, so she does

not participate in the flag salute in the morning or any sort of holiday celebration. She is in the

middle reading and math groups.

AC is quiet and shy. She often has a thick book at her fingertips. She has a great

temperament and is a good leader in groups. She is in the highest reading and math groups. She

is a dedicated student and hard worker. It is almost impossible to get her nose out of a book. She

is a TAG student. She participates in strings every morning. Her family is involved in her

education, and she is close to extended family (aunts, uncles, and cousins) as well.

NC is a very smart student, but she struggles with staying on task. She is in the highest

math and reading groups and is a TAG student. If she applied herself she would be an even better

student. She frequently forgets her homework and “Read At Home” slips.

MF is one of the success stories in this class. At the beginning of the year she was a

struggling reader in the lowest group. At the start of this trimester she made the leap to the

highest reading group. She is doing well and she feels more challenged in this group. She is in

the middle group for her math instruction. She tends to be shy and quiet until she has something

to share, and then she will speak up right away.

RH is a student who tends to get excited easily. She can be silly at times, and if SS and

she are close to each other they are bound to be talking. She sometimes struggles with making

8

decisions. She is in the middle reading and math groups. She is interested in Goosebumps and

always chooses these books to read.

TH struggles with completing his work. The apathy he shows for schoolwork is

something that is more often seen in older students. He is a Special Education student and spends

time out of the classroom every afternoon. He is in the lowest reading and math groups. With

guided, one-on-one help he is very capable of completing his work.

TM is a student who needs constant attention. He is almost always off task. He has

ADHD and receives medicine. He needs redirection frequently throughout the day. TM is also a

Special Education student for math. He is in the lowest math group and the middle reading

group.

DM is a newer student at this school. He has been here for about 3 months now, and at

the beginning he was excelling. Recently though, his work has been slipping. He is struggling to

meet his reading goals. He is in the middle groups for reading and math.

KM is a shy student who glows when she receives praise. She is a Special Education

student for math and reading. She is out of the classroom for the afternoon. She is in the lowest

reading and math groups. KM exclusively reads non-fiction books. She has a sister in the fourth

grade too.

CN is a responsible student. He can be counted on to finish his homework and work

independently at his desk. He is in the middle math and reading groups. His home life is not the

greatest. He wanted to go live with his dad but didn‟t tell his mom and step-dad. His step-dad has

treated CN in a rude manner. This week it was brought to our attention that his mom and step-

dad are getting a divorce.

9

CR is a fun student to have in class. She is somewhat shy, but she is smart. She is always

willing to take on a challenge. CR is in the highest math and reading groups. She is also a TAG

student. Her family is very involved in her education, although her dad is currently in training for

the Army. Her parents are divorced and have since remarried.

SS is a student who is constantly trudging along. She struggles in reading and math, and

is in the lowest groups in both of these subjects. Her family is working with the school to help SS

succeed. Although she often has difficulties, she does not allow this to affect her attitude. She

seems to always have a positive, happy attitude.

CS is one of the brightest students in class. The math and reading assignments are easily

understood and quickly mastered by her. She is in the highest math and reading groups and is

also a member of the TAG program at the school. Her family is always willing to lend a hand for

class activities and field trips.

JT is a student who is constantly moving on hyper-drive. He is always in motion, even if

it is just his mouth. There tends to be problems between TM and him, but they are quickly

solved. JT is in the middle reading and math groups. He has insightful writing, but he often tries

to get away with not doing his work.

KV is a student with an impressive knowledge about vocabulary and random facts. This

knowledge tends to make its way into the classroom in many ways, however most often she

dominates the classroom discussion by blurting out her thoughts. She currently uses a tracking

system that stays on her desk in which she makes a tally every time she blurts out. This has

helped to raise her awareness of times she is interrupting the class and stealing the think time of

other students. She is in the highest math and reading groups and is a member of TAG.

10

Dear Families,

My name is Mrs. Grant and I am a student teacher in your son/daughter’s

fourth grade classroom. This opportunity is the last step I will take before receiving my

Master in Teaching from Southern Oregon University, and I’m very excited to be here at

Riverside. I spent the first part of the school year in a first grade classroom at

Riverside, occasionally popping into the fourth grade to get to know the students. I have

been in the classroom observing and working with Mrs. Seeley on a full time basis since

coming back from spring break. I will be working with your child in this classroom until

the end of the year.

I will begin teaching a unit on “weather” the first week of May. This unit will

help your child discover how weather is formed, the effects of weather, and how to

predict and measure weather. In the weeks leading up to this unit, please take the time

to watch the weather forecast on the nightly news or read the weather page in the

newspaper.

Please feel free to contact me with any questions or concerns. You can reach me

by phone at 218-0099, or by email at tashagrant8@hotmail.com.

I am looking forward to getting to work with you and your child in the upcoming

weeks. We will have many wonderful experiences and opportunities to learn and grow in

the days ahead.

Sincerely,

Mrs. Grant

11

Dear Families,

These past two weeks I taught my work sample weather unit to your child. The

kids had a blast learning about the different aspects of weather.

The students participated in several projects over the past two weeks. They created

various art projects included a torn paper collage to match their weather haikus and

bleach art cloud drawings. They also got to experience life as a drop of water as it

travelled throughout the water cycle. The students’ final project was to create a weather

broadcast for another class that would be leaving on a field trip. Sadly I was unable

to be in the classroom to see these presentations, but I heard from the substitute that

their presentations were fabulous! Many of the students’ said that this was their

favorite activity this spring.

If you would like to discuss your child’s results from this unit, please feel free to

contact me with any questions or concerns. You can contact me by phone at 218-0099,

or by email at tashagrant8@hotmail.com.

Sincerely,

Mrs. Grant

12

Weather influences every person on this planet. It can have a small impact that just dictates

whether you will wear shorts or pants. But for some people it can have a huge impact, often determining

if their family will survive the year or not. For both of these reasons it is important for students to study

and learn about weather. In this unit I will teach the fourth grade students the different aspects that make

up weather as well as simple ways to monitor and track the patterns of weather that they experience.

