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**Weather Channel link for Weather Journal (documenting daily weather conditions)www.weather.

com
**Create weather book station (book box) for students to have access to during
independent reading time.
**Weather Words Chart will be displayed (and added to) in classroom throughout
unit.
Lesson 1- Review of Seasons

Date/ Time: 2-24-15/


Subject: Science
SOL: 2.6; Lang. Arts 2.6
2:30p
Unit/Overarching Concept: Weather- Review of Seasons (SOL 1.7); Introduce Weather
Objective: The students will identify the four seasons and recognize weather terms.
Students will use graphs and charts to document weather conditions daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
*Pre-assessment will be given (5 to 10 questions)
1-Have students name the four seasons; create a chart on the SmartBoard (4
categories).
2-For each season, have students think of words that describe the seasons.
3-Write down words on a chart that represent words that describe weather. Can the
students determine that these words describe weather? When they determine the
words describe weather, label the chart Weather Words.
4-Share that weather follows patterns; introduce the Weather Journal that each
student will have to document temperature, wind, description, etc. (daily throughout
the unit)
5-Have the students write the weather words in their science interactive notebooks
(they will use for future reference throughout the unit)
*Weather Words: depends on the students answers
Materials: Science interactive notebooks, Weather Journal for each student (teachermade material), chart paper for Weather Words Chart (teacher-made, to be displayed
in the classroom)
Closure: document current weather in Weather Journal
Assessment: participation and discussion; collect/ completion of Weather Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: I gave the students their pre-assessment and provided support reading
questions and expanding what needed to be answered without giving them the
answer. The test (although only 7 questions) took longer than expected making me
have to move the introduction of the weather book box and Weather Journal to
tomorrow (next lesson plan). After the pre-assessment, I created a chart on the
SmartBoard and divided it into 4 sections. The students told me the four seasons and
I had them engaged and active in the activity of listing words and things that
described each season. They were very proud and gave very good answers After
thinking of some words; I circled the words that had to do with weather. The FIRST
person I asked knew that the words I circled talked about weather, YAY! I then
created a chart titled Weather Words that I explained to the class will be added to
throughout the unit when we learn new words. I ran over the 30 min Science period
today, but it was only because the students were so enthusiastic about the lesson!
Pat on the back to myself WOOHOO! The lesson went incredibly well for introducing
a new topic to them!
*KWL Chart (what we know, what we want to know, what we learned)-

interactive notebooks

Lesson 2- Weather Patterns

Date/ Time: 2-25-15/


Subject: Science
SOL: 2.6; Lang. Arts 2.6
9:00- 9:35
Unit/Overarching Concept: Weather- Weather Patterns
Objective: The students will read and discuss about weather patterns.
Students will use graphs and charts to document weather conditions daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Have students open their science books to pages 70 & 71.
2-Read the pages aloud to students. While reading, ask the following
questions when appropriate in the text:
-In your own words, describe precipitation (review from water cycle).
-Which is your favorite type of weather? Discuss.
-Is it possible for it to be snowing in one part of VA but not another? Lets talk
about why.
-What is a weather forecast? **Talk about Weather Pattern Chart.
-What are some ways we can check the weather?
-Why is it important to check the weather forecast?
-Discuss the 3 weather questions on pg. 71 (TPT- think-pair-share),
document on the Weather Pattern Chart what the students see.
-Add new words to the Weather Words chart that the students find important
or have discovered during the reading
*Weather Words: forecast
Materials: Student science book (pgs. 70-71), science interactive notebook
(Weather Words chart), Weather Journal
Closure: document current weather in Weather Journal
Assessment: participation and discussion; collect/completion of Weather
Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: I was able to present the Weather Book box and Weather Journal
today. The students were excited to get a Weather Journal because they have
done them before in Kindergarten and 1st grade! They were also excited to
use www.weather.com because they have been on it before at home! The
students were really engaged and excited about documenting their first
journal entry. I was impressed that I didnt have to prompt very much for
answers for anything, especially predicting tomorrows weather Of course
that may be because we have CONSTANTLY talked about the pending snow
tomorrow, all day! During the read aloud, students were engaged and
answering all of the (above) questions that I asked and even extending their
thinking into their real life situations. I am continually impressed/ proud of

how much they know! They were even excited to use the Weather Book Box
during free reading time, today. Lesson completed and worked well!

