Elementary Science Unit Planning: Weather (Sable Island)

Part A: Determine Enduring Understandings

NGSS:
Represent date in tables and graphical displays to describe typical weather conditions
expected during a particular seasons. (3-ESS2-1)

Science and Engineering Practices:

Analyzing and Interpreting Date: Analyzing data in 3-5 builds on K-2
experiences and progresses to introducing quantitative approaches to collecting
data and conducting multiple trials of qualitative observations. When possible
and feasible, digital tools should be used.
Represent data in tables and various graphical displays (bar graphs
and pictographs) to reveal patterns that indicate relationships. (3-
ESS2-1)
Disciplinary Core Ideas:
E S S2.D: Weather and Climate
o Scientists record patterns of the weather across different times and areas
so that they can make predictions about what kinds of weather might
happen next. (3 -ESS2-1)
Crosscutting Concepts:
Patterns: Patterns of change can be used to make predictions. (3-ESS2-1)

NB Elementary Science Curriculum

Grade Level: 5

GCO:
Earth and Space Science: Weather

SCOs:
KNOWLEDGE:
Describe weather in terms of temperature, wind speed and direction, precipitation, and
cloud cover (300-13).
Relate the constant circulation of water on Earth to the processes of evaporation,
condensation, and precipitation (301-13).
Describe and predict patterns of change in local weather conditions (301-14).

SKILLS:
Make a prediction and state a hypothesis based on an observed pattern of events (204-
3)
Identify appropriate tools, instruments, and materials to complete their
investigations (204-8)
Estimate Measurements (205-6)
 Record observations using single words, notes in point form, sentences, simple
diagrams and charts (205-7)
Classify according to several attributes and create a chart or diagram that shows
the method of classification(206-1)
Compile and display data, by hand or by computer, in a variety of formats
including frequency tallies, tables, and bar graphs(206-2)
Identify and suggest explanations for patterns and discrepancies in data(206-3)
Gather evidence through research and observation to answer a question and use
the resulting information to draw a conclusion (206-5)
STSE:

Compare the results of their investigations to those of others and recognize that
results may vary (104-4)

Student Learning:

What do students already know?

Students should already understand that the weather changes. They should
understand that there are 4 seasons in a year, and the appropriate times of year
and the basic change of weather for the season.

What do students already understand?

Students should be able to understand basic measurements, basic reading and
writing, comprehension. THey should also be able to keep a log book of weather
data, and be able to calculate double numbers.
Must understand the that we use celcius
Must be able to comprehend the change between positive and negative weather
temperatures.

What will they do at the end of the unit ?

At the end of the unit students will be able to comprehend how to keep a log
book of weather for two places and then compare.
They will be able to draw connections based on scientific knowledge and their
observations.

Part B: Assessment and Evaluation

Outcomes or expectations Assessment Assessment
strategy tool

Weather Journal: students will record the weather Keeping a Rubric

of Sable Island and compare the weather for the journal
week every Friday as a class
Design a weather station using 2L pop bottles project Checklist

Observe rain gauge in our climate precipitation checklist

journal

Make a cloud diagram Diagram Assessment

Make Rain in a mason jar experiment Checklist

Create a visual water cycle project checklist

condensation experiment experiment Following a

checklist

Reviewing what they learnt Written Rubric

assignment

Creating a hypothesis on the weather of Sable Class observation

Island participation

Part C: Planning the Sequence of Lessons- Draft Lesson Plan

Lesson Topic/ Outcomes or Assessment/ What the Teacher What the student
Title Expectations Evaluation will do? will do?

Intro to weather -Understand the Introductory Introduce students Brainstorm on

on sable Island/ basics of the Island class, no to what Sable Sable Island,
Science Center and why it is island is, why it is hypothesize on the
(do we want this significant assessment unique and why weather they
as the first day?) -Understand that the or evaluation. will be looking at it. experiment and
island is a self what lives in the
sufficient island and Island.
it's surrounded by
salt water yet the
animals need fresh
water etc.

Violent Weather -Understand the Check List Google Earth the Build their own
Day 1 importance of the actual weather
weather station. station. weather station
-What the weather Set up an using 2L pop
station does, who introductory Bottles.
uses it etc. powerpoint
demonstrating what
the weather station
does/ why it's
important. Use
visuals.

Violent Weather Understand the Go around Introduce students Learn the different
Day 2 tools used and the observing the to the different tools for weather,
 names of them students. tools, and set a put rain gauge
rain gauge outside outside. Play a
match game for
weather tools

Weather Station/ 204-8 Identify Exit Slip Open Google Make a rain Gauge
appropriate tools,
Measurement Earth to show
instruments, and
tools materials to complete weather station.
Day 1 their investigations.
Help students
make a rain gauge

Weather Station/ 107-5 Provide Question sheet Hand out the Watch the video
examples of how
Measurement question sheets
science and technology
tools have been used to Fill out the question
Day 2 solve problems in their Open the video sheet
community and region.

Collect question
sheet

Weather Forecast 301-14 Describe and Make their own Gather forecast,
predict patterns of
forecast hand out make Compare weather
change in local weather
conditions. your own forecast from Sable Island to
104-4 Compare the Fredericton
results of their
Help them
investigations to those
of others and recognize compare Sable Create their own
that results may vary. Island Weather to forecast
204-3 Make a our weather in
prediction and state a
Fredericton.
hypothesis based on an
observed pattern of
events.

Water Cycle Day Visually Follow a Explain how to Make

1 understand how checklist create the condensation
condensation condensation experiment
forms experiment by
modelling.

Understand Explanation, Explain how the Listen to the

Water cycle on how the No remainder of fresh teacher for this
Sable Island and water from water
freshwater assessment/ cycle is held in the lesson
how that affects
the freshwater comes to the evaluation sands etc. look on
reservoir, island Sable Island
Day 2 website.