Patterns in weather will be explored throughout this unit. We will look at the different seasons

that are experienced around the world and how the sun influences these seasons. We will also look at

patterns in the water cycle and why these patterns continue to repeat. As this knowledge of patterns

develops in the students they will be able to apply this knowledge to patterns that they notice occurring

around themselves. This concept is important for students to learn and understand because it can help

them to make sense of the world around them. Recognition of these patterns will also help students to

predict future weather patterns.

This unit will lead to a greater awareness of the environment and how different actions that we

take can have an impact on the world. This can lead to discussions about the different values people hold

in relation to the environment and how these values are (or are not) contributing to the idea of global

warming. Students can also examine the diversity issues that arise from severe weather phenomena, such

as the horrific events of Hurricane Katrina, and how most people affected by this type of weather live in

poverty. Students could discuss how to educate the people affected by extreme weather (hurricanes,

tornados, monsoons, droughts) so that the severity and length of recovery from these events could be

lessened.

The enduring understandings of this unit will show students that weather is more than just what is

happening in the atmosphere. Throughout this unit students will be learning to analyze their surroundings

to find other ways of looking at an event or series of events. Patterns will be discovered in the many

aspects of weather. Students will also realize that even simple scientific events can invoke an emotional

response in people. This is important for students to learn because often more empathy is needed in our

world when weather disasters occur.

13

My unit design reflects my personal philosophy of education. I will utilize my

love of technology to fully engage the students in the unit. I plan on using new technology

throughout the unit to allow the students to create their own understandings. From there I will

lead students on an adventure to discover how weather affects each person‟s life. I believe that

students will learn best when presented with a project that relates directly to their lives. In this

unit, students will be working together to create a weather forecast to broadcast to other

classrooms around the school for an upcoming week of weather.

14

Wild & Wacky Weather
Topic: Weather

Concept: Patterns

Grade Level: 4th grade

Focus Standards
Standards: Science
Common Curricular Goal: The Dynamic Earth: Understand changes occurring within
the lithosphere, hydrosphere, and atmosphere of the Earth.
Standard: Earth and Space Science
Benchmark SC.05.ES.02: Describe patterns of seasonal weather.

Knowledge Skills
*Vocabulary of weather terms *Describe patterns of weather
*time periods for different types of weather *Draw the water cycle
(hurricanes in summer, snow in winter)
*Water cycle
*The sun‟s role in causing weather

Implied or Stated Understandings/Big Ideas
*Patterns exist all around us.
*Heating of the Earth‟s surface & atmosphere by the sun drives convection within the
atmosphere and oceans producing winds and ocean currents.

Standards: Science
Benchmark SC.05.ES.02.01: Describe weather in measurable
quantities including temperature, wind direction, wind speed, and
precipitation.

Knowledge Skills
*Tools to use—barometer, thermometer *Choosing which tool to use
(Fahrenheit and Celsius), weather vane and *reading the measurements
wind directions, anemometer and wind *Use readings to describe the weather
speeds, rain gauge

15

*The same thing can be described and measured in different ways

Standards: Science
Benchmark SC.05.ES.02.02: Interpret data over a period of time
and use information to describe changes in weather from day to
day, week to week, and season to season.

Knowledge Skills
*Accurate measurements from a specific *Interpret data
period of time *Identify changes and patterns
*Analyze and predict future weather

*Weather doesn‟t stay the same; it is constantly changing.

Standards: Math
Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate
inferences and predictions that are based on data.
Standard: Statistics and Probability
Benchmark MA 04.SP.06: Predict the degree of likelihood of a
single event occurring using words such as certain, impossible,
most often, least often, likely, and unlikely.

Knowledge Skills
*Vocabulary—certain, impossible, most *Make predictions by examining patterns
often, least often, likely, and unlikely and studying the weather data collected

*Patterns that may not be obvious will become clear through statistical analysis and
display of data.

Standards: English Language Arts
Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative,
expository, and persuasive texts, using a variety of written forms—including journals,

16

essays, short stories, poems, research reports, research papers, business and technical
writing—to express ideas appropriate to audience to purpose across the subject areas.
Standard: Writing
Benchmark EL.04.WR.23: Write personal narratives: Include
ideas, observations, or memories of an event or experience.
Provide a context to allow the reader to imagine the world of the
event or experience. Use concrete sensory details. Provide insight
into why the selected event or experience is memorable.

Knowledge Skills
*Haiku form—5-7-5 *Visualization of a weather event
*Details and words to describe weather *Recording and writing the details of the
event

*Weather can be an emotional experience

Standards: Career Related Learning
Common Curricular Goal: Integrate academic, technical and organizations knowledge
and skills to work successfully in family, school, community, and workplace settings.
Standard: Employment Foundations
Benchmark 1: Identify uses of technology in home, community, and
jobs.

Knowledge Skills
*Types of technology used at home and by *Identify the different uses of technology
communities and meteorologists to track *Critical thinking about the different ways
weather people can use the technology

Implied or Stated Understandings /Big Ideas
*There are many different ways people can use technology to predict weather.

Support Standards

Standards: Math
Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate
techniques, tools, and formulas to determine measurements.
Standard: Measurement
Benchmark MA.04.ME.04: Read temperature measurements of
thermometers with Fahrenheit and Celsius units and recognize

17

reasonable ranges of temperatures for different events (e.g. cold or
hot day).

Standards: Science
Benchmark SC.05.ES.03.01: Identify effects of wind and water
on Earth materials using appropriate models.

Standards: Art
Common Curricular Goal: Express ideas, mood and feelings through the arts and
evaluate how well a work of art expresses one‟s intent.
Standard: Create, Present, and Perform
Benchmark AR.05.CP.03: Create, present and/or perform a work
of art and explain how the use of essential elements and
organizational principles shapes an idea, mood or feeling found in
the work.

Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen
to, read, and understand a wide variety of informational and narrative text across the
subject areas at school and on own, applying comprehension strategies as needed.
Standard: Reading
Benchmark EL.04.RE.05: Demonstrate listening comprehension
of more complex text through class and/or small group interpretive
discussions across the subject areas.

