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Weather Unit

Unit Plan- Grade 1 and 2 integrated unit (Weather, Air, and Water)

 

Rational:

 

            In this unit students will be exploring weather both in their immediate environment and in other places around the world. Students will observe and record weather conditions throughout the year. Students will make their own weather measurement instruments to use for collecting data. Students will also be able to use standardized instruments such as a thermometer, rain gage, wind gage, and weather vane. Students will be taught to identify different cloud patterns and use them in weather prediction. Weather forecasting and the importance of weather in our lives and agriculture will be emphasized throughout the unit. Students will know where to access weather information and how to appropriately prepare for all weather conditions. Students will also recognize the importance of air, water, and weather conditions on the environment and all living things. Students will be able to identify seasonal changes in weather patterns and how plants and animals adapt to these changes.

 

            Part of the unit will be on the water cycle and sources of water throughout the world. Students will be able to identify the difference between fresh and salt water. Students will also be able to identify how different forms of precipitations such as rain, snow, and hail are made. Students will also explore different forms of pollution and how it affects our world.

 

            A large portion of this unit will be based on observation and collecting our own classroom data. Resources such as the news, the internet, and the newspaper will also be used. Literature about weather, both fictional and non-fictional will be incorporated as well. Students will also conduct and interview to find out about strange weather.

 

Assessment:

            Students will have a quiz on basic concepts at the end of the unit. Observations of daily work and participation will be made through checklists and anecdotal records. Students will be informed of what needs to be corrected or modified in their work books throughout the unit The work in students’ science books will be assessed using a rubric.

 

Resources:

            A variety of fiction and non fiction resources will be used. Books included are basic readers on weather, magic school bus books, Millicent and the Wind, Cloudy with a chance of meatballs, and many others from the library and my own collection.

 

Lessons:

 

Lesson 1: What is Weather

O: Students will be able to identify different words associated with weather

O: Students will be able to classify weather words as good weather or bad weather words and explain why they were classified as such

O: Students will be able to create a weather picture

 

  1. Ask the students to brainstorm a list of words that they know that are associated with weather (different kinds of weather, weather instruments, seasons, etc.)- Write down each word on a piece of paper and use sticky tack to show them on the board
  2. Hand out the words the students just brainstormed and have them place them on a chart as good weather, bad weather, or neither good or bad- once all the words are sorted see if the students can think of other words for each category.
  3. Read the words together as a class- add the words to the weather word chart
  4. Have the students create a picture of “weather”- they may create whatever type of weather that they like.

 

A: Students will be observed and assessed for participation and following classroom procedures.

 

 

Lesson 2: Why do we Need to Know About Weather

O: Students will be able to identify where you can find out the weather

O: Students will be able to identify why knowing the weather is important for safety

O: Students will be able to identify why knowing the weather is important for farmers

O: Students will be able to listen to an informational story about weather

 

  1. Ask the students to think of all the different places we can find out about weather
  2. Ask the students why we need to know the weather- who needs to know and why they need to know
  3. Students will identify safety risks involved in not knowing the weather
  4. Students will listen to the story Hurricane and identify how knowing the weather helped save lives

 

A: Students will be observed and assessed for following classroom routines and participation.

 

Lesson 3: Measuring temperature

O: Students will be able to use a thermometer with assistance

O: Students will be able to classify different temperatures as being cold, hot, or pleasant

O: Students will know that 0degrees is freezing (water turns to ice))

O: Students will know that all temperatures below 0 are minus temperatures

O: Students will know that temperature is measured in degrees celcius

 

  1. Show the students a thermometer- ask them to explain what the thermometer does, how do we know if it is hot or cold (what happens to the thermometer)
  2. Take the thermometer outside- read the temperature as a class, make this the first recording on the weather chart
  3. Activity:  students dress the weather bear appropriately for each temperature (hot, cold, pleasant)
  4. Complete temperature worksheet

 

A: Activity worksheets will be assessed for completion and comprehension

 

Lesson 4: Measuring Rain

O: Students will be able to identify how rain is measured

O: students will be able to state different reasons why we measure rain

O: Students will be able to create their own rain gauges.

 

  1. Ask the students to share everything that they know about rain- how does rain feel, when does it rain
  2. Read the story “rain”
  3. Show the students a rain gauge and show them how it works
  4. Create rain gauges to take home

 

A: Rain Gages will be assessed for completion- student use of the rain gage will assessed as we measure the rain

 

Lesson 7: Water is everywhere (Water Cycle)

O: Students will be able to explain the basics of the water cycle (evaporation, clouds, rain,)

O: Students will be able to understand that the sun heats water and causes it to evaporate

O: Students will be able label a model of the water cycle

 

  1. Read the Magic School bus water cycle book
  2. Show the students a demonstration of a water cycle using a kettle and ice tray
  3. Have the students colour and label the water cycle wheel

 

A: Water cycle wheel will be assessed for completion and comprehension

 

Lesson 8: Precipitation (2 lessons)

O: Students will be able to identify different types of precipitation

O: Students will be able to explain how precipitation collects

O: Students will be able to tell how precipitation forms

 

  1. Read Cloudy with a chance of meatballs
  2. As a class write  a story about strange precipitation
  3. Children will illustrate the story in pairs

 

A: Students will be observed and assessed for participation

 

Lesson 8: More Precipitation:

  1. Show the students pictures of different types of precipitation- ask them to identify the types
  2. Review with the students how precipitation is formed
  3. Students will fill in the precipitation chart.                                                                 
  4. A: Chart will be assessed for completion and comprehension of types of precipitation. Student participation in story making will be assessed through observation.

