A Weather Unit. By: Hope King. Second Grade Shenanigans
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1 A Weather Unit By: Hope King Second Grade Shenanigans
2 Cloudy With a Chance Lesson 1: Welcome to Chewandswallow Duration: 1 Day Lesson 2: Know the Lingo Duration: 1 Day Lesson 3: What is a Meteorologist? Duration: 1 Day Lesson 4: A Meteorologist s Toolbox Duration: 1 Day Lesson 5: Weather Tools Duration: 2 Days Lesson 6: Severe Weather Alert Duration: 4 Days Lesson 7: Going Live Duration: 2 Days Lesson 8: Let s Make Clouds Duration: 1 Day Lesson 9: Cloud Watching Duration: 1 Day Lesson 10: How Much Does it Hold? Duration: 1 Day
3 Room Decoration Ideas
4 Room Decoration Ideas Falling Food
5 Welcome to Chewandswallow! An Introduction to Weather
6 An Introduction to Weather Objective: Identify the four types of precipitation. Materials: Cloudy with a Chance of Meatballs Pictures of Precipitation (not included) Chart Paper Precipitation Word Card Procedures: 1. Begin the lesson by reading Cloudy with a Chance of Meatballs. 2. After reading the book, have the students create a list of the types o f weather mentioned in the story. You can also show a brief clip of the movie (via YouTube) to get the kids excited about the weather unit. 3. Display the word precipitation on a large piece of chart paper. 4. As a class, define the word. 5. Ask the students to identify types of precipitation (rain, sleet, hail, snow). 6. Underneath the definition of precipitation, divide the chart paper into four sections and label each section with a type of precipitation. 7. Distribute pictures of the four types of precipitation to students. (Note: pictures are not included with unit due to copyright laws. You can locate pictures on the internet or in books. ) 8. As a class, sort the pictures into the four categories. 9. Distribute The Sky is Falling written activity. Have the students illustrate the four types of precipitation and complete a written response to the discussion question. Discuss each student s response to the question.
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9 The Sky is Falling What is Precipitation? Name: Date: List the 4 Types of Precipitation Does precipitation help or harm our planet? Explain and defend your answer!
10 Know the Lingo Discovering Weather Words
11 Discovering Weather Words Objective: Identify and define weather words. Materials: Weather Word of the Day Weather Radio or Daily Weather Broadcast (YouTube) Chart Paper Index Cards My List of Weather Words Procedures: 1. Begin today s lesson by having the students complete the Weather Word of the Day. Today s Word: Precipitation. You can locate a definition for all weather related terms at Place the word of the day in student s science notebook. 2. After everyone has completed the Weather Word of the Day, explain to the students that today, they are going to expand their weather vocabulary. In order to be knowledgeable meteorologist, they must know the lingo. 3. On a large piece of chart paper, write: Know the Lingo. 4. Listen to a weather broadcast for 5 minutes and have students list the weather words that they hear. 5. After the list is created, write a weather word on each index card. Give each student or pair of students a weather card and have them illustrate and define the meaning. They may use or books if they need additional explanation of their word. 6. Once each word has been illustrated and defined, allow students or pairs to present their words. As each word is presented, the students create their own list of weather words to be added to their science notebook. 7. Display the weather words for the remainder of the unit.
12 Weather
13 My list of
14 What is a Meteorologist? A Writing Activity
15 Objective: Describe a meteorologist. A Writing Activity Materials: Meteorologist Anchor Chart Raindrops Yellow, Blue, and White Construction Paper Student Pictures What is a Meteorologist Writing Paper Procedures: 1. Weather Word of the Day : Choice from yesterday s activity 2. Display the What is a meteorologist? Anchor Chart 3. Provide the students with a definition and job description of a meteorologist. Brainstorm a list of tools that a meteorologist would use, duties he/she would have in their field, etc. Allow the students to think about activities that are affected by the weather. Discuss why it is important to be able to predict the weather and provide a constant forecast. 4. After the class discussion, have the class describe a meteorologist. Write each word used to describe a meteorologist on a raindrop and add to your chart. 5. Once the chart is complete, have the students use information from the discussion, along with words from your chart, to describe a meteorologist through writing. 6. Display writings on student meteorologist (See Meteorologist Craft).