Lesson 3- Writing with Weather (Omitted because of snow day time


constraints)

Date/ Time: N/A


Subject: Science
SOL: 2.6; Lang. Arts 2.12 (c)
Unit/Overarching Concept: Weather- Connecting Weather to Personal
Experience (Writing)
Objective: The students will write about an experience in a given weather
condition. Students will use graphs and charts to document weather
conditions daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
*Before the lesson, have for each child either one yellow sun, one blue
raindrop, or one white snowflake to serve as a weather condition.
1-Review the Weather Words in students science interactive notebook.
Remember how these words describe the weather?
2-Expand Me! (Reproducible 93) complete as whole class.
3-Invite different students to expand sentences by adding more detail. Give
support/ prompt when needed.
4-Pass out lined paper for each student in preparation for writing prompt.
Hand out a weather image to each student. As a group, talk about the
different weather conditions.
5-Challenge students to write a descriptive paragraph about a personal
experience they have had with the corresponding weather image you
assigned them.
6-Allow students to share and then glue their writing to the weather image.
*Weather Words: may vary by student answers to writing prompt
Materials: Science interactive notebooks, Weather Journal, Reproducible 93,
yellow, blue and white construction paper (to make weather images), lined
paper for writing prompt, glue sticks
Closure: document current weather in Weather Journal
Assessment: completion of writing prompt and participation; collect/
completion of Weather Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: MAY BE UNABLE TO IMPLEMENT DURING WEATHER UNIT

SAVED FOR FUTURE WRITING PROMPTS WHEN/IF NEEDED

Lesson 4- Weather Patterns (Temperatures)

Date/ Time: 2-27-15/


Subject: Science
SOL: 2.6; Math 2.19, 2.20;
2:30- 3:00
History 2.6
Unit/Overarching Concept: Weather- Seasons; Weather Patterns (Application)
Objective: The students will understand weather patterns and apply their
knowledge to patterns of temperature over select cities in Virginia. Students
will use graphs and charts to document weather conditions daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Have students take out their science interactive journals. On the next blank
page, have students write Patterns. Review that a pattern is a repeating
design or sequence.
2-Challenge students to create their own pattern on their paper. Have some
students share their patterns on the SmartBoard.
3-Refer back to the Weather Words chart. Do seasons have patterns? List the
seasons in order on the SmartBoard, repeat a few times so students
remember the pattern.
4-Explain that seasons follow this pattern because of the Earths position as
it revolves around the sun.
5-Encourage students to think of new weather words for each season.
Discuss if any weather descriptions can be found in more than one season.
-Are there any weather conditions that are only found in one season?
-Does it always snow in winter?
-Do some parts of VA have snow when others dont?
-How does temperature follow a pattern as seasons change? (hot, mild, cold,
mild)

6-Distribute Reproducible 94 to each student. Review map skills by having


students identify Roanoke, Washington D.C., Richmond, Atlantic Ocean and
Appalachian Mountains.
7-Before analyzing the chart, be sure students understand what the table
shows (average high temperatures, select Virginia cities)
8-Review some of the answers with the students together and then have
them complete the worksheet on their own while walking around to support
when needed.
9-Go over the worksheet and display answers on SmartBoard, have students
review their data and draw conclusions about which city had the most
frequent high temperatures and make inferences about there conclusions.
10-Talk about the patterns of the seasons (by month) as a whole group by
showing the different temperatures of each month on the board. (higher than
80 is hot, below 60 is cold)
*Weather Words: temperature
Materials: Science interactive journal, Weather Journal, Reproducible 94
Closure: document current weather in Weather Journal
Assessment: participation and discussion; collect/ completion of Weather
Journal; completion of Reproducible 94 (temperature data)
Additional Notes: **Weather Journal is ongoing.
Reflection: This lesson was implemented while I was absent at the RU
Education Job Fair. Mrs. Galliher noted that the students understood the
concept and began to recognize that seasons were patterns and so are
months and the days of the week, etc. She reviewed the true or false
question from the pre-assessment (Weather has patterns.) and although
most put false, they now had a better understanding that they now had a
better understanding that YES!, weather does have patterns

Lesson 5- Measuring Weather (Weather Instruments)

Date/ Time: 3-2-15/ 9:00Subject:


SOL: 2.6; Math 2.18, 2.17
9:35
Science
Unit/Overarching Concept: Weather- Measuring Weather (Weather
Instruments)
Objective: The students will measure and record weather data using weather
instruments (thermometer, rain gauge, and weather vane). Students will use
graphs and charts to document weather conditions daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Display a picture of a thermometer, rain gauge, and weather vane. Have
students discuss among themselves (TPT) what each of these instruments
are and how they are used.
2-Challenge students to revise or confirm their predictions while reading pgs.

