Science Grade 01 Unit 06 Exemplar Lesson 01: What is Weather?

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1 Grade 01 Unit 06 Exemplar Lesson 01: What is Weather? Unit: 06 Lesson: 01 Suggested Duration: 7 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students observe, describe, measure, collect, and record data on day to day weather changes to formulate predictions. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: 1.8A Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy. 1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. 1.8D Demonstrate that air is all around us and observe that wind is moving air. Scientific Process TEKS 1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: 1.2A Ask questions about organisms, objects, and events observed in the natural world. 1.2B Plan and conduct simple descriptive investigations such as ways objects move. 1.2D Record and organize data using pictures, numbers, and words. 1.2E Communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. 1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: 1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles timing devices, including clocks and timers nonstandard measuring items such as paper clips and clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to support observations of habitats of organisms such as aquariums and terrariums. GETTING READY FOR INSTRUCTION Last Updated 05/09/2013 page 1 of 25

2 Performance Indicators Unit: 06 Lesson: 01 Suggested Duration: 7 days Grade 01 Unit 06 PI 01 Record and organize data using pictures, numbers, and words on observations of weather taken over a one week period. Include information on relative temperature (hotter or colder), cloudiness, windiness, and precipitation. AND Using a weather report format, predict what the weather will be like for the next two days based on the weather patterns observed. Communicate this information using pictures and words. Standard(s): 1.2D, 1.2E, 1.3B, 1.8A, 1.8B, 1.8C, 1.8D ELPS ELPS.c.1A, ELPS.c.1E, ELPS.c.1F, ELPS.c.5B, ELPS.c.5G Key Understandings Weather can be observed, described, measured, and recorded. How can you describe the weather today? What was it like yesterday? What tool(s) can we use to measure the temperature, wind speed, and precipitation outside? Data, such as temperature, wind speed, and precipitation, can be collected to predict the weather. With the data we collected, what kind of weather do you predict we will have for the next 2 days? Weather changes throughout the day. In what ways does weather change? Vocabulary of Instruction weather sun sunny cloud cloudy wind windy hot cold warm cool thermometer windsock rain rainy icy snow overcast rain gauge temperature meteorologist predict prediction forecast air calm breezy clear Materials book (about clouds, 1 per class) book (about precipitation, 1 per class) chart (weather, in classroom science notebook, 1 per class) chart paper (per class) clipboards (or folder, book, for students to write on, 1 per student) computer (with Internet access, 1 per teacher) crayons or colored pencils (per group) glue (sticks or white liquid, per group) graph (large weather, for classroom, 1 per class) jar (glass, 1 per class) markers, crayons, or colored pencils per group) object (teacher choice, for wind walk, see Advance Preparation, 1 per group) object (that shows air move, see Advance Preparation, 1 per class) paper (blue construction, cut into half-sheets, 2 per student) paper (see Advance Preparation, 4 sheets per group) paper (white construction, cut into quarter-sheets, 2 sheets per student) pencils (1 per student) pencils (to attach streamers to, see Advance Preparation, 1 per group) Optional projector (1 per teacher) rods (dowel, to attach streamers to, see Advance Preparation, 1 per group) Optional Last Updated 05/09/2013 page 2 of 25

