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Kindergarten

VIEWS: 151 PAGES: 83

									                                  First Grade
                                     Unit 3



                              Weather
                             By
                     Stephen Henderson




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                              1st Grade, Unit 3 Plan

             Lesson                          Pacing                    Materials
Temperature                                   1 day        *construction paper (laminated) or tag
                                                           board (4 different colors)
L.ES.01.21 Day 1                                           *1 Cards for Temperature sheet for
                                                           each student
                                                           *1 Weather related Vocabulary Words
                                                           sheet per student
                                                           *metal ring for each student
                                                           *scissors
                                                           *hole punch
Cloud Cover                                   1 day        *Cloudy Days by Jennifer Burke (2000)
                                                           *Weather Report: Clouds by Ann and
L.ES.01.21 Day 2                                           Jim Merk (1994)
                                                           *1 cloud cover sheet for each student
                                                           *cotton balls
                                                           *markers
                                                           *crayons
                                                           *glue
                                                           *computers
Precipitation                                 1 day        *Cloudy With a Chance of Meatballs by
                                                           Judi Barrett (1978)
L.ES.01.21 Day 3                                           *stapler
                                                           *pencils or crayons
                                                           *3 pieces of white 8.5 x 11 in. paper for
                                                           each student
                                                           *overhead or white board
                                                           *pencil
Wind-Kite Project                             1 day        *8 ½ x 11 paper
                                                           *ruler
L.ES.01.21 Day 4                                           *pencil
                                                           *stapler
                                                           *hole punch
                                                           *string
                                                           *crayons or markers
                                                           *computer or projection system
                                                           *white board
                                                           *marker
                                                           *fan

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                           *Weather Related Vocabulary Words
                                                           cards
Wind-Finish Kite                              1 day        *Can You See the Wind? by Allan
                                                           Fowler (1999)
Project                                                    *Feel the Wind by Arthur Dorros
L.ES.01.21 Day 5                                           (1989)
                                                           *8 ½ x 11 paper
                                                           *ruler
*Skip to E.ES.01.31                                        *pencil
Day 1 (Weather Tools)                                      *stapler
                                                           *hole punch
after this lesson.                                         *string
                                                           *crayons or markers
                                                           *computer or projection system
Assessment                                  Multiple       *1 Daily Changes in the Weather per
                                                           student twice a month
L.ES.01.21 Day 6                             days          *filled out Daily Weather Observation
*Ongoing assessment.                                       Chart from each student
                                                           *pencil
Can not be done until                                      *crayons
E.ES.01.32 (Observe
and collect data of
weather conditions
over a period of time)
has been started.

Weather tools                                 1 day        *thermometers
                                                           *wind sock or weather vain
E.ES.01.31 Day 1                                           *rain gauge
                                                           *computer and/or projector
                                                           *weather vocabulary cards on ring
Make weather tools                            1 day        *3-5 volunteers (2 per activity)
                                                           *1 per student for rain gauge (large
E.ES.01.31 Day 2                                           plastic soft drink bottle
                                                           *scissors
                                                           *ruler
                                                           *water proof marker
                                                           *heavy flower pot-optional)
                                                           *1 per student for wind sock (color
                                                           construction paper, colored tissue
                                                           paper, crayons or markers, stapler,
                                                           glue, hole puncher, string)
                                                           *1 per student for wind vane (a 5 cm by

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                           15 cm piece of construction paper,
                                                           straw, cellophane tape, a hat pin, a
                                                           pencil with an eraser)
Assessment                                    1 day        *1 assessment paper per student
                                                           *set of Tools to Measure Weather
E.ES.01.31 Day 3                                           cards without names or
                                                           *thermometer
                                                           *wind vane
*This assessment could                                     *rain gauge
be done now or anytime                                     *object to represent eyes for cloud
in the year as students                                    *cover
                                                           *pencils
work on E.ES.01.32
(Observe and collect
data of weather
conditions over a
period of time)
Observing and           Every day                          *Whatever the Weather by Karen
                                                           Wallace (1999)
Collecting data and         once                           *1 Weather Song sheet per student or
Assessment              E.ES.01.32                         on 1 transparency
                                                           *1 Daily Weather Observation Chart
E.ES.01.32 Day 1        is started.                        per student every month
                                                           *1 transparency of Daily
                                                           *Weather Observation Chart per
                                                           student
                                                           *rain gauge
                                                           *wind vane
                                                           *outdoor thermometer
                                                           *computer
                                                           *1 Pictographs of Weather sheet per
                                                           student for every week
                                                           *pencils

*PowerPoint Jeopardy game for end of the unit
review.




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
precipitation and wind.


I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.




5 E’s                 Time          What it looks like/Steps
Engage                5 min.        Read either Hot Days or Cold Days by Jennifer S.
(hook)                              Burke (2000). Ask students what they normally do
                                    on a hot/cold day. What kind of clothing would they
                                    wear?
Explore               10-15         Place on the board (tape, magnets) the following
(activity/            min.          words (cold, cool, warm, hot) in no particular order
lesson)                             from the Cards for Temperature sheet. Students
                                    will have these cards at their tables already cut out.
                                    Say each word as you place them on the board and
                                    have students repeat after you. The teacher asks
                                    students to place the words in order on their table
                                    how they see fit. After about 1 minute, come back
                                    together as a class. The teacher will ask students
                                    how they ordered their words and why. After
                                    hearing a few explanations of how they ordered the
                                    words, have students put them in the following
                                    order (cold, cool, warm, hot) explaining that the
                                    words describe a range of temperature. Next, have
                                    students take the cards with pictures. Tell
                                    students to place picture cards under the
                                    temperature word cards they are associated with.
                                    Give students about 2 minutes to perform this
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                    activity. Come back as a class and have students
                                    explain where they put the picture cards and why.
                                    Students might see the item as opposite
                                    temperatures, for example, ice cream is cold but is
                                    something you eat on a hot day.
Explain               5 min.        This is the first day students will use the response
(student                            cards with the weather related vocabulary words.
demonstrate                         Copy the cards on tag board or construction paper
understand-                         that has been laminated. Punch a hole in the left
ing)                                hand corner of each card. Place cards on metal
                                    clasp rings. Make sure that each student has a set
                                    with all of the vocabulary cards on it. When copying
                                    cards, make each set of cards a different color so
                                    they will be easy to find. For example, the
                                    temperature cards red, the precipitation cards
                                    yellow and so on. Have them find the cards that are
                                    the color of the hot, cold, warm, and cool cards. The
                                    students will show understanding by answering
                                    questions prompted by the teacher using the
                                    response cards playing Think, Hide, Show (see
                                    directions).
                                    Questions:
                                        1) What temperature describes when you might
                                           wear a winter jacket?
                                        2) What temperature describes a popsicle?
                                        3) What temperature describes a turned on
                                           oven?
                                        4) What temperature describes water in a lake
                                           on a summer day?
                                        5) Etc.