72-73 in text.
3-Read and discuss pgs. 72-73. Ask the questions below when appropriate
during the text:
-Which tool do we use to measure the air temperature?
-There are two systems of measurement (metric and Standard English). Look
at the picture of the thermometer. Which side is which?
-A rain gauge is used to measure how much precipitation has fallen over a
certain period of time. Is rain a solid, liquid or gas?
-Study the picture of the rain gauge on p. 72. How much rain is measured?
-What is the importance of a weather vane? (Think of a sailor or pilot)
-What do you think the weather vane would do if there were no wind?
-Which weather instrument do you think is the most valuable?
-Look at the graph. Which day of the week was the hottest? Coldest?
4-Have students take out their Science interactive notebooks. Hand out premade Weather Instrument Chart to paste on the next clean page. Students
should complete the charts using their text (pgs. 72-73) as a resource.
*Weather Words: thermometer, rain gauge, weather vane, predictions
Materials: science book (pgs. 72-73
Closure: add new weather terms to Weather Words Chart, document current
weather in Weather Journal
Assessment: participation and discussion; collect/ completion of Weather
Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: The students seemed distracted and uninterested in the topic of
weather instruments. It was hard to expand the lesson beyond these three
instruments when it is all they are required to learn. The students were
familiar with what each instrument did and had many good ideas as to why
each are important when talking about weather. I was disappointed to see
that this lesson wasnt as fun for them as the others have seemed, but
sometimes I believe that this simply happens because we are told what
needs to be taught rather than always being able to make it fun. The
students really knew the meaning of these tools and we were able to
compare weather tools (or instruments) to other tools so that they could be
prepared for the Unit test at the end.

Lesson 6- Precipitation

Date/ Time: 3-4-15/


Subject: Science
9:00-9:35
Unit/Overarching Concept: Weather (Precipitation)

SOL: 2.6; Lang. Arts 2.2

Objective: The students will develop an understanding of different types of


precipitation: rain, snow, and ice (rain, snow, sleet, and hail) through reading and
demonstration. Students will use graphs and charts to document weather conditions
daily.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
*Prepare precipitation models prior to lesson (directions in teacher guide).
1-Review the three states of matter (liquid, gas, solid). When thinking about
precipitation, which type is liquid (rain), which types are solid (snow, sleet, hail)?
2-Briefly talk about each of these types of precipitation before reading pg. 74 so
students will be familiar with the terms.
3-Read pg. 74 with the students. Discuss the reading by asking questions when
appropriate:
-What are the three types of precipitation? (add terms to Weather Words Chart)
-Which two types require colder temperatures?
-Describe the difference between hail and sleet.
-Which precipitation (hail or sleet) would you most likely find in the wintertime?
-Some hailstones are as big as tennis balls! Why would you want to park your car in a
garage during a hailstorm?
-Water is a liquid. What happens to it when it is heated? (review)
-When it evaporates, water changes its state of matter and becomes a gas and rises.
Temperatures are colder higher in the sky. What happens to the water vapor when it
gets colder? (review)
-If enough water condenses, what happens? (review)
-Thats the water cycle! What are some other cycles we have learned about this year?
(life cycles, seasonal cycles)
4-Distribute Types of Precipitation Reproducible 98. Answer the two questions at the
top as a class. Begin the demonstration of each precipitation, one by one, and have
students fill in their charts as they learn about each one (what they look like, outside
temperature, and the phase of matter).
-Show video of each precipitation while modeling the demonstration of each:
Rain- http://www.sciencekids.co.nx/videos/weather/monsoonrain.html
Snow- http://pmm.nasa.gov/education/weather-climate (search Our World:
Snowflakes)
Ice (Sleet and Hail)- http://www.accuweather.com/en/weather-video (search
sleet vs. hail)
*Weather Words: precipitation, rain, snow, ice, sleet, hail
Materials: Weather Journal, science text (pgs. 74-75), Reproducible 98, computer, [4
cups, disposable diaper, small frozen water balloon, crushed ice, watering can,
water]- for demonstration
Closure: add new weather terms to Weather Words Chart; discuss how these types of
precipitation are different; document current weather in Weather Journal
Assessment: participation and completion of Reproducible 98; collect/ completion of
Weather Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: Preparation for the demonstrations of this lesson was difficult. I needed to
demonstrate hail and sleet, which began melting before I even began. In actuality, I
guess this would be hard to prevent in any case but I was disappointed that it didnt
represent the exact precipitation. The students enjoyed coming to the table and

