Unit Lesson Plan: Weather



|Unit Lesson Plan: Weather |

| |

|Each subject is taught 5 hours over 10 days |

| |

|Created by: Casondra Chazarreta, Kari Payne, Courtney Zuber, and Nadalee Thomas |

| |

|Read 3453 |

[pic]

Created by: Kari Payne

Weather Unit

Basic Information

Lesson Title: Weather Observation, Day 1

This activity will introduce our weather unit and lend itself to observation and exploration. It will allow students to focus on weather and think about the aspects of it.

Area of Study: Science/Language Arts/PE

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

(19)  Writing. Students write about their own experiences.

Objective

• Students will make observations about weather during outside exploration

• Students will record all observations in their weather journal

Rationale Statement

When introducing a weather unit to students there are many angles that can be taken and a lot of information that can be addressed on this topic. Weather is a great topic because students have a natural curiosity regarding the causes and effects as well as the pure brilliance of it. This topic is also very interesting and fascinating to students because they are directly affected by it and experience the good and bad that comes with it. This is why learning about weather is so intriguing to students because now they will have the knowledge, terminology, and theories to apply as it occurs. A weather unit will also allow students to pay closer attention to the many aspects of it including, weather patterns, temperatures, clouds, electricity, natural disasters, etc as they are surrounded by it daily. It is beneficial to allow the students’ time outside to explore, focus, and identify weather without other distractions. Students will also find it useful to collect data, make inquiries and organize their information in a journal for further use or reflection.

Introduction

The first activity in this lesson is to allow students quality time to explore and experience the weather outside. While outside they will focus on several aspects of the weather, including temperature, brightness, darkness, cloud coverage, vegetation, humidity, wind, etc. Before the students head outside the teacher will address the key terms as stated above in hopes that they will pay attention to these elements. The students will spend 5 to 10 minutes outside observing and making predictions. By doing this activity first the students will be given the opportunity to access prior knowledge regarding whether. This activity will bring information forward that may have been forgotten otherwise and help them focus on different aspects of weather.

Activities

The first lesson after the introduction activity will be a journal entry that is based off their observations and experience. First the teacher will have the students recall the key terms that were addressed before the class went outside. The teacher will write the terms on the board to help jog their memory during their journal entry including temperature, brightness, darkness, humidity, wind, etc. The students will then write their observations and experience in their weather journal. Predictions and questions are also encouraged in this journal entry for example, what the students thought the temperature was or what makes the wind blow. This activity will help students become familiar with using weather terms and identify weather patterns as well as provide inquiries about weather. The students now have a base for exploring more about weather and a good foundation for the upcoming lessons and activities for this unit.

Materials and Resources

Weather journal/notebook

End of Lesson Assessment

Finally, there will be a class discussion about weather and the different types. Students will be encouraged to share with the class their personal experiences, earlier observations, journal entries, theories, and questions they have about weather. The teacher will assess the students by listening to their assumptions, predictions, theories, and questions regarding weather.

Basic Information

Lesson Title: Weather Web, Day 2

Students will collaborate in making a weather web as a first step in the research process

Area of Study: Science/Language Arts

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

(25)  Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A)  generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic

Objective

• Students will brainstorm ideas about weather and create a class web

• Students will narrow a research topic and generate questions they find interesting

• Students will decide on one question they wish to research in more depth

Rationale Statement

Students will recognize that the research process follows a systematic plan that first begins with an initial topic and results in the development of a research question. Deciding on a topic alone can be a challenging task especially for those new to this process. A class web is a good tool to use while providing peer collaboration and transfer of knowledge to take place. Once the question is decided it will act as the basis of the research and will direct the students to specific information. Focusing on one question will help the students stay organized in their thoughts throughout this process.

Introduction

The teacher will begin by building on prior knowledge as the class discusses briefly their experiences they had the previous day. Recalling this information will help them with the days weather lesson. The teacher will also ask them what they noticed about today’s weather as they came in to school. This will help get a conversation started as they begin a new weather lesson. Prompting the students with these questions reminds them to pay attention and focus on the weather and addresses it as an important part of our lives and worth paying attention to.

Activities

Students will brainstorm as a whole class and make a web about the different types of weather. They will address anything they know through personal experience, books, or media and share this information with the class. The teacher will transcribe the web on the board. Students will follow along with the teacher and duplicate the web in their weather journal.

The teacher will explain now that each student will inquire about a specific area from the web. This will be something that interest them and something they want to find more information on. Each student will develop questions from their chosen area of topic and list several questions in their weather journal/notebook.

The teacher will address that the next step will be to decide on one question to research in more depth. Make sure their question is of interest to them so the research project will keep their interest.