Condensation

Clouds Day 1 Understand that Class Explain to the Observe what

different types of participation different types of clouds they believe
clouds. clouds that they see while
and their outside.
worksheet.
Clouds Day 2 Learn how to make Their art work Explain to the Being able to make
different clouds that they do. students of how to the different types
make their craft. of clouds and know
them.

Climate Change 301-14 Describe and Exit Slip Read the read Students will
predict patterns of
aloud to students brainstorm about
change in local weather
conditions how they affect
Operate the global warming.
carbon footprint
calculator website Calculate their
carbon footprint as
a class

Lesson Plan for Intro to weather on sable Island/ Science Center

Curriculum Outcomes:
GCO
Earth and Space Science: Weather
SCO
Describe and predict patterns of change in local weather conditions (301-14).
Describe weather in terms of temperature, wind speed and direction,
precipitation, and cloud cover (300-13).
NGST:
Represent date in tables and graphical displays to describe typical weather
conditions expected during a particular seasons. (3-ESS2-1)
Materials:

Learning center: Sable island poster, sable Island information books. Weather
worksheets, writing utensils.
Weather true and false questions.
Weather smartboard slides
Internet connection
Science resource books and encyclopedias.
Chart-paper and markers.

Engage

What the Teacher Does What the Student Does

Teacher will start by asking what a superstition Students will be sitting

means. Have students discuss what superstitions in their seats. They will
they know about? (i.e. break a mirror equals 7 years be listening to questions
 of bad luck). The teacher will then ask the students and will raise their hand
what are some weather superstitions that they know when they have an
about. (i.e. squirrels gathering nuts means the cold answer
is coming.) Students will be seated
The teacher will then read students a series of true and will be listening to
and false questions about weather. the teacher.

They will vote on true

and false questions and
consider how each
statement could be
tested.

Explore

What the Teacher Does What the Student Does

The teacher will have each student vote on Students will work in groups
whether each statement is true or false. to research a weather
The teacher will have students discuss how this superstition to determine
could be tested. how it can be tested.

The teacher will divide the class into groups of 3-

4 students Students will interact
respectfully with the
learning center and will do
The teacher will introduce students to the Sable any corresponding work
Island learning center. that goes along with it.
Students will learn about the Sable Island Students will work with
weather station. groups to research and vote
The teacher will open a discussion about on the validity of their
weather superstitions. They will provide a bridge answer (true or false)
for students to research the topic and make an They will present their
educated vote on whether they are true or false. findings with their peers.
Students will be introduced to the Sable island If possible students will run
weather station that gathers valuable information tests and provide examples
 about upcoming storms and weather trends. for how to test their
Students will be able to draw connections statement.
through the weather station and ways they can Students will engage with
test the validity of weather superstitions. and interact with the sable
island learning center.

Explain

What the Teacher Does What the Student Does

The teacher will discuss student s will discuss which superstitions

superstitions v.s factual
evidence from weather
stations.
The teacher will talk about
weather stations and their
importance (superstitions arent
enough we need fact to explain
and predict weather.)
seem to remain consistent with weather
station evidence/animal understanding. (i.e.
migratory birds fly south when it is winter,
therefore they do fly south when its getting
cold.
Students will discuss the importance of
weather stations and the significance of the
one on sable island.

Elaborate

What the Teacher Does What the Student Does

The teacher will listen to the
conclusions students have made about
superstitions and their ability to test it.
The teacher will lead any discussion
that occurs from the group
presentations.
The teacher will keep anecdotal notes
on the response of each student
group.
Students will share with the class
what they came up with for an answer
to the superstition (true or false)
Students will share their method for
testing the superstitions.
If possible students may share an
example or demonstrate their answer
with a model.

Evaluate

What the Teacher Does What the Student Does

Throughout the lesson the teacher will The students will be engaged in
walk around with anecdotal notes. the weather game, and the
Keeping record of students who seem to learning center. They will
 be grasping the concept. Students who complete each activity as best as
are struggling or who need further they can. They will be engaged
instruction will be recorded and will receive when the teacher is giving
additional instruction later. instructions.
Any worksheets from the learning center
will be graded and used for pre-
assessment (since this is their introduction
to sable island)

Reflection:

Lesson Plan for Violent Weather Day 1

Curriculum Outcomes:
GCO:
Earth and Space Science: Weather
SCO:
Describe weather in terms of temperature, wind speed and direction, precipitation, and
cloud cover (300-13).
NGST:
Compare the results of their investigations to those of others and recognize that results
may vary (104-4)
Materials:
Paper bags (1 for every student)
Violent weather slides
Hypothesis and findings worksheets.
Internet connection
http://kidsahead.com/external/activity/2

Engage

What the Teacher Does What the Student Does

The teacher will introduce the topic of violent Students will raise their
weather using local examples (i.e. who remembers hand when they have a
that snow blizzard we had two weeks ago?) question.
The teacher will explain to the class that today they They will be seated at
will be learning about violent weather (i.e. their seats and will listen
thunderstorms, tornado, snowstorm, freezing rain, to the teacher as they
freezing drizzle and ice storm, cold wave, hurricane introduce the topic.
etc.
The teacher will tell the students that later on they
will be creating their own thunderstorm.

