Weather Unit

Unit Overview: This unit will allow students to become aware of how weather patterns can help to predict the daily weather. Specific
weather patterns that will be focused on include wind direction and speed as well as different types of clouds. This unit will allow
students to gain an understanding of how these different weather patterns have an effect on the daily weather.
Grade Level: 4th Grade
Time Frame: 7-9 days
Connections to Previous Learning: Students will use their knowledge from a previous unit on the make-up and formation of clouds
to help them better understand the intended learning targets in this unit.
Focus of the Unit: The focus of the unit is on clouds and wind, specifically how their patterns can be used to help predicate the daily
weather.
Connections to Subsequent Learning: Students will use their understandings from this unit to help them better understand how daily
weather helps to determine an areas climate.

Desired Outcomes
Illinois Learning Standards (my school has not yet made the switch to STEM standards and still assess science using the Illinois
State learning Standards)
4.02 Understands and uses technological design
4.04 Knows/applies the concepts of earth/space science
iNACOL Standards
Domain 3, Component 2, Standard B: Use technology creatively and purposefully to work effectively and efficiently.
Domain 4, Component 2, Standard A: Provide resources for students to learn content and enable them to work independently
and/or in collaborative groups.

 Domain 4, Component 2, Standard B: Provide resources for students to create evidence of knowledge in a variety of formats to
demonstrate mastery.
Transfer: Students will apply...
Previously learned concepts about the formation of clouds
Previously learned concepts about what clouds are made of
Previously learned concepts about wind
Understandings: Students will understand that
Cloud and wind patterns can help predicate the daily weather
Being able to predicate the weather can have an impact on their life
Essential Questions: Key questions that will be answered for the students are
1. How can I predicate the daily weather?
Prerequisite Skills/Concepts:

Advanced Skills/Concepts:

Students will already know that clouds are formed through the
process of evaporation and that clouds are made of tiny water
droplets.

Analyzing how weather patterns affect the climate of an area

Knowledge: Students will know

How and why cloud patterns can help predicate the weather
How and why wind patterns can help predicate the weather
How to determine if a storm is approaching

Skills: Students will be able to

Observe and identify different types of clouds
Predicate the weather based off of clouds
Use a wind vane to determine the direction of the wind
Use the Beaufort scale to estimate wind speed
Create a cloud book

Differentiation for ELL, Special Education, Gifted, others): This unit includes visual and audio components to help meet the
different learning styles and needs of all the students. Students will be using tech tools that have assistive technology features built
in in which all students can use if needed. Modifications to assignments/assessments will be made as needed and according to any
504 or IEP plans. For example, if a student requires additional time to complete their cloud book, they will be given that time.

Academic Vocabulary
Critical Terms:
Clouds
Wind
Cumulus
Stratus
Cumulonimbus
Stratonimbus
Beaufort Scale
Wind vane

Supplemental Terms:
Partly cloudy
Overcast

Assessments
Pre-Assessment

Formative Assessments

- KWL about clouds, wind, and - Observations

weather (knowledge section)
- Class discussions
- Seesaw blog posts
- Cloud book

Summative Assessments

Self-Assessments

- Weather Report

- Peer and self reviews

throughout the unit

In-Class Lesson Plan: Pre-Assessment and Unit Road Map

Lesson Objectives:
1. I will be able to access and share my prior knowledge on clouds, wind, and thunderstorms.
2. I will be able to understand the expectations of this unit.
Time Frame: Approximately 20-25 minutes
Summary of Activities/Assignments
KWL

Students will complete the K (knowledge section) of the KWL.

Unit Road Map
Unit road maps will be distributed to each student and gone over as a class.
Assessment(s):
KWL
References:
Road Map (attached in Canvas)

Online Lesson Plan: Introduction

Lesson Objectives:
1. I will be able to recall and share my personal experiences with thunderstorms.
Time Frame: Approximately 30 minutes
Summary of Activities/Assignments
Mystery Science:
Students will watch slide one of Mystery Science: How can we predicate if it is going to storm?
Discussion Post
Students will answer the following discussion questions on the class Seesaw Blog
Whats the worst thunderstorm you have ever experienced?
Have you ever noticed a thunderstorm coming toward you, before it arrives? What clues would you look for to know a thunderstorm
was coming your way?
Book Creator: Cloud Book
Students will setup their Cloud Book (choose layout and create title page) in Book Creator
Assessment(s):

