Lesson Title: The Wonderful World of WeatherBy: Lauren D. Nelson Instructional Coach: Chris Gibler

Description: Learners explore weather and the effect is has on our daily life by experimenting with weather instruments. Learners will build on their prior knowledge, correct misconceptions, and keep weather journals while exploring the wonderful world of weather.

Grade Level: 5

Essential Questions: How do we forecast weather?

Sub Question: How does weather affect us?

Student Learner Objectives:The students will be able to…

Use simple strategies to determine meaning and increase vocabulary for reading;

Ask question and make inferences about the weather; Recognize different weather instruments and their purpose; Explore the weather using weather instrument; Define weather; Identify ways weather affects our daily lives.

Science GLEs:Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere,

Atmosphere, and Hydrosphere)

2. Earth’s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes -- Continued

F. Climate is a description of average weather conditions in a given area due to the transfer of energy and matter through Earth’s systems

Scope and Sequence Water Cycle and Weather a. Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect weather data ( i.e., temperature, wind speed and direction, precipitation, cloud type and cover.) b. Identify and summarize relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time.

Featured Textbook:

Grade Level 5: Unit B: Earth Science: Chapter 8, Lesson 4, pages 242-245; Lesson 5, pages 246-249

SF Materials: Grade 5: Earth Science Leveled Readers: “Weather Patterns”, “Changing Weather”, “Drought”

Featured Picture Books:Title: Come On, Rain

Author: Karen HesseIllustrator: Jon J. MuthPublisher: Scholastic, Inc.Year: 1999Summary: A young girl eagerly awaits a coming rainstorm to bring relief from the oppressive summer heat.

Time Needed: This lesson will take several class periods. Suggested scheduling is as follows:

Day 1: Engage with read aloud Come On, Rain by Karen Hesse and KWL.

Day 2 : Explain with Scott Foresman Leveled Readers and through class discussions involving KWL.Explore using homemade weather instruments and kestrel.

Day 3: Explain with Weather Instruments Foldable.Elaborate by rereading Come On, Rain.

Day 4: Evaluate with Weather Instruments quiz. Day 5: Elaborate/Evaluate with Weather Journal (see: Scoring

Rubric for Weather Journal).Elaborate by introducing Project Bud Burst (relating to the world around us).

Academic Vocabulary:

Weather: the state of the atmosphere with respect to wind, temperature, cloudiness, moisture, pressure, etc.

Thermometer: an instrument for measuring temperature. Anemometer: any instrument for measuring the speed of wind Wind Vane: a device, as a rod to which a freely rotating pointer is

attached, for indicating the direction of the wind. Rain Gauge: an instrument that collects and measures rainfall. Weather Maps: a map or chart showing weather conditions over a

wide area at a particular time, compiled from simultaneous observations at different places.

Temperature: the degree of hotness or coldness of a body or an environment.

Precipitation: rain, snow, sleet, dew, etc, formed by condensation of water vapor in the atmosphere.

Forecast: a prediction, especially as to the weather.

Depth of Knowledge:

Day 1 : Engage: read aloud and KWL (DOK 1,2) Day 2 : Explain leveled reader and KWL (DOK 1,2)

Explore: weather stations and kestrel (DOK 2, 3) Day 3 : Explain: weather tools foldable (DOK 2)

Elaborate: rereading (DOK 2) Day 4 : Evaluate: Quiz (DOK 2) Day 5 : Elaborate/Evaluate: journal (DOK 3)

Elaborate: Project Bud Burst (DOK 3)

Materials Needed:

Come On, Rain by K. Hesse S. Foresman Leveled Readers student pages small coffee can plastic wrap scissors straw index card rubber band clear jar ruler

clear, plastic bottle water rubbing alcohol modeling clay food coloring sleeve of a large, old long-

sleeved shirt needle and thread string wire small rock

Lesson Narrative:Day 1: Engage: In whole group, read aloud the book, Come On, Rain by Karen Hesse. This story will engage students by getting their minds thinking

about how the weather affects our daily life. Use reading strategies of questioning and inferring while reading to deepen students’ comprehension.

Day 2: Explain: In small groups or partners, have students read from the Scott Foresman Leveled Readers. BEFORE they begin reading, have the students fill out the “I Wonder” section of an “I Wonder/I Learned” Chart. AFTER they have finished reading the Leveled Reader, have them complete the “I Learned” section. Also, have them record any questions they may still have about weather and weather instruments. Return to the KWL Chart from Day 1 and evaluate students understanding through classroom discussion.