touching each precipitation. They observed that the snow didnt feel cold, which I
was so proud of because that meant they knew what temperature it had to be for
snow. They were able to fill out the worksheet that went along with precipitation with
minimal support after seeing the demonstrations and videos. The concept that was
hard to comprehend and I wish I had had more time to talk about and review with
them was hail. Being ice, all of the students assumed it hails in winter when, in fact, it
typically happens in very warm weather during bad thunderstorms. During review, I
will be sure to go over each of the precipitations again to be sure all students
understood!
Lesson 7- Storms

Date/ Time: 3-9-15/ 9:00Subject:


SOL: 2.6; Lang. Arts 2.2
9:35
Science
Unit/Overarching Concept: Weather- Storms
Objective: The students will identify common types of storms (hurricanes,
tornadoes, blizzards, and thunderstorms).
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Create a storm in the classroom. Here are the sounds we will make with
our bodies:
Rub your hands together
Snap your fingers, one first then the other
Slap your hands on your legs, non-rhythmically
Bang something loudly, have a student flicker the lights
Stomp your feet
Snap your fingers
Rub your hands together
-Fading the storm in and out represents what a storm does in real life. It
starts out slow, gets heavy, and then fades away as it leaves.
2-Read science text pgs. 76-77. Ask these questions when appropriate to
build a discussion:
-What are four storms that can cause great damage?
-Which storm begins in the middle of the ocean?
-What type of precipitation can you infer will occur with a hurricane?
-What is a storm surge? How can a storm surge result in flooding?
-What shape do you see in the picture of the tornado? What do you think a
weather vane would do in the middle of a tornado?
-Name some negative consequences about a blizzard.
-Why is it important to go inside if you see lightning?
-Which storm do you think is the most dangerous? Why?
*Weather Words: hurricane, tornado, blizzard, thunderstorm
Materials: Science text (pgs. 76-77), computer
Closure: add storm terms to Weather Words Chart; document current
weather in Weather Journal
Assessment: participation and discussion; collect/ completion of Weather
Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: Introducing the storms was not hard because so many of the

students had personal experiences with each kind of storm. Although, I think
a few dramatized their experience with tornadoes ;) They still were all
aware of what each storm was and what they looked like. Creating a storm in
the classroom worked a lot better than I thought! At first, they wanted to
make the sounds all together; which defeated the purpose of a storm fading
in and out but after a few practice runs, they really got it! Plus, they liked
getting up and being active! We added the new storm terms to our
Weather Words chart and reviewed the other words we had. Some of the
students made connections from our words that describe weather were
related to the storms we were talking about. I was so proud!

Lesson 8- Cause and Effect (Storms)

Date/ Time: 3-11-15/ 9:00Subject:


SOL: 2.6, 2.7
9:35
Science
Unit/Overarching Concept: Weather- Storms (Cause and Effect)
Objective: The students will distinguish between cause and effect in
relationship to weather and learn more about each major storm and record
information on a graphic organizer.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Describe cause and effect with the example in the teacher guide on the
SmartBoard.
2-Explain that cause is the reason something happens. The effect is the
result of what happened.
3-Distribute and complete Reproducible 99 as a whole class and then paste
in Science interactive notebook.
4-Visit the following websites to gain a better idea of what each of the storms
look like:
Thunderstorm- http://www.weatherwizkids.com/ (select thunderstorms
on right)
Tornado- http://urbanext.illinois.edu/treehouse/index.cfm (Rock n Roll
weather- tornado)
Hurricane- (same website as right above, but select hurricane)
Blizzard- http://www.history.com (type science of a blizzard and
watch vid. clip)
5-Distribute Reproducible 100 and review and create the chart with students
as a whole group.
Materials: Cause and Effect: Storms Reproducible 99, Reproducible 100,
Weather Journal, science interactive notebook, computer
Closure: document current weather in Weather Journal
Assessment: participation and discussion; completion of both Reproducible