Materials and Resources

Weather journal/notebook

End of Lesson Assessment

Students will share with the class what weather subtopic and final research question they chose to focus on. The teacher will make sure these questions are reasonable and can easily be researched.

Basic Information

Lesson Title: Weather Topic, Day 3

Area of Study: Language Arts

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

(25)  Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(B)  generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

Objectives

• Students will make a detailed plan that will be followed during the research process

Rationale Statement

Using a systematic and simplified plan during the research process will benefit the student greatly by better organizing their information, keeping their topics and questions simple and direct, and holding their interest by allowing their inquiries to be the focus of the project. Since weather is such a broad topic it is helpful for students to narrow their research to only one question and focus on acquiring information for that question. This will help them acquire the skills to conduct research without making the project to overwhelming.

Introduction

In preparing students to conduct research on their own it would be helpful to address why a research project is useful and how to begin this process. Allow students the opportunity to give feedback as to why they think research is useful. Teachers will point out the fact that weather is a broad subject and is better understood when broken down into smaller areas. By doing this the students can focus on the area that interest them. Recognize too that when time and effort is channeled into a specific area the students will gain a deeper understanding of the topic.

Activities

The next step is developing a research plan the students will follow in gathering information on their chosen question. Address that a variety of informational texts have been brought in for their use. Let them know there will be an unlimited number of these texts they can use for research. They will also need to include at least one online resource as part of their research project. Explain that any information they find will need to be documented in their weather journal and kept organized. Students need to understand that when resources are documented they can be referred back to easily and it will help them stay organized while continuing research. The students will also be allotted a specific computer day for them to access one online resource.

Explain that the room will be divided into sections depending on the topic of research. Students will occupy those spaces on the days of research. The teacher will give an overview of how the room will be divided and point out where the topics will be located in the room. Explain that after the research days are complete each student will take their question and answers and creatively display their work in a detailed drawing, poem or song. This will be the final step in the research project.

Give the students some time to write down their plan of action in their weather journal including what resources they will be using for research purposes (informational text and online resources), how many of each is required, where their information is kept during the research process, how the room is divided and where each topic is located, and their final art project once the research is complete. This should help keep them organized and on track for research.

Materials and Resources

Weather journal/notebook

End of Lesson Assessment

Have the students’ recall what needs to be included in their research plan. Ask them questions such as how many informational text will you be allowed to use, how many online resources, and what are the options for the final project. Assess their answers to see if they have a good understanding of a research plan.

Basic Information

Lesson Title: Identifying Text, Day 4 and 5

Area of Study: Language Arts

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

(26)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(B)  use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);

(D)  identify the author, title, publisher, and publication year of sources

Objectives

• Students will identify text information including author, title, publisher, an publication year

• Students will use text features to research material accurately and effectively

Rationale Statement

There are several key steps to follow when conducting research that will keep the process as effective as possible. Two of these steps include the use of scanning and skimming when looking through multiple resources and documenting important information within these resources. When conducting research there are usually a multitude of materials that are used which makes it crucial to get the most out of your time. Scanning and skimming the text will speed up the research process and allow for more resources to be utilized. Once the facts have been found there are certain pieces of information that need to be documented from these resources including author, title, publisher, and publication year. This information is needed to help back up the facts you used from the text. It also helps you retrieve the resource quickly for future reference. These are two important steps students need to be aware of and will continue to appreciate as they develop their research skills.

Introduction

The teacher will address the reasons why it is important to use skimming and scanning techniques throughout research and why documenting not only the facts from the text but the title, author, and publisher are important too. The teacher will identify that using the text features will actually maximize the research time we have in the classroom and will help students be more productive in their findings. Also, the teacher will discussed that documenting important text information is useful when needing to refer back to a text we already used and it shows the information we used is accurate. Identifying these steps for students will help them be successful and efficient during the research process.

Activity

The teacher will give a quick overview of how to find key information within the text. Begin this modeling process by explaining how to quickly and accurately locate information that will answer their research question and provide important information. Here the teacher can introduce the table of contents, index, bold print, subtitles, and any charts the resource may have. As the teacher models this process make sure and first identify a question to research. Then go through the steps that include identifying text features that will give the students a thorough idea of how to maximize their research time.

Now the teacher will want to address locating other important text information. Using the same text, identify the title and author first from the cover. You may also identify the illustrator at this time. Introduce the title page to the students as well. This will be another place in the book that they will be able to find the title of the book and the author. Now, you can locate the publishing information from the verso page. Here you will find the publishing company and date. It will be interesting for students to know when the book came out and the other people involved in making the book available to us. Addressing the publication date as the “books birthday” may be an interesting interpretation for them and will be memorable to them.

