What is Weather?



|Lesson Synopsis: |

Students begin to observe daily weather and develop the vocabulary (hot or cold, clear or cloudy, calm or windy, and rainy or icy) used to describe that weather. They develop a set of symbols that will be used to record the weather each day. These records will be saved for a future lesson where they will look for similarities, differences, and patterns.

TEKS:

|1.8 |Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected |

| |to: |

|1.8A |Record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy and rainy or icy. |

|1.8B |Observe and record changes in the appearance of objects in the sky such as clouds. |

Scientific Process TEKS:

|1.1 |Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety |

| |procedures and uses environmentally appropriate and responsible practices. The student is expected to: |

|1.1A |Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, |

| |including wearing safety goggles, washing hands, and using materials appropriately. |

|1.1B |Recognize the importance of safe practices to keep self and others safe and healthy. |

|1.2 |Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor |

| |investigations. The student is expected to: |

|1.2D |Record and organize data using pictures, numbers, and words. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Based on information you have observed and recorded about weather, illustrate and describe the four components of weather, including precipitation, wind speed, cloud cover, and temperature. Explain the importance of understanding precipitation and temperature in order to stay safe and healthy. (1.1B; 1.2D; 1.8A, 1.8B) [pic] 1A, 1C; 3D, 3H

|Key Understandings and Guiding Questions: |

• El tiempo (precipitación, temperatura, nubosidad y velocidad del viento) se puede describir y medir.

— ¿Cuáles son algunas maneras en las que el tiempo se puede describir?

• Diferentes tipos de tiempo tienen diferentes formas de precipitación.

— ¿Qué tipos de condiciones del tiempo están asociadas con la lluvia?

— ¿Qué tipos de condiciones del tiempo están asociadas con la nieve (condiciones heladas)?

• El tiempo afecta las actividades diarias de las personas.

— ¿Cómo afectaría la lluvia tus actividades diarias?

— ¿Cómo afectaría el calor tus actividades diarias?

|Vocabulary of Instruction: |

• tiempo

• precipitación

• lluvia

• nieve

• temperatura

• calor

• frío

• nubosidad

• nubes

• nublado

• despejado

• soleado

• velocidad del viento

• en calma

• ventoso

• seguro

• salud

|Materials: |

Refer to Notes for Teacher section for materials.

Attachments:

• Handout: Verbal/Visual Cards for Reading (1 set per class)

• Handout: Weather Safety Pictures (1 set per class)

• Teacher Resource: Weather Safety Pictures Possible Answers KEY

• Teacher Resource: Tools to Measure Weather (1 set per teacher)

• Teacher Resource: Sample Four-Part Fold Book PI

• Optional Handout: Four-Part Fold PI (1 per student)

• Teacher Resource: Performance Indicator Instructions KEY

|Resources and References: |

• Suggested Websites:

• Weather:

• Information on Precipitation:

• Information on Clouds:

• Globe Activities:

• Suggested Books:

• Dewitt, L. (1993). What will the weather be? NY: HarperTrophy.

• Gibbons, G. (1993). Weather forecasting. NY: Simon & Schuster.

• Rabe, T. (2004). Oh say can you say what's the weather today?: All about weather. NY: Random House Books.

• Rogers, P. (1990). What will the weather be like today. NY: Greenwillow.

• Simon, S. (2000). Weather. NY: Trophy.

|Advance Preparation: |

1. Review the Teacher Resource: Creating the Science Notebook: A Tool for Evaluating Student Work, located in the Instructional Resources section of the website to determine how you will use science notebooking for your class. . It might be helpful to use a large spiral chart so the pages can be turned back and forth during the year.

2. Select and pre-read a book on weather. Then, create some verbal/visual vocabulary cards to use during the lesson, or use the sample words cards provided in the Handout: Verbal/Visual Cards for Reading. Copy the cards onto cardstock (Color is not necessary.). It might be helpful to laminate them for durability. Only one set is needed for the class.

3. Copy the pictures from the Handout: Weather Safety Pictures onto cardstock (Color is not necessary.). Cut the pictures out. It might be helpful to laminate them for durability. There are enough pictures for one per two students.

4. Copy the pictures from the Teacher Resource: Tools to Measure Weather onto cardstock (Color is not necessary.). Cut the pictures out. It might be helpful to laminate them for durability. You only need one set to show the class for observation.

5. Copy the Optional Handout: Four-Part Fold, if needed. This handout could be used for students who may need additional support in creating the four-part fold book. The Illustration and words are already provided.

6. Gather drawing paper for the Performance Indicator.

7. Prepare attachment(s) as necessary.

|Background Information: |

This lesson bundles TEKS about recording weather information and observing and recording changes in the appearance of objects in the sky such as clouds.

During this lesson, students will build on their previous learning by using more precise vocabulary and keeping a slightly more advanced record of their observations.