                                    Students might come up with different answers but
                                    can explain their reasoning for their choice.
Elaborate                           Send the Temperature Homework sheet home with
                                    students. They will list things at home that they
                                    find cold, cool, warm, or hot. Explain to students
                                    that the purpose for the assignment is to build on
                                    what they learned today at school.
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Evaluate                            Check below
(assessment)


            Misconceptions                                       Proper Conception:
Everybody has the same                                     How we perceive cold, hot, warm, or
understanding about what is cold,                          cool is based on what is normal to us.
hot, warm, or cool.                                        A person living in Florida may see 60
                                                           degrees as cool where people in
                                                           Michigan may perceive it as being
                                                           warm.


Literacy Connections:                                      Vocabulary:
Hot Days by Jennifer S. Burke                              weather conditions, daily weather
(2000), Cold Days by Jennifer S.                           pattern, temperature, cold, hot,
Burke (2000)                                               warm, cool


Math Connection:                                           Resources/Other:
                                                           ISD Weather Collection bookset
                                                           (Cold Days/ Hot Days), Hot Days by
                                                           Jennifer S. Burke (2000), Cold Days
                                                           by Jennifer S. Burke (2000),
                                                           Weather Report: The Weather and
                                                           Us by Ann and Jim Merk (1994),
                                                           Weather Words and What They
                                                           Mean by Gail Gibbons (1990),
                                                           Whatever the Weather by Karen
                                                           Wallace (1999), Weather Report:
                                                           Weather Signs by Ann and Jim Merk
                                                           (1994), Discovery Education
                                                           streaming video A First Look:
                                                           Weather, What Will the Weather
                                                           Be? By Lynda DeWitt (1993)


Materials: construction paper (laminated) or tag board
(4 different colors), 1 Cards for Temperature sheet
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
for each student, 1 Weather related Vocabulary
Words sheet per student, metal ring for each
student, scissors, hole punch

Balanced Assessments:                          What evidence will show that the
students understand?
Selected       Constructed   Performance                    Informal      Self-
Response       Response      Task                           Observation   Assessment
Formative      Summative
assessment:    assessment:
Students will Evident for
show           understanding
understanding will be a
by answering written
questions      information
using weather paper later in
related        the year.
vocabulary     (W.GN.01.03)
response
cards.




                              Science Lesson Template
Unit: 3

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Standard: Earth Systems

Grade: 1st

Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
precipitation and wind.



MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.




5 E’s                 Time          What it looks like/Steps
Engage                10 min.       Read Cloudy Days by Jennifer S, Burke (2000) to
(hook)                              the students. Discuss with students what a clear,
                                    partly cloudy, and cloudy day might look like as you
                                    write the words on the board. Read Weather
                                    Report: Clouds by Ann and Jim Merk (1994).
                                    Although this book has terms above 1st grade, it
                                    does give a definition of fog. Add fog to the list
                                    and talk about how fog is a ground level cloud.
Explore               15 min.       The teacher will pass out the cloud cover sheet to
(activity/                          all students. This should be printed onto a light
lesson)                             colored construction paper. The students will use
                                    cotton balls to show what a clear, partly cloudy,
                                    cloudy, foggy day will look like. Students can draw a
                                    picture below the sky to show what they might be
                                    doing on that day.
Explain               5-8           Have students share what they have done on their
(student              min.          cloud cover sheet. They will explain the cotton, or
demonstrate                         lack of cotton, that they placed on each scene and
understand-                         what activity they were doing on that day.
ing)
Elaborate             5 min.        The following site shows cloud coverage from the
                                    satellite. Students can see how cloud coverage
                                    looks from above the clouds. Students can use what
                                    they know to figure out what areas are clear, partly
                                    cloudy, and cloudy from a birds eye view.

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                    http://www.theweathernetwork.com/static/maps/h
                                    elp_en.htm#mapstopic03


Evaluate                            Check below
(assessment)


            Misconceptions                                      Proper Conception:
Clouds are made of cotton, pillows,                        Clouds are made up of tiny droplets
wool, smoke, vapor from cooking                            of water that cling to matter in the
                                                           air such as spores.


Literacy Connections:     Vocabulary:
Cloudy Days by Jennifer   Weather conditions, clear-sunny,
                          cloudy, partly cloudy, foggy, cloud
Burke (2000), Weather
Report: Clouds by Ann and
Jim Merk (1994)

Math Connection:                                           Resources/Other:
                                                           All About Wind and
                                                           Clouds- video (ISD),
                                                           Cloudy Days by Jennifer
                                                           A. Burke (2000), Weather
                                                           Report: Clouds by Ann and
                                                           Jim Merk (1994), Cloud
                                                           Cover Maps
                                                           (http://www.theweatherne
                                                           twork.com/static/maps/hel
                                                           p_en.htm#mapstopic03),
                                                           Edheads Weather
                                                           (http://www.edheads.org/
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                           activities/weather/frame_l
                                                           oader.htm), Interactive
                                                           Weather Forecast
                                                           (http://www.crickweb.co.u
                                                           k/assets/resources/flash.p
                                                           hp?&file=forecast)

Materials: Cloudy Days by Jennifer Burke (2000),
Weather Report: Clouds by Ann and Jim Merk (1994),
1 cloud cover sheet for each student, cotton balls,
markers, crayons, glue, computers

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance Informal          Self-
Response      Response                       Task          Observation     Assessment
                                             Formal
                                             assessment:
                                             Students will
                                             show
                                             evidence of
                                             their
                                             understanding
                                             of cloud
                                             cover by
                                             correct
                                             completion of
                                             the cloud
                                             cover sheet.




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
precipitation and wind.


I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.


MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
5 E’s                 Time          What it looks like/Steps
Engage                10 min.       The teacher will read to the students Cloudy With a
(hook)                              Chance of Meatballs by Judi Barrett (1978). Ask
                                    students if what happened in the story is fact or
                                    fiction. Discuss with the students that water that
                                    fall from the sky in the real world is called
                                    precipitation (write word on board or chart paper).
Explore               25 min.       Watch the Discovery Education streaming video The
(activity/                          Water Cycle (Precipitation 2:21).
lesson)                             Use the website
                                    (http://www.uen.org/Lessonplan/preview.cgi?LPid=15
                                    26) to make a precipitation pamphlet. You may want
                                    to adjust it to first grade by having the pamphlets
                                    prepared for the students ahead of time (not the
                                    writing or the pictures). You will also want make
                                    sure that there are 5 sections (My Precipitation
                                    Pamphlet, Rain, Snow, Hail, Freezing Rain). I would
                                    adjust what is written on the pamphlets, for
                                    example:
                                        1) rain- Draw a picture of blue droplets come
                                           from clouds.
                                        2) snow- Draw pictures of white round (outlined)
                                           circles falling from clouds. Maybe show
                                           accumulation of it on the ground.
                                        3) hail- Draw large balls falling from clouds,
                                           Could show ball bouncing off ground.
                                        4) freezing rain-show rain falling from clouds
                                           with a tree outlined in blue representing ice
                                           on the tree.
Explain               5 min.        Have students take out weather related vocabulary
(student                            words response cards and turn to the precipitation
demonstrate                         cards (rain, snow, hail, freezing rain).
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
understand-                         Play Think, Hide, Show. Give the following
ing)                                statements for students to respond to:
                                        1) This is a type of precipitation that makes
                                           roads slippery. (freezing rain)
                                        2) This is a type of precipitation that we see
                                           most of the time in the summer. (rain)
                                        3) This is a type of precipitation that we see a
                                           lot of in the winter. (snow)
                                        4) This is a type of precipitation that comes
                                           down in balls which can be small or large. (hail)
Elaborate                           Students can use computer lab time to explore the
                                    following precipitation websites:
                                    Precipitation Type Map
                                    (http://www.theweathernetwork.com/static/maps/h
                                    elp_en.htm#mapstopic02)
                                    Precipitation Types
                                    (http://www.angelfire.com/ny5/weather/precipitati
                                    on.htm)
                                    Pictures and Definitions of Precipitation
                                    (http://www.kidsgeo.com/geography-for-kids/0119-
                                    hail.php)
                                    Types of Precipitation
                                    (http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld
                                    /prcp/home.rxml)
                                    Precipitation Forecast Map
                                    (http://www.usatoday.com/weather/wrain.htm)
Evaluate                            Check below
(assessment)


           Misconceptions:                                       Proper Conception:
Precipitation is rain.                                     Precipitation is rain, snow, hail and
                                                           freezing rain.


Literacy Connections:                                      Vocabulary:
Cloudy With a Chance of Meatballs                          Weather conditions, precipitation,
by Judi Barrett (1978)                                     rain, snow, hail, freezing rain
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Math Connection:                                           Resources/Other:
                                                           Cloudy With a Chance of Meatballs
                                                           by Judi Barrett (1978), Rainy Days
                                                           by Jennifer Burke (2000), Rain! Rain!
                                                           By Carol Greene (1982), Weather
                                                           Report: Rain, Snow and Ice by Ann
                                                           and Jim Merk (1994), Bartholomew
                                                           and the OOBLECK by Dr. Seuss
                                                           (1976), Rain, Hail, and Snow by Trudi
                                                           Trueit (2002), It’s Wet Out by Kris
                                                           Hirschman (2008), Discovery
                                                           Education streaming video The
                                                           Water Cycle (Precipitation 2:21),
                                                           ISD video The Water Cycle,
                                                           Discovery Education streaming video
                                                           Water Smart: The Sun, Water Cycle,
                                                           and Climate (Precipitation: Rain,
                                                           Snow, Hail 2:17), ISD video Water
                                                           Water Everywhere, Precipitation
                                                           Type Map
                                                           (http://www.theweathernetwork.com
                                                           /static/maps/help_en.htm#mapstopi
                                                           c02), Precipitation Types
                                                           (http://www.angelfire.com/ny5/weat
                                                           her/precipitation.htm), Pictures and
                                                           Definitions of Precipitation
                                                           (http://www.kidsgeo.com/geography-
                                                           for-kids/0119-hail.php), Types of
                                                           Precipitation
                                                           (http://ww2010.atmos.uiuc.edu/(Gh)/
                                                           guides/mtr/cld/prcp/home.rxml),
                                                           Precipitation Forecast Map
                                                           (http://www.usatoday.com/weather/
                                                           wrain.htm), Cloudy With A Chance of
                                                           Meatball lesson
                                                           (http://www.uen.org/Lessonplan/prev
                                                           iew.cgi?LPid=1526)

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Materials:
Cloudy With a Chance of Meatballs by Judi Barrett
(1978), stapler, pencils or crayons, 3 pieces of white
8.5 x 11 in. paper for each student, overhead or
white board, pencil
Balanced Assessments: What evidence will show that the
students understand?
Selected       Constructed                   Performance   Informal      Self-
Response       Response                      Task          Observation   Assessment
Formative
assessment:
Students
show
understanding
by answering
correctly
with the
response
cards.




                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st



MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
precipitation and wind.


I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.


MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
5 E’s                   Tim         What it looks like/Steps
                        e
Engage                  5 min.      Watch Spot’s Windy Day using the link
(hook)                              http://www.youtube.com/watch?v=R1zSYo-1b1A or
                                    read the book Spot’s Windy Day and other stories
                                    by Eric Hill (2000).
                                    You will want to make sure that it is ready to go
                                    before the lesson otherwise there may be pausing as
                                    the downloading may struggle to keep up with your
                                    viewing, depending on your internet connection.
Explore                 25          The teacher will discuss with students that it took
(activity/              min.        some wind for Spot to get the kite flying. The
lesson)                             teacher will write on the board the 3 ways to
                                    describe a day based on wind (breezy, windy, calm).
                                    Have a fan available. When showing students the
                                    meaning of the words, use the fan to demonstrate
                                    the 3 different terms. The fan would be off to
                                    represent the calm day. Set the fan to the lowest
                                    speed to represent breezy and turn the fan to the
                                    next speed to represent a windy day.
                                    The teacher will tell students that they will be
                                    making their own kites to fly. Use the following web
                                    site to help your students make kites.
                                    http://www.howcast.com/videos/146-How-To-Make-
                                    a-Simple-Paper-Kite
                                    For the rest of the science time let the students
                                    decorate the paper to be used for their kite. Have
                                    them write the 3 wind vocabulary words on the
                                    paper before they decorate. This may need to be
                                    continued to the next day.
Explain                 3 min.      Have students get out their response cards and
                                    have them find the ones related to the vocabulary
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
(student                            words you covered with wind. If you used a
demonstrate                         different color, you can refer to the color of the
understanding)                      cards. The teacher will then do Hide, Think, Show
                                    with students asking simple questions (See
                                    instructions).
                                       1) What type of day would be the worst for
                                          flying a kite?
                                       2) What type of day would be the best for flying
                                          a kite?
                                       3) What type of day would be great if it was hot
                                          outside but may not be the best to fly a kite?
Elaborate
Evaluate                            Check below
(assessment)


           Misconceptions:                                       Proper Conception:
Wind is air in a hurry.                                    When air is warm, it rises. As it
                                                           rises above land or water, cooler air
                                                           rushes to take its place. That rush
                                                           of air is wind.