Materials/Resources

Weather journal/notebook

Text (any)

End of lesson Assessment

Have the students practice on their own finding important text information including author, title, publisher, and publication date. Have them identify the table of contents, index, glossary, subtitles, and any other text features in the text including italicized words, bold print, captions, and key words.

Basic Information

Lesson Title: Gathering Data, Day 6, 7, and 8

Students will now begin their individual research projects using a multitude of resources. They will collect information and keep track of the information they find in their weather journal.

Area of Study: Language Arts/Science

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

26)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A)  follow the research plan to collect information from multiple sources of information, both oral and written, including:

(i)  student-initiated surveys, on-site inspections, and interviews;

(ii)  data from experts, reference texts, and online searches; and

(iii)  visual sources of information (e.g., maps, timelines, graphs) where appropriate;

(D)  identify the author, title, publisher, and publication year of sources

Objectives

• Students locate accurate information that directly relates to their research question

• Students gather information from resources and record the information in their weather journal as they find it

• Students keep their facts and resource information organized in their weather journal for easy retrieval

Rationale Statement

Students will find that information can be found in a variety of resources. Allowing them to explore a topic through multiple resources will teach them the steps in the research process and how to utilize multiple resources to locate key information. It is also important to introduce students to resources other than books including websites, magazines, encyclopedias, interviews, and surveys. The actual research process will take a couple of days to complete especially since every student will need to locate online resources. Grouping these students on the computers will be part of the two day research process.

Introduction

Prepare the students to begin their research. Their main focus will be looking through the informational text however, explain that students can speak to their classmates and conduct interviews with one another about specific weather conditions or extreme weather situations they have experienced. Point out that the room has been divided into sections depending on their weather topic and/or research question. Identify where each topic is located in the room and direct the students to their section.

Activity

Before the students disperse ask if there is anyone interested in conducting an interview with a classmate. If so, then allow only a couple of students at a time to do this. Other students can begin researching within the informational text.

Allow a few students at a time to begin their online research and assist them in this process as well. Show them quality educational sites that will be helpful in finding information on weather such as National Geographic kids and Web Weather for Kids.

Circle around the room to assist the students in their research. Ask students about the information they have been able to locate that is specifically related to their research question.

Materials

Weather journal/notebook

Science Textbooks

Informational Books:

What is Electricity? by Lisa Trumbauer

Look How it Changes by June Young

What’s the Weather Today? by Allan Fowler

How Do You Know it’s Fall? by Allan Fowler

How Do You Know it’s Winter? by Allan Fowler

How Do You Know it’s Summer? by Allan Fowler

How Do You Know it’s Spring? By Allan Fowler

When a Storm Comes Up by Allan Fowler

What Do You See in a Cloud? By Allan Fowler

Rainbow Over my Bedroom by Victoria’s Deco

Flash, Crash, Rumble, and Roll by Franklyn M. Branley

Down Comes the Rain by Franklyn M. Branley

Sunshine Makes the Seasons by Franklyn M. Branley

What Makes Day and Night by Franklyn M. Branley

Air Is All Around You by Franklyn M. Branley

Feel the Wind by Arthur Dorros

Clouds by Anne Rockwell

Why Do Leaves Change Color? by Betsy Maestro

The Kids Book of Weather Forecasting by Mark Breen and Kathleen Friestad

The Kids Book of Weather Forecasting: Build a Weather Station, “Read the Sky” and Make Predictions! by Mark Breen and Michael Kline

The Cloud Book by Tomie de Paola

The Magic School Bus Inside a Hurricane by Joanna Cole

The Best Book of Weather by Simon Adams

Oh Say Can You Say What’s The Weather Today by Tish Rabe

Magazines:

National Geographic Readers: Storms! By Miriam Goin

Computer/Internet access:





End of Lesson Assessment

Have students discuss their findings or ask questions related to their research. Make inquiries to check if students are answering their research questions accurately and if the information they find relates to their topic and research question. Also, allow this time for students to clear up any confusion they may have with their first day of research. Make sure too, that students are documenting not only their facts but the needed resource information.

Basic Information

Lesson Title: What We Learned, Day 9, 10 and 11

Area of Study: Language Arts/Science/Art/Music

Teacher Name: Kari Payne, Casondra Chazarreta, Courtney Zuber, Nadalee Thomas

Grade Level: 3rd

Academic Standards

(27)  Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

Objectives

• Students evaluate their information and compile it into a visual aid, song, or poem that accurately and sufficiently reflects their original research question.