3 sack (grocery, for wind walk, 1 per group) scissors streamers (for wind walk, see Advance Preparation per group) thermometer (classroom, 1 per class) thermometer (large demonstration, 1 per class) Optional windsock (for wind walk, see Advance Preparation, 1 per class) Unit: 06 Lesson: 01 Suggested Duration: 7 days Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Weather Cards (1 teacher set and 1 card per student) Teacher Resource: Class Weather Graph Handout: Temperature Sorting Pictures (1 set per group) Handout: Wind Walk Recording Sheet (1 per student) Teacher Resource: I See Skies of Blue Booklet Handout: Weather Forecast PI (1 per student) Handout: Weekly Weather Forecast PI (1 per student) Teacher Resource: Performance Indicator Instructions KEY Resources None Identified Advance Preparation 1. For the Engage: Copy and laminate the Handout: Engage Weather Cards, and then, cut the weather cards out. Make a teacher set and enough copies so that there is a card for every student. Plan to involve the students in the school s daily announcements to share the weather forecast for the day. Explain to students that they will all be meteorologists as they study about weather. Each day the class will observe, record, and describe the weather around them. The tool they will use to record their data is the Class Weather Graph.A sample is provided as a Teacher Resource. Create a large version of the graph to display in the classroom 2. For the Explore/Explain Temperature Copy the Handout: Temperature Sorting Pictures. One copy will be needed for each group of four students. You may choose to cut out the pictures prior to the lesson to save on instructional time. Select your paper for sorting mats; see the lesson for the type of paper options, or choose a material that best meets your material needs. 3. For the Explore/Explain Wind Gather the materials for the wind walk. Fill in the blank Object Name on the Handout: Wind Walk Recording Sheet, and make one copy for each student. You can either create a classroom windsock or purchase one. There are many quick and easy ways to create a windsock from classroom materials. See the Resources and References section for a list of websites that provide instructions on how to create a windsock, or choose a method that best works for you. For the streamers - A student can use one streamer or several. (Streamers can be taped to pencils or an object such as a dowel rod.) The students will hold on to the streamer raising it above their head to observe the speed. Last Updated 05/09/2013 page 3 of 25

4 The last object is from the teacher s choice of objects (OR) an object that is not from the list can be used. Have some objects of your choice ready to pass out one to each group for observation. Provide an object that shows that air moves such as a vent in the classroom, a hair dryer, or fan. You could also tape streamers to the vent or object. Students will investigate if there are other forms of moving air in the classroom such as, but not limited to: computer or other forms of electronic devices that have a desk or hand held fans, or paper fans, party favors, etc. So, have several of these objects available for students to observe and or test. 4. For the Explore/Explain Clouds Precipitation Collect the materials for Handout: I See Skies of Blue Booklet activity. 5. For the Elaborate A computer with Internet access will be needed with a way for the class to view the website, such as a projector or TV. 6. For the Evaluate Make copies of the Handout: Performance Indicator: Weekly Weather Forecast. One copy will be needed for each student) 7. Prepare attachment(s) as necessary. Background Information This lesson bundles student expectations that address properties and patterns of events, specifically the weather, and observing and recording day-to-day weather, as well as introducing students to some tools that help measure and record data. An understanding of wind as moving air is addressed. They will also discover how objects in the sky appear to change. This lesson will lay the foundation for careful observations and accurate recording of events in the natural world and provide students with experiences to make observations that will help them recognize patterns and changes over time. Unit: 06 Lesson: 01 Suggested Duration: 7 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Graphing Weather 1. Write the word weather in the classroom science notebook. 2. Gather the class together at the carpet or an area where a whole class discussion can be centered on the classroom notebook. 3. Ask the class to think of words that describe weather. Words can include, but are not limited to: sunny, cloudy, windy, rain, snow,.etc. 4. Record student ideas in the classroom science notebook around the word weather. 5. Ask students to take a look outside the classroom window (See the Instructional Notes if your classroom does not have a window.). Ask: What is the weather like today? Answers will vary. In what ways would you describe it? Answers will vary. 6. Instruct students to work in pairs to discuss briefly how they would describe the weather. Allow for approximately 1 2 minutes of discussion, and have students share their ideas. Have students also justify their ideas. For example, It s sunny today because it is bright Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: chart (weather, in classroom science notebook, 1 per class) graph (large weather, for classroom, 1 per class) Attachments: Handout: Weather Cards (1 teacher set and 1 card per student) Teacher Resource: Class Weather Graph Instructional Notes: If the classroom does not have a window to observe the weather, use a transition time when you are outside the classroom to look out a school window, and/or take a walk outside. Last Updated 05/09/2013 page 4 of 25

