3.

Short Range Learning Objectives/ Standards for Unit

This fourth grade science unit was designed to teach the students in my class about weather, and the processes that take place
to cause certain aspects of weather. The students will experiment with different weather patterns and role play different parts of
processes that take place to cause different weather. They will learn through direct instruction and through hands-on activities, such
as dancing to songs, acting out parts of the cycles they learn, and making different clouds out of cotton balls to show the three types
they learn about. This unit is developmentally and age-appropriate because the instructional strategies that will be used will match
their age-level and help them learn the material in a way that will stay with them through their education.
Unit Objectives
Activities/ Instructional
Assessment of Objective
Accommodations
Strategies
Adaptations
Students will be able to
-Vocabulary by direct
-Quiz on vocabulary and
-Extra time
summarize the processes of the instruction
information from this lesson
-Lyrics to the song
water cycle, including
-Water Cycle Song
-Teacher observation
-Large print of vocabulary
evaporation, condensation,
-Workbook pages 76-77
throughout various activities
words
precipitation, and runoff.
-Mini water cycle worksheet
-Completion of mini water
4-4.1 Summarize the processes
cycle worksheet
of the water cycle (including
evaporation, condensation,
precipitation, and runoff).
Students will be able to
-View clouds outside (weather -Graded tree map
-Extra Time
classify clouds according to
permitting)
-Teacher observation
-Printed copies of PowerPoint
their three basic types and how -PowerPoint on three types of
throughout various activities
(large print if needed)
they form.
clouds
-Graded creation of three
4-4.2 Classify clouds
-Workbook pages 78-81 for
different types of clouds
according to their three basic
more details
types (cumulus, cirrus, and
-Tree map to distinguish
stratus) and summarize how
between the three types of
clouds form.
clouds
-Construction paper with
cotton balls

Students will be able to

decipher between daily and
seasonal changes in weather
conditions and patterns.
4-4.3 Compare daily and
seasonal changes in weather
conditions (including wind
speed and direction,
precipitation, and temperature)
and patterns.
Students will be able to
summarize the conditions and
effects of severe weather and
safety concerns.
4-4.4 Summarize the
conditions and effects of
severe weather phenomena
(including thunderstorms,
hurricanes, and tornadoes) and
related safety concerns.
Students will be able
summarize the procedures for
collecting data and measuring
weather conditions by using
appropriate tools and
instruments.
4-4.5 Carry out the procedures
for data collecting and
measuring weather conditions
(including wind speed and

-Workbook pages 82-85 with

class discussion
-PowerPoint on vocabulary
-Video on weather changes
https://www.youtube.com/
watch?v=7UckUHeWXD0

-Teacher observation
-Participation with video
-Worksheet on weather
changes

-Extra Time
-Printed copies of PowerPoint
(large print if needed)

-Workbook pages 86-89

-Summary of severe weather
-Drawing of different types of
severe weather and discussion
with partners
-PowerPoint on severe weather

-Teacher observation
-Graded drawings of severe
weather with partner to check
understanding

-Extra Time
-Printed copies of PowerPoint
(large print if needed)
-Choice of working alone or
with a partner

-Workbook pages 90-93

-Activity in workbook on
pages 94-97 with partner or
small groups
-PowerPoint

-Teacher observation
-Completion of activity from
workbook on measuring wind
speed

-Extra Time
-Printed copies of PowerPoint
(large print if needed)
-Choice of working alone or
with a partner or small group

direction, precipitation, and

temperature) by using
appropriate tools and
instruments.
Students will be able to predict
weather from data collected
through observation and
measurement.
4-4.6 Predict weather from
data collected through
observation and
measurements.

-Workbook pages 98-101

-Observation of weather each
day of the unit (recording each
day)
-PowerPoint

-Teacher observation
-Completion of weather log

-Extra Time
-Printed copies of PowerPoint
(large print if needed)