Rationale Statement

As students begin researching information it is important that they know it will be applied later. This will give them a specific purpose for their research and will help them locate substantial information. Synthesizing information as a final step in the project will also help them organize their facts and explain what they have learned in a simplified way.

Introduction

Provide an example of a final project (drawing, song, or poem) for the students to examine and evaluate. This example will show them how to compile their research information and how to display it creatively. Make sure to address that the original research question as well as sufficient answers need to be included in the final project. Providing an example will give the students an idea of how to organize their final project. For example, a labeled drawing of land formations and clouds that shows the process of precipitation, evaporation, condensation and transpiration could be used to address the water cycle. Allow students a couple of days to collect their final information and thoughts and figure out how they want to finalize their project.

Activity

Organize the students around the room according to their topic and depending on where their sections of books are located. Have the students begin thinking about how they will display their research information and what type of creative art project they will construct. Allow the students to browse through their resources again to get ideas for the final project.

Provide the students with a list of nursery rhymes that can be evaluated for their simplistic tune and melody and have the students who want to create a song use this list as a guide. For students who wish to create poems provide them examples of a variety of poems that can be used as guidelines. Other students may want to create a colorful and detailed drawing that expresses a weather process or other information that relates to their research question.

Materials

Weather journal/notebook

Science Textbooks

Informational Books:

What is Electricity? by Lisa Trumbauer

Look How it Changes by June Young

What’s the Weather Today? by Allan Fowler

How Do You Know it’s Fall? by Allan Fowler

How Do You Know it’s Winter? by Allan Fowler

How Do You Know it’s Summer? by Allan Fowler

How Do You Know it’s Spring? By Allan Fowler

When a Storm Comes Up by Allan Fowler

What Do You See in a Cloud? By Allan Fowler

Rainbow Over my Bedroom by Victoria’s Deco

Flash, Crash, Rumble, and Roll by Franklyn M. Branley

Down Comes the Rain by Franklyn M. Branley

Sunshine Makes the Seasons by Franklyn M. Branley

What Makes Day and Night by Franklyn M. Branley

Air Is All Around You by Franklyn M. Branley

Feel the Wind by Arthur Dorros

Clouds by Anne Rockwell

Why Do Leaves Change Color? by Betsy Maestro

The Kids Book of Weather Forecasting by Mark Breen and Kathleen Friestad

The Kids Book of Weather Forecasting: Build a Weather Station, “Read the Sky” and Make Predictions! by Mark Breen and Michael Kline

The Cloud Book by Tomie de Paola

The Magic School Bus Inside a Hurricane by Joanna Cole

The Best Book of Weather by Simon Adams

Oh Say Can You Say What’s The Weather Today by Tish Rabe

Magazines:

National Geographic Readers: Storms! By Miriam Goin

Computer/Internet Access:





List of nursery rhymes

List of poems:



End of Lesson Assessment

Have students discuss their creative art project and allow them to talk about the process they went through in deciding the final project. Make sure and listen for their original question and the answers they found through their research.

Language Arts Weather Rubric (25 points)

Grading Rubric

|Criteria |Points Possible |Points Earned |

|A research question has been identified |5 | |

|The research question has been answered |5 | |

|At least one online resource was used |5 | |

|Informational text was used for research |5 | |

|The information has been creatively displayed |5 | |

|Into either a drawing, song, or poem | | |

| | | |

|Total Points |25 | |

[pic]

Created by: Nadalee Thomas

Natural Disasters

Grade: 3rd Grade

Subject: Social Studies

TEKS: (3) History. The student understands the concepts of time and chronology. The student is expected to:

(B) create and interpret timelines

(16) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources;

(C) interpret oral, visual, and print material by comparing and contrasting;

(E) interpret and create visuals including timelines, illustrations, and maps

Overview: This lesson introduces and provides information about Earths natural disasters, such as Flooding, Tornadoes, Hurricanes, and Blizzards.

Objectives:

• Students will research information about certain natural disasters that occur in the United States.

• Students will create a timeline with at least five historical weather events on their natural disaster.

• Students will compare and contrast two historical weather events using the natural disaster.

• Students will create a map locating the areas the five historical weather events occurred.

• Students will create a collage representing their weather element using magazines, pictures, words, and news papers.

• Students will present their collected information to the class at the end of the unit.

