Shelby County Schools



Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides?suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.2365375135255Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps. . 5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.Academic Vocabulary Support(More Academic Vocabulary support can be found at the following link: HYPERLINK "" \t "_blank" )Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:?Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).?Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.?Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.?Basic Guidelines for effective structured language practice strategies:?Make the target language rigorous, and mandatory.?Never use structured language practice strategies with language that hasn’t been explicitly taught first.?Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus on their use of the language.?Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace.?Circulate to monitor for participation as well as accuracy. Provide targeted support as needed.?Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.?Strategies includeClassroom Instruction - Webs - Vocabulary Log - StandardsLearning OutcomeContentConnections Standard 6 – The Universe: 2 WeeksGLE 0307.6.1 Identify and compare the major components of the solar system such as the planets, sun, stars, and moon.Scaffolded (Unpacked) IdeasTelescopes reveal that the solar system consists of many different components. The sun, moon, and planets have different characteristics and distinct patterns of movement across the sky. The Earth is one of eight planets that orbit the sun.IdentiI can identify parts of the solar system through investigation with appropriate tools and write about each describing its atmosphere and how it’s different from Earth’s. Essential QuestionsWhat tools do astronomers use to study objects found in the solar system?What are the positions of the planets relative to the sun?Macmillan/McGraw-Hill-Closer Look Grade 3Lesson 1 The Solar System p. 192-198Lab investigations How Do Planets Compare? P. 191Online ResourcesPluto: Planet or Not? - This is a great explanation of why Pluto is no longer a planet. ?The source gives a prerequisite for what constitutes a planet, dwarf planet, or other orbiting body. ?This also gives several mnemonic devices to help students learn the planets in order. ?Awesome site for reasoning the removal of Pluto as a planet.Solar System Scavenger Hunt – this exciting game allows students to move around the room in quest of clues until all of the cards are found. Solar System Resources18 Awesome Solar System Projects for Kids Students will enjoy investigating with the varied activitiesYarn Solar System Making your own Solar System is the best way to kick off a solar system unit. Students will learn:Names of the Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and NeptuneOrder of the planetsWhere &?what the asteroid belt isPlanets orbit the sunMoons / Dwarf Planets HYPERLINK "" \t "_blank" Paint Stick Solar System Project Students will be able to independently create a model of the solar system with this easy to follow activity.Hands on Solar System Unit:? HYPERLINK "" \t "_blank" The Sun HYPERLINK "" \t "_blank" The Moon & Astronauts HYPERLINK "" \t "_blank" Inner Planets (Mercury, Venus, Earth, Mars) HYPERLINK "" \t "_blank" Outer Planets (Jupiter, Saturn, Uranus, Neptune) HYPERLINK "" \t "_blank" Pluto, Asteroid Belt, Comets, and StarsVideo Resources: Amazing Space: Tonight's Sky - This site has an awesome video (less than 5 minutes) of what can be seen in the night sky for the current month. It covers plants, galaxies, and celestial events, when possible. It is also semi-interactive. For example, when it covers a specific planet, it zooms in to show what the planet looks like with a telescope. Very interesting resource!? Academic VocabularyPlanet, Sun, moon, solar system, orbitExplain/ Explore: Kids Planets - Level 1 is for 3rd and 4th grades. ?It is basic information about the solar system and the plants. ?Teachers can save the address and students can get on to play while learning?about the solar system. ?A huge bonus is that it talks to the student and key vocabulary is highlighted. Level 2 is for 4th and 5th graders. ?Students will be challenged by the activities and learn through their explorations. ?This site is directly related to the standard in 3rd grade by having students label the planets, stars, sun, and moon. ?Fourth and fifth grades are represented on this site because it gives the picture of a star map and the students have to match it as an activity. ?Patterns are established and represented on the site as a part of the solar system. ? Both levels have a wonderfully extensive glossary for information that is presented.Explore Our Solar System – this 550L Read works passages discusses about the solar system. RI9: Compare and contrast the most important points and key details presented in two texts on the same topicJupiter – this 660L passage is about Jupiter and its history. RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.The Inner Planets – this 860L passage is about the inner planets of the Solar System. RI9: Compare and contrast the most important points and key details presented in two texts on the same topicA Planet in the Solar System - Mars, Mercury or Jupiter, anyone? In