99 & 100; collect/ completion of Weather Journal


Additional Notes: **Weather Journal is ongoing.
Reflection: THERES NEVER ENOUGH TIME TO IMPLEMENT THE WHOLE
LESSON! I think I will need to shorten the time I spend on the Weather
Journal or the next time alternate days to use the Weather Journal. By the
time I am finished reviewing the weather, I only have 20 minutes to
complete the new lesson and concept. This is simply not enough time for
them to learn a new concept. Cause and effect is definitely an abstract
concept when talking about weather. I assessed during this lesson and
realized that the students did not have a good idea of what cause and effect
means. I needed to spend more time on defining and providing examples of
cause and effect before I tried relating it to storms but there wasnt enough
time. During our review day, I will be sure to take extra time on practicing
cause and effect and storms, in general!

Lesson 9- Predicting and Tracking Storms

Date/ Time: 3-12-15/ 2:30Subject:


SOL: 2.6; History 2.6
3:00
Science
Unit/Overarching Concept: Weather- Storms (Predicting and Tracking Storms)
Objective: The students will analyze maps and charts to identify patterns and
trends of storms.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Introduction Question: How do we know where and when major storms will
happen? (let them discuss)
-Explain that overtime, scientists observe, collect and record weather data
and look for patterns.
*Talk about how we are like scientists by recording the weather everyday in
our Weather Journals!
-Determine if weather makes any patterns.
-A trend is when weather changes towards something different (we only
notice this change over time because scientists record weather data).

-Have students identify one pattern and one trend for each type of storm
using the links below:
Thunderstorm & Tornado http://www.srh.noaa.gov/jetstream (click on
thunderstorm link on left and then tornado)
Past hurricane reports go to http://www.nhc.noaa.gov/data/#tcr ; go
through and analyze the data using the teacher guide to navigate
Blizzard- http://mesonet.agron.iastate.edu/ (search Blizzard Warning
Climatology at bottom of page) the bar graph displayed will show
students the average number of blizzard warnings issued across the US
*Weather Words: trends
Materials: Weather Journal, computer
Closure: document current weather in Weather Journal
Assessment: participation and discussion; collect/ completion of Weather
Journal
Additional Notes: **Weather Journal is ongoing.
Reflection: Today, I reviewed the storm lesson from yesterday because there
wasnt enough time to complete it yesterday. The students were also not
fully aware of what they needed to know about storms so the review was
very helpful! The students were more engaged today and willing to learn.
They shared more personal experiences and thought outside of the box when
thinking about how storm affect people (a key concept). Tracking and
predicting storms was a hard concept for them to learn. I tried to
differentiate the original intended instruction to accommodate my students
learning ability. Instead of identifying one pattern and trend we simply talked
about what each mean and then I modeled what they looked like using the
websites. The students seemed to understand it much better when I gave
examples rather than identifying them on their own. Predicting was an easy
concept to reiterate with the students because they predict everyday in their
Weather Journals, so those things do work!!! Also, the students were really
engaged in the example videos of each type of storms (from lesson 8) so
with extra time at the end I Googled some live pictures of each to show them
what they look like in different areas and the damage they sometimes cause.
They were fascinated! This review and new concept (predicting and tracking)
worked really well AND THERE WAS ENOUGH TIME!!!