 

Lesson 10: Wind

O: Students will be able to describe different wind qualities

O: Students will be able to identify how the wind is helpful and harmful

O: Students will be able to identify why it is important to know which direction the wind is coming from

O: Students will be able to build a weather vane

 

  1. Read Millicent and the wind- use thumbs up for describing words for wind
  2. Have the students describe different wind qualities- warm, harsh, cold
  3. Discuss how wind is beneficial- spreads seeds, helps vehicles go faster, dries the soil and how it is harmful- causes damage to buildings, makes you lose things
  4. Briefly explain how winds from different directions have different qualities- North is cold, South is warm- show on a map
  5. Students will go outside and use bubbles to show which direction the wind is blowing- ask them to make observations of other things that show the direction of the wind
  6. Students will create a weather vane

 

Optional Activity: Create a wind sock

 

Lesson 11: Clouds- Types

            O: Students will be able to describe different types of clouds

            O: Students will be able to identify storm clouds

            O: Students will be able to describe how clouds are formed (water cycle)

            O: Students will be able to create a chart showing different types of clouds

 

  1. Review the water cycle with the students- ask them to describe how clouds are formed using actions
  2. Read: Clouds
  3. Show the students some pictures of different types of clouds- ask them to use describing words to tell about the clouds- act out different types of clouds
  4. Create cloud charts using cotton balls

 

A: Students will be observed during activities for comprehension. Cloud charts will be assessed for completion and accuracy using a happy face scale

 

Lesson 12: The Sun

            O:  Students will be able to identify that the sun is a star

            O: Students will be able to describe how the sun changes the temperature

            O: Students will be able to identify the equator on the globe

 

  1. Brainstorm a list of everything that the students know about the sun
  2. Read:
  3. Explain to the students what the sun is (a burning ball of gas)- ask them to think of why the sun is important (plants need it, it warms the
  4. Create suns- Students will swirl orange and yellow paint on a circular piece of paper to represent the swirling gas in the sun

 

Assessment: Students will be observed and assessed for participation and comprehension

 

Lesson 13: Ice

O: Students will know that ice is frozen water

O: Students will be able to observe the formation of ice through the creation of popsicles

O: Students will be able to state why ice can be dangerous or fun

O: Students will be able to make a hypothesis about why ice forms in the arctic/ Antarctic and not at the equator

 

  1. Introduce ice to the students- show them some ice cubes and ask them to describe the ice cubes. What happens to the ice cubes after a while
  2. Make juice popsicles with the students- every 30 minutes make observations about what is happening to the juice- record the observations on an observation sheet
  3. Discuss with the students how ice can be fun. Ask them how ice can be dangerous.
  4. Show the students the globe- ask them to show where ice forms and where it doesn’t form- ask them why (sun rotation around the earth.)

 

Assessment: Students will be observed and assessed for comprehension

 

Lesson 14: Snow

O: Students will know that snow if formed from water crystals

O: Students will know that snow comes from clouds

O: Students will be able to describe different types of snow crystals

O: Students will be able to match types of crystals with their names

 

  1. Read: Snow
  2. Show the students different types of snow crystals ask them to describe the types of crystals- make up hand signals to show the types of crystals.
  3. Students will use chalk to create representations of snow crystals on construction paper
  4. Students will complete the snowflake matching sheet

 

Assessment: Matching sheet will be assessed for completion and comprehension

 

Lesson 15: Blizzards

O: Students will be able to identify how ice is formed

O: Students will be able to explain what a blizzard is

O: Students will be able to explain how blizzards are dangerous

 

  1. Read: Blizzards
  2. Have the students describe a blizzard and how it is formed. Why is a blizzard dangerous
  3. Students will complete the blizzard word search

 

A: Students will be observed and assessed for participation and comprehension

 

Lesson 16: Severe Weather- Tornadoes

O: Students will be able to describe how a tornado forms

O: Students will be able to describe what to do if there is a tornado warning

O: Students will be able to describe how and why a tornado is destructive

  1. Read: Tornadoes
  2. Demonstrate tornadoes using the tornado tube
  3. Students will act out the formation of a tornado
  4. Have the students describe what to do if there is a tornado warning
  5. Complete the Tornado cloze activity

 

A: Cloze activity will be assessed for completion

                      

Lesson 17: Weather changes with seasons

O: Students will be able to identify 4 seasons

O: Students will be able identify what weather is like in each of these seasons

O: Students will be able to identify changes that occur in each of these seasons

O: Students will know that there are 6 seasons in the aboriginal calendar

  1. A bulletin board will be created with each of the 4 seasons on it
  2. Brainstorm weather words to put in each section of the bulletin board
  3. Have the students create objects to put in each section of the bulletin board

 

Lesson 18: Dressing for the weather

O: Students will be able to identify how do dress in different weather

O: Students will be able to state why it is important to dress appropriately for the weather

O: Students will be able identify consequences of not dressing appropriately for the weather

  1. Students will sort a collection of clothing items by the season they are worn in
  2. Discuss with the students why it is important to dress appropriately for the weather- what happens if you don’t? What kinds of weather are too dangerous to go outside?
  3. Explain to the students how to dress in layers during cold weather
  4. Layering relay race

 

A: Students will be observed and assessed for participation

 

Lesson 19: Weather stories (1 week)

O: Students will be able to write short stories about the weather

O: Students will be able to illustrate their weather stories

O: Students will be able to share their stories about the weather

 

  1. Brainstorm a list of ideas for weather stories
  2. Write the story using the story starter- It was a bright and sunshiny day when…..
  3. Students will illustrate their stories
  4. Students will share their stories with the class

 

A: Stories will be assessed using a writing rubric.

 

Review day and Quiz

 

 

 

 

 

 

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