5 and I can see the Sun. 7. Share with students that they will be learning all about weather. 8. Hold up, one at a time, the teacher set of the Weather Cards. First, hold up the cards that would describe the current weather. Then, show the other cards. Compare the cards to the words that were associated with the term weather in the classroom notebook. 9. Distribute the class set of the Handout: Weather Cards. IMPORTANT NOTE: Omit the cards hot/warm and cold/cool for this activity. Each student gets one card. Tell students to keep the card s contents hidden from the rest of class. Explain to students they will be working in pairs. The weather card they have is like an answer key. Students will share clues about their card to their partner, but cannot say the weather word written on the card.. Students can use sentence stems, like the following to describe the word. It looks like It feels like. It sounds like Involve the whole school in learning about weather. Prior to this lesson, ask school administration if students can help with morning announcements by providing a weather report. Have a plan in place, as to what will students say and how many students can announce daily so that they whole class participates throughout a week span. This will also provide practice for the Performance Indicator in the Evaluate section. Notebooks: The classroom science notebook will be utilized throughout the lesson. Using large butcher paper, or chart paper is a quick and simple ways to create a classroom notebook. If utilizing student notebooks, any of the classroom notebook activities can be adapted for individual notebooks. Unit: 06 Lesson: 01 Suggested Duration: 7 days Write the definition of a meteorologist in the classroom notebook: A scientist who studies the weather. 10. Encourage students to try to use as many words as they can to describe the weather card. The description can be very basic. For example, if the student has the clear/sunny card, he/she can describe the weather word using simple descriptors such as round, yellow, bright, no clouds, etc.. He/she can even add actions to their descriptions if it helps their partners. 11. Allow for ample time for students to take turns describing his/her card to one another. As one student describes, the other student will guess what the weather word is. 12. Have the teacher set of the Handout: Weather Cards posted in the room so that students can refer to them as a word bank. As a class, share some examples students come up with. 13. Discuss with students that describing weather (how it looks, how it feels, how it sounds) is what scientists who study the weather do. Ask the class if anyone knows what these scientists are called. 14. Write the word meteorologist on the weather chart in the classroom science notebook. Have students practice pronouncing the word. Ask students if they have watched the news on their local television station, and if so, have they seen the weather report? 15. Define meteorologist as: A scientist who studies the weather. Write this definition down in the classroom notebook. 16. Explain to students that they will all be meteorologists as they study about weather. Each day the class will observe, record, and describe the weather around them. The tool they will use to record their data is the Class Weather Graph. A sample is provided as a Teacher Resource. Creating a large version of the graph is recommended. 17. To incorporate the graph into the science notebook, the Weather Cards can be used to recreate the graph (include the hot/warm and cold/cool cards). Use the icons to fill in the bottom of the graph, and then, draw in the number of days. Use the graph provided as a Last Updated 05/09/2013 page 5 of 25

