Culminating Project: Weather Unit Chelsea McConnell First Grade

Weather Standards S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. S1E2. Students will observe and record changes in water as it relates to weather. b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).

“I Can” Statements I can identify the different types of weather and precipitation. I can use weather tools to measure and investigate the weather. I can record weather data over a period of time.

Lesson One (30-45 minutes) Engage Introducing the weather unit: Weather Video Weather and Precipitation Card Sort as a whole group identifying types of precipitation, weather instruments, weather data words, and solids vs. liquids (Formative Assessment). Introduce the weather forecasting activity that students will be completing DAILY throughout the unit. The Milk Experiment: (Use to introduce predictions to class before they start blogging about the weather) After Milk Experiment, students will be able to begin the forecasting activity.

Lesson one (continued) Explore Students will use Weather QR Codes to explore the different types of weather.

Lesson Two (30-45 minutes) Engage Read Come On Rain! by Karen Heese As a class, create and begin a precipitation chart labeling rain as a solid or a liquid.

Lesson two (Continued) Explore Introduce rain gauges and have students work to measure how much rain is in their table’s rain gauge. At the end of this lesson, students will draw precipitation chart in their science journals. Students will also create a page called “measuring the rain” where they will include a diagram of a rain gauge.

Lesson three (30-45 minutes) Engage Teacher will question students about thermometer: What is it?, What does it measure?, On a summer day, what will it say?, On a winter day, what will it say?, If it is sleeting/hailing, what will it say?, etc. Discuss the difference between hail and sleet: http://www.kidsgeo.com/geography-for-kids/0119-hail.php As a class, students will help to finish filling in the precipitation chart that was started yesterday by adding sleet and hail with their properties.

Lesson Three (Continued) Explore Students will work in groups of 3-4 to complete the Penguin Reading a Thermometer activity using activity cards and clothespins. (Formative Assessment) Students will work in groups of 3-4 to measure the temperature of different cups of water at their seats. Students will record findings in their science journals.

Lesson four (30-45 minutes) Engage Read The Wind Blew by Pat Hutchins Explore Wind Challenges with science journal questions Explain Students will have the chance to discuss and question what happened during their wind challenges. Teacher will provide discussion questions during this time. (Formative Assessment)

Lesson Four (Continued) Extend Making Wind Vanes and measuring the wind outside

Lesson five (3o-45 minutes) Extend Weather Blogging Students will create a weather forecast with a partner using ChatterPix, video, imovie, pictures and writing, etc. using the Ipads and computers to post on the weather blog: http://mcconnell2015.edublogs.org/

Lesson five (Continued) Explain Students will have time to begin an opinion writing assignment (if more time is needed students can work on this piece during writing for the next couple days).

Lesson Five (Continued) Evaluate: (Two Summative Assessments) Students will be evaluated on their weather forecasting project. Students opinion pieces will be evaluated using the Cobb County Opinion Writing Rubric. The student can earn a 1, 2, or 3 on each category below:      3 2 1 Student followed directions Student understood weather concepts Student used weather vocabulary Student used creativity (did not copy others) Student finished project in a timely manner Student made predictions using weather concepts

Sources More Picture Perfect Science Lessons by Emily Morgan and Karen Ansberry Even More Picture Perfect Science Lessons K-5 by Emily Morgan and Karen Ansberry The Wind Blew by Pat Hutchins Come On Rain! by Karen Heese Weather QR Codes http://www.kidsgeo.com/geography-for-kids/0119-hail.php http://mcconnell2015.edublogs.org/ Penguin Reading a Thermometer Weather Video