| SUBJECT AREA | GRADE LEVEL | TIME TO COMPLETE |
| Science | K-2 | 4 weeks |
| AUTHOR'S NAME | SCHOOL ADDRESS | PHONE, E-MAIL |
| Drew, Coleman, Gagnon | Freedom | 539-2077 freedom@worldpath.net |
FRAMING QUESTION
Why is weather important in your life? How does weather change by the seasons? How do you
predict and collect information about the weather?
WORKPLACE OR COMMUNITY CONTEXT
Weather is part of our daily lives. Children need to obtain information regarding the weather
to prepare and protect themselves from the elements.
Possible contacts:
Possible Professionals:
THE PROJECT
OVERVIEW
ALIGNMENT WITH NEW HAMPSHIRE CURRICULUM FRAMEWORKS
| FRAMEWORK | HOW IT IS ADDRESSED IN YOUR PROJECT |
|
Science Inquiry: Students will identify different types of scientists. Science Earth: Students will recognize earth's changes. Science Technology: Students will use scientific instruments to gather information. |
Students Will: Learn about the career of meteorology Identify different types of weather Conduct a water cycle experiment Identify phases of matter (solid, liquid, gas). Use a thermometer, rain guage, and a weather vane. |
|
L.A. 5.a Students will use spoken, written, and audiovisual messages to gain and give information
L.A. 1. Students will read with fluency and expression. |
Students will:
View a televised weather report. Listen to a radio weather report. Write a weather report using a given format. Read their weather report orally. Rehearse their reports for fluency. List weather words. |
|
Math 2a) Students will apply math to daily activities such as time and measurement
2.c. Students will understand the connections between mathematical concepts in other curriculum areas 5.a. Students will demonstrate ability to estimate and measure time, temperature and capacity. 7.a. Students will construct, read, and interpret a simple graph. 5.b. Students will demonstrate the ability to use a calendar. |
Students will:
Make and graph daily weather observations. Identify math skills t hat a meteoroligist would use Give a reasonable prediction of upcoming weather, related to the season, forecast, time of day. |
|
Social Studies
Geography: Students will demonstrate an ability to use maps of globes to report information. |
Students will: Identify land and water on a globe Identify a map of the United States Identify and label different regions: northeast, northwest, southeast, southwest. |
TIMELINE
| PROJECT OR SUPPORTING ACTIVITY | DESCRIPTION |
|---|---|
| Day #1: Introduction of Unit |
Action: Ask K, 1+2 to brainstorm a list of what the children know about weather. Try to
include weather "words" on its own list.
In each classroom, keep a record of daily weather, Create charts and graphs to draw conclusions from. Set up a rain guage, thermometer, and windsock. |
| Lesson #1 Water Cycle Experiment |
1. Teachers will set up a hot plate and prepare to boil some water. Use
ice cubes to start and introduce the terms "solid, liquid and gas." The teachers will
hold a cookie sheet above the boiling water to show what children observe the condensation that occurs
as the steam is collecting on the cookie sheet. Ask the question "What do you think is going to happen
when there is too much water on the cookie sheet?". Introduce the term rain and show children how this
could be repeated over and over.
2. Hand out a water cycle sheet and realate the different places on the sheet to the experiment we just completed. |
| Lesson #2 Cloudy With A Chance of Meatballs |
1. Give each child a piece of paper with a cloud on it.
2. Tell them that you are going to read a book called "Cloudy with a Chance of Meatballs" and that it has many different "weather" words in it. When the class hears a weather word, they are to raise their clouds and another teacher will record all the weather words on a chart. 3. After the book is finished, read all of the weather words that were collected. 4. Follow up with a picture of a town and ask the children to draw their own stormy food. |
| Lesson #3 Guest Speaker | 1. Ask a meteorologist to come into class and give a short presentation on being a weather reporter. Have the speaker touch upon the symbols and jargon that would have to be used to give an effective report. |
| Lesson #4 Weather reports |
1. Watch a local TV station give a weather forecast and report. Point out the uses of the maps,
weather symbols and reporter jargon.
2. Tell the children they are going to give their own weather reports with a partner. 3. Identify all of the weather symbols they may need to give a weather report. 4. Show a globe and review the parts (land and water) Point out the United States and introduce north, south, east and west. |
| Lesson #5 Weather Reports Continued |
1. Break the children up into partners.
2. Give them a weather report template, which includes areas such as northeast, southeast, northwest, and southwest to be filled in with weather words. 3. Have the children practice reading their weather reports out loud. 4. Record the children reading their reports on video. |
| Lesson #6 Watching the Video | 1. When the video is complete, have the class watch it together and give nice positive feedback |
| Lesson #7 Play Weather Charades |
1. Give a child a weather word on a card and ask them to go out into the hallway.
2. Ask the child to come back into theroom and act out their weather word. Ask the children sitting in the class to try and guess the weather word. 3. Continue playing until all of the children have had a chance to act out a word. |
PROJECT RESOURCES
ASSESSMENT
The students' weather reports will be assessed using this rubric.
| Level/Product Novice |
Weather Report Not organized Weather Terms Misused. Did not work well with partner |
| Basic |
Used map appropriately Worked well with partner. Spoke clearly. |
| Proficient Includes Basic also |
Put weather symbols in appropriate regions.
Used appropriate regions Pointed to correct regions |
| Advanced Includes Basic also |
Gave additional information
Used additional weather terms |
IMPLEMENTATION PLAN
1. When do you plan to implement your project-based unit?
This unit will be implemented during K-1-2 time following a three-year cycle
2. List the steps you need to take to implement your project-based unit. Include approximate
meeting dates with your peers and your project-based learning constultant.
The kindergarten, first, and second grade teachers will need to meet one month prior to
implementation to schedule activities, arrange guest speakers, and or field trips.