Explore

What the Teacher Does What the Student Does

The teacher will provide students with a Students will raise hands
smartboard slide about violent weather when they have a question.
phenomena.
When possible the teacher will provide local
examples of the weather. (i.e. who remembers
having thunderstorms in the summer time?
After the teacher has gone through and Students will try to contain
explained the violent weather phenomena, they their excitement in making
will explain that they will be making a a thunderstorm.
 thunderstorm.
The teacher will blow air into a paper bag. They
will twist the top so the air is trapped in the bag.
Before exploding the bag the teacher will ask the Students will watch the
students to write on a piece of paper what they demonstration
think will happen to the bag when they hit the
bottom of the bag.
They will then hit the bottom of the bag hard
while still holding onto the top of the bag.
The teacher will then divide the class into pairs, Students will create a
each student will be given a paper bag and will hypothesis of what they
be told that they will be making their own thunder think will happen.
as well.
Students will work with a
partner.
They will blow their paper
bag and crush it when they
are told.

Explain

What the Teacher Does What the Student Does

After the demonstration as a class the teacher will .- students will take notes
invite students back to their seats. when required.
The teacher will ask students to explain in their own They will raise their
words why they think the bag and thunder are similar. hands if they have any
They will compare their hypothesis to the results of questions.
the demonstration. Students will answer
The teacher will explain that the paper bag represents any questions the
thunder because the process is similar to thunder. teacher asks.
Hitting the bag causes the air inside to compress so
quickly that the pressure breaks the bag. The air
rushes out and pushes the air outside and away from Students will compare
the bag. The air keeps moving forward creating a the results of their
wave. When the air reaches your ear, you hear a demonstration to their
sound. Thunder is produced similarly. As lightning original predictions.
strikes the group, energy is given off that heats the air
that it passes through. The heated air expands
quickly producing energetic waves of air which results
in the sound that we call thunder.
The teacher may model this process on the board to
visual learners.
Remind students of sable island and how the weather
 station there is extremely important for predicting
severe weather approaching the East Coast.

Elaborate

What the Teacher Does What the Student Does

The teacher will ask students to
share their predictions with the
class.
They will listen to the predictions of
the students.
The teacher will guide any
discussions that occurs.
Students will share with the class what
the predictions were.
They will share their explanation for how
the paper bag and thunder are the same.
Students will be respectful of their peers
and will listen to others as they speak.

Evaluate

What the Teacher Does What the Student Does

During this lesson the teacher may take anecdotal Students will work
notes on the quality and detail of their predictions. respectfully throughout
The teacher will keep anecdotal records of how this lesson.
well each student spoke (i.e assessing their They will share with their
speaking and listening skills) classmates their findings.
They will be respectful of
their peers.

Reflection:

Lesson Plan for Violent Weather Day 2

Curriculum Outcomes:
GCO:
Earth and Space Science: Weather
SCO:
205-7 record observations using single words, notes in point form, sentences,
simple diagrams and charts
302-10 identify patterns in indoor and outdoor air movement
300-13 describe weather in terms of temperature, wind speed and direction,
precipitation, and cloud cover

302-11 describe the key features of a variety of weather systems

NGSS: Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
Materials:
10 2L pop bottles (empty and cleaned)
One washer per group (5 in total)
Ducttape
water and glitter.
Predictions sheet.
Weather slides from yesterday.

Engage

What the Teacher Does What the Student Does

The teacher will remind students about violent Students will be

weather. They will do this by going through the listening to the teacher,
slides again and asking students if they recall what raising their hand if they
each weather phenomena is. want to share
The teacher will offer definitions for phenomena and something.
ask students to respond with which weather They will be seated at
phenomena it is. (i.e. what is a counterclockwise their desk and will only
vortex that forms during a thunderstorm? Students talk to their neighbours if
will respond with tornado. they are told to.
The teacher will tell students that today they will be They will be respectful
creating their own vortex (tornado) of their peers questions
The teacher will demonstrate a tornado using a and responses.
premade pop bottle vortex.

Explore
What the Teacher Does What the Student Does

Before the teacher does a demonstration they will ask Students will write on
the students to predict what will happen when the pop their predictions
bottle is spun clockwise or counterclockwise, they will worksheet what they
predict what happens when they gather speed, think will happen.
students will begin to form a theory for why this occurs. They will justify their
The teacher will then draw attention back to theirself. predictions to their
The teacher will then do the demonstration. elbow buddy.
During the demo the teacher will draw the students Students will be
attention by asking questions such as; respectful of their
o look at the debris in the vortex, what do you peers predictions.
think happens to objects during a tornado?
o What happens to the vortex when it gathers
speed?
o Does the vortex spin the same way the whole
time?
o Will it work clockwise/counterclockwise

Students will use

these questions to
guide their recordings
for the experiment.
They will write these
on their predictions
worksheet.

Explain

What the Teacher Does What the Student Does

The teacher will explain to the students that Students will listen to the
Just like in the bottle the vortex can only be teacher as they explain
formed when there is movement. This is the vortexes.
same for clouds, they must be moving to form They will listen to the teacher
a vortex. We also believe that as the speed as they explain the steps for
increases the vortex becomes stronger and making the vortex.
gathers more debris.
The teacher will then tell the students that
they will be making their own vortex.
They will explain the steps for making the
 vortex.
o Steps:
o Take one empty pop bottle and fill it
of the way with water, pour in some
glitter.
o Place the washed on the opening of
the bottle.
o Hold it in place and then put the other
bottle opening on top of the washer.
o Hold it in place while someone else
tapes around the two bottle openings.
o Once the bottles are secure students
can flip it over and rotate the bottle
clockwise and watch the vortex form.
The teacher will then divide students
into 5 groups of 4.
The teacher will distribute materials to
each group.

Students will work with their

group members.
They will be respectful and
share the work evenly.
Students will record their
findings. (did it work clockwise,
counterclockwise. What
happens to the debris (glitter)
when the vortex gathers
speed?

Elaborate

What the Teacher Does What the Student Does

The teacher will have each group show their vortex Students will demonstrate
to the class. their vortex to the class.
The teacher will have the students share their Students will share their
findings with the class. theory with the class
The teacher will encourage students to share their They will read their
theory on explaining what is similar to the pop observations off their
bottle vortex and a real life vortex. worksheet.