Literacy Connections:                                      Vocabulary:
Spot’s Windy Day and other stories                         Weather conditions, breezy, windy,
by Eric Hill (2000)                                        calm
Math Connection:                                           Resources/Other:
Measuring in inches using halves (2 ½                      Spot’s Windy Day video
in.)                                                       (http://www.youtube.com/watch?v=R
                                                           1zSYo-1b1A), How to Make A Kite
                                                           Video
                                                           (http://www.howcast.com/videos/146
                                                           -How-To-Make-a-Simple-Paper-Kite),
                                                           Science Secrets: Wind by Jason
                                                           Cooper (1992), Windy Days by
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
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                                                           Jennifer S. Burke (2000), Wind by
                                                           Nate LeBoutillier (2007), The Wind
                                                           Blew by Pat Hutchins (1993), Can You
                                                           See the Wind? by Allan Fowler
                                                           (1999), Feel the Wind by Arthur
                                                           Dorros (1989), Like a Windy Day by
                                                           Frank Asch (2008), Discovery
                                                           Education streaming video Paz: Kite
                                                           Flight, Discover Education streaming
                                                           video Peep and the Big Wide World:
                                                           The Real Decoy/Peep’s Lost Leaf
                                                           (Peep’s Lost Leaf 10:18), Discovery
                                                           Education streaming video Peep and
                                                           the Big Wide World: The Windy
                                                           Day/Peep Feet (Windy Day 10:18),
                                                           Discovery Education streaming video
                                                           Save-ums!: Scary Things Don’t
                                                           Blink/Tina in the Sky (Tina in the
                                                           Sky 10:15), Discovery Education
                                                           streaming video, Discovery Education
                                                           streaming video Weather: A First
                                                           Look


Materials: 8 ½ x 11 paper, ruler, pencil, stapler, hole
punch, string, crayons or markers, computer or
projection system, white board, marker, fan, weather
related vocabulary words cards

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance          Informal        Self-
Response      Response                       Task                 Observation     Assessment
Formative
assessment:
The students

MMSTLC Grant Science
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will respond
to questions
from the
teacher using
the response
cards.




                         Daily Changes in the Weather
                                                           Name _________________

                           __________                      __________
                           Date of Day 1                   Date of Day 2

Directions: Using your information from your daily observation chart, draw a picture of
what each day looked like.

                      Day 1                                      Day 2




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Directions: Use the words below to compare the two days in the venn diagram.

                                   Day 1                   Day 2




Temperature: cool, cold, warm, hot
Cloud Cover: clear, cloudy, partly cloudy, foggy
Precipitation: rain, snow hail, freezing rain
Wind: calm, breezy, windy


Directions: Write sentences comparing the two days. Use the pictures or the venn
diagram to help you.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
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________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________




                                   Cards for Temperature Activity




              Cold                                            Cool



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                 Hot                                       Warm



                 refrigerator                                  fan




                     t-shirt
                                                            ice cream




                       bed                                   coffee




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                                            Cloud Cover
Directions: Use cotton balls to show what each cloud cover may look like. Draw a
picture below the sky to show what you might be doing on that day.
                  Clear-Sunny                                             Partly
                                                                   Cloudy




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                                             Cloudy        Foggy




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                                   Think, Hide, Show
        Think, Hide, Show is an activity to informally assess students on what they
comprehend. Students may use response cards, small white boards, manipulates, or other
items that will answer a teacher’s questions.

    1)       Teacher first states or asks something that is to be found out about the
             students’ knowledge. This is the “Think” part.
    2)       Once students have the answer they will write it down on the white board or
             choose an answer on a card . They may turn it over on the table, place it close
             to their chest or on their lap. This is the “Hide.”
    3)       When the teacher has given an ample enough of time for students to retrieve
             the answer, the teacher will say, “Show.” The teacher can quickly get an idea
             of who does or doesn’t get the concept.




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                               Weather Related Vocabulary Words




                       cold                                       hot




                      warm                                        cool




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                       clear                               cloudy




                partly cloudy                              foggy




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                       rain                                   snow




                        hail                               freezing rain




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                     breezy                                windy




                       calm




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                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?



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Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
precipitation and wind.


I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.




5 E’s                   Tim         What it looks like/Steps
                        e
Engage                  10          The teacher will read to the students Can You See
(hook)                  min.        the Wind? by Allan Fowler (1999) or Feel the Wind
                                    by Arthur Dorros (1989). Both stories use the
                                    vocabulary word “breeze” which makes them great
                                    review books.
Explore                 25          The teacher will have the students finish up the
(activity/              min.        kite project from the following website:
lesson)                             http://www.howcast.com/videos/146-How-To-Make-
                                    a-Simple-Paper-Kite
                                    This is a very simple way to make a kite but having a
                                    volunteer to help might make things run smoother.
Explain                 3 min.      The teacher will take the students outside to fly
(student                            the kites. Once outside, the students will decide if
demonstrate                         the weather condition is calm, breezy, or windy.

MMSTLC Grant Science
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understanding)                      Based on their thoughts on the weather condition,
                                    the students will predict how well their kites will
                                    fly.
Elaborate                           Students can take home and try flying the kite on
                                    different days. Students can observe what kind of
                                    days that the kite flies better.
Evaluate                            Check below
(assessment)


            Misconceptions                                       Proper Conception:
Wind is air in a hurry.                                    When air is warm, it rises. As it
                                                           rises above land or water, cooler air
                                                           rushes to take its place. That rush
                                                           of air is wind.


Literacy Connections:                                  Vocabulary:
Spot’s Windy Day, Can You See the                      Weather conditions, breezy, windy,
Wind? By Allan Fowler (1999), Feel                     calm
the Wind by Arthur Dorros (1989)
Math Connection:                                       Resources/Other:
Measuring in inches using halves (2 ½ How to Make A Kite Video
in.)                                  (http://www.howcast.com/videos/146-
                                      How-To-Make-a-Simple-Paper-Kite),
                                      Science Secrets: Wind by Jason
                                      Cooper (1992), Windy Days by
                                      Jennifer S. Burke (2000), Wind by
                                      Nate LeBoutillier (2007), The Wind
                                      Blew by Pat Hutchins (1993), Can You
                                      See the Wind? by Allan Fowler
                                      (1999), Feel the Wind by Arthur
                                      Dorros (1989), Like a Windy Day by
                                      Frank Asch (2008), Discovery
                                      Education streaming video Paz: Kite
                                      Flight, Discover Education streaming
                                      video Peep and the Big Wide World:
                                      The Real Decoy/Peep’s Lost Leaf
MMSTLC Grant Science
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                                                       (Peep’s Lost Leaf 10:18), Discovery
                                                       Education streaming video Peep and
                                                       the Big Wide World: The Windy
                                                       Day/Peep Feet (Windy Day 10:18),
                                                       Discovery Education streaming video
                                                       Save-ums!: Scary Things Don’t
                                                       Blink/Tina in the Sky (Tina in the Sky
                                                       10:15), Discovery Education streaming
                                                       video, Discovery Education streaming
                                                       video Weather: A First Look