6 guide. This will provide a larger scale that can be accessed and observed by teacher and students. Unit: 06 Lesson: 01 Suggested Duration: 7 days 18. Explain to students the components of the graph: the weather descriptions and the number of days. Fill out Day 1 from the observations the class made. Make the connection that the cards they used in the partner activity are the same symbols on the graph. 19. Each day you will want to provide time for students to observe the weather and as a class, fill out the Class Weather Graph. During calendar time, or a shared time, ask for students to observe the graph. Have students describe the weather from the previous day and the current weather, and have them start to make predictions about what they think tomorrow s weather might be. This is a very important daily activity that will help students gain understanding for the Performance Indicator in the Evaluate section of this lesson cycle. EXPLORE/EXPLAIN Understanding Relative Temperature Suggested Day 2 1. Hold up a thermometer so the students can see it clearly. 2. Say: We have used this tool to measure the temperature outside. What is it called? (Thermometer) What is a thermometer? (A tool used to accurately measure temperature of something. Students may say it is used to measure how hot something is.) Why would you need a thermometer? (To accurately measure temperature) Let s take a look at the thermometer. 3. Provide time to pass around the class thermometer; as it s passed around, ask what students notice about it. (The numbers, the dashes, and the middle of the thermometer with the red liquid etc.) 4. Ask: Does temperature ever change? (Provide think time, and then, poll the class with a thumbs up or thumbs down response. Thumbs up if the temperature changes, and thumbs down if it never changes. This provides the teacher with a quick formative assessment opportunity to gage student understandings about temperature.) When does the temperature change? Allow for various responses. Guide the conversation to the understanding that air temperature outside changes. For example, it may be cool in the morning, but with the heat of the day, the temperature will rise or become hotter. 5. Discuss with students the essential words: hot, warm, cold, and cool. Explain what they mean, including when the temperature feels hot, warm, cold, cool, and how would students prepare or react to this weather? (For example, what clothes to wear?) Provide time for students to respond. Record any big ideas in the classroom science notebook. Materials: graph - from previous activity (large weather, for classroom, 1 per class) thermometer (to measure the outside temperature, 1 per class) thermometer (large demonstration, 1 per class) Optional thermometer (classroom, 1 per class) paper (see Advance Preparation, 4 sheets per group) crayons or colored pencils (per group) scissors glue (sticks or white liquid, per group) Attachments: Handout: Temperature Sorting Pictures (1 set per group) Check For Understanding: A quick way to gain a sense of what students know about temperature is to do a thumbs-up, thumbs-down poll. If you would like it to remain anonymous, students can even close their eyes and vote. This simple formative assessment strategy provides teachers with a snapshot of what their students know about weather and can gage where to target their learning. Instructional Notes: Reminder Observe today s weather (If weather permits, go outside to observe.). Add to the classroom weather graph. Discuss the previous day s weather as well, and make predictions about tomorrow s weather. Last Updated 05/09/2013 page 6 of 25

7 6. Say: Today, you will explore weather pictures and decide if they are showing weather that is cold, cool, warm, or hot. 7. Distribute four sheets of paper and one set of the Handout: Temperature Sorting Pictures to each group of four students. 8. Decide how students will be sorting (Who is going to sort the hot?, The warm?, etc.). 9. Distribute four sheets of paper to each group. Have students label the mats hot, cold, cool, and warm. 10. Say: You will work in groups of four. Each person will be responsible for one sorting mat: COLD, COOL, WARM, or HOT. Explain to students that a prediction a meteorologist makes about the weather is called a forecast. You could use magazine pictures for students to sort, or use the pictures that have been provided in this lesson. You may want to model how to put glue on the pictures. Note: Some groups may end up with an odd number for each category. As students begin the activity, remind them that they are looking for items that represent hot weather; the card itself will not feel hot. Notebooks: Utilize the classroom science notebook to record any big ideas learned in this activity. Unit: 06 Lesson: 01 Suggested Duration: 7 days 11. Have students write down their temperature word on the top of their mat. 12. Say: You will sort the pictures, and place them on the mats where you think it belongs. When all the pictures have been sorted, and your group agrees on the choices, glue the pictures down on the mat. Ask: Are there any questions about the directions? 13. Monitor the students as they work, but do not correct any of their sorting. 14. When students share their work, the discussion should be focused on: How do we know what kind of weather we might have each day this week? 15. As a continuation of this lesson, periodically check the temperature outside by using the thermometer and/or taking a quick break outside to observe. Ask students if it s warmer or cooler than previous observations to emphasize that temperature can change. Remember that student s only have to discuss relative temperature. EXPLORE/EXPLAIN We re Going on a Wind Walk Suggested Day 3 1. Reminder Observe today s weather. If weather permits, go outside to observe and add to the classroom weather graph. Discuss the previous weather, as well as make predictions about tomorrow. Remind students that a prediction that meteorologists make about the weather is called a forecast. 2. Hold up the glass jar. Lead a class discussion: Ask: Materials: graph - from previous activity (large weather, for classroom, 1 per class) jar (glass, 1 per class) pencils (1 per student) clipboards (or folder, book, for students Last Updated 05/09/2013 page 7 of 25

