“WWW:
Wild and Wacky Weather”
First
Grade
Athens Elementary School
Developed by:
Shelley Dickson, Penny Perkins,
Mary Jo Schwartz, and Tara Strunk
Organizer
What is
weather and how does it affect me?
Primary Academic Expectations
and Demonstrators
1.3
Students make sense of the various things they observe.
-
Observe for
a specific purpose
-
Use all
senses to explore environments
-
Compare
multiple observations of the same situation
-
Students
speak using appropriate forms, conventions, and styles to communicate ideas
and information to different audiences for different purposes.
-
Practice
formal presentation for a specific audience and purpose
-
Students use
computers and other kinds of technology to collect, organize, and
communicate information and ideas.
-
Express information and ideas using technology
-
Gather and manipulate data using technology
-
Use technology to display information in various
ways
-
Use a variety of technologies in various ways
2.8 Students understand various mathematical
procedures and use them appropriately and accurately.
Secondary
Academic Expectations and
Demonstrators
1.2 Students make sense of the variety of
materials they read.
1.4 Students make sense of the various
messages to which they listen.
1.15 Students make sense of and communicate ideas
with movement.
2.2 Students identify, analyze, and use
patterns such as cycles and trends to understand past and present events and
predict possible future events.
2.3 Students identify and analyze systems and
the ways their components work together or affect each other.
2.7 Students understand number concepts and
use numbers appropriately and accurately.
2.10 Students understand measurement concepts
and use measurements appropriately and accurately.
2.13 Students understand and appropriately use
statistics and probability.
5.1 Students use critical thinking skills
such as analyzing, prioritizing, categorizing, evaluating, and comparing to
solve a variety of problems in real-life situations.
6.1 Students connect knowledge and experiences from
different subject areas
Essential
Questions
·
What are the
factors that determine the different types of weather?
·
What are the
different types of clouds and how are they classified?
·
What is
precipitation and how is it measured?
·
How does
temperature change over time and how is it measured?
·
How does the
wind affect our weather and how is it measured?
Culminating activity
At the end of our study about
weather each group will create and present a PowerPoint slideshow about how
different elements of the weather affect us.
Rubric
|
Reporting Observations
(25 pts.)
|
·
Collects
and records accurate data
·
Conducts
ongoing observations
·
Shows
connections between observations and real life
|
|
Oral Presentation Skills
(25 pts.)
|
·
Uses
complete sentences
·
Speaks
clearly using appropriate expression, intonation, and voice level (verbal
cues)
·
Uses
specific and appropriate vocabulary to identify concepts or objects
·
Recognizes
and uses nonverbal cues (eye contact, facial expression, gestures,
posture, body language)
|
|
PowerPoint Presentation
(25 pts.)
|
·
Creates
four well organized slides on assigned topic
·
Includes
at least one chart or graph
·
Includes
at least one appropriate graphic
·
Uses
a variety of fonts, formats, and animations
·
Presents
slides in a logical sequence
|
|
Charts and Graphs
(25 pts.)
|
·
Records
and presents data in appropriate format
·
Includes
appropriate title, labels and key
·
Uses
appropriate intervals
|
Knowledge (Core Content)
·
Properties
of weather
·
Cloud types
·
Temperature,
wind speed, and precipitation
·
Standard and
nonstandard units of measurement
·
Graphs and
Charts
·
Measurement
tools
·
Presentation
techniques
Skills
and Procedures
·
Reading
thermometers, barometers, anemometers, etc.
·
Record
weather data and create graphs
·
Observe:
-
wind speed and direction
-
temperature differences
-
rainfall
-
cloud types
-
changes in weather
·
Classify
cloud types, precipitation,
·
Manipulate
the use of scientific equipment
·
Construct
data tables and graphs
·
Determine
more, fewer, and same as
·
Sort and
compare data
·
Transactive
writing
·
Weather
journal
·
Group data
·
Communicating
results
·
Speaking
·
Non-verbal
cues
·
Verbal cues
Technology Standards
T4.4
Locate information using the Internet
T4.5 Navigate within an operating system or
software
T4.7
Locate information from application software (word processor, database,
spreadsheet)
T5.2
Evaluate information using electronic references
T6.5
Create a presentation or product using application software.
Technology Skills and
Procedures
-
Access
and navigate web sites
-
URL's
-
Bookmarks
-
Hyperlinks
-
Use various web browsers
-
To navigate the World Wide Web
-
Use electronic mail to contact appropriate sources
and receive information
-
Use
keywords
-
Use
Boolean logic
-
Scan
for relevant information
-
Be
a risk taker (Use edit and undo)
-
Format
(Font, Paragraph, Borders and Shading, Columns, Change Case, etc.)