Materials: Can You See the Wind? by Allan Fowler
(1999), Feel the Wind by Arthur Dorros (1989), 8 ½ x
11 paper, ruler, pencil, stapler, hole punch, string,
crayons or markers, computer or projection system

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance       Informal        Self-
Response      Response                       Task              Observation     Assessment
                                                               Formative
                                                               assessment:
                                                               Students are
                                                               asked what
                                                               the weather
                                                               condition is,
                                                               relating to
                                                               wind, when
                                                               they take
                                                               their kite
                                                               outside using
                                                               the
                                                               vocabulary
                                                               words calm,
                                                               breezy, or

MMSTLC Grant Science
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                                                           windy.

*After this lesson go to Day 1 of E.ES.01.31 (Identify the tools that
might be used to measure temperature, precipitation, cloud cover and
wind). The summative assessment for E.ES.01.21 (compare daily
changes in weather) will be the last comparison using Daily Changes in
the Weather sheet (given 1 to 2 times a month) for the year as
students observe and collect data of weather conditions (E.ES.01.32).
This can not be started until E.ES.01.32 (Observe and collect data of
weather conditions over a period of time.) has begun.




MMSTLC Grant Science
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                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather – Weather changes from
day to day and over the seasons.

Lesson Overview:

Content Expectations: L.ES.01.21 Compare daily
changes in the weather related to temperature (cold,
hot, warm, cool); cloud cover (clear, cloudy, partly
cloudy, foggy); precipitation (rain, snow, hail, freezing
rain); wind (breezy, windy, calm).


Essential Question: What are similarities and
differences with daily changes in the weather related
to temperature, cloud cover, precipitation, and wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.22
Describe and compare weather related to the four
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
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seasons in terms of temperature, cloud cover,
precipitation and wind.


I can… Statements: (Learners’ Goals) I can compare
daily changes in the weather related to temperature,
cloud cover, precipitation, and wind.




5 E’s                   Tim         What it looks like/Steps
                        e
Engage
(hook)
Explore                             Students will complete the Daily Changes in the
(activity/                          Weather paper once or twice a month. The first
lesson)                             few times the teacher and the students will
                                    complete the paper together. The teacher will
                                    choose two days to compare. The teacher can also
                                    decide based on time to do some or all of the
                                    comparison activities. The Daily Changes in the
                                    Weather paper is used as a formative assessment
                                    and the last one done for the year will be the
                                    summative assessment.
                                    Teachers can also decide to use as their summative
                                    assessment informal observations as they observe
                                    students compare daily changes in the weather
                                    during their morning circle time.
Explain
(student
demonstrate
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Manistee, Wexford-Missaukee Regional Math Science Center
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understanding)
Elaborate
Evaluate                            Check below
(assessment)


           Misconceptions:                                       Proper Conception:


Literacy Connections:                                      Vocabulary:
                                                           Temperature, cold, warm, hot, cool,
                                                           weather conditions, daily weather
                                                           pattern, cloud, clear-sunny, cloudy,
                                                           partly cloudy, foggy, precipitation,
                                                           rain, snow, hail, freezing rain, breezy,
                                                           windy, calm
Math Connection:                                           Resources/Other:

Materials: 1 Daily Changes in the Weather per
student twice a month, filled out Daily Weather
Observation Chart from each student, pencil, crayons

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                   Performance            Informal      Self-
Response      Response                      Task                   Observation   Assessment
                                            Formative              Formative
                                            and                    and
                                            summative              summative
                                            assessment:            assessment:
                                            Students will          Students will
                                            show                   show
                                            understanding          understanding
                                            by filling in          as the
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                                            the Daily        teacher
                                            Changes in       observes the
                                            the Weather      verbal
                                            paper once or    discussions
                                            twice a month    when
                                            completing       comparing
                                            some or all of   daily changes
                                            the sections.    in the
                                            The              weather
                                            summative        during
                                            assessment       morning circle
                                            will be the      time.
                                            last Daily
                                            Changes in
                                            the Weather
                                            paper that is
                                            completed
                                            for the year.

*This assessment will be performed throughout the year and will be
summative after the last Daily Changes in the Weather paper is
completed or the last circle time.




                                                     Temperature Words
                                                        Homework

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                                              Name __________________

Dear Parents,
       Your child is learning about weather and descriptive words of temperature.
Please have your child find 1 or 2 items in the house that have to do with the given
temperature words. They are to draw a picture of the item and label it underneath. The
purpose of this assignment is to build on what your child learned today at school. Please
have your child return it to school tomorrow.

  Temperature                                          Picture and label
    Words


           Cold




           Cool




          Warm




            Hot




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                                            Cloud Cover
Directions: Use cotton balls to show what each cloud cover may look like. Draw a
picture below the sky to show what you might be doing on that day.
                  Clear-Sunny                                             Partly
                                                                   Cloudy




                                             Cloudy            Foggy




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                                   Cards for Temperature Activity




              Cold                                            Cool

                 Hot                                       Warm



                 refrigerator                                       fan




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                     t-shirt
                                                           ice cream




                       bed                                  coffee




MMSTLC Grant Science
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                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather Measurement –
Scientists use tools for observing, recording, and
predicting weather changes.

Lesson Overview:

Content Expectations: E.ES.01.31 Identify the tools
that might be used to measure temperature,
precipitation, cloud cover and wind.


Essential Question: What tools might be used to
measure temperature, precipitation, cloud cover and
wind?
MMSTLC Grant Science
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Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.32
Observe and collect data of weather conditions over a
period of time.


I can… Statements: (Learners’ Goals) I can recognize
tools the tools used to measure temperature
(thermometer), precipitation (rain gauge), and wind
(wind vane or sock).




5 E’s                 Time          What it looks like/Steps
Engage
(hook)
Explore               40 min.       Tell students that they are going to make Weather
(activity/                          Tools. Below are a list of tools you can have
lesson)                             students make. You can make them all or just choose
                                    1. I would recommend recruiting volunteers to have
                                    in your classroom.