Evaluate
What the Teacher Does What the Student Does

Student worksheets will be evaluated. Their Students will hand in

responses should reflect what we have been their completed
discussing in class. observation worksheet.
Observations should be thoughtful and relevant. They will place it in the
Anecdotal record should be kept to monitor group finished homework
work (i.e. are students being respectful of their peers, basket.
do they work well with others, were they on topic
most of the time? etc.)
Student theories should be based off in class
learning and observation during the demo.

Reflection:

Lesson Plan for Weather Station/ Measurement tools Day 1

Curriculum Outcomes:
GCO: Earth and Space Science:Weather
SCO: 204-8 Identify appropriate tools, instruments, and materials to complete their
investigations.
NGST:
3-ESS2- Represent data in tables and graphical displays to describe typical weather conditions
1. expected during a particular season.

Materials:
Pop Bottles
Rocks (kids can get them from outside)
Measurement tool
Scissors
Engage
What the Teacher Does What the Student Does

Open up Google Earth and zoom in on the Student will be seated at their
weather station on Sable Island. desk in the classroom
Do not tell the students what they are looking observing the image from
at. Have them guess what it is by using critical Google Earth.
thinking skills. Ask them to consider questions Students will use critical
such as thinking skills to try and
o What are those metal items attached to guess what this building is
the building for? used for.
o What could this building be used as?
o Do you see any person/ thing around
the building?

Explore

What the Teacher Does What the Student Does

Have a brief powerpoint on the weather station/ Watches the powerpoint

Weather tools. The slides of the powerpoint should on the weather station
state that this is the Weather Station that is located and weather tools.
on Sable Island. It received reading of the weather
and send them by satellite back to the mainland to
meteorologists. THis weather station is partially
responsible for the weather forecast for the
maritimes. The powerpoint should also explain the
tools used to calculate the weather. Ex: Wind vane,
anemometer, barometer, hygrometer, rain gauge.
Explain to students how to create a rain gauge.
Break them into groups of 2-3.
o Step 1: Cut 2 L bottle in half
Form groups of 2-3.
o Step 2: Place small rocks in bottom of pop
 bottle Make a rain gauge!
o Step 3: Place the upper half of the pop o Step 1: Cut 2 L
bottle into the lower half of the pop bottle bottle in half
making a drain form. o Step 2: Place
small rocks in
bottom of pop
bottle
o Step 3: Place the
upper half of the
pop bottle into the
lower half of the
pop bottle making
a drain form.

Explain

What the Teacher Does What the Student Does

Explain to students that you will
place these rain gauges outside the
school yard and will see how much
water has fallen each day.
Students will choose a location around the school yard
to place their rain gauge.
Students will bring their rain gauge in every day for the
rest of the weather unit and measure how much
precipitation has occurred by using proper measuring
materials such as a graduated cylinder.

Elaborate

What the Teacher Does What the Student Does

Explain that meteorologists use these types of tools every day. Listens to the teacher

Evaluate

What the Teacher What the Student Does

Does

Hand out an exit slip for Fills out an exit slip. They must write 3 things they learned and one
the class. thing they found really interesting.
 Exit Slip

Three things you have learned today Something you found really interesting

1.

2.

3.

Teacher Comments:

Lesson Plan for Weather Station/ Measurement tools Day 2

Curriculum Outcomes:
GCO: Earth and Space science: Weather
SCO: 107-5 Provide examples of how science and technology have been used to solve
problems in their community and region.
NGST:
3-ESS2- Represent data in tables and graphical displays to describe typical weather conditions
1. expected during a particular season.

Materials:
Question sheet
https://www.youtube.com/watch?v=zfVeB4s8WWk

Engage

What the Teacher Does What the Student Does

Ask the question: How do you think people would
tell the weather without the availability of weather
tools? What would you look for?
Break them into groups and ask them to discuss
this and write down some of their thoughts.
Get into groups
Discuss how they think people will have
to tell the weather without the
availability of weather tools.

Discuss as a class. Write down their thoughts.

Share their thoughts as a class.

Explore

What the Teacher Does What the

Student

Does

Explain to students that technology has come a far way. There are now Listen to the
satellites that take pictures of cloud coverage which reveals a great deal about teacher
the coming weather to any location. Weather satellites have greatly improved
the accuracy of weather forecasts.

Explain

What the Teacher Does What the Student

Does
https://www.youtube.com/watch?v=zfVeB4s8WWk Watch the video on
weather satellites.
Teacher loads the link above for the video How Do We Monitor The
Weather From Space? on the projector for the students to see. Fill out the question
sheet either during the
Hand out the question sheet for the students to answer. video or after.

After the video, give the students 2- 3 minutes to finish up writing After the video, talk
their answers. with their elbow partner
about their answers
Have students talk about their answers with their elbow partners they found.

Elaborate

What the Teacher Does What the Student Does

Go over the answers with the students Talk about the video, and the answers and the
and take any questions etc. interesting things they learned.