-
Tools
(Spelling, Grammar, Thesaurus, Hyphenation, Language, etc.)
Instructional
Activities
Timeline for Unit
|
|
Mon
|
Tues
|
Wed
|
Thurs
|
Fri
|
|
Week 1
(Feb. 5
– Feb. 9)
PC Lab:
Setup files for “cut & paste” calendar activity; design
weather journal cover.
Interactive
Writing
Start
Weather Word Wall (WWW) with definitions
Start
monthly weather graph (Mailbox pg 23)
|
KWL Chart
Unit
Overview: What will the weather be like today? By Paul Rogers (Big
Book)
Start
“cut & paste” calendar activity
|
Read Weather
Words (temp. section)
Introduce
temperature and data collection, how to read thermometers
Set up
thermometers and record in Excel
|
Read:
Weather Forecasting by Gail Gibbons
Introduce
weather reporting script (pg 70 TCM)
Record
Data
|
Introduce
Precipitation Data
Read Weather
Words (precipitation section)
Create and
set up class rain gauge
Record
Data
|
Write
reflective journal: Draw
picture and write on OR (Lesson #1 Assessment)
Record
Data
|
|
Week 2
(Feb. 12 – Feb 16)
PC Lab:
Weather word wall web page
|
Introduce
wind: Make Wind Socks (Foss
Kit)
Read: The
Wind Blew
Read Weather
Words (air pressure and wind sections)
Make
anemometers
|
Create a
Wind Vane (Scholastic pg 30)
Start data
collection of wind speed and graph
|
Introduce
air pressure
Create
class barometer and start data collection (pg 40-41 TCM)
Air
pressure/ marshmallows demonstration
|
Introduce
Clouds
Read:
The Cloud Book by Tomie de Paola
Make
Clouds with Cotton Balls
Name a
Cloud (Scholastic pg 41)
|
Write
reflective journal: Wind OR (Lesson 2 Assessment)
|
|
Week 3
(Feb. 20
– Feb. 23)
PC Lab:
Begin constructing group presentations
Cloud Pen
Pals
Interactive
Writing: Types of clouds and
associated weather
|
|
Cloud in a
Bottle (Weather and Climate pg 33)
Classroom
Clouds (Scholastic pg 41)
|
Cloud Song
(Mailbox pg 22)
Cloud
Comparison using Venn Diagram
Read:
Little Cloud by Eric Carle
|
Cloud in a
Frame (Scholastic pg 42)
Read:
It Looked Like Spilled Milk by Charles Shaw
|
Write
reflective journal: Clouds OR (Lesson 3 Assessment)
|
|
Week 4
(Feb. 26 -
March 2)
Precipitation
and solids, liquids and gases
Start
weather broadcasts on morning news
PC Lab:
Kids Works Deluxe Precipitation Book
Read Weather
Words (moisture section)
Rainmaker
use a spraybottle to spray water on shiny cookie sheet (Science book of
Weather pg 22)
|
Introduce
rain
Read:
Rain, Rain, Rain by Peter Spears
Read:
Water’s Way by Lisa Peters
Instant
Water Cycle (Weather and Climate pg 32)
|
Introduce
snow
Read:
The Snowy Day by Ezra Jack Keats
Snowflakes
or No flakes (Mailbox pg 16)
Read:
It’s Snowing by Paul Humphrey
|
Introduce
sleet and hail
Read:
Froggy Gets Dressed by
Sleet vs.