Time: 5 hours split into 10 days

Materials and Technology:

Poster Board

Art Materials

Internet Access (Computer Lab)

Weather Books

Blizzard by Catherine Chambers (Heinemann; 2007)

Tornadoes by Seymour Simon (HarperCollins Publishers; 2001)

Hurricanes by Seymour Simon (HarperCollins Publishers; 2007)

Floods by Libby Koponen (Scholastic Library Publishing 2009)

Printouts:

Compare and Contrast Chart

Timeline (print from readwritethink interactive)

United States Map

KWL Chart

Student Interactives:

Compare and Contrast Map

Timeline

Preparation:

1. Gather all materials and books for students. Place students into groups (four group’s total). Once students are placed into groups, assign them a natural disaster (flooding, hurricane, tornado, or blizzard).

2. Create a day to day agenda of what students need to work on during the time allotted. This will help students stay on task and know what is expected of them during that time. Students are then able to know how much time they have to complete each portion of the project.

3. Make sure all interactives and websites are available and educational.

4. Collect magazines, pictures, and newspapers for students to use in the art portion.

5. Schedule computer lab time (at least 4 days).

6. Create folders for groups to store their information.

Websites:



Instructional Plan:

Day 1: Introduction

• Introduce natural disasters through a KWL chart. Allows students to pull from prior knowledge and what has been taught in the other subjects about weather.

• List out the four natural disasters that will be researched over the next 10 days.

• Assign groups (no more than 5 per group) and their natural disaster.

• Talk about the day by day agenda and talk about each task.

• Let students get into their groups and read the books you have pulled. Have students collect information from the book(s) and write it in their group folders.

Day 2: Time Lines-Computer Lab

• Before going to the computer lab introduce times-lines to the class. Create one based upon events that have already happened in the classroom to help students comprehend.

• Take students to the educational website, have students look up 5 historical events of their natural disaster. Have the students write this information in their group folders.

Day 3: Time Lines-Computer Lab

• Walk students through the interactive time-line and guide them to put their information collected from the day before on their time-line.

• Students are to put date, location, and time length of the event.

• Print out time-lines.

Day 4: Maps

• Have students take the information from their time-lines and locate the five historical events on the map.

• Map should be colored and labeled with the correct states and locations of the events.

Day 5: Compare and Contrast Summary-Computer Lab

• At the computer lab, allow students to go back to the education website and pick two historical events they looked up about their natural disaster. Have students write down more information in their group folders.

Day 6: Compare and Contrast Chart

• Now that students have all their information about the two historical events, allow them to organize the information using the compare and contrast chart.

• Introduce the chart and then allow them to work in their groups.

Day 7: Compare and Contrast Map-Computer Lab

• Now that students have organized their information, walk students through the compare and contrast map and have them work together as a group to put their information into the interactive to create their papers.

• Print out

Day 8: Final Draft

• Students are to now take their papers printed off yesterday and edit them. This will be done by the teacher going group to group and talking about revisions.

• If changes need to be made, the students are to rewrite their paper with the correct edits.

Day 9: Collage

• Give students magazines, pictures, newspapers, and anything else that can used to create collages that represent their natural disaster. Students can use words, pictures, colors, and shapes to create their collages. Allow students to use their imagination and work together as a group.

Day 10: Presentations/Assessment

• On this day students will present their projects over natural disasters to the class. They will talk about their time-lines and maps, read their compare and contrast papers, and show their collages. This will not only help students with proper presentation skills, but also educate the other students about the other natural disasters.

Copyright 2009 IRA/NCTE. All rights reserved.

ReadWriteThink materials may be reproduced for educational purposes.

Name: __________________________________ Date: ______________________

KWL Chart

Select a topic you want to research. In the first column, write what you already know

about the topic. In the second column, write what you want to know about the topic.

After you have completed your research, write what you learned in the third column.

|What I Know |What I Want to Know |What I Learned |

| | | |

|Time-Lines |Map |Compare and Contrast |Collage |Presentation |

| | |Paper | | |

|Day2: Introduction of time lines. |Day 4: Take the information |Day 5: Computer Lab |Day 9: As a group create a |Day 10: Present your groups |

|Pick 5 historical events on your |from your time-line and mark |Go back to the educational site and |collage of pictures, words, |time-line, map, paper, and |

|natural disaster and write date, |the locations on the map. |pick 2 historical events on natural |colors, and shapes that |collage to the class. Assign each|

|location, and time length of event|The map should be colored |disaster. Collect as much information |represents your natural |member a speaking part. Introduce|

|down in your group folder. |with the states correctly |as possible. Write this in your group |disaster. This is to be done |your natural disaster then talk |

| |labeled. Label the events |folder. |on a poster board. Fill up as |about each assignment in detail. |