Formative Assessment: Use class discussion, as well as, “I Wonder/I Learn” chart as a form of assessment. Listen for student misconceptions and ask questions to see if students are beginning to form connections about the use of weather instruments and the collection of weather information. Go back and review if necessary.

Explore: After discussing the KWL and our Leveled Readers, tell students that they are going to be a member of Room 21 Action Weather Team.

Don Harman (local weatherman) is sick and the students of James Lewis Elementary School (current elementary school) must have today’s forecast to dress appropriately for the weather.

Divide students into four-person teams. Explain that they will be following the directions on the student pages at each station (barometer, wind vane, thermometer, and rain gauge) to create their groups weather instrument. They musts also use the “Room 21 Action Weather Team” worksheet to complete the assignment. Once the assignment is finished, come back as a class and discuss. Use KWL chart if needed.

Formative Assessment: Use class discussion, as well as, “5th Grade Action Weather Team” worksheet as a form of assessment. Listen for student misconceptions and ask questions to see if students are

beginning to form connections about the use of weather instruments and the collection of weather information. Go back and review if necessary.

Day 3: Explain: Have students explain what they have learned about each weather instrument using a Flab Book Foldable.

Flap Book: Flap books allow students to analyze and expound upon multiple parts within a given system. Variations of this template include both horizontal and vertical layouts with 3 to 5 flaps.

Example Flab Book:

*idea found at: http://printcutfold.com/activities.html(see bibliography)

Have students label foldable on the bottom and each weather instrument on the outside of each flap. Then, under each flap, they should draw a picture of the corresponding weather instrument. Finally, have them explain how this weather instrument is essential in forecasting the weather.

Formative Assessment: Use students’ foldable a form of assessment (see attached rubric). Review to see if students understand the purpose of each weather instrument. Go back and review if necessary.

Elaborate: Reread the book Come On, Rain by Karen Hesse. Ask students to think about the weather instruments from the day before. Have them

thinking about which instruments Tess could have used or might have needed to see what the weather was going to be like. Have them imagine how they would feel if they were Tess. As a class, discuss how the weather influenced her life.

Day 4: Evaluate: For the Weather Instruments Quiz, students will need to work individual at their desks (summative evaluation- see attached Weather Instruments Quiz)

Summative Assessment: Each student will take a final quiz for a grade (see attached Weather Instruments Quiz) and to assess their knowledge before moving on. At this point students should have a clear understanding of how and why instruments are used to predict weather.

Day 5: Elaborate/Evaluate: As students prove their understanding that weather is made up of temperature, wind speed, wind direction, air pressure, humidity, and precipitation, have them begin keeping their own weather journal (see: Scoring Rubric for Weather Journal). Each day, for homework, students will be asked to look up the weather and record information regarding each aspect that makes up weather. Also, have them record how each day’s weather might have an impact on their life. What will they wear? How will they stay warm/cool? Tips for staying safe during the current weather?

Elaborate: Now that students can verbalize their knowledge about the weather and how it affects humans’ lives, begin looking at how weather affects the life around us. With the help of Project Bud Burst, students will be able to choose a plant on school grounds and begin to track how weather has an impact on its life cycle. Students will be asked to record observations and collect data about the plant each day for the website

http://neoninc.org/budburst/index.php, and additional observations and data about the weather for classroom research.

*Disclaimer: Students have had prior instruction about the water cycle, precipitation, air masses, and cloud type.

Misconceptions:

1. Weather is just rain, snow, sleet, or hail.2. Meteorologists create the weather.3. Weather is over a long period of time.

Safety Concerns: Safety rules established for science experiments in the classroom should be reviewed prior to any investigation.

Watch your eyes. Wear safety goggles anytime you are working with chemicals (rubbing alcohol) or sharp objects (scissors and sewing needles).

Keep it clean. Always clean up when you have finished. Put everything away and wipe your work area. Wash your hands.

Reading Comprehension Strategies:Questioning: “Proficient readers ask themselves questions before, during, and after reading. Questioning allows readers to construct meaning, find answers, solve problems and eliminate confusion as they read. It motivates readers to move forward in the text. Asking questions is not only a critical reading skill, but it is as the heart of scientific inquiry and can lead students into meaningful investigations.”- Picture Perfect Science Lessons (pg. 13)

Inference: “Reading between the lines, or inferring, involves learners merging clues from the reading with prior knowledge to draw conclusions and interpret the text. Good readers make inferences before, during, and after reading. Inferential thinking is also an important science skill and

can be reinforced during reading instruction.”- Picture Perfect Science Lessons (pg. 13)

General Suggestions:Students:

Giving the groups fun names makes lessons more fun. Try connecting the names to the actual unit. For example, for this unit you may group students in rain, snow, sleet, and hail.