16 Scientists who study the atmosphere. They predict the weather and investigate climate trends.
17 Raindrops
18 By:
19 By:
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23 A Meteorologist s Toolbox Weather Tools
24 Weather Tools Objective: Identify and define weather tools. Materials: Paper bag with pictures of weather tools inside found from the internet. (Label the bag A Meteorologist s Toolbox ) Large piece of chart paper or colorful poster board Weather instrument signs glued to chart paper or poster board Procedures: 1. Weather Word of the Day : Meteorologist 2. For today s lesson, review the anchor chart from yesterday that described a meteorologist. Review the importance of being able to predict and forecast the weather. Explain to the students that today, they are going to learn about the tools that a meteorologist uses to be able to make predictions. (To add a little spark to the lesson, dress as a meteorologist. Wear your rain boots, raincoat, etc.) 3. Display weather tools poster board or chart. Begin to pull out your weather tool s one by one. Name the tool and explain it s purpose. Choose a student to glue the picture under the correct sign on the poster board. (Note: As I introduced each weather instrument, we created hand motions or little sayings that would help us remember each tool. See next page.) 4. At the conclusion of the lesson, review all of the weather tools in the toolbox. Tell the students that tomorrow, they will be working to create a specific weather tool. Have the students sign up for the tool that they would like to create on each poster.
25 Weather Tool Sayings Anemometer When describing an anemometer, we had a little saying that went like this (I would say each part and the kids would repeat): Anemometer spins like a top how fast is the wind blowing and when will it stop? Barometer Rising barometer, SUNNY! (Raise hands above your head like a sun) Falling barometer, RAINY! (create raindrops with your fingers as you lower your hands.) Thermometer Begin low to the ground and shiver like you are cold (because the lower the temperature, the colder it is outside). Brrrr.warmer, warmer, warmer, warmer, warmer, warmer HOT! As you get warmer transition to a standing position a little at a time. Rain Gauge Rain Gauge bloop, bloop, bloop, bloop overflowing FLOOD! To remind us that a rain gauge shows the amount of rainfall, we were the rain drops blooping into the jar. Wind vane During this hand motion, we used our arms and hands as the arrows. As we spun around (making wind sounds) we would state the direction that we faced North, South, East, or West.
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29 Weather Tools Creating Weather Tools Duration: 2 days
30 Creating Weather Tools Objective: Follow given directions to create weather tools. Procedures: 1. Weather Word of the Day : Choose a Tool 2. During today s lesson, the teacher will be meeting with individual groups to construct weather tools. 3. See directions for each tool listed below. 4. While students are working in groups, other students can create a Wanted poster to describe a weather tool. The students will describe its features and how it is used without stating the name of the tool (like that of a riddle). They can also illustrate a picture. When students share their posters, the class will guess which tool they described. Extension: Use the chart included to observe and record the weather each day. Discuss weather patterns and make predictions using tools, your eyes, and the clouds.
31 Weather Tools Description
32 Weather Tools Description
33 Creating Weather Tools MATERIALS: clear, plastic bottle water rubbing alcohol clear plastic drinking straw modeling clay red food coloring PROCESS: 1. Fill about 1/4 of the bottle full with equal parts of water and rubbing alcohol. 2. Add a few drops of red food coloring. 3. Put the straw in the bottle. 4. Use the modeling clay to seal the top of the bottle so the straw stays in place, making sure that the straw does not touch the bottom of the bottle 5. Hold your hands on the bottom of the bottle and watch the mixture move up through the straw.
34 Creating Weather Tools MATERIALS: glass mayonnaise jar balloon (Tip: use large balloons) straw rubber band toothpick tape index card Sharpie PROCESS: 1. Stretch a piece of balloon over the glass jar. 2. Secure the balloon with a rubber band. 3. Tape a straw sideways at the center of the balloon. 4. Tape a toothpick to the end of the straw. 5. Cut two small pieces from the index card and write the words high and low. Tape these cards to the toothpick.