Enduring Understandings: Students will understand that:
 There are many different ways people can use technology to predict weather.
 Natural events can invoke strong emotions.
 Patterns that may not be obvious will become clear through statistical analysis and
displaying of the data.
 Weather doesn‟t stay the same; it is constantly changing.
 The same thing can be described and measured in different ways.
 Patterns exist all around us.

Essential Questions:
 What is weather?
 Are there true patterns in nature? In weather?
 Can weather be predicted accurately?

18

Task Analysis:
Students will know:
 The purpose of the sun in relation to weather.
 What the atmosphere is (blanket of gases), as well as the different layers (Thermosphere,
mesosphere, stratosphere, and troposphere).
 The water cycle: precipitation, run off, evaporation, transpiration
 How a cloud is formed
 Identify different types of clouds (cirrus, cumulus, cumulonimbus, stratus)
 Wind and its causes
 Different types of weather: rain, sun, monsoon, hurricane, tornado, thunderstorms, etc.
 Patterns of weather in different parts of the world (different seasons)

Students will be able to:
 Forecast the weather
 Read the different tools to measure weather
 Label the water cycle
 Analyze past weather patterns to predict future weather patterns

Students will understand the following Big Ideas:
 Patterns exist all around us, especially in weather.
 Predictions are just that: predictions. They are rarely 100% accurate.
 Weather can be seen as a good thing (helps plants to grow) or a bad thing (destroys
communities).

19

Final Performance Task: GRASPS
You are a meteorologist that recently moved to the Rogue Valley. You were asked by

(insert teacher‟s name here) to do a special broadcast for her students to prepare them for their

upcoming field trip. (insert teacher‟s name here) has asked you to provide the students in her

classroom with information about the current day‟s weather (including high and low

temperatures and any precipitation) and your forecast for the following day‟s weather (using

words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟).

You will need to create and/or choose at least 2 props to go along with your clip,

including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots. You will also

create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what the weather

will be like for the following day. It will be helpful to write down a script of what you want to

say before getting in front of the camera. You can then either memorize what you will say or

create cue cards to read as you present.

Once you have your prediction and script ready, the film crew will record your broadcast.

20

GRASPS

Your task is to present an accurate forecast of the weather to a specific
Goal:
audience around the school.

Role: You are a meteorologist in the Rogue Valley.

Your target audiences are the different classrooms around the school (3
Audience: first grade classrooms, 3 second grade classrooms, 3 third grade
classrooms, 3 fifth grade classrooms).

Your challenge is to accurately present the following day‟s weather
Situation:
forecast.

You need to use the tools that you have learned about to record weather,
Product,
as well as your knowledge about patterns in weather, to help predict the
Performance, and
weather for a specific day. You will then write a script and shoot a short
Purpose:
digital clip that will be broadcast to the students around the school.

Your clip will need to include :
 Highlights about the current day‟s weather (including high and
low temperatures and any precipitation).
 Forecast for tomorrow using words like „certainly, likely,
Standards and
unlikely, impossible, most often, least often‟.
Criteria for Success:
 You will need to create/choose at least 3 props to go along with
your clip, including but not limited to umbrellas, sunglasses, hats,
rain jackets, rain boots, large signs with pictures you have drawn
(sunny, cloudy, rainy, etc.).

21

Final Performance Task Rubric
CATEGORY 4 3 2 1

Performance Speaks clearly Speaks clearly Speaks clearly Does NOT speak
and distinctly all and distinctly all and distinctly clearly and
of the time and of the time but most of the time distinctly most of
mispronounces mispronounces 1 and the time AND/OR
no words. or more words. mispronounces mispronounces
no words. more than 1
word.

Predictions/Measurements All supportive Almost all facts One fact is No facts are
facts are reported are reported reported reported
accurately (3 of accurately (2 of accurately. accurately OR no
3). 3). facts were
reported.

Point of View - Purpose Newscast Establishes a The purpose is It was difficult to
establishes a purpose at the somewhat clear figure out the
purpose at the beginning, but but many aspects purpose of the
beginning and occasionally of the newscast newscast.
maintains that wanders from seem only slightly
focus throughout! that focus. related.
Cohesive
newscast.

Group Work The group The group The group Some members
functioned functioned pretty functioned fairly of the group were
exceptionally well. Most well but was often off task
well. All members members listened dominated by one AND/OR were
listened to, to, shared with or two members. overtly
shared with and and supported The group (all disrespectful to
supported the the efforts of members) was others in the
efforts of others. others. The group almost always on group AND/OR
The group (all (all members) task! were typically
members) was was almost disregarded by
almost always on always on task! other group
task! members.

22

Prior Knowledge Inventory

KWL Chart—Students will complete a KWL chart on weather. During the pre-assessment

phase the students will complete the section of the graphic organizer that applies to what they

already know about weather and the section that asks what the students would like to learn about

weather. This chart will be done individually and as a group. Individually, students will keep the

chart in their science notebook. Once they have the chart completed for themselves, students will

write two items from their “know” section and two items from the “want to know” section on

Post-It notes. We will then create a classroom chart using these Post-It notes. This chart will be

hanging somewhere in the room, and at certain points throughout the unit I will have students

examine the chart and move items from the “want to know” section to the “learned” section. This

design will help students to visually see what they are learning throughout the unit with the

ultimate goal to move every post it from the “want to know” to the “learned” section.

Pre-Test—This pre-test will help me to assess what the students know about weather as we go

into the unit. The questions on the pre-test will be based upon the learning goals that I have

created for this unit. I will mainly be looking for the identification of vocabulary terms and

knowledge on the facts of weather. I will also be testing the students‟ knowledge of different

types of tools to help measure weather. The test will be administered using Turning Point Clicker

technology. This technology helps to reduce the test anxiety for most students and turns testing

almost into a game.

Water Cycle Drawing—Students will be given a blank sheet of paper and asked to draw the

water cycle. I chose to include this as a pre-assessment because drawing is an easy way to model

the water cycle, which is a major aspect of many of the different types of weather.

23

Weather
What do you What do you

KNOW WANT TO LEARN

What have you

LEARNED

24

Formative Assessments

Science Journal—During the course of this unit, students will be keeping a science notebook.