Evaluate

What the Teacher Does What the Student Does

Hand out a question sheet during Students will have filled out the question sheet during
the video for the students to fill out. the video and hand it in to the teacher before class
ends.
Name:

1. What is the name of the orbiting satellite in the video.

2. What does a polar orbit mean?

3. How many types of satellites are mentioned in the video? Do you remember all
their names? If so, list them below!

4. List three interesting facts you learned in the video.

Teacher comments:
 Lesson Plan for Weather Forecast

Curriculum Outcomes:
GCO Earth and Space Science: Weather
SCO: 301-14 Describe and predict patterns of change in local weather conditions.
104-4 Compare the results of their investigations to those of others and recognize that
results may vary.
204-3 Make a prediction and state a hypothesis based on an observed pattern of events.
NGST:
3-ESS2-2. Obtain and combine information to describe climates in different regions

Materials:
-Theweathernetwork.ca
-https://www.youtube.com/watch?v=I_mvYJlypfo
-Weather forecast printed 24 hours in advance (long-term forecast for both Sable Island
and Fredericton)
-Comparison handout
-Group forecast prediction handout

Engage

What the Teacher Does What the

Student Does

Teacher should load a video on the Smart Board by clicking on the link: Watch the
https://www.youtube.com/watch?v=I_mvYJlypfo video

Explore

What the Teacher Does What the Student Does

Teacher should have a week's forecast printed for each Students will examine the
student for Sable Island and for Fredericton. (this should be local forecast for Sable Island
printed at least 24 hours ahead of time in order to compare and for Fredericton.
what the weather turns out to be).
Students will look at what is
After students have examined the different weather, handout involved in a forecast ex:
the handout on the comparison of weather. precipitation level, dew etc.

On the SmartBoard, go to theweathernetwork.com and find

out the daily weather for both Sable Island and Fredericton Compare sheet from the 7 day
and use the handout to write the expected weather (based forecast to the actual daily
on the long term forecast sheet), The actual weather forecast from that day. Use the
(based on the weather from the day on the weather network handout to answer these
website), and then the difference between the original questions. We will keep a tally
weather forecast and the actual forecast. of the difference.

Explain

What the Teacher Does What the Student Does

Explain how quickly weather can change based on Students break up into groups of 2
the wind speed, direction and cloud coverage.

Break students up into groups of 2 and have them Students will look at the predicted
create their own predictions for the week ( we can forecast for the week and they will come
compare this to the actual weather as well). up with their own forecast prediction.

They will have to come up with a name

for their weather forecast

Students must be prepared to explain

why they chose the prediction they did.

Elaborate

What the Teacher Does What the Student Does

Listen to the students as they present what their Take turn in their groups presenting their
forecast name, and their forecast prediction. forecast predictions to their peers.

Evaluate

What the Teacher Does What the Student Does

The teacher will evaluate the students by assessing for Hand in the weather accuracy
completion and accuracy based on the weather handout and their group
comparison handout. predictions.

Predicted Actual Weather Difference between prediction and

 Weather (based on daily weather daily weather
(based on long-term forecast)
forecast)

Monday

Tuesday

Wednesday

Thursday

Friday

Forecast Prediction Difference between group prediction and actual

Name: weather of the day

Monday

Tuesday

Wednesday

Thursday

Friday

Lesson Plan for Water Cycle Day 1

Curriculum Outcomes:
GCO: Earth and Space Science: Weather
SCO: 204-8 identify appropriate tools, instruments, and materials to complete their
investigations
301-13 relate the constant circulation of water on Earth to the processes of evaporation,
condensation, and precipitation
204-3 make a prediction and state a hypothesis based on an observed pattern of events
NGST: Science and Engineering Practices
Make a claim about the merit of a solution to a problem by citing relevant evidence about
how it meets the criteria and constraints of the problem. (3-ESS3-1)
Materials:
Penicals
SMARTBoards slides
Student worksheet

Engage

What the Teacher Does What the Student Does

The teacher will have a slide introducing

the topic of Water Cycle
Teacher will ask the students if they
know anything about What a water Students will be able to respond on
cycle is. what they know about water cycle.
On the slides, it will explain to students
how the water cycle works. Students will understand of what a
water cycle is.

Explore

What the Teacher Does What the Student Does

Show the students on the SMARTBoard of
the story that they will be writing about.
(Write a story that includes a prediction of
how life in school would change if the water
supply to the school were cut in half).
Teacher then would pass out the sheet to
the students with the story.
Let the students know that there is no
wrong way in doing this essay.
They have the power to write whatever they
would like and be creative with this writing
piece.
When they are down, they are allowed to
get together with a partner and tell them
Students will be able to see the
story that they are going to be
writing about. (This will give time
for the students to think of how
they want to write it).
Students will know that they
dont need to worry about doing
this assignment wrong.
Can write about whatever comes
to their minds.
 their story.
Explain
What the Teacher Does
Pick some students who would like
to share their stories that they wrote
to the class.
Start up a class discussion with the
students, of why water is so
important to our world.
Tell the students of places in our
world that dont have water and that
the only water supply that they have
is the rain.
Brainstorm ideas as a class of how
are some ways that we could get
water.
Elaborate
What the Teacher Does
Close with going over what we did in the
class.
Ask students to raise their hands on
what they feel they have learnt about
water cycles.
Again, explain to them how just
important water is to us and recap on
ways we get water.
Evaluate
What the Teacher Does
Collect students sheets after the lesson.
Take anecdotal notes on the students when
They know what they need to do
when they are finished.
What the Student Does
Students will be able to share their
story to the class.
They will be able to talk freely of their
discussion topic.
Students will come to understand just
how important water is to us and how
the water cycle such as rain is valuable
to people.
They will really have to think of other
ways to get water other than taps,
rivers, lakes.etc
What the Student Does
Will able to reflect back on what was
taught to them.
Share with the class of what the
learnt about water cycles.
Students will be able to really
understand of why water is so
important to us.
What the Student Does
Students will know to pass in
their sheet into the teacher.
they are taking part in the class discussion.