35 Creating Weather Tools
36 MATERIALS: 5 three ounce paper Dixie Cups 2 soda straws pin paper punch scissors stapler sharp pencil with an eraser Creating Weather Tools PROCESS: 1. Take four of the Dixie Cups and hole punch one hole about an inch from the top of the cup. 2. Take the fifth cup and punch four equally spaced holes about a quarter inch below the rim. Then cut a small hole in bottom of the cup (center). 3. Take one of the four cups and push a soda straw through the hole. Fold the end of the straw against the cup and staple it to the side of the cup across from the hole. 4. Repeat this procedure using the second straw making sure that you have used a cup with one hole. 5. Slide the straw with one cup through two holes (opposite of one another) in the cup with four holes. Take one of your cups with one hole and put it on the end of the straw. 6. Bend the straw and staple it to the one-hole cup, making certain that the cup faces the opposite direction from the first cup. 7. Repeat this procedure using the other cup and straw assembly and the remaining one-hole cup. 8. Align the four cups so that their open ends face in the same direction either clockwise or counter-clockwise around the center cup. 9. Push the straight pin through the two straws where they intersect. 10. Push the eraser end of the pencil through the bottom hole in the center cup. 11. Push the pin into the end of the pencil eraser as far as it will go. This was the most difficult to assemble. Do a little experimenting prior to working with groups of students.
37 Creating Weather Tools
38 Creating Weather Tools MATERIALS: clear jar ruler PROCESS: Use a sharpie marker and mark your jar in one inch increments. Put a jar outside in an open area before it starts raining. After it stops raining, measure how many inches of rain are in the jar with your ruler. Note: We left our jar outside for the duration of our weather unit. This allowed the students to observe evaporation at it s finest!
39 Creating Weather Tools
40 Creating Weather Tools MATERIALS: Paper plate Yogurt Container and lid Rocks Pencil Push pin Straw Scissors Card stock Paper Markers PROCESS: 1. Fill the yogurt container with small rocks and place the lid on the container. 2. Identify directions (north, south, east, and west on your paper plate and allow the students to write them with a marker. 3. Glue the yogurt container, lid side down to the paper plate. 4. Use a knife to cut a small hole in the top of the container. 5. Slide pencil into the container. (the rocks will hold it in place) 6. Cut two small slits on both sides of the straw. 7. Using cardstock paper, cut a small arrow and a small square. 8. Slide the arrow and the square into the slots on the straw (one on each side). 9. Use the pushpin to secure the straw into the top of the eraser.
41 Creating Weather Tools
42 Weather Tracker Name: Date: Day Thermometer Barometer Anemometer Rain Gauge
43 Severe Weather Alert Researching Severe Weather Duration: 4 Days
44 Researching Severe Weather Objective: Identify and describe six types of severe weather. Materials: 6 Poster Boards 6 Clipboards Weather Board Information Boxes (These are the colorful boxes below that the students will attach to their poster board.) Meteorologist Tags Computer Lab, Printed Information, or Books Glue Sticks Severe Weather Pictures (Printed off the internet or from books) Procedures (Day 1): 1. Begin by reading the section of Cloudy with a Chance of Meatballs where the weather turns severe. Have the students share the terms that they heard. Show the students a clip of severe weather (via YouTube), show pictures that you have collected online, or show books that detail extreme weather. 2. Use chart paper and allow the students to list types of extreme weather. As you are listing, begin to briefly define each weather type. 3. After discussing the types of severe weather, tell the students that they are now going to become a specialist in an area of severe weather. They will be researching their area and creating a presentation to teach their classmates. 4. Distribute tags that divide students up into six groups (see description on the next page). 5. Distribute information boxes to each group on a clipboard. These boxes list specific questions that will guide their research and help them stay on track. Allow the groups to preview the information and create a plan for their research.