8 Do you remember when we studied about soil and I held up this jar? Before I filled it with marbles, what did we say was already inside this jar? (Air) How do you know air is around us? Allow for various responses. Note: You could have students wave their hand in front of their faces in a fanning motion in order to feel the moving air. What are some ways we might feel air moving? 3. Guide students to the understanding that wind is moving air. 4. Have students share examples or experiences they have had with wind. Record some ideas in the classroom science notebook. Title the page Wind Walk. 5. Explain to students that they will practice being a meteorologist by observing the wind today. 6. Introduce three terms to students by writing the words in the classroom science notebook. calm breezy windy to write on, 1 per student) windsock (for wind walk, see Advance Preparation, 1 per class) sack (grocery, for wind walk, 1 per group) streamers (for wind walk, see Advance Preparation per group) pencils (to attach streamers to, see Advance Preparation, 1 per group) Optional rods (dowel, to attach streamers to, see Advance Preparation, 1 per group) Optional object (teacher choice, for wind walk, see Advance Preparation, 1 per group) object (that shows air move, see Advance Preparation, 1 per class) Attachments: Unit: 06 Lesson: 01 Suggested Duration: 7 days Handout: Wind Walk Recording Sheet (1 per student) 7. Students should stand with an arms-length of space around them. To add a kinesthetic connection, ask students to move their arms in the speed and motion they think the three different types of wind would be. For calm, students can keep their arms at their sides. For breezy, they may flap their arms or move their arms in a slow, freestyle motion. For windy, they would rapidly move their arms around. 8. Ask students what they think these words mean. Guide the conversation to include that: calm complete lack of wind (or no wind) breezy somewhat windy (also described as light wind). Discuss how breezy feels when you go outside. windy having strong winds. Windy could look like leaves blowing or hair or clothing blowing. A flag on the flagpole moving, etc. 9. Write these terms in the classroom science notebook. 10. Distribute the Handout Wind Walk Recording Sheet. Students will each need a pencil to record observations outside. Students will need a surface to write on such as a folder, book, or clipboard. 11. As you go through the handout instructions, have one of the plastic grocery bags of materials to model this procedure for the activity. Safety Note: Before going outside, discuss safety procedures and physical boundaries of the outside area. Instructional Notes: Big Idea: Wind is air that is moving or in motion. Wind can be described as breezy or windy. Calm can also be used to describe the lack of or absence of wind. Check For Understanding Notebooks: Record some ideas in the classroom science notebook. Title the page Wind Walk. Write the terms in the classroom science notebook. Record findings in the classroom science notebook. 12. Instruct the students that they will be working in small groups (no more than four per group). Each student will be responsible for testing each of the objects. 13. Handout Instructions: Outside, the teacher will use the classroom windsock and hold it up to see the wind speed. Students will draw a picture or sketch of the windsock. Talk students through the chart. Explain to students that they will Last Updated 05/09/2013 page 8 of 25

9 each take turns testing the objects. They will go in the order of the chart: plastic grocery bag, streamers, and the teacher s choice object. Unit: 06 Lesson: 01 Suggested Duration: 7 days For the grocery bag, a student will need to hold it up in the air to see how fast the wind is moving. Additionally, he/she can say how the wind feels. The next object to test is streamers. A student can use one streamer or several (streamers can be taped to pencils or an object such as a dowel rod.) Have the student hold on to the streamer raising it above their head to observe the speed. The last object is from the teacher s choice of objects (OR) an object that is not from the list can be used. Explain to students the directions for testing this object. 14. Looking at the data collected, the teacher will help students determine if it is calm, breezy, or windy by filling in the sentence stem. A key is provided at the bottom of the Handout with icons to help students understand the terms. Alternate Lesson for Inclement Weather 15. Plan to find another time where students can go outside to participate in a Wind Walk. However, for the bad weather day, the following activity can be used. 16. Provide an object that shows that air moves such as a vent in the classroom, hair dryer, or fan. Tape streamers to the vent or object. 17. Have students observe the moving air. 18. Have students investigate if there are other forms of moving air in the classroom such as, but not limited to: computer or other forms of electronic devices that have a desk or hand held fans, or paper fans, party favors, etc. 19. Have several of these objects available for students to observe and or test. 20. Gather students together, and record findings in the classroom science notebook. 21. Closing the Lesson: Gather students together to discuss their findings. Take a class poll on what the wind is like today: windy, breezy, or calm. Have students use their recording sheets to justify their answers. Make a connection to the classroom weather graph that is being created each day. EXPLORE/EXPLAIN Clouds and Precipitation Suggested Days 4 and 5 1. Take students outside to look at the cloud cover in the sky. If there are no clouds on the day you are doing this that s okay because one of the concepts students need to understand is a clear sky. If weather does not permit, looking at clouds from a window will also work. 2. Discuss with students the terms clear sky, partly cloudy, and overcast. Materials: graph - from previous activity (large weather, for classroom, 1 per class) book (about clouds, 1 per class) paper (white construction, cut into quarter-sheets, 2 sheets per student) Last Updated 05/09/2013 page 9 of 25