Snow (Scholastic pg 58)
|
Discuss
the factors that affect precipitation
Meteorologist
visit
|
Write
reflective journal: Precipitation OR (Lesson 4 Assessment)
Introduce
Water Cycle: The Magic
School Bus at the Water Works by J. Cole
|
|
Week 5
(March 5
–March 9)
Precipitation
and solids, liquids and gases
|
Fried Ice
Frost Is
Condensation Too (W & C pg 30)
Divide
into groups and assign elements of weather
Start
story boards for PowerPoint
|
Water
Absorption Rates
Dig In
(Mailbox 17)
|
Evaporation
Painting
Melting
Different Sized Ice Cubes
Where do
Puddles Go? (Mailbox 13)
|
No School
|
No School
|
|
Week 6
(March 12
–March 16)
PC Lab:
Finish Presentations
|
Introduce
Wild Weather Thunder and Lightening
Read:
Thundercake by Patricia Pollacco
Crackling
Balloons (Scholastic pg 55)
|
Hurricanes
and Tornadoes
Pop Bottle
Tornado (Scholastic 57)
Hurricane
Swirl (Scholastic 60)
|
Hail
Storms
Make a
Hailstone pg (Mailbox 42)
How
Hailstones Form (Mailbox 43)
|
Blizzard
Read:
The Cat in the Hat Comes Back by Dr. Seuss
Cotton
Ball Blizzard in Gym
|
Write
reflective journal: Wild Weather OR (Lesson 5 Assessment)
|
|
Week 7
(March 19
– March 23)
|
Finish and
Practice Presentations
|
Finish and
Practice Presentations
|
Finish and
Practice Presentations
|
Finish and
Practice Presentations
|
Record
Presentations
|
Alternate
Readings
|
Week 1
(Feb. 5
– Feb. 9)
|
Overview:
What is weather (KWL)
Introduce
temperature
Start data
collection of precipitation and temperature
|
|
Week 2
(Feb. 12
– Feb. 16)
|
Introduce
air pressure and wind
Start data
collection of
Continue
data collection
Start
weather broadcasts on morning news
|
|
Week 3
(Feb. 20 – Feb 23)
|
Introduce
clouds
Continue
data collection
Begin
graphs in Excel
Continue
weather broadcasts on morning news
|
|
Week 4
(Feb. 26
– March 2)
|
Introduce
precipitation
Solids,
liquids and gases
Continue
data collection
Continue
weather broadcasts on morning news
|
|
Week 5
(March 3
– March 7)
|
Begin
group work
Begin
planning presentation
Continue
data collection
Continue
Excel graphs
Continue
weather broadcasts on morning news
Continue
Precipitation
|
|
Week 6
(March 12
–March 16)
|
Continue
presentation planning
Continue
Excel graphs
Continue
data collection
Continue
weather broadcasts on morning news
Wild
Weather
|
|
Week 7
(March 19
–March 23)
|
Finalize
plans and graphs
Create
presentations
Continue
weather broadcasts on morning news
|
Lesson Goals
Lesson 1:
Objective:
Students will understand temperature and how it affects them.
Description:
See schedule for week one
Assessment:
Today’s temperature is ______. Draw
a picture and write about what you should wear to school on this day.
Lesson 2:
Objective:
Students will understand wind and how it affects them.
Description:
See schedule for week two.
Assessment:
Our class is going to fly a kite. Describe
two things you could observe from the class window to predict how well your kite
will fly today.
Lesson 3:
Objective:
Students will understand clouds and how they can help predict the weather.
Description:
See schedule for week three.
Assessment:
Draw a picture with one of the types of clouds in it and describe what
the weather would be like and what you might be doing if you were outside.
Lesson 4:
Objective:
Students will understand precipitation and how it affects them.
Description:
See schedule for weeks four and five.
Assessment:
Choose one:
§
I’m going
to Disney World in Florida. By
looking at this weather map, what will I need to pack?
§
If you were
outside playing and the temperature is 30 degrees and there is precipitation,
what would you like to have for a snack when you go inside?
Lesson 5:
Objective:
Students will understand severe weather, how to prepare for it and how it
affects them.
Description:
See schedule for week six.
Assessment:
Describe what to do during a severe weather drill and explain why we
follow those steps.
Critical
Resources
·
Albert,
Toni. Weather and Climate. Step-by-step
Science Series, K-3. 1995 Carson-Dellosa
Publishing Co., Inc., Greensboro, NC, 27425.
·
Weather
Primary.
The Best of the Mailbox Theme Series.
1999. The Education Center,
Inc. Greensboro, NC, 27425.
·
Williams,
Diane. Thematic Unit: Weather. 1991.
Teacher Created Materials, Inc. Huntington
Beach, CA 92647
·
Changes
– Weather Ideas and Activities
Across the Curriculum.
1991 Frank Schaffer
Publications, Inc. Palos Verdes
Estates, CA 90274.
·
Rogers,
Paul. What will the weather be like
today? 1989.
Scholastic, Inc. New York, NY.
·
Gibbons,
Gail. Weather Words and What They Mean. 1990. Scholastic,
Inc. New York, NY.