Teachers:

Have all materials for Science Weather Stations set-up prior to students entering your room for science.

Teacher should have chart paper out and ready before beginning the lesson.

Bibliography:Books:Ansberry, Karen Rohrich, and Emily R. Morgan. Picture-perfect Science

Lessons, Expanded 2nd Edition: Using Children's Books to Guide Inquiry, 3-6. Arlington, VA: NSTA, 2010. Print.

Hesse, Karen, and Jon J. Muth. Come On, Rain. New York: Scholastic, 1998. Print

Scott Foresman Science: Teacher’s edition. 2006. Glenview, IL: Pearson Education, Inc.

Websites:"Print, Cut and Fold: Creative Technology Projects." Print, Cut, Fold- Creative

Technology Projects. Web. 01 Aug. 2011. <http://printcutfold.com/activities.html>.

"Teacher Page." Crestview Local Schools. Web. 01 Aug. 2011. <http://www.crestviewlocal.k12.oh.us/ces/staff/kershner/excel/foldablerubric.html>.

"Welcome to Project BudBurst." NEON. Web. 01 Aug. 2011. <http://neoninc.org/budburst/index.php>.

Wicker, Crystal. "Weather Wiz Kids." Weather Wiz Kids Weather Information for Kids. 2011. Web. 01 Aug. 2011. <http://www.weatherwizkids.com/>.

Fun Weather Websites:The Weather Channel: Kids!

http://www.theweatherchannelkids.com/weather-games/Web Weather for Kidshttp://eo.ucar.edu/webweather/games.htmlLearning Games for Kidshttp://www.learninggamesforkids.com/weather_games.html

Student Pages: (see attached)

What Do You Know About Weather?

K W L

What questions do you still have about weather?

Name: Date:

I Wonder/I LearnedWeather Instruments

I wonder…? I learned…!

MAKE YOUR OWN

BAROMETER http://www.weatherwizkids.com/

MATERIALS: small coffee can plastic wrap scissors straw index card rubber band

PROCESS: Tightly cover the top of the

coffee can with plastic wrap, using a rubber band to hold the plastic wrap in place.

The cover should be tight making the can airtight.

Place the straw horizontally or sideways on the plastic wrap so that two-thirds of the straw is on the can.

Tape the straw to the middle of the plastic wrap so that it will not fall off.

Tape an index card to the can behind the straw. The straw will act as a pointer on the card.

Carefully record the location of the straw on the index card with a pencil. If desired, marks can be drawn on the index card to make observing the changes easier.

After 15 minutes, record the new location of the straw on the index card. Continue checking and recording the straw location as often as you want.

EXPLANATION:High pressure will make the plastic cave in and the straw go up. Low pressure will make the plastic puff up and the straw go down. If possible, check your measurements with a real barometer.

MAKE A RAIN GAUGE

http://www.weatherwizkids.com/

MATERIALS: clear jar ruler

PROCESS:Put a jar outside in an open area before it starts raining.

After it stops raining, measure how many inches of rain are in the jar with your ruler. *You can also use a jar to see how much water is in snow. Put an inch of snow in a jar, then bring it inside and let it melt. Heavy wet snow will have a lot more water in it than dry fluffy snow. EXPLANATION:You have just created your own rain gauge and can measure how

much rain/precipitation you received from the storm.

MAKE A THERMOMETER

http://www.weatherwizkids.com/

MATERIALS: clear, plastic bottle (11oz.

water bottle works) water rubbing alcohol clear plastic drinking straw modeling clay food coloring

PROCESS:Fill about 1/4 of the bottle full with equal parts of water and rubbing alcohol. Add a few drops of food coloring.Put the straw in the bottle, but do not let it touch the bottom.

Use the modeling clay to seal the neck of the bottle, so the straw stays in place. (Make sure the straw does not touch the bottom of the bottle.)Hold your hands on the bottom of the bottle and watch the mixture move up through the straw.EXPLANATION:Why does this happen? Just like any thermometer, the mixture expanded when it was warmed. This made the mixture no longer fit in the bottom of the bottle. As the alcohol expanded, the colored mixture moved up through the straw. If they bottle were to get extremely hot, the mixture would have come up through the top of the straw

MAKE A WINDSOCK

http://www.weatherwizkids.com/

MATERIALS: sleeve of a large, old long-

sleeved shirt needle and thread string wire small rock

PROCESS: Cut one sleeve off an old long-sleeved shirt.