This notebook will have various graphic organizers and places for students to take notes during

lessons. The first page of the journal will be the KWL chart students completed as a pre-

assessment. I will guide students back to this page at points throughout the unit so they can

observe and record what they are learning. Another aspect of this notebook will be a daily

weather log. Students will take turns observing and sharing with the class the current weather

measurements for the temperature, precipitation, wind speed, humidity, barometric pressure, and

cloud cover. These will be recorded twice a day, at 8:05 a.m. and at 12:35 p.m. In the next

section of the students‟ notebook will be a glossary of weather terms. I will also include

drawings for students to label. These pages will have pictures of clouds, a drawing of the water

cycle, and also a drawing of the layers of the atmosphere. Students will get to watch a Bill Nye

the Science Guy episode on the water cycle, so I will include a guided notes page for the

students to record what they learn from watching the video.

Poetry and Artwork—At the beginning of the unit students will explore the weather that they

have experienced through poetry and artwork that they create. This will help students to

understand that we feel weather physically (rain falling on our skin, sunshine warming our

faces), but it can also affect us emotionally.

28

Weather Watch Chart
Date Temperature Humidity Barometer Wind Precipitation Cloud Type

29

Weather Vocabulary
What is Weather?

Air mass___________________________________________________________

__________________________________________________________________

Air pressure________________________________________________________

__________________________________________________________________

Atmosphere_________________________________________________________

__________________________________________________________________

Front______________________________________________________________

__________________________________________________________________

Mesosphere_________________________________________________________

__________________________________________________________________

Stratosphere________________________________________________________

__________________________________________________________________

Thermosphere_______________________________________________________

__________________________________________________________________

Troposphere________________________________________________________

__________________________________________________________________

Clouds:

Cirrus_____________________________________________________________

__________________________________________________________________

30

Cumulus___________________________________________________________

__________________________________________________________________

Cumulonimbus______________________________________________________

__________________________________________________________________

Stratus_____________________________________________________________

__________________________________________________________________

The Water Cycle:

Condensation_______________________________________________________

__________________________________________________________________

Evaporation_________________________________________________________

__________________________________________________________________

Precipitation________________________________________________________

__________________________________________________________________

Transpiration________________________________________________________

__________________________________________________________________

Water cycle_________________________________________________________

__________________________________________________________________

31

1.______________

2.______________

3.______________
12.______________

4._______

5._______

11.______________
6._______

7.______________

10.______________

8.______________

Word Bank:

a) Precipitation
b) Snow
c) Rain
d) Hail
e) Evaporation 9.______________
f) Condensation
g) Run-off
h) Streams & rivers
i) Lakes, seas, and oceans
j) Water vapor
k) Ice crystals
l) Water droplets
32

Cause Effect
Earth’s axis is
tilted.

The Northern
Hemisphere is
pointed away
from the sun.

The Southern
Hemisphere of
Earth is pointed
toward the sun.

33

Extreme Weather:____________________________

What happens in this kind of weather?

What time of the year is this weather most likely to occur?

Where in the world does this type of weather occur?

What should you do in this type of weather to protect yourself?

34

Water Wonders Score Card
Name: ______________________________________________________________

Station Stop What Happens Destination
Example:
Cloud Fall as rain Ocean

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

35

Summative Assessment

Post-Test—The post test will be used to assess what facts and terms the students have learned

about weather. I will use the same test as I used for the pre-test so that I can compare the scores.

I will use Turning Point Clicker technology for this test.

Water Cycle Drawing and paragraph—Students will draw and label the water cycle on a

blank sheet of paper. This summative assessment will help me to determine if the students

understand the water cycle and the different components that it is made of.

Final Performance Task—You are a meteorologist that recently moved to the Rogue Valley.

You were asked by (insert teacher‟s name here) to do a special broadcast for her students to

prepare them for their upcoming field trip. (insert teacher‟s name here) has asked you to provide

the students in her classroom with information about the current day‟s weather (including high

and low temperatures and any precipitation) and your forecast for the following day‟s weather

(using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟).

Working with a partner, you will need to create and/or choose at least 2 props to go along

with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.

You will also create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what

the weather will be like for the following day. It will be helpful to write down a script of what

you want to say before getting in front of the camera. You can then either memorize what you

will say or create cue cards to read as you present. Your partner will be the cameraman for you,

and you will be the cameraman for your partner.

This task will allow the students to put to use everything they have learned about

weather.

36

Student Interview—After the unit is completed I will interview the students to assess what they

have learned and what they enjoyed during this unit. I will ask students to evaluate their own

performance during the interview as well.

37

What‟s the Weather?
Take on the role of a weather forecaster. Observe and record current weather conditions. Then predict
the weather for the next day and write your own forecast.

1. Review the current weather conditions on your Weather Watch Chart and observe what
you see happening out the window.
2. Fill in the chart with words that describe current weather conditions in nonstandard
measures.

Weather Forecast

Temperature

Humidity

Air Pressure

Wind

Precipitation

Cloud Cover

3. Use your observations to write a forecast for tomorrow‟s weather. Use words such as
certain, impossible, most often, least often, likely, and unlikely.

41

Lesson 1: What do you know about weather?
Students will work on their own and in groups to examine what they already know about weather
and what they want to learn about weather.

Objective 1: Complete a KWL graphic organizer on what they know and want to know about
weather on the graphic organizer in their science journal.

Objective 2: Create a group KWL graphic organizer using their own notes.

Instructional Strategies:
Brainstorming & discussion

Standards being addressed:
Focus Standards:

Modifications/Adaptations:
 The groups of desks in the classroom are organized in a way that there is an academically
strong student who function as a leader at each group of desks to help keep students on
task.

Lesson 2: Weather Haikus
Students will examine their thoughts, feelings, and emotions associated with weather by
expressing themselves through haikus.

Objective 1: Compose a haiku on the subject of weather, based upon personal experience.

Objective 2: Create a paper collage to illustrate haiku using the scraps of construction paper.

Brainstorming and discussion
Metaphors, analogies, & similes
Visualization & guided imagery

Focus Standards:

Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories
of an event or experience. Provide a context to allow the reader to imagine the world of the event
or experience. Use concrete sensory details. Provide insight into why the selected event or
experience is memorable.