Lesson 10- Storms (Floods and Droughts)

Date/ Time: 3-13-15/ 2:303:00

Subject:
Science

SOL: 2.6

Unit/Overarching Concept: Weather- Storms (Too Dry, Too Wet)


Objective: The students will compare and contrast droughts and floods.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Introduce the terms drought and flood by writing them on the SmartBoard
(these can be added to the Weather Words Chart, as well.
2-Show what drought and flood look like so that students can then compare
the differences:
Drought https://www.youtube.com/watch?v=NFkrWICQQmw (1:44
video about drought)
Flood https://www.youtube.com/watch?v=NcGTpRb2-_E (1:57 video
showing flooding)
3-Discuss aloud what differences there were between both videos, ask
students what they think each is before reading the text.
4-Read science text pg. 80 (droughts) & 81 (floods) together and ask the
following questions when appropriate:
-Explain why farmers on page 80 look sad.
-Why would food prices rise if there were not enough rain on the farms?
-Use your own words to explain what a drought is.
-Lets remember Drought= Dry! (write on SmartBoard)
-Can you infer how a drought might affect animals like cows?
-Use your own words to explain what a flood is.
-Lets remember Flood=Full of water! (write on SmartBoard)
-What are some possible consequences of flooding?
-Have you ever experienced a flood or drought? (if time, look up research in
VA)
-Reread Link to the Past. What is the purpose of a dam?
5-Create a T-chart on the board like the one in the teacher guide; talk about
effects of both a drought and a flood (the cause) by reading aloud the 6
statements in the teaching guide (after reading each statement, have
students choose which effect it is)
6-Distribute Reproducible 104 and complete as whole group (Droughts and
Floods using a Venn Diagram)
*Weather Words: drought, flood
Materials: Weather Journal, science text (pgs. 80-81), Reproducible 104
Closure: Discussion- which is more dangerous? Why?; add new words to
Weather Words Chart; document current weather in Weather Journal (final
day to collect weather data)
Assessment: participation and discussion; completion of Reproducible 104;
collect/ completion of Weather Journal
Additional Notes: N/A
Reflection: The students loved this lesson! They were really intrigued by the
videos I showed of the droughts and floods (mainly the floods). There were
many personal stories about their own experience with floods so we
connected to what time of year we experience floods, etc. Not many
understood droughts so we had to talk about how they affected us personally
(prices in stores, limiting our water usage, how would that make us feel?,
etc.). They soon caught on I was unable to complete the worksheet
because of limited time but we reviewed the different cause and effects of

each as a whole group on the board and it worked just as well!

Lesson 11- Forecasts

Date/ Time: 3-16-15/ 9:00


Subject:
SOL: 2.6; Math 2.17, 2.18
9:35
Science
Unit/Overarching Concept: Weather- Forecasts
Objective: The students will describe weather in terms of temperature, wind
and precipitation. Students will describe how tracking weather data over
time helps scientists make future weather predictions. Students will evaluate
the influence of daily weather conditions on personal activities and dress.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Follow the Engage Learning section in the teacher guide to introduce the
section.
2-Read and discuss pages 78-79, prompting answers with the following
questions:
-What does a meteorologist do? What types of data does a meteorologist
collect?
-Name the instruments a meteorologist might use to collect data.
-When a meteorologist makes a weather forecast, what types of weather
conditions would he or she discuss?
-Talk about snow days how do they affect us as students and teachers?
-What other jobs are affected by weather?
-How do patterns help us understand weather?
-Look at the pictures at the bottom of pg. 79. Can you guess which season
each picture was taken?
3-Have students take out their science interactive journals. Label the next
blank page Weather Dresses Me and then make a chart for Cause and
Effect (example in teacher guide). Give students copy of different types of
clothes (for warm and sunny, cold, and rain) and have them cut and paste
them in the appropriate places on their charts.
4-When completed, explain that the weather (cause) in the first column
effects what we wear (making connections).
*Weather Words: wind, meteorologist
Materials: Weather Journal, science text pgs. 78-79, science interactive
notebooks, page with different kinds of clothing
Closure: add new words to Weather Words Chart;
*Review and reflect our Weather Journals:
-What patterns do you notice over the two weeks we collected data?
-Which was the warmest day? Coldest?
-Could we predict what next week may look like?
-Can we create a forecast for next week by guessing?
-What season are we in? Can you tell by the weather?
-What will be the next season?

*This kind of makes us meteorologists by collecting all this data!!!