this worksheet, your student will write about a planet of the Solar System. Use it to practice informational writing for Common Core Standards for 3rd and 4th grades, or for other grades as needed.Space Exploration - Teachers can choose the topic you want in the contents list and use it as a power point of for smart board applications to teach students about the universe. ?Students can get on the website to play games and take quizzes about the universe. ?Wonderful pictures and illustrations with lots of information, games, activities, quizzes and a lab for experiments! ?Teachers can print out the phases of the moon, planets, and solar system. On this site you can pick and choose the topic you are discussing. ?Topics can be used as whole class information or as a tutorial. ?The standards in each grade level are addressed lots of information and pictures to illustrate moon phases, formation of the universe, the solar system, relationships among the planets and other parts of the solar system, patterns in the universe, and constellations of the stars, and each planet has its own fact page with beautiful pictures.Space Exploration - This site is a huge question answer type. ?Students can learn about planets, other objects in space and their orbit around our sun. ?There is a game at the bottom of each informational page for students to play. ?I find this to be helpful for research projects for the students or to help teachers find answers to the hard questions that students pose.?3rd grade can use this site to distinguish the 9 planets and their orbit around the sun. ?They can find information about other objects in the solar system. 4th grade can focus on the orbits of the planets, moons, meteors, and asteroids. ?There is a place on the site where student can compare the size and location of planets, and other orbiting objects. ?5th grade can use this page to identify and describe planets and their relative positions in the solar system.StandardsLearning OutcomeContentConnections Standard 7 – The Earth: 3 WeeksGLE 0307.7.2 Recognize that rocks can be composed of one or more minerals.GLE 0307.7.1 Use information and illustrations to identify the earth’s major landforms and water bodies.Scaffolded (Unpacked) IdeasAbout 70 percent of the Earth’s surface is covered by water. Most of the liquid Earth’s water is found in the five oceans. The solid Earth is divided into seven large landmasses called continents that occupy different regions of the globe. Each of the oceans and continents has unique geological and geographic characteristicsAll objects are either natural or made by humans.Objects that are created or changed by humans are not considered to be parts of the natural world.Magnifying tools can sometimes be used to distinguish between natural objects and those made by humans.Most of the solid Earth’s surface consists of rock.Rocks are composed of various types of minerals.Smaller rocks are produced by the physical weathering of larger rocks.The physical properties of rocks include size, shape, texture, and color.I can through class investigations explain what composes certain rocks and specify if those materials are natural or man made. I can view, describe, and explain the Earth’s major landforms, bodies of water and the continents where they are located. Essential QuestionsWhat is the composition of the Earth’s surface?What are the unique characteristics of the Earth’s continents and major water masses?What are the physical characteristics of rocks?How can the physical characteristics of rocks be used to group rocks into different categories?Macmillan/McGraw-Hill-Closer Look Grade 3Lesson 2: Landforms and Bodies of Water pp. 204-210Lesson 3: Minerals and Rock pp. 216-222Lab InvestigationsExplain:Does Land or Water Cover More of the Earth’s Surface? P. 203How Do a Mineral’s Color and Mark Compare? P. 215Video Resources Studyjams - Landforms - Landforms are natural land shapes, such as mountains, hills, valleys, plains, canyons, and deltas. Some landforms are caused by extreme events like earthquakes, while others are formed over many years by weathering and erosion. This video includes key vocabulary, online quiz, and a karaoke song to deepen the understanding of landforms. Studyjams- The Rock Cycle -Rock is the hard, solid material, consisting of one or more minerals, that makes up the Earth. Rocks continuously change from one type to another through the rock cycle process. There are three types of rocks: igneous, metamorphic, and sedimentary. This video includes key vocabulary, online quiz, and a karaoke song to deepen the understanding of landforms.Online ResourcesLandform Memory Game - The label of the landform could be cut from the picture. This could be made into a memory or match game. You could print a second copy of the cards for the students to check their work.Face of the Earth - In this website, students explain how physical processes have shaped and affected?landforms?of plains, valleys, plateaus, hills, mountains, and glaciers, the?rock cycle?of sedimentary rock, metamorphic rock, and igneous rock, and the?processes?of erosion, weathering, and plate tectonics. ? There is also a quiz that students can take or you can do as whole class.Landforms of North America- This site is packed with many kinds of maps. ?This can be used as a whole class or small group activity for students to chose the various landforms such as mountains, rivers, valleys, lakes, etc. Rock Song - Pictures of rocks with limited text are shown with the Bob Seger song, "Old Time Rockin' Roll."