10 clear sky no clouds partly cloudy about half the sky is covered with clouds. There is cloud cover but one can also see sky. overcast most of the sky is covered with clouds. 3. While outside, ask students to work with a partner and describe what they see. 4. On returning to the classroom, explain to students that they will be creating pictures of the different types of cloud cover. Discuss that meteorologists look for the cloud cover each day. 5. Read a book on clouds. 6. Distribute materials needed for the activity, and follow the instructions on the Teacher Resource: I See Skies of Blue. 7. Precipitation Lesson: Class Discussion Ask: What did we learn in our last lesson? Students should have the opportunity to recall and restate what they have learned. 8. In the classroom science notebook, write the word precipitation. 9. Read a book about precipitation. Make sure there is information on rain and snow. 10. Ask: What do you think precipitation means? Answers will vary. What are the different types of precipitation you heard about in the book? Answers will vary. paper (blue construction, cut into halfsheets, 2 per student) glue - from previous activity (sticks or white liquid, per group) markers, crayons, or colored pencils per group) book (about precipitation, 1 per class) chart paper (per class) Attachments: Teacher Resource: I See Skies of Blue Booklet Instructional Notes: Reminder Observe today s weather. If weather permits, go outside to observe, and add to the classroom weather graph. Discuss the previous weather, as well as make predictions about tomorrow. Explain to students that a prediction that meteorologists make about the weather is called a forecast. Introduce the tool rain gauge during the discussion. You can have either an example or a picture to share with students. The important idea is that a rain gauge measures the amount of rainfall. Misconceptions: Unit: 06 Lesson: 01 Suggested Duration: 7 days 11. In the classroom science notebook, record the words: rain hail sleet snow 12. Lead a class discussion on the four different types of precipitation. Ask students to develop a description of each. Below is some information. Rain drops of water that fall to Earth. The tool used to measure rain is called a rain gauge. Hail large pieces (or pellets) of ice. Hail forms in strong thunderstorms. Snow made of ice crystals that fall to the Earth in soft white flakes Sleet frozen rain during cold weather 13. Explain that when the weather is cold, frozen precipitation can cause the outdoors to become icy. Allow students to share their ideas about what icy is; the discussion is not limited to, but can include what icy conditions look like and how to measure this condition. Students may think that rain comes from holes in clouds or from clouds sweating. Students may think that clouds are made of cotton, wool, or smoke. Students may think that water disappears when it evaporates. Notebooks: During the discussions on clouds and precipitation, record the big ideas and define the terms: - clear sky - partly cloudy - overcast Precipitation: - rain - hail - sleet - snow - icy ELABORATE Meteorologist for the Day Suggested Day 6 Last Updated 05/09/2013 page 10 of 25