                                    To make a rain gauge, follow the directions at the
                                    following website:
                                    (http://www.rcn27.dial.pipex.com/cloudsrus/measur
                                    erain.html#rgauge).
                                    To make a wind sock, follow the directions at the
MMSTLC Grant Science
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                                    following website: (http://www.wikihow.com/Make-
                                    a-Windsock-for-Children).
                                    To make a wind vane, follow the directions at the
                                    following website:
                                    (http://www.teachervision.fen.com/tv/printables/Pr
                                    oblem_Solver.pdf). I would add a small piece of
                                    paper taped to one side of the wind vane with a “N”
                                    for north to help determine the direction.
Explain
(student
demonstrate
understand-
ing)
Elaborate
Evaluate                            Check below
(assessment)


           Misconceptions:                                      Proper Conception:
Weather can’t be measured.                                 Temperature, cloud cover,
                                                           precipitation, and wind can be
                                                           measured using tools.


Literacy Connections:                                      Vocabulary:
                                                           rain gauge, wind vane, wind sock,
                                                           thermometer
Math Connection:                                           Resources/Other:
                                                           Discovery Education streaming video
                                                           Weather: Changes and
                                                           Measurements (Temperature 1:57,
                                                           Wind 1:57, Water 4:25), Discovery
                                                           Education streaming video Weather
                                                           Smart: Forecasting and Weather
                                                           Instruments, Weather Activities and
                                                           Games
                                                           (http://www.rcn27.dial.pipex.com/clo
MMSTLC Grant Science
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June 1, 2009, Template   DRAFT ONLY
                                                           udsrus/activities.html), The Kids’
                                                           Book of Weather Forecasting by
                                                           Mark Breen and Kathleen Friestad
                                                           (2008), Making a Rain Gauge
                                                           (http://www.rcn27.dial.pipex.com/clo
                                                           udsrus/measurerain.html#rgauge),
                                                           Making a Wind Sock
                                                           (http://www.wikihow.com/Make-a-
                                                           Windsock-for-Children), Making a
                                                           Wind Vane
                                                           (http://www.teachervision.fen.com/t
                                                           v/printables/Problem_Solver.pdf)
Materials: 3-5 volunteers (2 per activity), 1 per
student for rain gauge (large plastic soft drink bottle,
scissors, ruler, water proof marker, heavy flower
pot-optional), 1 per student for wind sock (color
construction paper, colored tissue paper, crayons or
markers, stapler, glue, hole puncher, string, 1 per
student for wind vane (a 5 cm by 15 cm piece of
construction paper, straw, cellophane tape, a hat pin,
a pencil with an eraser)

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance          Informal        Self-
Response      Response                       Task                 Observation     Assessment




MMSTLC Grant Science
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June 1, 2009, Template   DRAFT ONLY
                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather Measurement –
Scientists use tools for observing, recording, and
predicting weather changes.

Lesson Overview:

Content Expectations: E.ES.01.31 Identify the tools
that might be used to measure temperature,
precipitation, cloud cover and wind.


Essential Question: What tools might be used to
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
measure temperature, precipitation, cloud cover and
wind?


Prior Expectations/Grade: None
Where do these expectations lead to? E.ES.01.32
Observe and collect data of weather conditions over a
period of time.


I can… Statements: (Learners’ Goals) I can recognize
tools the tools used to measure temperature
(thermometer), precipitation (rain gauge), and wind
(wind vane or sock).

5 E’s                 Time          What it looks like/Steps
Engage
(hook)
Explore
(activity/
lesson)
Explain               2 min.        Have each child come over to a table and have them
(student              per           identify weather tools using the Tools to Measure
demonstrate           studen        cards without the names or the real weather tools
understand-           t             (thermometer, rain gauge, wind vane and/or wind
ing)                                sock, object to represent eyes for cloud cover).
                                    Using the assessment sheet, read the questions and
                                    record information.
Elaborate
Evaluate                            Check below
(assessment)

MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
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           Misconceptions:                                      Proper Conception:
Weather can’t be measured.                                 Temperature, cloud cover,
                                                           precipitation, and wind can be
                                                           measured using tools.


Literacy Connections:                                      Vocabulary:
                                                           rain gauge, wind vane, wind sock,
                                                           thermometer
Math Connection:                                           Resources/Other:
                                                           Discovery Education streaming video
                                                           Weather: Changes and
                                                           Measurements (Temperature 1:57,
                                                           Wind 1:57, Water 4:25), Discovery
                                                           Education streaming video Weather
                                                           Smart: Forecasting and Weather
                                                           Instruments, Weather Activities and
                                                           Games
                                                           (http://www.rcn27.dial.pipex.com/clo
                                                           udsrus/activities.html), The Kids’
                                                           Book of Weather Forecasting by
                                                           Mark Breen and Kathleen Friestad
                                                           (2008), Making a Rain Gauge
                                                           (http://www.rcn27.dial.pipex.com/clo
                                                           udsrus/measurerain.html#rgauge),
                                                           Making a Wind Sock
                                                           (http://www.wikihow.com/Make-a-
                                                           Windsock-for-Children), Making a
                                                           Wind Vane
                                                           (http://www.teachervision.fen.com/t
                                                           v/printables/Problem_Solver.pdf)
Materials: 1 assessment paper per student, set of
Tools to Measure Weather cards without names or
thermometer, wind vane, rain gauge, and something to
represent eyes for cloud cover, pencils
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Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance Informal         Self-
Response      Response                       Task           Observation   Assessment
                                             Summative
                                             assessment:
                                             Students
                                             show
                                             understanding
                                             as the
                                             teacher asks
                                             students to
                                             identify tools
                                             using cards
                                             without the
                                             names or the
                                             real tools
                                             with an
                                             object that
                                             represents
                                             eyes for
                                             viewing cloud
                                             cover.
                                             Teacher will
                                             read from
                                             the
                                             assessment
                                             paper and
                                             record on it
                                             as well.




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                                     Tools to Measure Weather
                                        Vocabulary Words

Directions: Print and copy on construction paper. Punch hole in left hand corner
and place on rings for students.




                 Thermometer                                    Rain Gauge




           Wind Vane/ Wind Sock                                    Eyes




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MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
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                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather Measurement –
Scientists use tools for observing, recording, and
predicting weather changes.

Lesson Overview:

Content Expectations: E.ES.01.31 Identify the tools
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
that might be used to measure temperature,
precipitation, cloud cover and wind.


Essential Question: What tools might be used to
measure temperature, precipitation, cloud cover and
wind?


Prior Expectations/Grade: None

Where do these expectations lead to? E.ES.01.32
Observe and collect data of weather conditions over a
period of time.


I can… Statements: (Learners’ Goals) I can recognize
tools the tools used to measure temperature
(thermometer), precipitation (rain gauge), and wind
(wind vane or sock).