Assessment: participation and discussion
Additional Notes: N/A
Reflection: This lesson was pretty simple to implement as a final lesson
because so many of the students are exposed to the forecast everyday. They
knew that the forecast is like the news and that it can help them determine
what they wear. Some of my students added their own spin and
commented on how it affected their moods (rainy days= sad, sunny=
happy!) and some said that it didnt matter the weather; they always wore
shorts. I accepted the humor as friendly banter but made sure that the
students understood that yes, weather does effect what we wear and do.
Completing the chart in their science interactive notebooks was really easy
and they needed minimal support to complete it Overall, talking about
cause and effect and using those terms, I hope, will be good review for
Review Day tomorrow and the final post-assessment on Wednesday.

Lesson 12- REVIEW DAY!!!

Date/ Time: 3-17-15/ 2:30Subject:


SOL: 2.6; Lang. Arts 2.9
3:00
Science
Unit/Overarching Concept: Review Day for Stormy Weather (Weather Unit)
Objective: The students will reflect and demonstrate known knowledge about
all weather concepts included throughout the unit by playing I Have, Who
Has interactive game.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-The students and I will play I Have, Who Has to review weather
knowledge concepts that will be on the final assessment.
2-Distribute study guide. Review as a whole class what is on the study guide!
Materials: Game materials for I Have, Who Has, Study Guide (Reproducible
114 & 115)- take home!
Closure: reflection of all weather concepts; follow-up questions that students
may have about content knowledge or weather concepts
Assessment: participation and discussion
Additional Notes: N/A
Reflection: You know its a good review day when the students spit out the
answers saying, thats easy! LETS HOPE FOR GOOD TEST SCORES
TOMORROW!!!
* KWL Chart (What we learned)- interactive notebooks

Lesson 13- TEST DAY!!!

Date/ Time: 3-18-15/ 9:00Subject:


SOL: 2.6
9:35
Science
Unit/Overarching Concept: Chapter 6: Stormy Weather (Unit Assessment)
Objective: The students will demonstrate their knowledge of weather.
Learner Participation: whole group
Lesson Sequence/ Key Questions:
1-Students will be given privacy folders to have on their desk during the
duration of the test.
2-Students will be asked to remain quiet throughout the whole test and be
given the test.
*They will be given the full science time period to complete their test. The
students that finish early will be expected to read quietly at their desks.
Materials: Chapter 6- Stormy Weather Test (8 pages)
Closure: completion of the test
Assessment: completion of the test
Additional Notes: N/A
Reflection: (Look at final pre- and post- assessment report)

Extras- Weather Games


Reproducible 107-113 (The Weather Game)
Lesson 14- Animal Research Project (added in for World Wildlife Day)
Date/Time: 3-3-15/ 2:30Subject: Science
SOL: 2.6
3:00
Unit/Overarching Concept: Animal Studies (World Wildlife Day)- effects of
weather on polar bears
Objective: TSW research a given topic (polar bears) and demonstrate what they
learned in writing. They will discuss the cause and effect of weather and how it may
affect polar bears.
Learner Participation: whole group Lead by Ms. Michelson
Lesson Sequence/ Key Questions:
1-Students will be given an Animal Research Report and told to write polar bear in
the animal name section. Using the link
www.kidzone.ws/sg/polarbear/polar_bear.htm , students will work as a whole group
to read and find the answers on their reports (height, weight, lifespan, what they
eat, etc.).
2- TPT (think-pair-share) When the whole group class has completed the front of the
report, I will ask students to turn it over where they are asked about how weather
affects polar bears. Along with a partner, they will be able to think- pair- and then
share for 3 minutes some things about weather that affect polar bears.
3- As a whole group, I will allow some students to share and then write down what
he and his partner talked about. Answers may vary among the students.
Materials: Animal Research Report handout, computer

Closure: document current weather in Weather Journal


Assessment: participation and discussion; collect/completion of Weather Journal
Reflection: Time consuming the overall lesson went well and the student were
engaged and excited to talk about polar bears. They knew a lot more about them
than I anticipated! During this lesson, Dr. Geller observed me. I had some major
behavior issues from a particular student that escalated to the point of him having
to leave with the assistant principal. With the added distractions of behavior, the
weather portion of the activity needed to be moved to a different time. The students
had a fun time researching the polar bears and sharing their knowledge! If I had
more time in the future, I think I would have been able to finish the lesson in one
science session! I was excited about creating this lesson on my own and having the
change to implement and was extremely disappointed when it didnt work out as
planned :/