42

 Students with difficulties in writing or recognizing syllable patterns will work one on one
with the teacher.
 For students who don‟t have time to get to the artwork, I have a coloring page with a
haiku example and an illustration to color.

Lesson 3: What is Weather?
What is weather? What causes weather? Where exactly does weather take place? These are the
questions that will be addressed in this lesson.

Objective 1: identify how air masses affect weather in a group discussion.

Objective 2: define weather terms (air mass, air pressure, atmosphere, front, mesosphere,
stratosphere, thermosphere, and troposphere) in science journal.

Direct instruction
Visuals
Writing & journals

Focus Standards:

Support Standards:
Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through
class and/or small group interpretive discussions across the subject areas.

 Work with students to create shorter definitions for the weather terms.
 Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.
 Check in often with NA. She is an ELL student and is not in the classroom for most
science lessons.

Lesson 4: Weather Tools
In this lesson students will learn about the different ways that weather can be measured and the
tools that can be used to accurately measure weather. Students will also be introduced to the
chart in their science notebook to record the weather every day.

Objective 1: Identify, with 100% accuracy, the weather instruments verbally and list their
function in the science journal.

43

Objective 2: Choose the correct instrument to measure the different aspects of weather
(precipitation, temperature, barometric pressure, and wind speed and direction) with 100 %
accuracy.

Technology
Visuals
Manipulatives, experiments, labs, and models

Focus Standards:
Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,
wind direction, wind speed, and precipitation.

Career Related Learning, Benchmark 1: Identify uses of technology in home, community,
and jobs.

Support Standards:
Benchmark MA.04.ME.04: Read temperature measurements of thermometers with Fahrenheit
and Celsius units and recognize reasonable ranges of temperatures for different events (e.g. cold
or hot day).

 Ensure that each student is given an equal amount of time with each weather instrument.

Lesson 5: Clouds
Clouds can be seen on most days, whether they are puffy, fanciful clouds or dark, scary storm
clouds. In this lesson students will examine clouds and how they affect weather.

Objective 1: Draw the four main types of clouds (cirrus, cumulonimbus, cumulus, and stratus)
using blue construction paper and bleach.

Objective 2: Identify and define the four main types of clouds on artwork

Direct instruction
Drawing and artwork
Visuals

Focus Standards

44

and jobs.

Support Standards
Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using
appropriate models.

 Circulate throughout the room, checking in with TM, TH, KM, and NA to check for
understanding.

Lesson 6: Water Wonders
Students will review what they learned in the Bill Nye video about the water cycle and then
participate in the “Water Wonders” game. After the game, students will discuss how the game
was a simulation of the water cycle through guided questions.

Objective 1: Draw and label the different stages of the water cycle (precipitation, evaporation,
condensation, and runoff) in the science journal with no errors.

Objective 2: Interpret and relate the outcome of the “Water Wonders” game to the water cycle
through a guided whole class discussion.

Games
Movement

Focus Standards:

Support Standards:
Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using
appropriate models.

Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through
class and/or small group interpretive discussions across the subject areas.

 Pair TM, TH, NA, KM with CN, KV, CS, AC.

Lesson 7: Weather Patterns/Seasons

45

In this lesson students will explore the weather patterns and seasons of Oregon, the Northwest
region, the United States, and the world.

Objective 1: Analyze the similarities and differences of weather patterns between the regions on
a graphic organizer.

Direct instruction
Graphic organizers
Visuals

Focus Standards:


Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to
describe changes in weather from day to day, week to week, and season to season.

 Circulate throughout the room, checking in with TM, TH, KM, and NA to check for
understanding.

Lesson 8: Predicting the Weather
Students will become predictors of the weather in this lesson.

Objective 1: Interpret the collected weather data to predict the weather for the different scenarios
on the PowerPoint by talking with a friend and then voting as a class.

Objective 2: Verbally predict the weather for the following day using words such as certain,
impossible, most often, least often, likely, and unlikely.

Brainstorming and discussion;
Project based and problem based instruction
Reciprocal teaching and cooperative learning
Technology

Focus Standards

46

Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using
words such as certain, impossible, most often, least often, likely, and unlikely.

 This lesson could be done using the clicker or by using a “think-pair-share” strategy.

Lesson 9: Extreme Weather
In this lesson, students will learn about the different types of weather and how it affects people
around the world.

Objective 1: Research the assigned type of extreme weather on the Internet and answer four
questions: What happens in this type of weather? What time of the year is this weather most
likely to occur? Where in the world does this type of weather occur? What should you do in this
type of weather to protect yourself?

Objective 2: Summarize and give examples of their assigned type of extreme weather as a small
group in a presentation to the class.

Reciprocal teaching and cooperative learning

Focus Standards:




Lesson 10: 3, 2, 1….You’re on!
The final performance task will be introduced in this lesson. Students will then review different
weather broadcasts from around the nation and then discuss what they liked and disliked about
each video clip. They will also work with their partner on the final performance task, making
decisions about what features they liked and didn‟t, and what they would like to incorporate into
their own broadcasts. Students will be given ideas for writing their script and will work with
their partner to determine what they will say.

47

Objective 1: review different clips of weather broadcasts to identify effective communication for
a specific audience.

Objective 2: Interpret the collected weather data to predict the weather for the following day on a
worksheet.

Objective 3: Predict the weather for the following day using words such as certain, impossible,
most often, least often, likely, and unlikely.

Visuals
Project based and problem based instruction

Focus Standards
and jobs.

Benchmark SC.05.ES.02: Describe patterns of seasonal weather


Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using
words such as certain, impossible, most often, least often, likely, and unlikely.



Lesson 11: Weather Wizards
Students will demonstrate what they have learned throughout the unit by taking the final test and
presenting their weather broadcast.

48

Lesson 1: What do you know about weather?
Students will work on their own and in groups to examine what they already know about weather
and what they want to learn about weather.

Grade Level: 4th

Subject areas: Earth Science

Materials needed:
Dry erase markers/whiteboard OR Elmo, pen, and paper
KWL graphic organizer
Large KWL charts
Post-It notes
Timer

Part 1: Rationale
Focus and purpose: The purpose of this lesson is to determine what the students know and
want to learn in this unit.

