Science Grade 01 Unit 01 Exemplar Lesson 02: Observing and Recording Weather

Unit: 01 Lesson: 02 Suggested Duration: 5 days Grade 01 Unit 01 Exemplar Lesson 02: Observing and Recording Weather This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Through multiple hands-on experiences, students will learn about temperature, wind, cloud conditions, and precipitation and their connection to weather. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx? id=6148. Scientific Process TEKS 1.8 Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: 1.8A Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy. 1.8D Demonstrate that air is all around us and observe that wind is moving air. 1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: 1.2A Ask questions about organisms, objects, and events observed in the natural world. 1.2D Record and organize data using pictures, numbers, and words. 1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: 1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins, weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 01 Unit 01 PI 02 Using appropriate tools, collect and organize weather data for several days. Create an oral presentation about the current weather conditions, including relative temperature, clear or cloudy, calm or windy, and rainy or dry. Identify one activity affected by weather. Standard(s): 1.2D, 1.4A, 1.8A ELPS ELPS.c.1A, ELPS.c.1E, ELPS.c.3J Key Understandings The weather changes some from day-to-day. What are some changes in weather we can observe from day to day? Short-term weather conditions can change daily. Last Updated 04/23/2013 page 1 of 12

How does the temperature vary during the day? Unit: 01 Lesson: 02 Suggested Duration: 5 days Vocabulary of Instruction activity calm clear cloudy cold conditions cool data dry hot measure oral presentation precipitation rainy relative temperature thermometer tools warm weather wind sock windy Materials resealable plastic bag (for holding leaves, see Advance Preparation, 1 per class) book (about clouds and precipitation, 1 per class) book (about wind, 1 per class) classroom demonstration thermometer (1 per class) crayons or colored pencils (per group) flag (small, see Advance Preparation, 1 per class) KLEW chart (in classroom science notebook, 1 per class) leaves (a few, see Advance Preparation) paper (drawing, 1 sheet per student) pinwheel (see Advance Preparation, 1 per class) ribbon or yarn (red and white, 12 lengths, see Advance Preparation, per group) tape (clear, per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: KLEW Chart: Directions Teacher Resource: KLEW Chart: Observing and Recording Weather Handout: Pattern for Making a Thermometer (1 per student) Teacher Resource: Directions for Making a Thermometer Teacher Resource: PowerPoint: Relative Temperature Hot, Cold, Warm, or Cool Optional Teacher Resource: Pictures of Objects That Wind Moves Teacher Resource: PowerPoint: Wind Teacher Resource: PowerPoint: Clouds and Precipitation Handout: Weather Graph (1 per student) Resources None Identified Advance Preparation 1. Print Teacher Resource: KLEW Chart: Observing and Recording Weather in the class science notebook. 2. Gather a classroom demonstration thermometer. 3. Prior to the Engage/Explore, copy the Handout: Pattern for Making a Thermometer onto cardstock, and print enough for each student to receive one. The teacher may want to pre-cut the slits for the students in order to save time during the science lesson. Gather the red and white ribbon and construction paper or yarn that needs to be cut into 12 inch lengths prior to class. Prepare to demonstrate the movement of the red and white ribbon or yarn and to explain how the thermometer will work: when more red ribbon or yarn is showing, the temperature will feel warmer, and when less red is showing, it will feel cooler. Last Updated 04/23/2013 page 2 of 12

4. Prior to the Explore/Explain Wind is Moving Air activity, gather a small flag, pinwheel, and some leaves (in a small, resealable plastic bag), OR print one copy of the Teacher Resource: Pictures of Objects That Wind Moves. These will all be used to show to the class for observation in order for students to think about which items have something in common. 5. Prior to the Explore/Explain Wind is Moving Air, locate a book about wind. 6. Prior to the Explore/Explain Cloud Cover and Precipitation, locate a book about precipitation. 7. Prepare all attachment(s) as necessary. Background Information This lesson bundles TEKS that require students to record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy and observe that wind is moving air. Unit: 01 Lesson: 02 Suggested Duration: 5 days In, according the introductory material in the TEKS, students are using their senses in order to make observations and ask questions about the natural world. Weather information should be collected and discussed on an ongoing basis so that children may begin to recognize patterns in their local weather. Children should be encouraged to observe the appearance of objects in the sky, such as clouds, in order to begin recognizing patterns in those objects as well. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE/EXPLORE Relative Temperature 1. Show students the KLEW chart, and explain the four sections to them. 2. Hold up a classroom demonstration thermometer so the students can see it clearly. 3. It might be helpful to assess prior knowledge using the following questions: What is a thermometer? (A tool used to accurately measure how hot something is therm=heat, meter=measure) What does it measure? (The temperature of things) When does the temperature change? (When the substance or medium, such as air or water, changes. The substance could increase or decrease in heat.) Why would you need a thermometer? (To accurately measure temperature) 4. As students respond to these questions, record their responses under the K part of the KLEW chart. 5. Distribute the Handout: Pattern for Making a Thermometer along with the supplies needed to groups in order to share supplies. 6. Allow time for students to construct the thermometer; assist where necessary. (Teacher Resource: Directions for Making a Thermometer) 7. Demonstrate the movement of the red and white ribbon or yarn. Explain that when more red ribbon or yarn is showing, the temperature will feel warmer and when less red is showing it will feel cooler. 8. Show the Teacher Resource: PowerPoint: Relative Temperature Hot, Cold, Warm or Cool. Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Days 1 and 2 Materials: KLEW chart (in classroom science notebook, 1 per class) classroom demonstration thermometer (1 per class) ribbon or yarn (red and white, 12 lengths, see Advance Preparation, per group) tape (clear, per group) Attachments: Teacher Resource: KLEW Chart: Directions Handout: Pattern for Making a Thermometer (1 per student) Teacher Resource: Directions for Making a Thermometer Teacher Resource: PowerPoint: Relative Temperature Hot, Cold, Warm or Cool Notebooks: Record responses onto the KLEW chart in the classroom science notebook. 9. Facilitate a discussion: How does the temperature vary during the day? Answers will vary, but generally, the temperatures are cooler in the morning, warm up in the afternoon, and cool down again at night. What do you think causes the temperature to vary during the day? 10. Record student responses on the KLEW chart. So far, there should be information under the K, L, and E sections for the concept temperature. Last Updated 04/23/2013 page 3 of 12