·
PowerPoint
·
Excel
·
Sammy’s
Science House
|
Topic
|
Title
|
Author
|
|
Air
|
Air is All
Around You
|
Franklyn
Branley
|
|
Forecasting
|
I Can Be a
Weather Forecaster
|
Claire
Martin
|
|
Forecasting
|
Weather
Forecasting
|
Gail
Gibbons
|
|
Precipitation
|
Sadie
& the snowman
|
Allen
Morgan
|
|
Precipitation
|
Hide and
Seek Fog
|
Alvin
Tressalt
|
|
Precipitation
|
Rain Drop
Splash
|
Alvin
Tressalt
|
|
Precipitation
|
Rain
|
Andres
Llamas Ruiz
|
|
Precipitation
|
Marmalade's
Snowy Day
|
Cindy
Wheeler
|
|
Precipitation
|
I Like the
Rain
|
Claude
Belanger
|
|
Precipitation
|
A Rainbow
of my Own
|
Don
Freeman
|
|
Precipitation
|
The Cat in
the Hat
|
Dr. Suess
|
|
Precipitation
|
The Cat in
the Hat Comes Back
|
Dr. Suess
|
|
Precipitation
|
Rain &
Hail
|
Franklyn \Branley
|
|
Precipitation
|
Water's
Way
|
Lisa
Westburg Peters
|
|
Precipitation
|
Thomas'
Snowsuit
|
Robert
Munsch
|
|
Precipitation
|
Rain
|
Robet
Kalan
|
|
Precipitation
|
Raindrops
and Rainbows
|
Rose Wyler
|
|
Precipitation
|
When Will
It Snow?
|
Syd Hoff
|
|
Precipitation
|
Umbrella
|
Taro
Yashima
|
|
Precipitation
|
Rain, Rain
Rivers
|
Uri
Shulevitz
|
|
Precipitation
|
Bringing
the Rain to Kapiti Plain
|
Verna
Aardema
|
|
Precipitation
|
Bringing
the Rain to Kapitit Plain
|
Verna
Aardema
|
|
Precipitation
|
A Drop of
Water
|
Walter
Wick
|
|
Resource
|
Weather (TCM,
Inc.)
|
Diane
Williams
|
|
Resource
|
Changes -
Weather (Frank Schaffer)
|
Sara
Freeman
|
|
Resource
|
Weather
& Climate (Carson Dellosa)
|
Toni
Albert, M. Ed.
|
|
Seasons
|
The
Reasons for the Seasons
|
Gail
Gibbons
|
|
Temperature
|
Sun's Up
|
Teryl
Euvremer
|
|
Weather
|
Weather
and Climate
|
Barbara
Taylor
|
|
Weather
|
Weather
|
Brian
Cosgrove
|
|
Weather
|
I can be a
Weather Forcaster
|
Claire
Martin
|
|
Weather
|
Looking at
Weather
|
David
Suzuki
|
|
Weather
|
It's
Raining Cats and Dogs…
|
Franklyn
M. Branley
|
|
Weather
|
What
Causes It? A Beginning Book
about weather
|
Jane Belk
Moncure
|
|
Weather
|
Weather
Report
|
Jane Yolen
|
|
Weather
|
The
Science Book of Weather
|
Neil
Ardley
|
|
Weather
|
Science
With Weather
|
Rebecca
heddle and Paul Shipton
|
|
Weather
|
Weather
Watch
|
Valerie
Wyatt
|
|
Wild
Weather
|
The Storm
|
Anne
Rockwell
|
|
Wild
Weather
|
Tornado
|
Arnold
Adoff
|
|
Wild
Weather
|
The Big
Storm
|
Bruce
Hiscock
|
|
Wild
Weather
|
Hurricane
|
David
Wiesner
|
|
Wild
Weather
|
Flash,
Crash, Rumble, and Roll
|
Franklyn
M. Branley
|
|
Wild
Weather
|
The Hammer
of Thunder
|
Jan Pyk
|
|
Wild
Weather
|
The Magic
School Bus: Inside a
Hurricane
|
Joanna
Cole
|
|
Wild
Weather
|
Storm
Warning: Tornadoes And
Hurricanes
|
Jonathan
D. Kahl
|
|
Wild
Weather
|
Thunderbolt:
Learning About Lightning
|
Jonathan
D. Kahl
|
|
Wild
Weather
|
Wild
Weather: Hurricanes
|
Lorraine
Jean Hopping
|
|
Wild
Weather
|
Questions
and Answers About Weather
|
M. Jean
Craig
|
|
Wild
Weather
|
Thunderstorm!
|
Nathaniel
Tripp
|
|
Wild
Weather
|
Hurricane's:
Earth's Mightiest Storms
|
Patricia
Lauber
|
|
Wild
Weather
|
Lightning
|
Seymour
Simon
|
|
Wild
Weather
|
Storms
|
Seymour
Simon
|
|
Wild
Weather
|
Blizzards
|
Steven
Otfinoski
|
|
Wind
|
The Wind
& Me
|
Beverly
Butler
|
|
Wind
|
When the
Wind Stops
|
Charlotte
Zolotow
|
|
Wind
|
Gilberto
and the Wind
|
Marie Hall
Ets
|
|
Wind
|
The Wind
Blew
|
Pat
Hutchins
|
|
Wind
|
Millicent
& the Wind
|
Robert
Munsch
|
Websites
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