Lesson Plan for Water Cycle Day 2

Curriculum Outcomes:
GCO: Earth and Space Science: Weather
SCO: 204-3 make a prediction and state a hypothesis based on an observed pattern of events.
302-11 describe the key features of a variety of weather systems
301-14 describe and predict patterns of change in local weather conditions
NGST: Disciplinary Core Ideas
Scientists record patterns of the weather across different times and areas so that they
can make predictions about what kind of weather might happen next. (3-ESS2-1).
Materials:
a ziplock plastic bag
marker(s)
water
blue food coloring (optional)
scotch tape
SMARTBoard Slides

Engage

What the Teacher Does What the Student Does

Start with slides on the water cycle on
sable island.
Explain to the students how the horses
on sable island get fresh water. (rain
and snow)
Let the students know that the only
source of water for the horse other
than the rain and the snow will be the
ocean.
Students will know a little bit of how
the water cycle works on sable
island.
They will understand that the only
clean fresh water that they get on the
island is by the snow and rain.

Explore

What the Teacher Does What the Student Does

 Explain to the students the activity that we will be Students will then
doing. Water Cycle in a bag. know that it is that they
Steps: are doing.
1. Warm up the water until steam starts to rise. Students will be able to
2. Add blue food coloring to represent seawater. understand how to
3. Pour the water into the ziplock bag and close the follow directions in
bag. doing this activity.
4. Hang the bag upright on the window or the door
using scotch tape.
5. As water evaporates from the pouch of water,
which represents the sea, you can see the
vapors form a white patch on the top of the bag.
That represents water condensation to form
clouds in the upper atmosphere.
6. After a while, water droplets start to appear on
the bag. Eventually, the drops of water will slide
downward and that represents raining.
7. The rain eventually flows back into the sea.
8. If the water is still warm, it can keep cycling
through the four different stages of the water
cycle

Explain

What the Teacher Does What the Student Does

When the sun heats up water in the sea, lakes or Students will have an
rivers, the water on the surface turns into vapor and understanding on how
goes into the air. Evaporation takes place wherever evaporation works.
there is exposed water, e.g. when we sweat, when
animals sweat and when plants respire.
The teacher will explain that warm water evaporates
faster than cold water. If you boil the water, you can
 see steam rising from the water surface. That is a
fast, visible evaporation.
Explain to them that even when you cannot see Students will know that
steam or vapor, evaporation can still happen, but at warm water evaporates
a much slower rate. faster than cold water.

Students will know that

evaporation can still
happen with steam or
vapor.

Elaborate

What the Teacher Does What the Student Does

Ask students if they can you Being able to respond

describe the relationship
between water and living
things?
Being able to figure out how snow fits
How does snow fit into the
into the water cycle.
water cycle process?
What causes soil erosion?
Have you seen the four stages Students will be able to respond to what
of the water cycle appear in our the four cycles are that they learnt about
daily lives? and say if they have ever saw it happen.

Evaluate

What the Teacher Does What the

Student Does

During this activity, the teacher will walk around the classroom to
see how well the students are doing.
Hanging the activities on the window you will be able to see how
well they did.

Activity:
 Lesson Plan for Condensation

Curriculum Outcomes:
GCO
Earth and Space Science: Weather
SCO:
Relate the constant circulation of water on Earth to the processes of evaporation,
condensation, and precipitation (301-13).
NGSS:
Record observations using single words, notes in point form, sentences, simple
diagrams and charts (205-7)
Make a prediction and state a hypothesis based on an observed pattern of events (204-
3)
Identify appropriate tools, instruments, and materials to complete their investigations
(204-8)
Compare the results of their investigations to those of others and recognize that results
may vary (104-4)
Materials:

Engage

What the Teacher Does What the Student Does

Ask students if they knows what happens to water Students will raise their
when it is boiled too long. ( look for evaporates as hands if they have an
as answer) answer to a question.
If students do not know the answer tell them that They will be respectful of
it evaporates (evaporation is when water leaves their peers responses.
the earth and is drawn into the atmosphere.) Students will take notes
Ask students if they know what the opposite of when required.
evaporation is. Ask them to explain what they
think it might be.
Tell them that it is called condensation.
(condensation occurs when, water from the air is
pulled back into the atmosphere.)
The teacher will tell students that today they will
be doing a condensation experiment.
Before however they start the experiment the
teacher will go through smartboard slides on
condensation and evaporation.
 Explore

What the Teacher Does What the Student Does

The teacher will set up a table to complete the Students will gather around
experiment on. They should be near an outlet. the teachers table. Being
The teacher will boil water in an electric tea careful not to crowd.
kettle. They will not touch the hot tea
While the water is boiling the teacher will fill a kettle
water balloon with water (should not be too full Students will record what they
or too empty.) think will happen to the
The balloon will be placed at the opening of a balloon on the water bottle
large water bottle (same size as a generic when steam begins to cool.
office cooler water bottle.) They may draw pictures of
Before water is poured into the water bottle what happens.
the teacher will ask What happens when we
let cooling steam condense in a bottle that has
a water-filled balloon placed over its neck?
Once students have recorded their predictions
the teacher will pour boiling water into the
water bottle.
The teacher will wait a couple minutes, as the
steam cools the water balloon will fall into the
water bottle and there should be condensation
forming on the bottle. Students will record the
results of the experiment

Explain

What the Teacher Does What the Student Does

The teacher will explain the results of the

experiment;
When the water was heated, the water
molecules began to move rapidly, turning
into waters gas phase: steam. When in Students will write the definition
a gas phase, water molecules are to Equilibrium, Pressure
spaced further apart and take up more Gradient and condensing.
space. The pressure inside the bottle Students will not need to know
how to spell these, however
and the pressure outside the bottle reach
they will need to understand
a state of equilibrium, (meaning that the what they are and be able to
pressure is the same). pick them out.
Why? With an open bottle, expanding Students will engage in the
gas can move from one area into experiment and will share any
 another. Theres nothing to keep the observations with the class and
steam inside the bottle from flowing out teacher.
into the surrounding air.
Things change: when the water stops
boiling, and the steam starts cooling
down. The water molecules start
condensingthat is, they start turning
from steam back into water. When matter
turns from its gas phase back into its
liquid phase, the molecules take up
much less space, and exert far less
pressure. But the air outside the bottle
didnt change, and its still exerting
pressure of its own! Now, we have what
is called a pressure gradient instead of
a state of equilibrium, because the air
cant flow freely into the bottle with the
balloon in its way! So what happens?
The air pressure pushes the water
balloon through the neck of the bottle.
Explain to the students that there are several
big words, define each othe them and put
them on the word wall.