Objectives:
 Complete a KWL graphic organizer on what they know and want to know about weather
in their science journal.
 Create a group KWL graphic organizer using their notes.

State Content Standards:
Standards: Science

Standards: Science
precipitation.

Assessments:
 KWL charts

49

Selection of Instructional Strategies:
 Brainstorming & discussion—this strategy will allow students to explore what they
already know before discussing what they want to learn as a class.

Modifications and adaptations:
 The groups of desks in the classroom are organized in a way that there is an academically
strong student who function as a leader at each group of desks to help keep students on
task.

Part 2: Procedure
Concept or rule to be discovered: Weather affects our lives every day.

Open 10:30 1. Introduce weather unit. Have students think about weather and
how it affects people. Show KWL chart on Elmo and do a couple
examples of things that are known and things we would like to
know about weather.

Body 2. Explain that each student will fill in their own KWL chart starting
with what they already know about weather. Set timer for 5
minutes.
3. Have students move to the section titled “what you want to learn
about weather”. Set timer for 5 minutes.
4. When timer goes off, have students discuss what they know and
what they want to know in their table groups.
5. Give each group a stack of post-it notes and have them write a
different thing they want to know about weather on each post-it.
6. Hand out giant KWL charts to each table and instruct students to
post their notes on the appropriate section.

Close 10:55 7. Each group will now present what they want to learn in the
weather unit.

50

Part 3: Resources

51

Weather
What do you What do you

KNOW WANT TO LEARN

What have you

LEARNED

52

Part 4: Reflection

This lesson went very well if I was just looking for student involvement. Students were

ready to participate from the very beginning and I encountered few behavior issues during this

thirty minute lesson. After the short introduction to KWL charts, the students were on their own

and they got right down to business. I walked around the room to monitor what each student was

writing. I asked several students questions to prompt more thought, but most students had their

heads down writing. I started passing out the Post-It notes and poster board KWL charts during

the last minute of the individual KWL chart assignment and the students were instantly intrigued.

As soon as I was finished giving the directions, students had their heads together at their table

groups.

Students were very involved in this lesson; however I don‟t feel as if my objectives were

met. The students were able to complete the task asked for in the objectives, but they did not put

a lot of thought into their answers. The “want to learn” section had one to two word phrases

saying the students wanted to learn about „weather‟, „rain‟, or „thunderstorms‟. These responses

were generic, and I would have liked to see more specific answers. If I taught this lesson in the

future I would set the expectations for the responses at the beginning. I am left wondering how I

could word the directions so that students would respond in a more thoughtful way. I believe

that the problem is in the questions I ask to provoke thought in the students. If I change my

questioning strategies during this lesson, will I get a better response from the class?

53

Lesson 2: Weather Haikus
Students will examine their thoughts, feelings, and emotions associated with weather by
expressing themselves through haikus.

Grade Level: 4th

Subject areas: Writing, Science

Materials needed:
Wabi Sabi by Mark Reibstein and Ed Young
Dry erase markers/whiteboard OR Elmo, pen, and paper
Cloud background printer paper
Construction paper scraps
Glue

Part 1: Rationale
Focus and purpose: Students will identify weather in their lives and the emotions they
associate with it by writing a haiku.

Objectives:
 Compose a haiku on the subject of weather, based upon personal experience.
 Create a paper collage to illustrate the haiku using scraps of construction paper.

Focus Standards

Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative,
expository, and persuasive texts, using a variety of written forms—including journals,
essays, short stories, poems, research reports, research papers, business and technical
writing—to express ideas appropriate to audience to purpose across the subject areas.
Standard: Writing
Benchmark EL.04.WR.23: Write personal narratives: Include
ideas, observations, or memories of an event or experience.
Provide a context to allow the reader to imagine the world of the
event or experience. Use concrete sensory details. Provide insight
into why the selected event or experience is memorable.

Standards: Science

54

Support Standards

Standards: Art
Common Curricular Goal: Express ideas, mood and feelings through the arts and
evaluate how well a work of art expresses one‟s intent.
Standard: Create, Present, and Perform
Benchmark AR.05.CP.03: Create, present and/or perform a work
of art and explain how the use of essential elements and
organizational principles shapes an idea, mood or feeling found in
the work.

Assessments:
 Haikus that use the correct syllable pattern on the topic of weather
 Collage artwork illustrating haikus

 Brainstorming & discussion—Students will be given the opportunity to discuss the
different types of weather and seasons before beginning to write. This will be done to
spur their creative genius and provide inspiration.
 Metaphors, analogies, & similes—A key part of the fourth grade writing curriculum this
year was learning about metaphors, analogies, and similes. I will provide examples of
haikus that use these figures of speech and encourage the students to create their own to
use in their own haikus.
 Visualization & guided imagery—In my examples I will have students close their eyes
and visualize what I am reading. This will help students realize that these poems need to
create a picture in the reader‟s mind.

 Students with difficulties in writing or recognizing syllable patterns will work one on one
with the teacher.
 For students who don‟t have time to get to the artwork, I have a coloring page with a
haiku example and an illustration to color.

Part 2: Procedure
Concept or rule to be discovered: Weather can provoke an emotional response in people.

Open 1:30 1. Introduce haikus. Use the book “Wabi Sabi”. Go over syllable
patterns in haikus (5-7-5) and discuss how most often haikus are
about nature. Explain that the author‟s purpose during writing a
haiku is to transform a simple topic into something special.
Body 1:35 2. Haikus often have a wide variety of descriptive words, both nouns
and verbs that help to create a picture in the reader‟s mind.
3. The haikus you will be writing today will be on the topic of

55

weather. As a whole class, brainstorm a list of weather topics
(clouds, rain, snow, etc).
4. Model Writing a Haiku
a. The first step in writing a haiku poem is to choose a good
topic. Haiku poems are generally written about nature.
b. Encourage students to use their emotions and senses to
brainstorm a list of nature-related topics. Subjects might
include: different types of weather, clouds, landforms,
water formations, seasons, etc. Record students'
suggestions on the board or overhead projector.
c. Choose a topic from the generated list and write it on the
board or overhead projector.
d. Invite students to name words or phrases that describe the
topic. Then, as a group, experiment with putting the words
and phrases together to describe the topic in three lines
according to the 5-7-5 syllable pattern.
e. Model rearranging and rethinking word choices to match
the syllable pattern. For example, if a chosen phrase has
four syllables, but the pattern requires that it have five,
model selecting a similar two-syllable word.
f. Encourage them to use a dictionary or thesaurus to find
synonyms or more interesting and precise words as
necessary.
5. Give students time to work on creating their haikus. Before
starting the writing, tell students that as they finish they can create
a collage style piece of artwork like in the book “Wabi Sabi” to
go along with their artwork. Show them the materials at the back
tables available for them to work with.