11 Unit: 06 Lesson: 01 Suggested Duration: 7 days 1. Ask: 2. Ask: Does weather change? (Provide think time.) Students should respond: Yes, weather changes. In what ways? Answers will vary. 3. Review the data collected on the Class Weather Graph in the classroom science notebook. Ask: With the data we have collected, what kind of weather do you predict we will have for the next two days? Allow for think time and for students to respond. 4. You can also view forecasts from your local weather station s website. 5. Students should observe the current conditions, temperature, wind conditions, precipitation, and two day forecast. Also, for the last part of their forecast, students need to include a few sentences on: How they think the weather will affect people in their town or city. Is there anything in the forecast that might affect people's daily routines? 6. (Optional) Meet a Meteorologist To show students what meteorologist do, locate and show a short video clip of a meteorologist giving the weather forecast. Some meteorologists will visit classrooms, so consider contacting your local news station. Materials: graph - from previous activity (large weather, for classroom, 1 per class) computer (with Internet access, 1 per teacher) projector (1 per teacher) Attachments: Teacher Resource: Class Weather Graph (from previous activity) Handout: Weekly Weather Forecast PI (1 per student) Instructional Notes: Reminder Observe today s weather. If weather permits, go outside to observe, and add to the classroom weather graph. Discuss the previous weather, as well as make predictions about tomorrow. Explain to students that a prediction that meteorologists make about the weather is called a forecast. Contact your local television station s meteorologist. Ask him/her if they can become involved in helping your students learn about weather. You can also contact a meteorologist such as Nick Walker, known as the weather dude on the Weather Channel on his webpage. 7. The Handout: Weekly Weather Forecast PI is a template for how to present a weather forecast. Pass out one copy to each student. This can serve as an outline for students. Lead students in practicing together as a class. Then, allow for students to partner up and practice being meteorologists. Practice will also allow for students to prepare for the evaluate Performance Indicator. EVALUATE Performance Indicator Suggested Day 7 Grade 01 Unit 06 PI 01 Record and organize data using pictures, numbers, and words on observations of weather taken over a one week period. Include information on relative temperature (hotter or colder), cloudiness, windiness, and precipitation. AND Using a weather report format, predict what the weather will be like for the next two days based on the weather patterns observed. Communicate this information using pictures and words. Standard(s): 1.2D, 1.2E, 1.3B, 1.8A, 1.8B, 1.8C, 1.8D ELPS ELPS.c.1A, ELPS.c.1E, ELPS.c.1F, ELPS.c.5B, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Materials: graph - from previous activity (large weather, for classroom, 1 per class) Attachments: Handout: Weekly Weather Forecast PI (1 per student)(from previous activity) Teacher Resource: Class Weather Graph (from previous activity) Teacher Resource: Performance Indicator Instructions KEY Last Updated 05/09/2013 page 11 of 25

12 Unit: 06 Lesson: 01 Suggested Duration: 7 days Last Updated 05/09/2013 page 12 of 25

13 Weather Cards Unit: 06 Lesson: 01 clear cloudy (sunny) calm windy 2012, TESCCC 05/09/13 page 1 of 2

14 Weather Cards Unit: 06 Lesson: 01 rainy icy (snowy) hot/warm cold/cool 2012, TESCCC 05/09/13 page 2 of 2

15 Class Weather Graph Unit: 06 Lesson: Day # Clear Cloudy Rainy Icy/Snowy Calm Windy Hot/Warm Cold/Cool 2012, TESCCC 09/26/12 Page 1 of 1

16 Temperature Sorting Pictures: HOT, WARM, COLD, COOL Unit: 06 Lesson: , TESCCC 05/09/13 page 1 of 2 Microsoft. (Designer). (2010). All pictures [Web Graphic]. Retrieved from

17 Unit: 06 Lesson: , TESCCC 05/09/13 page 2 of 2

18 Wind Walk Unit: 06 Lesson: Class Windsock Investigation Draw a picture of how the windsock moves in the wind. 2. Group Investigation: Test your objects, and fill in the chart. Object Fast Slow Still No Wind Plastic Grocery Bag Windy Breezy Calm Streamers 3. I think the wind is today. Calm (No Wind) Breezy (Some Wind) Windy (Strong Wind) 2012, TESCCC 05/09/13 Page 1 of 1 Microsoft. (Designer). (2010). All pictures [Web Graphic]. Retrieved from