Elaborate

What the Teacher Does What the Student Does

The teacher will relate this Students will share any experiences they
experiment to real life have with condensation (i.e. one time my
condensation. water bottle condensated all over my
They will talk about places bookbag and made it all wet.)
condensation typically occurs
I.e. grass trees houses,
windows etc.
The teacher will invite students
to share their experiences with
condensation.

Evaluate
What the Teacher Does What the Student Does

The teacher will evaluate their predictions. They Students will contribute to
will not receive a formal grade on it, however they class discussions.
will be assessed on their thoughtfulness of their They will respond
predictions. thoughtfully to their
Anecdotal record may also be kept to monitor predictions and
students participation. observations.
When they are finished
they can put their work in
the done basket.

Reflections:

Lesson Plan for Clouds Day 1

Curriculum Outcomes:
GCO: Earth Space and Science: Weather
SCO: 104-4 compare the results of their investigations to those of others and recognize that
results may vary
206-5 gather evidence through research and observation to answer a question and use
the resulting information to draw a conclusion
205-7 record observations using single words, notes in point form, sentences, simple
diagrams and charts
NGST: Science and Engineering Practices
Obtain and combine information from books and other reliable media to explain
phenomena. (3-ESS2-2).
Materials:
Cotton balls
A box
Peincals
Student worksheet
SMARTBOARD Slides
Cotton Candy

Engage

What the Teacher Does What the Student Does

Have SMARTBOARD slides of the different types of Students will know the
clouds .(cirrocumulus, cirrus, altocumulus, names of different
altostratus, stratocumulus, stratus, cumulus, and clouds.
cumulonimbus).
Have boxes set around the classroom of cotton
balls.
Teacher will then let students put their hand in the They will know that
box - let them know that is the illusion of what a around the classroom in
cloud would feel like. the boxes are cotton
balls.
Will be able to feel inside
the box.

Explore

What the Teacher Does What the Student Does

Ask students to return to their seats. They will know to go back to

Let them know that in the next activity we will be their seats.
going outside and looking at the clouds. Know the reasoning of why
Tell them that they are going to have to bring they are going out.
with them a pencil and paper.
 Get the students to jot down the names of the They will know that they
different type of clouds that they see. need those two supplies.
When back in the classroom allowed them to
share their finds. Students will be taking notes

They are able to share their

finds.

Explain

What the Teacher Does What the Student Does

Tell the students, how certain clouds are
for certain types of weather conditions.
Explain to them how the most typical cloud
formation that we see everyday is the
cumulonimbus.
Take a tall of the students in the classroom
who drew that cloud when outside.
Students will understands that
with the weather there will be a
different cloud.
They will the most popular cloud
that we see every day is name.
Seeing all who in their class drew
that cloud outside.

Elaborate

What the Teacher Does What the Student Does

In closing as a class, we will research the Students will help to figure

different types of clouds on sable island. out the type of clouds that
As a class figure out the most popular cloud that are on sable island.
is normally on that island. Students will know what
Then take another tally to see which students had the most popular cloud is
drew that cloud. on sable island.
At the end, give the students some cotton candy,
because you can say that like a cloud it also is Seeing which of their
made up for just water and if you put it in heat it peers had drew that cloud.
will melt.
With cotton candy the moment we put it in our Know the purpose of the
mouths it too melts. cotton candy.

Evaluate
What the Teacher Does What the Student Does

Teacher will collect the papers at the end to see They will know that they the
how well the students did with seeing why type teacher will be collecting
of clouds that they saw. their sheets.

SMARTBOARD SLIDE

Lesson Plan for Clouds Day 2

Curriculum Outcomes:
GCO:Earth and Space Science : Weather
SCO: 205-8 identify and use a variety of sources and technologies to gather pertinent
information
301-14 describe and predict patterns of change in local weather conditions
 300-13 describe weather in terms of temperature, wind speed and direction, precipitation,
and cloud cover
NGST: Disciplinary Core Ideas
Scientists record patterns of the weather across different times and areas so that they
can make predictions about what kind of weather might happen next. (3-ESS2-1).
Materials:
Ribbon (any color)
Cotton Balls
Glue
Card Stock
Slide of different types of clouds

Engage

What the Teacher Does What the Student Does

Go back to your slide from last day about clouds Will have a refresher
and show them the different types of clouds.
Let them know what is on the agenda today. Have an idea of what is
Ask them what type of clouds that they see going on for the class
outside today and start a class discussion.
Look outside and see what
cloud shape they see.

Explore

What the Teacher Does What the Student Does

Show students the craft of what they will be Have an idea of what they
making today. will be making.
Get three students to help pass out the supplies Students will get to help out
of the craft. the teacher
First step, get the students to take a sheet of Know the steps in what they
cardstock, cotton ball and glue and make one of need to do to make their
the clouds. craft.
Allow the students to make all the different
types of clouds.
Second step, get them to glue there clouds on
the ribbon one by one.
Then hang up the crafts on the wall. Students will know what the
second step they have to do.

Being able to display their

 work

Explain

What the Teacher Does What the Student Does

How now students know names of the different

clouds.
Explain to them the purpose of the activity which is Know the purpose of
for them to understand the shapes and names of the the activity that they
clouds. did.