??? Different kinds of rocks and their uses are shown.Learning the Landforms - This unit develops an understanding of landforms and bodies of water as found in the Core Knowledge Sequence for 3rd graders, by building a deeper knowledge of geography. It uses a variety of activities to explore the geographical features of earth. The content areas of geography, reading, writing, and art are integrated throughout the unit. Students will have a strong background of landforms and bodies of water at the end of the unit. Academic VocabularyOcean, continent, landform, mineral, rock, igneous rock, sedimentary rock, metamorphic rockExplore:Where Are the Moon Rocks? 660L Teachers must log in to Achieve 3000 Students will read and become informed about the missing rocks that came from the moon and theirs history. RI 10: Read and comprehend complex literary and informational texts independently and proficiently. Types of Land - Students click on a landform from the drop down list and press go. ?The student will be given multiple choices of locations of that landform. ?When they click on their choice, facts will pop up about the form. This site uses real life illustrations and information about the earth's major landforms and bodies of water.United States Geography – this K12 Reader passage discusses the various landforms. Landforms – this sheet gives riddles for the student to figure out which landform goes with each riddle. Landforms Unit – this unit is called “ Step Away from the Textbook”, which includes Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages, and much more.The Birth of a Mighty River – this 990L level passage explains how the Amazon River was formed. RI9: Compare and contrast the most important points and key details presented in two texts on the same topic. Eruption! – This 820L reading passage from Read works is paired with Fleeing Goma: Eruption in the Congo because both texts talk about volcanic eruption. If Rocks Could Talk Obsidian – this 700L level informational text is paired with If Rocks Could Talk! Deformed Conglomerate, which both passages are in the form of an interview. TN StandardsLearning OutcomeContentConnections Standard 8 – The Atmosphere: 4 WeeksGLE 0307.8.1 Recognize that there are a variety of atmospheric conditions that can be measured.GLE 0307.8.2 Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions.GLE 0307.8.3 Identify cloud types associated with particular atmospheric conditions.GLE 0307.8.4 Predict the weather based on cloud observations.Scaffolded (Unpacked) IdeasTools and instruments have been invented to record various elements of the weather such as temperature, wind direction and speed, air pressure, and amount of precipitation. Water that evaporates from the surface of the earth rises into the atmosphere where it forms as clouds. Clouds are made of tiny droplets or frozen crystals of water. Various cloud types can be associated with particular weather conditions. There is a difference between the weather and the climate of an areaI can write about the various atmospheric conditions that are common to our continent.I can predict the daily weather using appropriate tools and guides. I can name, describe, and compare and contrast the different types of clouds. Essential QuestionsWhat are the principal tools and instruments used to measure or describe weather conditions?How can cloud types be used to predict the weather?Macmillan/McGraw-Hill-Closer Look Grade 3Lesson 1: Measuring the Weather pp. 248-252Lab investigations How Can You Tell That Air is Around You? P. 247How Much Rain Falls in Your Community Pp. 258-264Online ResourcesAwesome Weather - This website is?designed especially for kids to allow them to learn more about the fascinating world of weather. It is also a wonderful educational website for teachers and parents to give them the right tools to explain the different types of weather to their children.?This website teaches about collecting and interpreting weather information for younger students. ?For the older students there are landforms, water cycle, and weather verses climate choices to investigate in a student friendly source for learning and exploring. ?This source has wonderful videos of the impact that weather and changing climates are having on everything. ?There is also easy experiments for students to do at home or in class.The Water Cycle vocabulary cards - Printable image cards and vocabulary cards to sort and create a representation of the water cycle. Although the images are relevant to this GLE, the vocabulary needs to be changed to reflect the words used in fourth grade (evaporation, condensation, precaution, infiltration, and surface runoff). This could be easily adjusted to create a pre-assessment and a summative assessment.The USGS Water Science School – This diagram is a platform for massive amounts of information regarding the water cycle.? It has topics listed under surface water and ground water.? The content of this website includes diagrams, images, and scientific data. Even though this website is listed under teacher resources, it could also be utilized by students for research and/or enrichment activities. Eyes on the Sky - The scientist (your student) is asked to enter weather observations. Based on the entries, a summary of conditions is compiled. This is a cute activity that could be used by the student whose daily job is to report the weather. It is a simple review of atmospheric conditions. The information the student inputs can be printed, so a class weather journal could be created.Acid Rain - When studying weather and climate under Standard 8, this resource allows students to take their study of rain a step further. Not only will they be able to understand that rain, and acid rain in this case, may be measured, but they will also see how acid can affect the environment, even in different forms (rain, sleet, fog, gas, dust, etc.). In addition, the main goal of this resource is to investigate how acid rain has a direct effect on humanity. Aside from the information presented in the reading passages, students also have a chance to investigate the topics presented through watching videos and playing game.Video Resources: ? HYPERLINK "" \t "_blank" Satellite Movies of Air Masses Moving across North America HYPERLINK "" \t "_blank" Compare and contrast warm and cold fronts - excellent animations of each type of front Studyjams- Weather and Climate - Weather is the condition of the outside air at any time or place, and it is constantly changing. The climate, on the other hand, gives the big picture, or what the weather is like over a long period of time.Studyjams- Weather Instruments - There are many different instruments that can be used to measure the weather. Some examples are the thermometer, hygrometer, anemometer, barometer, rain gauge, and the wind vane. Academic VocabularyWeather vane, rain gauge, weather, barometer, anemometer, thermometer, atmosphere, precipitation, cloud, cirrus, stratus, cumulus, condensationExplain/ Explore: The Yellow Submarine 660L Teachers must log in to Achieve 3000Students will read about Scientist deploying a submarine in the ocean to take the temperature of the sea environment as it moves across the water. RI3: Read and comprehend complex literary and informational texts independently and proficiently. Atmospheric Layers -a K-12 Reader reading passage that talks about how Earth’s atmosphere is made up of several layers of gases in different mixtures. RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause /effect.Seasons and Weather Interactive Games – this link aligns to games about seasons and weather that students can play.Extreme Weather – a K12 Reader reading passage that talks about different types of extreme weather. RI3: Compare and contrast the most important points and key details presented in two texts on the same topic. Convection Currents – a K12 Reader reading passage that talks about wind currents.Meteorologists -A 900L level passage that discusses the scientific study of weather.The Weather Game Answer questions about the weather, seasons, and climate in this online game show.Climates-Climate Groups – This 930L level Read works passage discusses the five groups of climate.Weather- The Water Cycle – This 680L level Read works passage talks about the water cycle.Water, Water Everywhere! – This 1010L Read works passage discusses the cycle of water.Building a Weather Station - This is a great website for building the different weather tools; wind vane, barometer, thermometer, anemometer, rain gauge. After the students build the weather station they can take the tools outside and use them and record their observations in their learning log. The learning log is attached.Weather Instruments - This site has all the weather instruments with pictures and explanations of each tool. This site gives an explanation of each tool to measure weather so students can use them to determine weather changes.Build Your Own Barometer - Directions for building a barometerMake a Rain Gauge - Directions for making a rain gauge.Make an Anemometer - Creating, testing and measuring with a homemade anemometer not only introduces students to how weather can be measured, but applies simple technology and engineering skills.Types of Clouds - This video gives a great explanation and pictures of each of the three basic cloud types: cirrus, stratus and cumulus. It also gives the weather condition associated with the cloud type.Cloud Types Song - This song describes the cirrus, stratus and cumulus clouds. Descriptions include what they look like and what weather the cloud brings.Clouds and Weather - Although this video is an animation and is phrased for younger children, it can be useful for third grade students who still have difficulty in relating cloud types to specific weather conditions. The "Teaching Tips" tab expands to include vocabulary and activities to help students understand the concepts by participating in hands-on work. ?There is also a background essay for the teacher. Teachers must register to use , but registration is free and quick. This video, which features original stop-motion animation, is a fun way for children to learn about different types of clouds and their relationship to weather. It encourages young children to develop their powers of observation, an important component of the scientific method. After seeing the video, children can watch for cloud patterns in the sky and observe what these clouds signal about weather changes. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download