EXPLORE/EXPLAIN Wind is Moving Air Suggested Day 3 Unit: 01 Lesson: 02 Suggested Duration: 5 days 1. Hold up a pinwheel, small flag, kite, and some leaves (or use the Teacher Resource: Pictures of Objects That Wind Moves). 2. Ask: What do you think these objects have in common? Allow students to respond; accept all answers at this time and record on KLEW chart. 3. Read a book about the wind. 4. After the story, ask students to explain what wind is. At this time, they should be attaining the concept that wind is moving air. 5. Show the Teacher Resource: PowerPoint Wind. 6. After the story and viewing the PowerPoint, ask students how their thinking about wind has changed. Allow students time to talk about their thinking. Record their explanations under the E (for evidence) on the KLEW chart. Materials: KLEW chart from previous activity (in classroom science notebook, 1 per class) pinwheel (see Advance Preparation, 1 per class) flag (small, see Advance Preparation, 1 per class) leaves (a few, see Advance Preparation) bag (resealable plastic, for holding leaves, see Advance Preparation, 1 per class) book (about wind, 1 per class) Attachments: Optional Teacher Resource: Pictures of Objects That Wind Moves Teacher Resource: PowerPoint: Wind Instructional Notes: Students could make a paper fan and wave it in front of their faces. The explanation for what they are feeling is that the paper fan is moving the air, creating wind. Optional: The teacher could bring in an oscillating fan and demonstrate how it moves the air. As the fan is turned to each increasing level, the teacher could discuss the words calm, breezy, and windy. Notebooks: Record responses onto the KLEW chart in the classroom science notebook. EXPLORE/EXPLAIN Cloud Cover and Precipitation Suggested Day 4 1. Distribute drawing paper, and access students' prior knowledge: What is a cloud? Allow students to draw what they think clouds look like. Ask: What do you think comes from a cloud? Have students add this to their drawings. 2. Read a book about precipitation. 3. Students are to be introduced to the idea that precipitation comes from clouds and that precipitation comes in four different forms. 4. Show the Teacher Resource: PowerPoint: Clouds and Precipitation to the class. 5. Have a class discussion that includes: What is a cloud? Note: The information that follows is for the teacher. A student's response will vary. (A group or collection of very fine water droplets or ice crystals (sometimes refered to as condensed water vapor) floating in the atmosphere. Usually clouds are high above the ground.) How do clouds form? (All air contains water. Near the ground, it is usually in the form of water vapor. When warm air rises, it expands and Materials: paper (drawing, 1 sheet per student) crayons or colored pencils (per class) book (about clouds and precipitation, 1 per class) Attachments: Teacher Resource: PowerPoint: Clouds and Precipitation (There are notes in the PowerPoint to use with the pictures.) Misconceptions: Students may think that rain comes from holes in clouds, or from clouds sweating. Students may think that clouds are made of cotton, wool, or smoke. Last Updated 04/23/2013 page 4 of 12