Elaborate

What the Teacher Does What the Student Does

Talk again about the clouds and the students work.

Mention how they are different for different weather Know about the
and explain how it affects it. different clouds.

Evaluate

What the Teacher Does What the Student

Does

Looking at all the students work of their craft to see how well
they did.

CRAFT
Lesson Plan for Global Warming

Curriculum Outcomes:
GCO: Earth and Space Science: Weather
SCO: 301-14 Describe and predict patterns of change in local weather conditions
NGST:
MS-ESS3- Ask questions to clarify evidence of the factors that have caused the rise in global
5. temperatures over the past century.

Materials
-:http://web.stanford.edu/group/inquiry2insight/cgi-bin/i2sea-r2a/i2s.php?page=calculate
-Book: Okimoto, J. D. (2007) Winston of Churchill: One Bears Battle Against
Global Warming. Toronto, Ontario: Scholastic Canada Ltd.
-Handout

Engage

What the Teacher Does What the Student Does

Read the Book Winston of Churchill: Listen to the story and think of the question What
One Bears Battle Against GLobal are some of the ways humans were producing
Warming global warming?

Ask students to consider the following

question when you are reading
1. What are some of the ways
humans were producing global
warming?

Explain

What the Teacher Does What the Student Does

Explain that we all have a responsibility to help Listens to the teacher and asks any
fight against global warming. questions that come to mind. Now is a
great time for students to ask questions
The weather changes because of global and begin to brainstorm.
warming. Ex: in the arctic its usually cold,
because of global warming it is starting to warm
up and the ice is melting.
 Explore

What the Teacher Does What the Student

Does

As a class, find out what our carbon footprint is by clicking on the Help the teacher by
link: http://web.stanford.edu/group/inquiry2insight/cgi-bin/i2sea- filling out the online
r2a/i2s.php?page=calculate carbon footprint
assessment.

Elaborate

What the Teacher Does What the Student Does

Hand out an exit sheet that The students will fill out an exit sheet that asks them whether
has the students answer if or not they were surprised by the class carbon footprint and
they were surprised or not asks them to list the ways they think they could cut it down.

Evaluate

What the Teacher Does What the Student

Does

Teacher will evaluate based on completion and comprehension from Fill out the exit sheet.
their exit sheet.

EXIT SLIP- CARBON FOOTPRINT

Name:______________

Are you shocked by our class What are a few ways you can personally cut
carbon footprint? Why or why back on YOUR own carbon footprint? (Name at
not? least 4).
Every Monday they fill out a My 5 day weather for the week here and in Sable
Island. At the end of the week on Friday, we compare what the actual weather
was. And compare the difference of weather between here and there.

Rubric:

Part D: UDL, Differentiated Instruction, Blooms Taxonomy, Tiers 1-3, or PLP

UDL: In this unit, we will provide the choice for students to learn. Interact with each
student as often as you can, to see just how well they are getting along with their work
and calling upon them during group discussion with the class.

DI: Each lesson allows for students to have lessons that are adapted to the students
with exceptionalities, such as providing them with the information already, having it on
their handouts and activity sheets, or even finding something that they are interested
in and incorporating it in your lesson to grasp their attention. Finding ways to make
sure that we as teachers are including them and making them feel that they are apart
of the class.
For gifted students, I would get them to do more of an in depth project, such as doing
a bit more research on sable island or even the weather. Figuring out what might
happen if someone gets stuck on the island.

Blooms Taxonomy: This lesson is based all around Blooms Taxonomy and meeting
each thing on the pyramid.

Tiers:
Tier 1: In the basic lesson, adapted it to meet the needs of any student with an
exceptionality. Doing whatever we can to meet the needs of them.
Tier 2: Not having to change you lesson plan, but just accommodating them in ways
such as, if I student needs to stand up at a table to do their work then allow them.
Tier 3: Any students who reach this tier need more intervention, such as doing basic
reading and writing . Bring in outside professionals for consulting or working with a
resource teacher more often.

PLPs: Based on the lesson, we many have to modify the lesson to meet some of the
students needs.

Reflection on the Unit Plan:

Students will get the chance to learn to collect data on the Weather from
Sable Island and from here and learning how to compare and contrast.
This will develop their communication skills with talking to each other and
working together on collecting information.
Some of the challenges that some students may have is trying to keep day
to day weather information on Sable Island and finding it online, because
some students may not have the resources to be able to find the
information.
We would put the students in partners to work on this assignment. When
the find information, the would share it with their partner on what they
have found. This will show that they understand the work that they are
doing and know what i will need to work on with other students one on
one to help their understanding of assignments.

References:
DeRosa, D.A. Abruscato, J. Teaching children science: a discovery approach. Boston:Pearson,
2015.

Severe Weather 101. (n.d.). Retrieved February 26, 2017, from

http://www.nssl.noaa.gov/education/svrwx101/

Tornados & Thunderstorms Activities - Make Thunder. (n.d.). Retrieved February 26, 2017, from
http://kidsahead.com/external/activity/245

Abruscato, J. & DeRosa, D. (2015). (8th Ed.). Teaching children science: A discovery
approach. Toronto ON: Pearson.

Condensation - Geography For Kids - By KidsGeo.com. (n.d.). Retrieved February 27,

2017, from http://www.kidsgeo.com/geography-for-kids/0107-condensation.php

Evaporation - Geography For Kids - By KidsGeo.com. (n.d.). Retrieved February 27,

2017, from http://www.kidsgeo.com/geography-for-kids/0102-evaporation.php

What is Condensation? (2013, May 13). Retrieved February 27, 2017, from
https://www.education.com/science-fair/article/what-is-condensation/