19 I See Skies of Blue Booklet Teacher Instruction Page 1. All students will get two half-sheets of blue construction paper. Unit: 06 Lesson Fold the two half-sheets in half to create a booklet. Put the booklet together. (Optional: Staple them together at the center.) 3. All students will get two quarter-sheets of white paper. (construction or copy paper). 4. The front cover will be the title page: Clouds. 5. Provide time for students to decorate their cover at some point during the lesson. clouds 6. Page 2 will remain blue and will model a clear sky with no clouds on it. Label the page Clear Sky. 7. One quarter sheet of white paper should be torn in half. Place one half of the torn sheet on the floor (or out of the way). The piece is torn to make clouds. 8. Page 3 Students will glue the clouds onto the blue sheet of paper. This is called partly cloudy. Partly cloudy is when about half the sky is covered with clouds. 9. The remaining quarter sheet of white paper is torn to make clouds. 10. All of the paper is used; none is thrown out. The clouds are glued onto the last blue sheet of paper. One whole, or 100%, of the paper is used to create the clouds. This is called overcast. clouds Page 1 Page 2 clear sky Page 3 Page , TESCCC 09/26/12 page 1 of 1

20 Weather Forecast PI Unit: 06 Lesson 01 Weather Report for School For (date) Good Morning (your school s name) students! I am (student s name) reporting for (name of their broadcast) news. It is (say the date). 2012, TESCCC 05/09/13 page 1 of 1

21 Today s weather will be (give relative temperature in terms of hot and cold) and relative wind speed (calm, windy). The sky is (clear, partly cloudy, cloudy), and we are expecting (no, some, a lot) of precipitation. Unit: 06 Lesson 01 Yesterday s temperature felt. Our two day forecast is: Predict what the next two days will be like. A good choice in clothes would be, and you could do activities. 2012, TESCCC 05/09/13 page 1 of 1

22 Weekly Weather Forecast PI Unit: 06 Lesson: 01 Shade in the number of days that you observed the weather listed on the graph Day # Clear Cloudy Rainy Icy/Snowy Calm Windy Hot/Warm Cold/Cool 2012, TESCCC 05/09/13 page 1 of 3

23 Fill in the blanks, and circle the best answer choice. My Weather Forecast PI Unit: 06 Lesson: 01 Today is:. Date Today the temperature will be: hot/warm cold/cold The sky will be: clear partly cloudy overcast We are expecting the precipitation to be: none a little a lot The wind will be: calm breezy windy 2012, TESCCC 05/09/13 page 2 of 3

24 2 Day Forecast PI Unit: 06 Lesson: 01 Draw a picture. Include labels. I predict the weather will be: Day 1 Day , TESCCC 05/09/13 page 3 of 3

25 Performance Indicator Instructions KEY Unit: 06 Lesson: 01 Performance Indicator: Record and organize data using pictures, numbers, and words on observations of weather taken over a one-week period. Include information on relative temperature (hotter or colder), cloudiness, windiness, and precipitation. (1.2D, 1.2E; 1.8A, 1.8B, 1.8D) 1F; 5B, 5G AND Using a weather report format, predict what the weather will be like for the next two days based on the weather patterns observed. Communicate this information using pictures and words. (1.3B; 1.8C) 1A, 1E; 5G Materials: graph - from previous activity (large weather, for classroom, 1 per class) Attachments: Procedure: Handout: Weekly Weather Forecast PI Teacher Resource: Class Weather Graph (from previous activity) 1. Distribute copies of the Handout: Weekly Weather Forecast PI (1 per student). 2. Review the directions and expectations of the performance task. 3. Have the data from the week of collecting weather information available for students by displaying the weekly weather data recorded in the classroom science notebook, or fill in the Teacher Resource: Class Weather Graph with the data and make copies for each student to use as a resource. 4. Students will use the collected data to individually complete the weekly weather bar graph, determine and describe the current day s forecast, and draw and label his/her prediction of what the weather will be for the next two days. (The weather words should be posted as a resource for students to use.) 2012, TESCCC 05/09/13 page 1 of 1