Close 2:05 6. Students read their poetry/share their artwork.

Part 3: Resources

56

Part 4: Reflection

This lesson was a resounding success! I started this lesson in the early afternoon on the

first day of the Weather Unit. Because of other classes happening around the school I began this

lesson teaching to seven students. The small group gathered their chairs in a circle around me

and I began talking about haikus. Most of the students had heard about haikus before, but most

did not remember the framework of a haiku (five syllables on lines one and three, seven syllables

on line two). After telling the students what a haiku was I shared examples from the book Wabi

Sabi and examples I had found on the internet. The students were very involved in this part of

the lesson. A handful of students were confused about the syllables. After dismissing the other

students to work at their desks, I taught these students a mini-lesson on syllables. I circulated

throughout the room frequently to make sure all questions were answered as quickly as possible.

I met my objectives for half of the students in this lesson during the allotted time. The

rest of the students were unable to finish in the time allowed for this lesson. Most students were

able to complete their haiku, but ran out of time before getting to complete the accompanying

artwork. In the future I would allow more time to complete this exercise.

I became a little annoyed with myself during this lesson. As students finished their

haikus, they would come to me for approval and to find out what to do next. I had forgotten to

go over the art project while we were all sitting together. This meant that I had to explain the art

project over and over to each student as they finished their poem. In the future I will make sure

that I explain all aspects of independent work before students return to their desks.

I am left wondering if the students really thought about the weather as they were writing

their haikus, or if they were just completing an assignment. If I were to teach this lesson again I

would allot more time to a collective brainstorming session to create a list of topics that the

57

haikus could be written on. I believe that this would help students to make more connections

between the emotions that weather evoke and the actual weather events.

58

Lesson 3: What is Weather?
What is weather? What causes weather? Where exactly does weather take place? These are the
questions that will be addressed in this lesson.

Grade Level: 4th

Subject areas: Earth Science

Materials needed:
Science Texts
Teacher Edition Science Text
Pencils
Weather vocabulary worksheet
KWL Charts from previous day
Globe

Part 1: Rationale
Focus and purpose: Students will learn about the atmosphere and the sun‟s purpose in regards
to weather.

Objectives:
 Define weather terms (air mass, air pressure, atmosphere, front, mesosphere, stratosphere,
thermosphere, and troposphere) on a worksheet.

Focus Standards

Standards: Science

Support Standards

Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen
to, read, and understand a wide variety of informational and narrative text across the
subject areas at school and on own, applying comprehension strategies as needed.
Standard: Reading
Benchmark EL.04.RE.05: Demonstrate listening comprehension
of more complex text through class and/or small group interpretive
discussions across the subject areas.

59

Assessments:
 Weather vocabulary worksheet
 Walking around the room to read students answers to questions, using checklist to keep
track of students

 Direct instruction—This lesson imparts many facts and definitions with the students. The
clearest way to accomplish this is through direct instruction.
 Visuals—Although I am using direct instruction, I will pull in many visuals to bring this
lesson to life for the students.
 Writing & journals—Students will be using their science journal to record thoughts that
they have learned throughout the lesson.

 Work with students to create shorter definitions for the weather terms.
 Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.
 Check in often with NA. She is an ELL student and is not in the classroom for most
science lessons.

Part 2: Procedure
Concept or rule to be discovered: Weather takes place in the atmosphere of Earth and is caused
by the Sun.

Open 1:35 1. Review KWL charts that were completed in lesson one. Ask
5 minutes students to think about these questions: What is weather? What
causes weather? Where does weather take place? After each
question, give students a short period of time to jot down their
ideas about the answers. Tell students to keep these questions in
mind as we read.
Body 1:40 2. Summarize pages D6-D9 about the atmosphere. Explain the
20-25 atmosphere as the layer of air that surrounds our planet like a
minutes blanket. It is made up of a mixture of gases, including oxygen
which is what we breathe. These gases are the tiny particles that
make up air. Air takes up space and has weight (have students
take a deep breath to fill up their lungs—ask students if they
could feel their chest moving—This is air taking up space in their
lungs!) When all of these air particles are pressing on a surface—
like the inside of the lungs—they cause air pressure. The
atmosphere is made up of four layers. The uppermost, highest
layer in the atmosphere is the thermosphere. The next highest
layer is the mesosphere, the coldest layer in the atmosphere.
When we see an airplane flying in the sky, most often it is flying
in the stratosphere layer of the atmosphere. This layer contains

60

the most of the atmosphere‟s ozone, a kind of oxygen. The ozone
helps to protect us from the sun‟s harmful rays. The layer closest
to the Earth is the troposphere. Almost all weather happens in this
layer.
3. Have students define terms on the Weather Vocabulary page.
4. Read pages D12-D17 together. Define the rest of the terms for
day one on the Weather Vocabulary page.

Close 2:05 5. Review the questions from the beginning of class. Ask students if
5 minutes they want to change their answers and discuss the actual answers
to these questions.

Part 3: Resources

61

Weather Vocabulary
What is Weather?