45 Procedures (Day 2): Research Day Researching Severe Weather 1. Today, the students will spend time with their groups researching and recording information about their area of severe weather. Students can research information in books, online ( ) or you can print off the information from the Weather Wiz Kids site. 2. Students record findings in their informational boxes. These boxes list specific questions to guide research and will be the information pieces for their final project. 3. The blank boxes are for additional information that they may want to include. 4. The students will also need to collect pictures to display on their final project. Procedures (Day 3): Project Creation After the students have collected and recorded their research, they can begin designing their severe weather posters. 1. The students work in groups to cut out information boxes and glue them to their poster boards. The students can also decorate their posters with pictures and/or informational charts/diagrams that will be useful when describing their form of severe weather.
46 Researching Severe Weather Procedures (Day 4): Presentation Day 1. Today, the students will be presenting their information found during research to the class. Prior to the presentations, distribute the My Safety Tip List sheet to each student. During presentations, the students will list safety tips that can help them stay safe if/when they are caught in severe weather. 2. At the conclusion of all presentations, discuss the safety tips that students have collected. Display on large chart paper with the chart title Our Safety Tips (included). List safety tips that the students have gathered from their research. If you really want to bring this concept to life, have the students dress the part. Pick up ponchos from the dollar store, bring in umbrellas and have them wear their rain boots. Talk about severe, the kiddos will love feeling like they are ready for severe weather!
47 Severe Weather Alert Preparation: 1. Divide Students Into Six Groups 2. Write each student s name in their specialty area. 3. Add Picture 4. Laminate for durability. 5. Hole punch and add yarn. 6. Distribute to divide students into groups.
48 Welcome to the Community of Chewandswallow Head Meteorologist Welcome to the Community of Chewandswallow Head Meteorologist Years of Service: 5 Area of Study: Tornadoes Years of Service: 3 Area of Study: Hurricanes Welcome to the Community of Chewandswallow Head Meteorologist Welcome to the Community of Chewandswallow Head Meteorologist Years of Service: 7 Area of Study: Floods Years of Service: 6 Area of Study: Thunderstorms
49 Welcome to the Community of Chewandswallow Head Meteorologist Welcome to the Community of Chewandswallow Head Meteorologist Years of Service: 5 Area of Study: Volcanoes Years of Service: 3 Area of Study: Earthquakes
50 What are some types of severe weather?
51 Extreme Weather Watch
52 What is a tornado?
53 How do tornadoes form?
54 When and where are tornadoes most likely to occur?
55 Tornado Safety Tips
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57 Extreme Weather Watch
58 What is a hurricane?
59 How does a hurricane form?
60 When is hurricane season? Who names hurricanes?
61 Hurricane Safety Tips
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63 Extreme Weather Watch
64 What is a flood and a flash flood?
65 Can floods hurt people?
66 What is a Doppler Radar and how does it work?
67 Flood Safety Tips
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69 Extreme Weather Watch
70 What is a thunderstorm and what causes them to occur?
71 When are thunderstorms most likely to occur?
72 Are thunderstorms dangerous?
73 Thunderstorm Safety Tips
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75 Extreme Weather Watch
76 What is an earthquake?
77 What causes an earthquake?
78 What is a tsunami?
79 Earthquake Safety Tips
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81 Extreme Weather Watch
82 What is a volcano?
83 How are volcanoes formed?
84 Why do volcanoes erupt?
85 The Ring of Fire
86 Volcano Safety Tips
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92 My
93 for Severe Weather
94 Going Live Forecasting Duration: 2 Days
95 Objective: Create a weather forecast. Materials: We re Going Live Activity Sheet Video / Flip Cam Forecasting Procedures: 1. Play a previously recorded local television weather broadcast for the students. Point out the various components of a forecast: reports of the daily highs and lows, satellite maps showing the cloud coverage and movement, forecasts for various areas, predictions for the next days/weekend, etc. 2. Have the students listen for the weather vocabulary they have learned. 3. As a class, write a weather forecast. Encourage the students to use the weather words and phrases that they have learned throughout the unit. 4. Split the students up into groups and provide each student with a script. Allow the students time to practice their lines and take them home that night to practice and/or memorize. Day 2: Have each group broadcast their forecast to the class. Encourage the students to speak with a clear voice and maintain eye contact with their audience. If you have a camera, allow the students to tape their forecasts and then watch themselves on TV.