5 E’s                 Time          What it looks like/Steps
Engage
(hook)
Explore               20 min.       Now that students have learned about various
(activity/                          weather conditions, tell students that today they
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
lesson)                             are going to learn about tools to help measure those
                                    conditions. Lay out thermometers, rain gauges, and
                                    wind socks and/or wind vanes at 3 different tables.
                                    Tell students that you put out three (four if you
                                    have both wind sock and wind vane) tools that
                                    measure weather. Go over precautions with the
                                    instruments like how the thermometer must be
                                    handled with care being made of glass. Break
                                    students into 3 groups. Remind students that as
                                    they are looking at the different tools to think
                                    about what of the 4 areas of weather (temperature,
                                    cloud cover, partly cloudy, foggy) might that tool
                                    measure. Write these words on the board for
                                    student convenience. Rotate the groups every 2
                                    minutes, letting them explore the different tools.
                                    After groups have rotated, have students return to
                                    their seats. One by one play clips from the
                                    Discovery Education streaming video Weather:
                                    Changes and Measurements (Temperature, Wind,
                                    and Water). Ask students which device they think
                                    is used to measure temperature. Have students
                                    stand up or give a thumbs-up to show which tool it is
                                    as you hold them in the air. Play the temperature
                                    clip. Ask students which device they thought is
                                    used to measure wind, predict again, and then play
                                    the wind clip to reveal the answer. Repeat for
                                    water. After showing the clips, remind students
                                    that you only learned about 3 tools to measure
                                    weather. See if they can figure out which weather
                                    condition was left out (cloud cover). Ask students
                                    how they think cloud cover is measured (your eyes.)
Explain               5 min.        Make sure students have the Tools to Measure
(student                            Weather cards on their ring of vocabulary cards.
demonstrate                         The teacher will play “Think, Hide, Show” with
understand-                         students giving students definitions of the
ing)                                measuring tools.
                                        1) What tool is used to measure temperature?
                                        2) What tool is used to measure wind?
MMSTLC Grant Science
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                                       3) What tool is used to measure cloud cover?
                                       4) What tool is used to measure precipitation?
                                    This might also be a good time to ask questions
                                    related to the vocabulary words already covered on
                                    the response cards.
Elaborate
Evaluate                            Check below
(assessment)


           Misconceptions:                                      Proper Conception:
Weather can’t be measured.                                 Temperature, cloud cover,
                                                           precipitation, and wind can be
                                                           measured using tools.


Literacy Connections:                                      Vocabulary:
                                                           rain gauge, wind vane, wind sock,
                                                           thermometer


Math Connection:                                           Resources/Other:
                                                           Discovery Education streaming video
                                                           Weather: Changes and
                                                           Measurements (Temperature 1:57,
                                                           Wind 1:57, Water 4:25), Discovery
                                                           Education streaming video Weather
                                                           Smart: Forecasting and Weather
                                                           Instruments, Weather Activities and
                                                           Games
                                                           (http://www.rcn27.dial.pipex.com/clo
                                                           udsrus/activities.html), The Kids’
                                                           Book of Weather Forecasting by
                                                           Mark Breen and Kathleen Friestad
                                                           (2008)
Materials: thermometers, wind sock or weather vain,
rain gauge, computer and/or projector, weather
MMSTLC Grant Science
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June 1, 2009, Template   DRAFT ONLY
vocabulary cards on ring

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance    Informal      Self-
Response      Response                       Task           Observation   Assessment
Formative
assessment:
Students use
response
cards to
answer
questions
about the
different
tools used to
measure
weather.




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                              Science Lesson Template
Unit: 3

Standard: Earth Systems

Grade: 1st

Content Statement: Weather Measurement –
Scientists use tools for observing, recording, and
predicting weather changes.

Lesson Overview:

Content Expectations: E.ES.01.32 Observe and collect
data of weather conditions over a period of time.

Essential Question: Can you look closely at weather

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conditions and collect data over a period of time?

Prior Expectations/Grade: E.ES.01.31 Identify the
tools that might be used to measure temperature,
precipitation, cloud cover and wind.

Where do these expectations lead to? None


I can… Statements: (Learners’ Goals) I can recognize
tools the tools used to measure temperature
(thermometer), precipitation (rain gauge), and wind
(wind vane or sock).




5 E’s                 Time          What it looks like/Steps
Engage                5 min.        Read Whatever the Weather by Karen Wallace
(hook)                the           (1999), a story about a boy who observes the
                      first         weather from his window. After the story on the
                      day of        first day of observing, explain to the students that
                      observi       they will be observers of the weather, just like
                      ng the        William, the boy in the book.
                      weathe
                      r.
                                    Sing Weather Song at the beginning of each
                      1 min.        weather time that you have, whether it be during
                      every         your morning circle or before your actual science
                      day           time.
Explore               5-10          Every day the teacher will work with students to fill
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
(activity/            min.          in the Daily Weather Observation Chart. The
lesson)               every         teacher may want to make a transparency of the
                      day for       chart to fill in with the students.
                      the           The teacher will assign pairs of students at the end
                      rest of       of the day to find out the following information for
                      the           the chart: temperature from outdoor thermometer
                      year.         and 9 and 10 news weather station website
                                    (http://www.9and10news.com/weather/stations/),
                                    direction of the wind from outdoor wind vane, and
                                    the amount of precipitation from the outdoor rain
                                    gauge. Pairs of students will be rotated every week
                                    with one student from the previous week helping the
                                    new pair of students the first day of the week.
                                    These students will report back to the class so
                                    everyone can fill in their information on their chart
                                    towards the end of the day. The entire class can
                                    report how the temperature feels, type of
                                    precipitation (if any), cloud cover, and speed of
                                    wind.


Explain                             Students will show understanding as they collect
(student                            information from the various weather tools and use
demonstrate                         observation skills over time.
understand-
ing)
Elaborate             5-10          At the end of the week, students use the
                      min.          information from the chart to fill in pictographs
                                    (using the Pictographs of Weather sheet) with the
                                    class using only the information that is to be
                                    compared from the Daily Weather Observation
                                    Chart. You may want to have the Pictographs of
                                    Weather sheet as transparency to model for the
                                    students at least for the first month. If there is
                                    not time to do all on your Friday, choose a side or 1
                                    of the pictographs for the students to fill in.
                                    When students finish, go over pictographs with
                                    students to analyze the chart.

MMSTLC Grant Science
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June 1, 2009, Template   DRAFT ONLY
                                    Criss-Cross Vocabulary Activity(see below)
                                    Pik-An-Answer Vocabulary Activity (see below)
Evaluate                            Check below
(assessment)


           Misconceptions:                                     Proper Conception:
                                                           .