| |with a star. | |much space as possible. | |

|Day 3: Computer Lab | |Day 6: Compare and Contrast Chart- | | |

|Take the information collected | |Take the information collected | | |

|yesterday and type it into the | |yesterday and organize it on the | | |

|interactive time-line. | |chart. Do this with your group. We | | |

|Make sure you have the date, | |will do one together as a class. | | |

|location, and time length of event| | | | |

| | | | | |

|Print off your time-line | | | | |

| | |Day 7: Computer Lab | | |

| | |Compare and Contrast Map- Take your CC| | |

| | |Charts to the computer lab and put the| | |

| | |information from the chart into the | | |

| | |interactive map. Help each other | | |

| | |write sentences. You must have 2 | | |

| | |paragraphs total. One is comparing | | |

| | |the two events and the second | | |

| | |contrasting the two events. PRINT | | |

| | |Day 8: Final Draft | | |

| | |Take the two paragraphs from yesterday| | |

| | |and edit them with your group. Make | | |

| | |sure you have correct spelling, | | |

| | |punctuation, and grammar. I will come | | |

| | |around to your group to talk about | | |

| | |your paper and help. | | |

[pic]

[pic]

Created by: Courtney Zuber

Weather- What’s Happening in Your Neck of the Woods?

Grade: 3rd Grade

Subject: Science

TEKS: Science Grade 3

(2)  Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(C)  construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;

(D)  analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;

(F)  communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.

(8)  Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A)  observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation

Overview: Students will learn about the weather in their hometown and how it compares to a city in the Southern Hemisphere. Students will chart the wind, precipitation, and temperature of their city and a city in the Southern Hemisphere. Finally, the students will construct a final product that illustrates the weather in the town they chose.

Objectives: The learner will learn about wind speed and direction.

The learner will learn about precipitation.

The learner will use the internet to research the weather in a city in the Southern Hemisphere.

The learner will use a bar graph and line graph to display the data found on the internet.

The learner will draw inferences from the data they collect and use this information to make a final product.

Time: 5 hours split into ten days

Materials and Technology: Art Materials

KWL Chart

Internet Access (Computer Lab)

Daily Weather Record Sheets

Printouts: Weather Charts (used in introduction)

KWL Charts

Daily Weather Record Sheets

Preparation:

1. Gather all materials for students including sample weather charts and

Daily Weather Record Sheets. Decide on 20-30 cities (depending on number of students) in the Southern Hemisphere to use during the lesson. Then, have students choose a city from the list or randomly select the city for them.

2. Create a day to day agenda of what students will need to accomplish each day. This will help students stay on task and know what is expected of them each day.

3. Make sure all websites and resources are available and educational.

4. Collect art materials to be used for the final project.

5. Schedule computer lab time.

6. Create a place for students to store their Daily Weather Record Sheets.

Websites:

Instructional Plan:

Day1: Introduction

• Introduce the three key weather elements to be discussed throughout the unit- precipitation, wind, and temperature.

• Show example weather graphs and charts and have students make predictions about where they think the place on the graph may be.

• Show students the Southern Hemisphere on a map or globe. Explain to students that they will be researching and graphing the weather in a city in the Southern Hemisphere.

• Have students choose from a bag or assign students the city they will be researching throughout the project.

Day2: Introduction Continued

• Students will complete the KWL Chart about the weather in the city they will be researching in order to access prior knowledge and set learning goals.

• Students will complete a bar graph using sample weather data.

• Students will complete a line graph using sample weather data.

Day3: Modeling Research

• Using the Smartboard or projection screen model the research process the students will be using on .

• Show students the information they need to look for and record for their hometown and their assigned city.

• Have students answer questions about the information on the web (Who can tell me what temperature it is in this city today?) and ask questions if they are confused.

Day4: Research and Recording (Computer Lab)

• Students will begin their research on using their Daily Weather Record Sheets as a guide.

• Students will record their data on their record sheets including filling in the information, adding to the bar graph, adding to the line graph, and creating a response to the two questions (What would someone in your hometown say about the weather today? and What would someone in your assigned town say about the weather today?

Day5: Research and Recording (Computer Lab)

• Students will begin their research on using their Daily Weather Record Sheets as a guide.

• Students will record their data on their record sheets including filling in the information, adding to the bar graph, adding to the line graph, and creating a response to the two questions (What would someone in your hometown say about the weather today? and What would someone in your assigned town say about the weather today?

Day6: Research and Recording (Computer Lab)

• Students will begin their research on using their Daily Weather Record Sheets as a guide.

• Students will record their data on their record sheets including filling in the information, adding to the bar graph, adding to the line graph, and creating a response to the two questions (What would someone in your hometown say about the weather today? and What would someone in your assigned town say about the weather today?