cools. Cool air can't hold as much water vapor as warm air, so some of the vapor condenses onto tiny pieces of dust that are present in the air. This forms a tiny droplet around each dust particle. When millions and millions of these droplets come together they become a visible cloud.) What do clouds tell us about the weather? (Observing clouds can tell us a lot about what kind of weather to expect. There are several types of clouds that appear due to approaching and current weather conditions. There are some clouds that, based on appearance, are most likely to produce rain: nimbostratus (dark) and cumulonimbus. A lot depends on the temperature of the atmosphere between the clouds and the ground. If conditions are cold enough, the vapor becomes ice crystals, such as in hail or snow. Otherwise, it becomes rain.) What forms of precipitation comes from clouds? (Rain, snow, sleet, and hail) Do we see clouds in the sky every day? (No) What does it mean when we say the day is cloudy? Clear? (We say it is a cloudy day if more than half of the sky is covered by clouds. We say it is a clear day if there are few or no clouds in the sky.) Check For Understanding Notebooks: Unit: 01 Lesson: 02 Suggested Duration: 5 days Record student responses in the class science notebook. 6. Give the students one more opportunity to amend their picture of clouds and precipitation. ELABORATE Using the Weather Graph Suggested Day 5 1. Today, we are going to focus on recording the weather. We have learned about temperature, wind, precipitation, and cloud cover. Now, we will start to keep a record of these conditions. Some questions we should think about include: What is the weather like today? Is there any rain? How hot do you think it is? Is the wind blowing? 2. Show students the Handout: Weather Graph. Inform students that they will each receive a copy in order to graph the weather daily. Explain to students that the information they are collecting is called data. 3. Distribute the weather graphs. 4. Go over each of the weather icons, and explain what they mean. 5. Allow students to go outside and make an observation about today s weather. (This activity will continue for at least two weeks.) Materials: KLEW chart from previous activity (in classroom science notebook, 1 per class) crayons or colored pencils (per group) Attachments: Handout: Weather Graph (1 per student) Notebooks: Record responses onto the KLEW chart in the classroom science notebook. 6. When back inside, model on your copy of the weather graph how to color in the squares. 7. Allow a few minutes for students to complete the graph with today s weather information. Monitor for understanding. 8. Complete the rest of the KLEW Chart with any additional information students have learned. EVALUATE Performance Indicator Grade 01 Unit 01 PI 02 Using appropriate tools, collect and organize weather data for several days. Create an oral presentation about the current weather conditions, including relative temperature, clear or cloudy, calm or windy, and rainy or dry. Identify one activity affected by weather. Standard(s): 1.2D, 1.4A, 1.8A ELPS ELPS.c.1A, ELPS.c.1E, ELPS.c.3J Suggested Day 5 (continued) Attachments: Handout: Weather Graph (from previous activity) 1. It will take several days for students to collect data on the weather graph. It is suggested that a few minutes each day is spent filling in this information. The weather graph is part of the Performance Indicator. 2. The oral presentation that includes weather conditions and an activity Last Updated 04/23/2013 page 5 of 12

affected by weather could be done as part of the morning routine. It will take several days for each child to have a turn presenting their oral report. This could be done as a paired activity. Unit: 01 Lesson: 02 Suggested Duration: 5 days 3. Share Performance Indicator rubric or expectations with students prior to students beginning the assessment. 4. Answer any questions students may have regarding the assessment. Last Updated 04/23/2013 page 6 of 12

KLEW Chart Directions Unit: 01 Lesson: 02 What do we think we What are we What is our What are we Know? Learning? Evidence? Wondering? Students share what they know about the content or topic. Teachers listen for misconceptions and ask probing questions to elicit student responses. Students make a claim about their findings after explorations, investigations, or inquiry activities. Claims should use complete sentences. Every claim should have evidence Students must provide evidence for each claim. Evidence answers the question How do I know? Teacher records questions heard during the investigations and asks for other questions after class discussions. Students reflect on their learning. A question might be How have my ideas changed? 2012, TESCCC 03/28/13 page 1 of 1

KLEW CHART Observing and Recording Weather Unit: 01 Lesson: 02 What do we think we What are we What is our What are we Know? Learning? Evidence? Wondering? 2012, TESCCC 03/28/13 page 1 of 1

Pattern for Making a Thermometer Unit: 01 Lesson: 02 2012, TESCCC 03/28/13 page 1 of 1 Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/. Venegas, A. (Illustrator) (2010). Thermometer [Print].

Directions for Making a Thermometer Unit: 01 Lesson: 02 1. Copy the pattern on to card stock. 5. Tape one end of the white strip to an end of the red strip. 2. Cut out the thermometer from the card stock. 6. Insert the long red and white strip through the top and bottom slits. 3. Cut out the small slits at the top and bottom. 7. Tape the two loose ends together. 4. Cut the red and white ribbon or yarn into 12 lengths. 8. Carefully practice sliding the tape up and down to read the temperature. 2012, TESCCC 03/28/13 page 1 of 1 Venegas, A. (Photographer) (2010). Thermometer Instructions series [Print].

Pictures of Objects That Wind Moves Unit: 01 Lesson: 02 2012, TESCCC 03/28/13 page 1 of 1 Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.

Weather Graph Unit: 01 Lesson: 02 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Day # Clear Cloudy Rainy Icy/Snowy Calm Windy Hot/Warm Cold/Cool 2012, TESCCC 03/28/13 page 1 of 1 Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/enus/images/.