96 Forecasting Below you will find an example of a weather forecast that my students wrote together. There is also a sheet where students can fill in the blanks with the appropriate information or a blank sheet to allow students to write their own forecast.
97 We re Going Live In Meteorologist 1: Good day everyone! Meteorologist 2: We re coming at you live from King s Channel 1 News bringing today s weather forecast. Meteorologist 3: Today looks like a bright sunny day with fair weather ahead. Meteorologist 1: For today s temperature, we have a high of 81 degrees! There is a high air pressure in the air which means today we should see clear skies. Meteorologist 2: You may want to grab a light jacket for the morning breeze. Meteorologist 3: Tomorrow looks like it will be sunny. Meteorologist 1: The temperature for tomorrow will be around 76 degrees. Meteorologist 2: Tomorrow s air pressure will be high which means more sunshine on the way. Meteorologist 3: Looking ahead into the weekend, it looks like we will have clouds rolling in with temperatures ranging from degrees. Meteorologist 1: Thank you for tuning in to today s weather report. Meteorologist 2: We ll see you next time here at King s Channel 1 News! Meteorologist 3: Grab a blanket this weekend and find a great spot to enjoy the rain. See you tomorrow!
98 We re Going Live In Meteorologist 1: Good day everyone! Meteorologist 2: We re coming at you live from Channel 1 News bringing today s weather forecast. Meteorologist 3: Today looks like a bright sunny day with fair weather ahead. Meteorologist 1: For today s temperature we have a high of degrees! There is a air pressure in the air which means today we should see. Meteorologist 2: So you may want to grab a. Meteorologist 3: Tomorrow looks like it will be Meteorologist 1: The temperature for tomorrow will be around degrees. Meteorologist 2: Tomorrow s pressure will be which means is on the way. Meteorologist 3: Looking ahead into the weekend, it looks like we will have temperatures ranging from degrees. Meteorologist 1: Thank you for tuning in to today s weather report. Meteorologist 2: We ll see you next time here at Channel 1 News! Meteorologist 3: Grab a this weekend and find a great spot to enjoy the. See you tomorrow!
99 We re Going Live In Meteorologist 1: Meteorologist 2: Meteorologist 3: Meteorologist 1: Meteorologist 2: Meteorologist 3: Meteorologist 1: Meteorologist 2: Meteorologist 3: Meteorologist 1: Meteorologist 2: Meteorologist 3:
100 Let s Make Clouds Experimenting
101 Experimenting Objective: Identify four types of clouds. Materials: Pizza Trays Shaving Cream Blue Food Coloring (if desired) Paint Brushes Dixie Cups Procedures: 1. Prior to the lesson, prepare a cup full of shaving cream in a Dixie Cup for each student. Add blue food coloring if desired. 2. Introduce four types of clouds (cirrus, cumulus, cumulonimbus, stratus) to your students using nonfiction books or 3. After a class discussion of the types of clouds and their characteristics, tell the students that they are going to be creating clouds today. 4. At your class meeting area, use the pizza trays to create the four types of clouds discussing characteristics as you paint. You can also call on students to assist. 5. Once you have created all four cloud types, the students return to their seat. Give each student a cup of shaving cream and a paint brush. 6. As you call out each cloud type, review characteristics of each cloud and allow the students to create the cloud type using shaving cream.