Discussion post on Seesaw Blog

References:
Mystery Science: Slide 1
Book Creator Tutorial

In-Class Lesson Plan: Types of Clouds

Lesson Objectives:
1. I will be able to identify different types of clouds
2. I will be able to explain what type of weather is associated with each cloud type
Time Frame: Approximately 50 minutes
Summary of Activities/Assignments
Class Discussion
Students will be presented with a scenario: A cub/girl scout pack is going on a hike on a grey and gloomy day. 5 minutes after
arriving at the trail, a few of the scouts hears a gentle rumbling in the distance, while others notice a unique cloud formation (show
a picture of the cloud) taking shape. The troop leader and scouts however simply make these observations and continue on their
hike. 20 minutes later, after hiking deep into the forest, the rumbling of the clouds gets louder and seemingly closer. Before long, the
wind picks up and lightning begins to strike in the distance. Then a hard downpour of rain drenches the pack leaving them stranded
deep into the forest with little protection from the weather.
Discussion Question: What weather clues may have helped the hikers to predicate a storm was most likely approaching?
Mystery Science & Cloud Book
Teacher will play Mystery Science (first 2 minutes) for students, pausing after each new cloud is introduced (only two clouds will be
introduced during this time). Class discussion about each cloud type will take place during the pause of the video.. Students will also
add this cloud to their cloud book in Book Creator.
Cloud Book Requirements: Each page will include the name of the cloud, picture of the cloud, description of the clouds
appearance, and the type of weather associated with this cloud type

Assessment(s):
Class discussion
Cloud Book
References:
Mystery Science - Clouds

Online Lesson Plan: Types of Clouds

Lesson Objectives:
1. I will be able to identify different types of clouds
2. I will be able to explain what type of weather is associated with each cloud type
Time Frame: Approximately 35
Summary of Activities/Assignments
Mystery Science & Book Creator
Students will continue to watch the Mystery Science Video (from 2 minutes on) in order to learn about the last 3 types of clouds.
Students will add these clouds to their cloud book.
Assessment(s):
Book Creator Cloud Book
References:
Mystery Science - Clouds

In-Class Lesson Plan:

Lesson Objectives:
1. I will be able to explain how clouds can help to predict the weather

2. I will be able to identify different types of clouds

3. I will be able to explain what type of weather is associated with each cloud type
Time Frame: approximately 25 minutes
Summary of Activities/Assignments
Class Discussion
Cloud types will be reviewed as a class. Through the class discussion, students will reach the conclusion that clouds can help to
predict the weather.
Exit Slip
Students will complete a Google Form exit slip in which they will need to explain how clouds can be used to help predicate the
weather as well as identify the different cloud types.
Assessment(s):
Class discussion
Exit Slip
References:
None

In-Class Lesson Plan: Wind

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Lesson Objectives:
I will use a wind vane to determine the direction of the wind
I will be able to explain how the direction of the wind can help to predict what type of weather is coming
I will be able to identify the type of cloud in the sky
I will be able to determine the direction of the wind.
Time Frame: Approximately

Summary of Activities/Assignments
Cloud Observation
Students will go outside (or look through window if there is bad weather) to observe the type of clouds they see. A class discussion
will take place about students observations.
Mystery Science-Wind
Show and discuss Mystery Science Slide. This will allow students to gain a better understanding of the importance of the direction
of the wind.
Wind Vanes
Students will learn how to use a wind vane. Opportunities for using the wind vane will be provided.
Assessment(s):
Class Discussion
Observations with the wind vanes
References:
1. Mystery Science-Wind

Online Lesson Plan: WInd Speed

Lesson Objectives:
1. I will understand the purpose of the Beaufort Scale
2. I will be able to use the Beaufort Scale to estimate the speed of the wind
Time Frame: Approximately 10-15 minutes
Summary of Activities/Assignments
Explain Everything Video: Beaufort Scale
Students will watch the Explain Everything Beaufort Scale video. Video created by students will be submitted through Seesaw.

Assessment(s):
Video assignment from Explain Everything video
References:
Explain Everything Video (attached in Canvas)

In-Class Lesson Plan: Wrap-Up

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Lesson Objectives:
I will be able to explain how the direction of the wind can help to predict what type of weather is coming
I will be able to determine the direction of the wind
I will be able to explain the purpose of the Beaufort Scale
I will be able to demonstrate how to use the Beaufort Scale
Time Frame: Approximately 25 minutes
Summary of Activities/Assignments
Class Discussion
A class discussion will take place about the Beaufort Scale. Students will be given the opportunity to demonstrate and apply their
learned knowledge from the Explain Everything Video.
Application of Skills
Students will go outside to determine the direction of the wind using the wind vane as well as to estimate the wind speed.
Students will make predictions on the weather based off of the wind and clouds. Students will need to provide evidence for
their predictions.
Assessment(s):
Observations
Class Discussion

References:
None

In-Class Lesson Plan: Assessment

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Lesson Objectives:
I will be able to make an accurate daily weather prediction
I will be able to explain my weather prediction using cloud and wind patterns as evidence
I will be able to identify different types of clouds
I will be able to estimate the wind
Time Frame: Approximately 80-90 minutes (will be broken up into multiple days)
Summary of Activities/Assignments

Weather Report
Students will be taking on the role of a meteorologist. Students will work in partners using an app/tech tool of their choice to create
the weather report. Students will even have the option to use a Green Screen for this assessment. Students will submit their reports
on Seesaw. This weather report will require students to show evidence for all of the learning objectives listed above.
Assessment(s):
Meteorologist Weather Report
References:
None