Beacon Lesson Plan Library

Weather Watchers

Cathy Burgess
Bay District Schools

Description

Students observe change in daily weather conditions and recognize the consistency of weather patterns by completing a five-day observation sheet and science journal entry.

Objectives

The student maintains a single idea or topic in writing.

The student writes informal texts (for example, journal entries, reading response).

The student uses graphic organizers to display weather data and show weather patterns.

The student uses simple graphs, pictures, written statements, and numbers to observe, describe, record, and compare data.

The student uses a variety of tools (for example, thermometers, magnifiers, rulers, scales, computers) to identify characteristics of objects.

Materials

-Thermometer
-Weather Symbols sheet from Early Thematic Units, Frank Schaffer Publications, 1994, USA
-Weather Observation sheet from Early Thematic Units, Frank Schaffer Publications, l994, USA
-WEATHER WORDS and WHAT THEY MEAN by Gail Gibbons, Holiday House, 1990
-BRINGING RAIN TO THE KAPITI PLAIN, Ardema, Dial Books, 1992
-Cassette tape BRING RAIN TO THE KAPITI PLAIN, Ardema, Puffin,1993
-WHAT WILL THE WEATHER BE , Dewitt, Harper Collins,1991
-CLOUDY WITH A CHANCE OF MEATBALLS, Barrett, Aladdin Paperbacks, l982
-JUST A RAINY DAY, Mayer, Golden Books Publishing Company, 1990
-WACKY WEATHER AND HOW IT WORKS, Malam, Simon &Schuster,1998
-Any other books on weather
- CD, Sounds of Nature-Thunderstorm and Rain, Doucet, Tring Nature/Environmental, UK,1994
- CD player
-Science journal
-Chart tablet
-Glue
-Scissors
-Crayons
-Pencils

Preparations

1. Place thermometer in a shady place outside the classroom.
2. Gather all books to be read.
3. Run off Weather Symbols and Weather Observation sheets.
4. Write I See the Wind on chart paper
5. Write Weather by Meish Goldish on chart paper.
6. Have CD player and CD ready.
7. Gather scissors, glue, crayons, pencils, and chart tablet.
8. Pass out science journals.

Procedures

Day 1
1. Introduce this lesson by asking children to recall how they graphed the weather this morning during calendar time. Was it sunny, rainy, cloudy, or foggy? These things help make up what we call weather. Tell the children when they describe the weather as being warm, hot, or cold they are referring to the air temperature. A thermometer measures the air temperature.
2. Read and discuss WHAT WILL THE WEATHER BE, by Dewitt.
3. Next pass out the Weather Observation sheet and symbols and explain how students complete it each day. Write the following directions on the board for children to refer to.
a. Look up at the sky. Record whether it is sunny, rainy, cloudy, or foggy by cutting out the symbol that matches the term and gluing it in section 1.
b. Measure and record the temperature in section 2.
c. Look for signs of wind blowing. Record what the wind is doing to leaves, flags, or trees in section 3.
d. Look for precipitation. Record what you see.
e. Play CD SOUNDS OF NATURE-THUNDERSTORMS AND RAIN as children complete the observation page.
f. Repeat steps a-e each day for 4 more consecutive days.

4. Sing and read I See the Wind
5. Read poem Weather, by Meish Goldish


Day 2
1. Review yesterday's lesson. Sing and read I See the Wind and recited the Weather poem.
2. Read and discuss WEATHER WORDS AND WHAT THEY MEAN by Gibbons.
3. Repeat steps a-e from Day 1 activity #3 on the Observation sheet.

Day 3
1. Sing weather song and recite poem.
2. Read CLOUDY WITH A CHANCE OF MEATBALLS by Barrett
3. Repeat steps a-e from Day 1 activity #3 on Observation sheet.

Day 4
1. Review and discuss previous weather lessons.
2. Read JUST A RAINY DAY by Mayer.
3. Repeat steps a-e from Day 1 #3 on Observation sheet.
4. Sing and read weather songs and poems.

Day 5
1. Sing and read weather songs and poems.
2. Read and discuss BRINGING THE RAIN TO THE KAPITE PLAIN by Ardema.
3. Repeat steps a-e from Day 1 #3 on observation sheet.

Day 6
1. Review the weather. Sing and read weather songs and poems from the chart.
2. Read WACKY WEATHER AND HOW IT WORKS by Malam.
3. Have children look at their weather observation sheets. Help them interpret data by discussing what each symbol represents.
4. Ask what kinds of weather did you observe this week? (Accept reasonable answers for the weeks weather.)
5. Now ask them to write the answer to this question in their science journal How did the weather change?
Share the rubric with students so they know expectations of how the teacher will grade their work.

Assessments

A formative assessment to be done by the teacher on Days 1-4 by watching children make decisions on which symbol to represent the weather for that day. Make sure the symbol they select correctly represent the weather that day.

A summative assessment on the science journal entry will include:

S - Student must have an entry that has at least four sentences including a beginning, middle, and end and includes information taken on temperature, wind, precipitation and sky conditions and how they change from day to day. A weather picture illustration is present and is colored.

N- Entry must have at least 2 or 3 sentences written that may have a beginning, or a middle, or an end, but not all three. And includes some information on temperature, wind, precipitation and sky conditions. Weather picture included, but not colored.

U- 1 sentence written or less. There is no beginning, or ending sentence. The sentence written may include information on temperature, wind, precipitation or sky conditions.
Some type of illustration will be included.

Extensions

The children should know how to read a thermometer.

An extension to the lesson would be to discuss the job of a weather forecaster.

Another extension to the lesson for the children to visit the computer center during center time to explore the Weather Station on Science Blaster Jr.

Web Links

Web supplement for Weather Watchers
Weather Cams

Web supplement for Weather Watchers
UM Weather

Web supplement for Weather Watchers
The Weather Channel

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