102 Experimenting
103 Experimenting Cirrus Cumulus Cumulonimbus Stratus These pizza trays can be found at the Dollar Tree for $1.00 each.
104 Experimenting
105 Cloud Watching Observation
106 Observation Objective: Identify cloud types in the daytime sky. Materials: Cloud Viewer (See directions to create.) Weather Word of the Day Cloud Observation Written Response Procedures: 1. Weather Word of the Day: Choose Cloud Type 2. Review the four cloud types from yesterday s lesson. (Cirrus, Cumulus, Cumulonimbus, Stratus) 3. Discuss how clouds can be another tool that we can use to help make predictions about the weather. Distribute a cloud viewer to each student. 4. Go outside and allow the students to cloud watch. Discuss the type of cloud that you see in the sky. 5. After you have spent time observing clouds, return to the classroom and allow the students to complete the Cloud Observation activity. They will illustrate the type of cloud observed and what that can tell us about the upcoming weather. 6. Extension: You can have the students complete this activity for several days and observe how clouds change and discuss what that can tell us about weather patterns.
107 My Today s Clouds Weather Predictions for Today:
108 Cirrocumulus Cirrostratus Cirrus Altostratus Altocumulus Cumulonimbus Stratus Cumulous
109 Cloud Viewers Preparation: 1. Cut out viewer. 2. Glue to cardstock. 3. Cut out center square. 4. Laminate for durability. 5. Attach a large popsicle stick to the back with hot glue.
110 Observation
111 How Much Does it Hold? Experiment With Clouds
112 Experiment Objective: Hypothesize and observe how much rain a cloud can hold. Materials: Cotton Balls Droppers Water Written Response Procedures: 1. Weather Word of the Day : Forecast 2. Tell the students that today, they are going to be experimenting with clouds. Introduce the water cycle with a book or the Brainpop Jr. Video (if you have access you can find it here: 3. Teach your students the water cycle song. (see attached) 4. After the students understand how water evaporates and then condensates in the sky (forms clouds and turns back into a liquid), explain that today, they are going to experiment with clouds and see exactly how this works. Remind the students that they have observed evaporation while observing their rain gauge. Once the water evaporates into the sky, it turns back into a liquid and condenses (collects together) to form clouds. Tell the students that today, they are going to observe how, when, and why precipitation occurs. 5. Divide the students up into groups. 6. Give each group a cloud (cotton ball). Have the students hypothesize how many water droplets the cloud can hold. After the students have hypothesized and recorded their guess in their written response, the experiment begins.
113 Experiment 7. The students can take turns adding one drop of water at time to their cloud. Their goal is to count how many water droplets their cloud holds before it rains (begins to leak). 8. Once the group s cloud leaks, they record the actual number of raindrops that it held. 9. The group will complete the observation and response section of their written activity. 10. Come back together and discuss results.
114 How Much Does it Hold Observing Clouds Name: Date: My Hypothesis Actual Amount What happened as the rain cloud collected more water droplets? Why do you think this occurred?
115 Water Cycle Song To the tune of: She ll Be Comin Around the Mountain Author: Unknown Water travels in a cycle yes it does. Water travels in a cycle yes it does. It goes up as evaporation. Then forms clouds as condensation. Travels down as precipitation yes it does!
116 Unit Extensions and Activities
117 Unit Extensions and Activities Extend this unit with a writing activity based on their reading of the story Cloudy with a Chance of Meatballs. Discuss the characteristics of a tall tale. Have the students create their own tall tale using the story map provided.
118 Tall Tale By: Characters My Story Map Brainstorm Setting Beginning Problem Events Solution End
119 By:
120 By:
121 Graphics & Fonts Please note that the activities and ideas found in this unit are the intellectual property of Hope king. If you are purchasing a single-user license, these materials are for classroom use only and intended solely for the purchaser. If you have purchased a multi-user license, you may distribute materials within one school or district. Please feel free to show samples and pictures of activities on your blog and/or classroom website, though I do ask that you credit me by either linking to my Teachers Pay Teachers Store or my teaching blog, Second Grade Shenanigans (
122 Thank you so much for purchasing my Cloudy with a Chance Weather Unit. It hope that this unit will provide your students will hands-on learning experiences in the classroom. Please feel free to contact me with any questions that you may have. I also welcome suggestions as to how I can make my units more accommodating or effective in the classroom. Please contact me at secondgradeshenanigans@gmail.com. You can visit my blog for more lesson ideas and printables! Happy Learning, Hope King
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