Weather

Janice M. Belcher

First Grade

Standards
Second Grade

Fourth Grade

Sixth Grade

S1E1. Students
will observe,
measure, and
communicate
weather data to
see patterns in
weather and
climate.
S1E2. Students
will observe and
record changes in
water as it relates
to weather.

S2E3. Students will

observe and record
changes in their
surroundings and
infer the causes of
the changes.

S4E3. Students will

differentiate between
the states of water
and how they relate
to the water cycle
and weather.

S6E2. Students will

understand the
effects of the relative
positions of the
earth, moon and sun.

S6E4. Students will

understand how the
distribution of land
and oceans affects
climate and weather.

S4E4. Students will

analyze weather
charts/maps and
collect weather data
to predict weather
events and infer
patterns and
seasonal changes.

S6E6. Students will

describe various
sources of energy
and with their uses
and conservation.

First Grade
Misconceptions
Mother Nature controls the
weather changes.
Rain drops are shaped like tears.
Snow isnt water.
The sun is light; a light bulb for the
day and serves no other purpose.
Weather does not change that much.

Activities-First Grade
S1E1-Students will observe, measure,
and communicate weather data to see
patterns in weather and climate.
List the following words on the word wall:
temperature, wind, precipitations,
weather events, thunderstorms,
tornadoes, hurricanes, thermometer, wind
vane, rain gauge, rainbow, sunny, cloudy,
winter, spring, summer, fall, and season.

Activities-First Grade
Use

KWL chart. Write what the

students already know about the
standard under the K. Write what
the students want to know/learn under
the W. Under the L write what the
students learned about the standard
after the lessons are complete.

Activities-First Grade
Hook

and Attention Getter Take students on a

Weather Walk. Tell students that they are
going to walk outside and observe what they
see about the weather. Have students bring
paper attached to a clip board and a pencil.
Allow students to write down observations or
draw pictures about things they see outside.

Ask questions like: What type of weather do you see?

How would you describe the sky? Return back to class
and have students share what they observed outside
about the weather. Ask students if they might know
what season it is.

Pre-Assessment

Activities-First Grade
Tell students that they will learn about the four
seasons: fall, winter, spring, and summer throughout
the year. Explorations about different types of
weather will be studied throughout the seasons.
Assessment: Selected Response-Pre-Assessment,
Informal Assessment-Conferencing with class.
Suggestions/Resources:
Record and Post KWL chart on butcher paper,
poster board, etc.
Use sticky notes to add student knowledge and
understanding under Learned column.
Gather weather and seasons books to read to
students throughout the unit.

Suggested Text
Beginning to Learn About Summer by Richard L. Allington,
PH.D. and Kathleen Krull
Beginning to Learn About Winter by Richard L. Allington, PH.D.
and Kathleen Krull
Hurricane! by Julies Archer
50 Words About Weather by David and Patricia Armentrout
Wind by Ron Bacon
Cloudy With a Chance of Meatballs by Judi Barrett
Hurricanes by Joseph K. Brennan
Catch the Wind! All About Kites by Gail Gibbons
Weather Mania by Michael A. DiSpezio
Weather Forecasting by Gail Gibbons
Weather Words and What They Mean by Gail Gibbons
The Snowy Day by Ezra Jack Keats

Second Misconceptions
Weather

is the same as climate.

The four seasons all occur simultaneously over
Earth.
The summer is warm because the earth is closer
to the Sun.
If a groundhog sees its shadow on Ground Hog
Day (February
the weather will remain cold for six more weeks.
Wildlife knows when a cold winter is coming and
builds larger homes/nests in the fall.

Activities-Second Grade
Hook: Read a book such as Recess at 20 Below by Cindy Lou
Aillaud that describes weather conditions, seasonal changes,
and length of day in another part of the United States or the
World.
Initiate class discussion with compare and contrast questions
regarding how the setting in the book is different from your
location in Georgia.
Students can record the differences and similarities in a graphic
organizer or on two different colored sticky note papers.
Extension: Have students gather evidence of how the local
environment is different. If using the suggested book, students
may gather the data at recess time each day (outdoor
temperature, etc.).

Activities-Second Grade
Extension: Optional extension activities may
depend on what equipment you have available.
For example, if your school has an outdoor
weather station such as those used in the GLOBE
program (www.globe.gov) this can be the data
collection method. There are several elementary
friendly types of probe ware, and students may
use light meters to determine the amount of light
in the same spot each day during various seasons.
Check for understanding: Revisit and review
graphic organizers that followed reading.

Fourth Misconceptions
Raindrops

look like tear drops.

Rain falls out of the sky when the clouds
evaporate.
Rain comes from holes in clouds.
Rain comes from clouds sweating.
Rain comes from clouds melting.
Rain falls from funnels in the clouds.
Clouds move when we move. We walk and the
clouds move with us.
Thunder occurs when two clouds collide.

Activities-Fourth Grade
Goal: Students will set up a school weather station
using weather instruments from the Science Lab or
Media Center and monitor, collect daily data,
communicate patterns, and record the findings. The
data would be used to report the weather daily during
the morning announcements using a weather map.
Students will explain symbols on the weather map to
the audience as they explain patterns that show
various weather conditions.
Role: Meteorologists will collect data using the weather
station, weather websites, newspapers, and local
television weather reports.

Activities-Fourth Grade
Audience:

Peer students, teachers and office staff.

Scenario: Students will become meteorologists and
predict and report the weather daily, broadcasting
over closed circuit television throughout the school on
a daily basis.

Reference to the water cycle will be reported and questions

will be asked weekly.

Product:

Daily weather broadcast.

Extension: Encourage groups of students to compare
weather data and forecasts to various media sources
such as radio, television, newspaper, and internet
sources.

Sixth Misconceptions
Sixth Clouds

are only found in the sky.

Our atmosphere traps the heat from the sun.
Rain clouds move around the Earth and
eventually come back to us.
The air around the top of a very high mountain
is exactly the same as the air around the
bottom of the mountain.
Only clouds that produce rain contain water.
The oceans have no effect on our climate

Activities-Fourth Grade
Goal: Create a weather forecast and explain the effects of
heat on weather patterns, wind systems, tornados,
thunderstorms, hurricanes.
Role: You are a meteorologist that is producing a TV special
on weather geared to 6th grade students. Audience:
Executives for the Weather Service and 6th grade students.
Situation: National test scores in science have indicated
that teachers need resources to help them teach the
National Standards on climate and weather. You will
develop a teaching module that includes background
information, labs and activities that will help teachers and
students understand the National Standards.

Activities-Fourth Grade

Product: You will create a booklet with content

information on climate and weather. You will
need to explain how the tilt of the Earth affects
the amount of solar energy, which will in turn
affect the climate of an area. You will also
explain how the heating of land and water
affects weather patterns and weather events
such as tornados, thunderstorms, and
hurricanes. In addition to the booklet you will
develop a weather forecast to demonstrate how
this information helps to predict and forecast
weather.