Bend the wire into a circle. Make sure it is the same size as the top of the sleeve.Place the wire into the top end of the sleeve. Take the needle and thread and stitch it, so the wire will stay in place. You have just now made the mouth of the windsock.Now, place the rock in some cloth on one edge of the wire. Sew it on tight to hold it in place.Tie the string onto the wire opposite the rock.Tie the other end of the string to a branch where it can move freely. The rock will keep the windsock facing into the wind.EXPLANATION:

Now, your windsock is working! Use a compass to find out from which direction the wind is blowing.

Fifth Grade Action Weather Team

Group Name: Group Members:

Weather Instrument:

BEFORE GOING OUTSIDE:

1. What can this weather instrument tell you about the weather?

AFTER GOING OUTSIDE:

2. What did you observe about the weather?

3. What did this instrument tell you about the weather?

4. Do you need more information to forecast the weather? If so, why?

SCORING RUBRIC FOR FLAP BOOK FOLDABLE

Name: Date:

CATEGORY 4 3 2 1

RequiredElements

The foldable includes all

required elements as

well as additional

information.

All required elements are included on the foldable.

All but 1 of the required elements is included on the foldable.

Several required

elements were missing.

Labels

All items of importance on

the foldable are clearly labeled.

Almost all items of

importance on the foldable are clearly

labeled.

Many items of

importance on the

foldable are clearly

labeled.

Labels are too small, messy

OR no important items were

labeled.

Graphics - Relevance

All graphics are related to the

topic and make it easier to

understand.

All graphics are related to the topic and most make it

easier to understand.

All graphics relate to the

topic.

Graphics do not relate to

the topic.

Attractiveness

The foldable is exceptionally attractive in

terms of design, layout, and neatness.

The foldable is attractive in

terms of design, layout and neatness.

The foldable is acceptably

attractive though it

may be a bit messy.

The foldable is distractingly

messy or very poorly

designed. It is not attractive.

Totals:

Comments:

Adapted from http://www.crestviewlocal.k12.oh.us/ces/staff/kershner/excel/foldablerubric.html

Name: Date:

Weather Instruments Quiz1. Thermometer:

a. Temperatureb. Air pressurec. Wind directiond. humidity

2. Anemometer:e. Rain fallf. Wind speedg. Wind directionh. humidity

3. Wind Vane:i. Wind speedj. humidityk. Wind directionl. temperature

4. Barometer:m. Temperaturen. Air pressureo. Wind directionp. humidity

5. Hygrometer:

q. Wind speedr. humiditys. rain fallt. Air pressure

6. Rain Gauge:a. Temperatureb. Air pressurec. Rain falld. humidity

7. Which statement about weather is true?

a. It is made up of all the weather conditions in one place in a single moment.

b. It includes only the temperature and air pressure in one place at a single moment.

c. It does not change very much from moment to moment.

d. It does not change very much from day to day.

8. Name and explain what part of a weather system each of these tools measures:

Name What does it measure?

Name: KEY Date:

Weather Data Collection Instruments1. Thermometer:

a. Temperatureb. Air pressurec. Wind directiond. humidity

2. Anemometer:e. Rain fallf. Wind speedg. Wind directionh. humidity

3. Wind Vane:i. Wind speedj. humidityk. Wind direction

l. temperature

4. Barometer:m. Temperaturen. Air pressureo. Wind directionp. humidity

5. Hygrometer:q. Wind speedr. humiditys. rain fallt. Air pressure

6. Rain Gauge:e. Temperature

f. Air pressureg. Rain fallh. humidity

7. Which statement about weather is true?

a. It is made up of all the weather conditions in one place in a single moment.

b. It includes only the temperature and air pressure in one place at a single moment.

c. It does not change very much from moment to moment.

d. It does not change very much from day to day.

8. Name and explain what part of a weather system each of these tools measures:

Name What does it measure?

Journal Title: Start Date:

Name: End Date:

Scoring Rubric for Weather Journal________ Date and time of weather report written on each of the 5 journal

entries (worth up to 5 points, one points per day)

________ A detailed description of each day’s weather (including adjectives, details and science vocabulary terms) is neatly written on the top of each page (worth up to 10 points, 2 points per day)

________ Temperature is clearly written with both highs and lows for the day in Fahrenheit (worth up to 5 points, 1 point per day)

________ Accurate barometric reading is written for each day including the numeric pressure reading (worth up to 5 points, 1 point per day)

________ Humidity is accurately written each day (worth up to 5 points, 1 point per day)

________ Type/amount of precipitation recorded (worth up to 5 points, 1 point per day)

________ Wind information including speed and direction were correctly written (worth up to 5 points, 1 point per day)

________ Record how each days weather effected your life (worth 10 points, 2 points per day)

Total points=_____________ (out of 50)

http://neoninc.org/budburst/index.php