Day 7: Research and Recording (Computer Lab)

• Students will begin their research on using their Daily Weather Record Sheets as a guide.

• Students will record their data on their record sheets including filling in the information, adding to the bar graph, adding to the line graph, and creating a response to the two questions (What would someone in your hometown say about the weather today? and What would someone in your assigned town say about the weather today?

Day 8: Research and Recording (Computer Lab)

• Students will begin their research on using their Daily Weather Record Sheets as a guide.

• Students will record their data on their record sheets including filling in the information, adding to the bar graph, adding to the line graph, and creating a response to the two questions (What would someone in your hometown say about the weather today? and What would someone in your assigned town say about the weather today?

Day 9: Final Projects

• Students will begin work on their final projects. These projects must show how the weather has been in their assigned city for the last week. The project can be a poem, story, painting, collage, or diagram as long as it accurately shows the data the student has collected about the weather in that particular city.

Day 10: Final Projects

• Students will wrap up and turn in their final projects along with their completed Daily Weather Record Sheets.

Resources:



[pic]

K.W.L about __________________________

(Your City)

|KNOW |WANT TO KNOW |LEARNED |

| | | |

|K |W |L |

| | | |

[pic]

Day 1: ____________________ ________ ________ _________

____________________ ________ ________ _________

1). What would someone in your hometown say about the weather today?

2). What would someone in your assigned town say about the weather today?

Day 2: ____________________ ________ ________ _________

____________________ ________ ________ _________

1). What would someone in your hometown say about the weather today?

2). What would someone in your assigned town say about the weather today?

Day 3: ____________________ ________ ________ _________

____________________ ________ ________ _________

1). What would someone in your hometown say about the weather today?

2). What would someone in your assigned town say about the weather today?

Day 4: ____________________ ________ ________ _________

____________________ ________ ________ _________

1). What would someone in your hometown say about the weather today?

2). What would someone in your assigned town say about the weather today?

Day 5: ____________________ ________ ________ _________

____________________ ________ ________ _________

1). What would someone in your hometown say about the weather today?

2). What would someone in your assigned town say about the weather today?

[pic]

Created by: Casondra Chazarreta

Grade: 3rd grade

Subject: Math

Time: 5 hours over 10 days

TEKS:

(3.7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships.

The student is expected to:

(A) generate a table of paired numbers based on a real-life situations

(B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

(3.12) Measurement. The student measures temperature in degrees Fahrenheit to solve problems.

The student is expected to:

A) use a thermometer to measure temperature

(3.13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.

The student is expected to:

(A) collect, organize, record, and display data in a graph(s) where each cell might represent more than one piece of data;

(B) Interpret information from graphs

Objectives:

• The student will learn how to measure temperature in Fahrenheit.

• The student will collect data and record the data on a chart.

• The student will learn how to use online weather channels to collect extra data.

• The student will construct and interpret multiple-line graphs, line plots, stem-and-leaf plots, and double-bar graphs.

• The student will work in weather catcher groups to organize and display their data on a graph(s).

• The student will interpret their findings in their presentations given at the end of the unit.

Overview:

This unit is over weather and this is a great time to introduce different types of graphs in math. The students will be introduced to multiple-line graphs, line plots, stem-and-leaf plots, and double-bar graphs. They will learn how to create graphs using everyday scenarios, as well as interpret the data found in the graphs. It is important to learn how to measure temperature as well as learn how to collect data.

Materials, Resources, and Equipment:

• Graphing paper (attached)

• Rulers

• Pencils

• Data chart (attached)

• Pictures of each type of graph (attached)

• Jobs and their descriptions (attached)

• Construction paper

• Markers

• Map pencils

• String/yarn

• Glue

• Three fold presentation boards

• Poster boards

• Weather channel websites for your area

o

o

• Thermometers

• Quiz for day 6

• Rubric for assessment paragraph on day 8 (attached)

Relevance/Rationale Statement:

This lesson allows students the opportunity to gather information and put the data collected into a graph. Scientists and mathematicians use this in their daily lives when researching and collecting data. It gives students the opportunity to be involved hands on with their learning.

Behavior Management Plan:

• Establish group rules if you have not done so previously.

• From day one of this group assignment, be sure that each student understands their duty as an individual and as a group member. This is why assigning job descriptions can be helpful when assigning groups.

• Be sure that you (the teacher) come to class fully prepared every day with your needed materials.

• Have daily student expectations on the board so that the students know what they need to have completed in math before the day is over. Helps the student take action (autonomy).

• Constantly be walking around, looking, talking, asking questions, and monitoring students work.