Weather can be described and measured. The tools used to measure weather are: precipitation: rain gauge; wind speed: anemometer; wind direction: wind vane; temperature: thermometer; humidity: psychrometer; and air pressure: barometer.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Weather Safety |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 |

|Read a book about the weather. |[pic] |

| |Materials: |

|As the book is read, highlight the weather words the students are hearing, such as sunny, cloudy, rainy, |class science notebook (for use for the entire year, |

|stormy, hot, cold, windy, etc. In addition, discuss how they might know what the weather will be. |spiral chart pad, see Advance Preparation, 1 per class) |

| |book (about weather, 1 per class) |

|As a class activity after the story, have the students sort the Verbal/Visual Cards for Reading that they |paper (drawing, 1 sheet per student) |

|heard in the story. They should be encouraged to create categories, such “weather where we can play |crayons or colored pencils (per group) |

|outside” or “weather where we need warm clothing.” | |

| |Attachments: |

|After the vocabulary sort, distribute the Weather Safety Pictures. There are enough pictures for one per |Handout: Verbal/Visual Cards for Reading (1 set per |

|two students. Have each pair of students look at their picture and then decide: |class) |

|In what kind of weather would they need the item? |Handout: Weather Safety Pictures (1 set per class) |

|How would it help keep them safe? |Teacher Resource: Weather Safety Pictures Possible |

| |Answers KEY |

|When students have had time to think and discuss, allow time for each group to share. | |

| |[pic] |

|Record student responses in class science notebook. (See the Teacher Resource: Weather Safety Pictures |Science Notebooks: |

|Possible Answers KEY.) |Record student responses in class science notebook (see |

| |Advance Preparation). |

|Give each student a piece of drawing paper, and have them illustrate a picture of what they think “weather”| |

|is. | |

| | |

| |Check for Understanding: |

| |The illustration of the weather from this activity will |

| |provide the teacher with a formative assessment; |

| |instruction may be modified based on student prior |

| |experiences and understanding. |

|EXPLORE/EXPLAIN – Describing and Measuring Weather |Suggested Day 2 |

|Go outside, and observe the weather. | |

|How would you describe the weather today? This is to elicit responses from students. There is no one | |

|correct answer. | |

| |Materials: |

|Explain the four components of weather: precipitation (rain, snow, sleet, hail), wind speed (calm, windy), |chart paper (per class) |

|cloud cover (clear, partly cloudy, overcast), and relative temperature (hot, warm, cool, cold). | |

| |Attachments: |

|Show students the four pictures of the Tools to Measure Weather one at a time. Allow students the |Teacher Resource: Tools to Measure Weather (1 set per |

|opportunity to predict what each tool measures before telling them. (The thermometer measures air |teacher) |

|temperature; the rain gauge measures precipitation; the weather vane measures wind direction and the wind | |

|sock measures relative wind speed.) |Instructional Note: |

| |During the conversation on weather observations, listen |

|Encourage students to observe the sky for cloud cover and pay attention to the temperature and if the wind |for the following misconceptions. |

|is blowing. (If there is precipitation falling, it may not be advisable to take students outside. | |

|What types of weather conditions are associated with rain? Cloudiness, above freezing temperatures |[pic] |

|What types of weather conditions are associated with snow (icy conditions)? Cloudiness, below freezing |Misconceptions: |

|temperatures |Students may think that rain comes from holes in clouds,|

| |or from clouds sweating. |

|WEATHER |Students may think that clouds are made of cotton, wool,|

| |or smoke. |

| |Students may think that when it is overcast, it is not |

| |cloudy because they only associate cumulus clouds with |

| |cloudy conditions. |

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|Activities | |

|Precipitation | |

|Wind speed | |

|Cloud cover | |

|Temperature | |

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|Once students have returned inside, create a 4-part chart to record observations. Ask about student | |

|observations. Then, ask what other types of weather they may have experienced. What activities can they | |

|participate in during the conditions they have listed? (An added question could be “What tool do we use to | |

|measure this component of the weather?”) | |

|ELABORATE – Staying Safe and Healthy |Suggested Day 3 |

|Discuss how to stay safe and healthy during a variety of types of weather. |Attachments: |

| |Handout: Weather Safety Pictures (from the previous |

|Include information from the Handout: Weather Safety Pictures that were used in the Engage section. |activity) |

|EVALUATE – Performance Indicator |Suggested Day 3 (continued) |

|Performance Indicator |[pic] |

|Based on information that you have observed and recorded about weather, illustrate and describe the four |Materials: |

|components of weather, including precipitation, wind speed, cloud cover, and temperature. Explain the |paper (drawing, 1 sheet per student) |

|importance of understanding precipitation and temperature in order to stay safe and healthy. (1.1B; 1.2D; |crayons or colored pencils (per group) |

|1.8A; 1.8B) [pic] 1A, 1C; 3D, 3H |pencils (per group) |

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|Refer to the Teacher Resources: Sample Four-Part Fold Book PI and Performance Indicator Instructions KEY |Attachments: |

|and the Optional Handout: Four-Part Fold PI (1 per student) for information on administering the |Teacher Resource: Sample Four-Part Fold Book PI |

|performance assessment. |Optional Handout: Four-Part Fold PI (1 per student) |

| |Teacher Resource: Performance Indicator Instructions KEY|

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