Literacy Connections:   Vocabulary:
Whatever the Weather by cold, warm, hot, cool, cloudy, clear,
                        partly cloudy, foggy, rain, snow, hail,
Karen Wallace (1999),   freezing rain, daily weather pattern


Math Connection:                                           Resources/Other:
D.RE.01.01 Collect and                                     Whatever the weather by
organize data to use in                                    Karen Wallace (1999),
pictographs, D.RE.01.02                                    Weather Words by Gail
Read and interpret                                         Gibbons (1990), Weather
pictographs, N.ME.01.01                                    Report: The Weather and
Count to 110 by 1’s, 2’s,                                  Us by Ann and Jim Merk
5’s, and 10’s, starting                                    (1994), Weather Report:
from any numbering the                                     Weather Signs by Ann and
sequence, N.ME.01.02                                       Jim Merk (1994), Edhead
Read and write numbers                                     Weather Activities
to 110 and relate them to                                  (http://www.edheads.org/
the quantities the                                         activities/weather/),
represent                                                  Weather activities and
                                                           games
                                                           (http://www.rcn27.dial.pip
                                                           ex.com/cloudsrus/activitie
MMSTLC Grant Science
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June 1, 2009, Template   DRAFT ONLY
                           s.html), Crickweb
                           Weather Forecasting
                           (http://www.crickweb.co.u
                           k/assets/resources/flash.p
                           hp?&file=forecast),
                           National Weather Maps
                           (http://www.usatoday.com
                           /weather/wrain.htm),
                           Types of Maps
                           (http://www.theweatherne
                           twork.com/static/maps/hel
                           p_en.htm)
Materials: Whatever the Weather by Karen Wallace
(1999), 1 Weather Song sheet per student or on 1
transparency, 1 Daily Weather Observation Chart per
student every month, 1 transparency of Daily,
Weather Observation Chart per student, rain gauge,
wind vane, outdoor thermometer, computer, 1
Pictographs of Weather sheet per student for every
week, pencils

Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                   Performance     Informal        Self-
Response      Response                      Task            Observation     Assessment
                                            Formative       Formative
                                            and             and
                                            summative       summative
                                            assessment:     assessment:
                                            Students will   Students will

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June 1, 2009, Template   DRAFT ONLY
                                            show            show
                                            understanding   understanding
                                            of collecting   of observing
                                            data of         weather
                                            weather         conditions as
                                            conditions by   the teacher
                                            using the       observes
                                            Daily           them using
                                            Weather         weather
                                            Observation     tools, their
                                            Chart.          eyes, and
                                                            knowledge to
                                                            collect data.



*Place the 9and10news website as a shortcut on one of your classroom
computers so all the students have to do is click on the icon.



*End of unit vocabulary activities.
1)    Criss-cross: This can be done in small groups or as a whole class
with teacher having a transparency and overhead. Students read
statements to find answers and then writes the word in the
corresponding section.
2)    Pick-An-Answer: Print the cards on 5” x 8” index cards using
your printer. Punch out the holes and mark the correct responses on
the back of the cards. Cards can be used as a whole group, small
group, or individual self-checking vocabulary activity.




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                                     Assessment Questions
                                          E.ES.01.31
                           Student’s Name __________________
Teacher Note: Place Tools to Measure Weather cards without the names in front of the
student.

    1)       Can you recognize the tool that is used to measure wind?
                           Student (did, didn’t) recognize correct tool.

             What is the name of this device (wind sock/wind vane)?
                            Student’s response ___________________



    2)       Can you recognize the tool that is used to measure temperature?
                           Student (did, didn’t) recognize correct tool.

            What is the name of this device (thermometer)?
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                    Student’s response ___________________



    3)       Can you recognize the tool that is used to measure precipitation?
                           Student (did, didn’t) recognize correct tool.

             What is the name of this device (rain gauge)?
                            Student’s response ___________________



    4)       Can you recognize the tool that is used to measure cloud cover?
                           Student (did, didn’t) recognize correct tool.

             What is the name of this tool (eyes)?
                            Student’s response ___________________




Weather Song
(to the tune of "Oh My Darling")
What’s the weather?
What’s the weather?
What’s the weather, everyone?
Is it windy?
Is it cloudy?
Is there rain?
Or is there sun?




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
 When there are some clouds in the
 sky, we say that it is
 ________________.


                                                           partly cloudy


                                                           sunny


                                                           cloudy


                                                           clear



MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
   When there are clouds on the ground,
   it is __________.




                                                           cloudy


                                                           foggy


                                                           sunny


                                                           partly cloudy




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
     Rain, snow, hail, and freezing rain are
     all types of ________.




                                                           tools


                                                           wind


                                                           clouds


                                                           precipitation




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
      Temperature in Michigan during the
      winter is usually _________.




                                                           warm


                                                           cool


                                                           cold


                                                           hot




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
         This tool measures precipitation.




                                                           wind sock


                                                           wind vane


                                                           cloud cover


                                                           rain gauge




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
   Cloud cover can be measured using
   our ___________.




                                                           eyes


                                                           hands


                                                           feet


                                                           ruler




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
 This tool measures which way the
 wind blows.




                                                           rain gauge


                                                           wind sock


                                                           eyes


                                                           wind vane




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
   The best weather conditions to fly a
   kite would be _________.




                                                           calm


                                                           windy


                                                           foggy


                                                           breezy




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
     Temperature can be measured using
     _____________.




                                                           water gauge


                                                           eyes


                                                           thermometer


                                                           wind vane




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
   The weather condition in Michigan
   during the winter is usually
   _________.


                                                           cold and snowy


                                                           warm and sunny


                                                           foggy and warm


                                                           cold and rainy




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                            Weather




Across
1. It is ________ in the summer.
4. Liquid precipitation.
5. Clouds on the ground.
6. Little wind.
8. Measures precipitation.
Down
1. Frozen balls of water.
2. Measures temperature.
3. A great day to fly a kite.
7. No wind.




MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Daily Weather Observation Chart                                       Month/Year
________________

                                                                      Name ________________
                                                                                     *Cloud
                                                                                     Cover       Wind
                                                                    *Precipitation   (clear,     Direction
                                                                    (rain, snow,     cloudy,     (north,     *Wind
                                                                    hail,            PC=partly   south,      (calm,
        Temperature        *Temperature             Precipitation   FR=freezing      cloudy,     east,       breezy,
 Day    (˚F or ˚C)         (cold/cool/warm/hot)     (in. or cm.)    rain)            foggy)      west)       windy)
   1
   2
   3
   4
   5
   6
   7
   8
   9
  10
  11
  12
  13
  14
  15
  16
  17
  18
  19
  20
  21
  22
  23
  24
  25
  26
  27
  28
  29
  30
  31
*Information to be compared.
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