Attention Getter:

Ask: Why do scientists keep data about the weather by recording such measurements as temperature, precipitation, and barometric pressure? (Students should discuss implications of weather data, such as climate changes, etc…) Tell students they will be collecting their own data so that they can summarize their findings and make predictions about the weather in their area.

Presentation:

Day 1: The teacher will introduce the unit and the fact that we will be learning how to use multiple line graphs, line plots, stem and leaf plots, and double bar graphs to collect data. Show pictures of what each graph looks like. Emphasize that we will be collecting data on temperature over 8 days. Show how to collect data. Show and practice how to read a thermometer. Assign Weather Watcher groups and assign each member a job duty with their description. The student will collect data on a chart, day 1. Students can collect extra data from a weather channel and thermometer.

Possible Questions:

• How can we collect weather data? What are sources for weather information? [our own observations and measurements, newspapers, nightly news shows, the Internet, or radio programs]

• How can we make an easy-to-understand record of our data? [table, spreadsheet, etc.]

• Should everyone collect the same data, or should some groups specialize in different measures?

Day 2: The teacher will introduce multiple-line graphs. The student will construct a multiple-line

graph with given data from the temperatures the teacher has been collecting for this unit for the past 24 days. This can be easily done with the students in the morning and afternoon of everyday. The students will collect data, day 2.

Day 3: The teacher will introduce line-plot graphs. The student will construct a line-plot graph with given data from the temperatures the teacher/class has been collecting for this unit over the past 25 days. The students will collect data, day 3.

Day 4: The teacher will introduce stem-and-leaf plot graphs. The student will construct a stem-and-leaf plot graph given data from the temperatures the teacher/class has been collecting for this unit over the past 26 days. The students will collect data, day 4.

Day 5: The teacher will introduce double-bar graphs. The student will construct double-bar graphs given the data from the temperatures the teacher/class has been collecting for this unit over the past 27 days. The students will collect data, day 5.

Day 6: The teacher will review all the types of graphs that were covered during this unit on weather. Have students take a short quiz (5 to 10 questions long) to be sure that they understand how to use and read each of the graphs. The students will collect data, day 6.

Day 7: The weather watcher groups need to list out and collect needed material for the group presentation/project. The group will also create a layout/plan to begin creating their presentation and they will also need to figure out as a group what type of graph(s) they will use to display their combined data. The student will collect data, day 7.

Think about (when working on presentation):

• What can you tell me about your graphs?

• If we continue to collect data in the same way, would your graphs look the same next month? Why or why not?

• How will the graphs help us predict weather for the same time next year?

• Why would the scientists and engineers at NASA be interested in collecting data about the weather?

Day 8: The weather watcher groups will work together to assemble their presentation/project. Students should have data on 30 days but they should have collected their own data for 8 days. The student will collect data, day 8 (last day). The student will write a paragraph about their data.

Day 9: The weather watcher groups will continue working together to complete their presentation/project.

Day 10: The weather watcher group will have the opportunity to present their data to other third

grade classes or other grade levels at the school. They will also have the opportunity to answer any questions from their audiences.

Resources



Line Graph

[pic]

Multiple Line Graph

[pic]

Line Plot

[pic]

Stem and leaf plot

[pic]

Double Bar Graphs

[pic]

Here is a chart to give to students so they can collect their data.

The empty row is so that they can also observe and collect data on the sunrise, sunset, wind direction and speed, barometric pressure, or humidity. The need to choose this as a group

|Weather Data |

|Day |1 |2 |

|The student writes only three sentences. The |The student writes some information but leaves |The students write a well written paragraph |

|student is not clear in their description of |out vital information or data. They are semi |explaining their findings on their data |

|their findings in data and how they interpreted|clear in their written description of their |collected. Very clear in description. |

|the information. |findings. | |

|Comments: |Comments: |Comments: |

| | | |

[pic]

-----------------------

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnm

Wind Speed Line Graph

Temperature Bar Graph

Temperature

Wind Speed

Days

Days

Precipitation

Temperature

Wind

Speed

Your Home Town

Your Assigned Town

Precipitation

Wind

Speed

Temperature

Precipitation

Temperature

Wind

Speed

Your Home Town

Your Assigned Town

Precipitation

Wind

Speed

Temperature

Precipitation

Temperature

Wind

Speed

Your Home Town

Your Assigned Town

Precipitation

Wind

Speed

Temperature

Precipitation

Temperature

Wind

Speed

Your Home Town

Your Assigned Town

Precipitation

Wind

Speed

Temperature

Precipitation

Temperature

Wind

Speed

Your Home Town

Your Assigned Town

Precipitation

Wind

Speed

Temperature

................
................

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

Google Online Preview   Download