Air mass___________________________________________________________

__________________________________________________________________

Air pressure________________________________________________________

__________________________________________________________________

Atmosphere_________________________________________________________

__________________________________________________________________

Front______________________________________________________________

__________________________________________________________________

Mesosphere_________________________________________________________

__________________________________________________________________

Stratosphere________________________________________________________

__________________________________________________________________

Thermosphere_______________________________________________________

__________________________________________________________________

Troposphere________________________________________________________

__________________________________________________________________

Clouds:

Cirrus_____________________________________________________________

__________________________________________________________________

62

Cumulus___________________________________________________________

__________________________________________________________________

Cumulonimbus______________________________________________________

__________________________________________________________________

Stratus_____________________________________________________________

__________________________________________________________________

The Water Cycle:

Condensation_______________________________________________________

__________________________________________________________________

Evaporation_________________________________________________________

__________________________________________________________________

Precipitation________________________________________________________

__________________________________________________________________

Transpiration________________________________________________________

__________________________________________________________________

Water cycle_________________________________________________________

__________________________________________________________________

63

Part 4: Reflection
This lesson began well and quickly fizzled. I began the lesson by asking students some

questions about weather. I recorded the answers on the overhead as students called them out. I

then summarized the book so students didn‟t have to spend forever reading about the

atmosphere. I used the globe and talked about the atmosphere being like a blanket that covers

the Earth. Students seemed to enjoy this (and when I asked students about the atmosphere at the

end of the unit, most of them described it in this way). After this part, the lesson seemed tedious.

I felt like the students were staring at me blankly or staring off into nowhere as the other students

read. As I was talking about the different layers of the atmosphere I stumbled and mixed up my

facts. I caught myself, but this can be confusing to someone just learning about a topic. When it

came to defining the terms on the vocabulary page students worked at many different paces.

Some students were as slow as molasses while others were finished before I had written the

second definition on the overhead.

Although this lesson seemed boring to both the students and me, I believe that I met the

objectives. Students were able to thoughtfully discuss the answers to their questions from before

the lesson and compare their answers to their answers from after the lesson.

It has become exceedingly clear, especially after this lesson that I do not do well in a

direct instruction situation/lesson. I plan on observing some teachers that do well using direct

instruction, and asking them to observe me, to determine what I can do to turn my direct

instruction around.

64

Lesson 4: Weather Tools
In this lesson students will learn about the different ways that weather can be measured and the
tools that can be used to accurately measure weather. Students will also be introduced to the
chart in their science notebook to record the weather every day.

Grade Level: 4th

Subject areas: Earth Science, Math

Materials needed:
Weather tools worksheet
Weather chart
Pencils
Thermometer
Anemometer
Barometer
Rain gauge
Wind vane
Computer with internet access
Science textbooks
Science text—Teacher Edition

Part 1: Rationale
Focus and purpose: Students will get hands on experience with five different weather tools and
learn about measuring the different aspects of weather using these tools.

Objectives:
 Identify, with 100% accuracy, the weather instruments verbally and label the instruments
on a worksheet.

 Choose the correct instrument to measure the different aspects of weather (humidity,
precipitation, temperature, barometric pressure, and wind speed) with 100 % accuracy.

Focus Standards

Standards: Science
Benchmark SC.05.ES.02.02: Interpret data over a period of time
and use information to describe changes in weather from day to
day, week to week, and season to season.

65

Standards: Science
precipitation.

Support Standards

Standards: Math
Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate
techniques, tools, and formulas to determine measurements.
Standard: Measurement
Benchmark MA.04.ME.04: Read temperature measurements of
thermometers with Fahrenheit and Celsius units and recognize
reasonable ranges of temperatures for different events (e.g. cold or
hot day).

Assessments:
 Weather tools worksheet

 Technology—I will be using the computer to introduce the final performance task and
show students clips of weather broadcasts. This will help the students begin to think
critically about the uses of the weather tools.
 Visuals—The worksheet that the students will define the use of each tool on has pictures
to match the definition. This is valuable because the shape of the tool can help to identify
what it is used for.
 Manipulatives, experiments, labs, and models—Students will get hands on experience
using each of the tools.

 Ensure that each student is given an equal amount of time with each weather instrument.

Part 2: Procedure
Concept or rule to be discovered: Students will identify the weather instruments and what each
instrument measures.

Open 9:45 1. Show students a video clip of a weather broadcast. Ask students
5 minutes how the meteorologist determines the weather to report.
Body 9:50 2. Summarize science text pages D20-D21. Meteorologists are
25 minutes scientists who study and measure weather conditions. Some of the

66

conditions that they monitor are the air temperature, air pressure,
and wind speed and direction.
3. Introduce the different instruments. Start easy and get
progressively more difficult: thermometer, wind vane, rain gauge,
anemometer, hygrometer and barometer. Show students how each
instrument is used and explain what it measures. Let each student
examine the instruments closely. Have students fill in definitions
for each of the instruments on the weather forecasting instruments
page.
4. Have each table group practice taking the measurements. Monitor
students to make sure that they are correctly using the
instruments.
Close 10:15 5. Go over the weather chart. Show students the link that we will use
5 minutes to get the weather information and how we will record the
information in our science journal.

Part 3: Resources

http://www.weather.com

67

Part 4: Reflection

The students were engaged during this lesson. I began by showing students a clip of a

weather broadcast from The Weather Channel‟s website. The students were glued to the screen

and wanted to discuss the broadcast as soon as I had shut off the clip. This led to many

comments that were blurted out, which doesn‟t seem like a big problem—at least they were

paying attention and want to talk about it—but it did bring the lesson to a halt while I regained

control of the class. The discussion led nicely to the next part of the lesson in which students got

hands-on experience with the four different weather tools I had available to use for the class.

I felt that I met the objectives because all of the students could identify the different tools

and what they measured. I also presented different situations in which a weather tool would be

used in, and then asked the students which tool I would need. I called on each individual student

with a different scenario and every student was able to answer correctly.

When I teach this lesson again I will make sure to have a full set of tools for each group

of students. It would take a lot less time if each group had each of the tools. I would also like to

give the students more opportunities to actually use the tools instead of just looking at them. I

would like to incorporate more of a “field experience” for the students instead of a passive

learning environment. It would have been relatively easy to implement in this class with only 16

students, 11 of whom are in the class for every science lesson. However when I enter the real

world and I have a class of 25+ students, how will I be able to keep lessons engaging for every

student?

68

Wild Weather Wonders

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (20)

Semelhante a Wild Weather Wonders

Semelhante a Wild Weather Wonders (20)

Wild Weather Wonders