The subject and grade level that this unit aims for.
Science - Weather; Grades 1 or 2
Commencement content standard from MST (one or more of the seven):
4: Students will understand and apply scientific concepts, principles,
and theories pertaining to the physical setting and living environment
and recognize the historical development of ideas in science.
3: Students will understand mathematics and become mathematically confident
by communicating and reasoning mathematically, by applying mathematics
in real-world settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability,
2: Students will access, generate, process, and transfer information using
Physical Setting: 1a: Students will know some of the patterns of daily,
monthly, and seasonal changes in their environment
3: Measurement: 5b: Students will use some standard and nonstandard measurement
tools in measurement activities.
Information Systems: 1b. Students will be able to telecommunicate a message
to a distant location with teacher help. 1c. The student will be able
to access needed information from printed media, electronic data bases,
and community resources.
4: Physical Setting: 1a. Students will accurately describe some of the
patterns of daily, monthly, and seasonal changes in their environment.
Measurement: 5b. Students will accurately select and use some standard
and nonstandard measurement tools in measurement activities.
2: Information Systems: 1b Students will accurately telecommunicate a
message to a distant location with teacher help. 1c. Students will show
ability to successfully access information from printed media, electronic
data bases, and community resources.
Content standards or outcomes
Weather can be observed using the senses.
Weather can be measured using the following instruments: Celsius thermometer,
rain gauge, wind flag and wind scale.
Weather is constantly changing.
Weather data can be recorded.
Technology can be used to send and access information.
Weather is different in different places in the world
measures for unit:
Class chart with daily recording of weather data.
Making and using individual and class wind flags.
Making and using a class wind scale.
Making and reading a Celsius thermometer
Teacher rubric to assess student's ability to construct and use wind flag.
Student weather portfolio including weather instruments, work sheets,
in log, journal entries)
Observation of student use of E-Mail to send and receive weather data
Observation of student use of internet to obtain daily weather report
each day's activity separately or holistically plan for ten days of work.
Include all parameters of the setting including grouping, space, time
and props. Include some critical directions and questions for the classroom
dialogue or attach a worksheet of activity directions. (See Chapter 6)
following lessons are designed to be used at the beginning of the school
year to establish individual as well as classroom weather stations. The
classroom weather station may be used through out the year to record,
graph and chart various aspects of weather and to help the students discover
how weather helps them make decisions about their lives, i.e. what clothes
to wear. Integrating activities in the areas of math, language and fine
arts can extend this unit.
of the ideas and projects in this unit were taken from:
AND ME; Teacher's Guide, Field-Test Edition;
Science Resources Center
Academy of Sciences
and Industries Building, Room 1201
DC 20560; Copyright 1991
1. WHAT WE KNOW ABOUT WEATHER
1. Students will share what they know about weather and what they want
Students will discuss favorite type of weather and record information
on a class chart.
WHAT WE KNOW
WHAT WE WANT TO FIND OUT
WET-DRY (to be used in a center activity the following day)
4 Sheets of paper
Time: 35 Minutes.
motivate a discussion about weather read "It's Hot" by Shel
Silverstein from A LIGHT IN THE ATTIC. Following the reading compare the
weather in the poem with the weather of the day. Then share the "Know
and Find Out" charts. Fill in the charts by brainstorming with the
class. Use different colors strips on each chart. Display charts. During
the unit of study refer to charts and as information is covered move strips
to appropriate charts. Then give each child a Post-It Note and have them
draw themselves wearing hot or cold weather clothes to indicate what weather
they prefer. The student then places choice on the appropriate section
of the chart. Discuss the information on the chart and then write several
sentences describing the chart. A similar chart can be made on "Wet
Observe students as they work. Emphasis will be on the student's prior
knowledge of weather and how students interact in a group discussion.
2. OBSERVING WEATHER - Day 2 and Day 3.
1. Students will use their senses to observe and gather data about weather.
Students will discuss and record their observations.
Students will name different types of weather.
Students will discuss why it is important to record weather data.
l Classroom Weather Chart.
Adhesive picture hooks
of rubber weather stamps
3x5 index cards with hole punched in top center
observation chart showing ear, eye, hand, nose
observation chart for each student
2 days - 30 minutes each day
Take students on a guided imagery such as the one listed below:
comfortable and relax
yourself as a scientist in an orbiting weather station
equipment is with you to record what you observe
your satellite begins to leave the ground, feel the dampness of the fog
on your face
the layers of clouds
yourself from the rain as you rise 1 to 3 miles high
the colder air...examine the icy spiny clouds
the long feathers of ice curl around your satellite
out and touch the ice crystals as they move to form small balls or flakes
clouds look like rippled sand
the sunlight sparkling through
down to lower fluffier clouds
look more rippled with gray and white groups
are full of water drops
are going up...up to the biggest large flat topped cloud masses
the peace and the beautiful view
see yourself heading down through the fluffy white clouds
back to the classroom
I count to three, open your eyes.
"Teacher's Manual", WEATHER, Rockland County B.O.C.E.S.
how we take in information about weather through our senses. Identify
senses and type of information we get from our senses. Share large Observation
Chart and how each of the senses help in observing weather. Go outside
and have students observe weather using their senses. Students then record
their own observations on individual Observation Charts. Share and fill
in classroom chart.
2: Discuss different types of weather; rainy, sunny, cloudy, windy, snowy,
foggy, etc. Show students large Weather Chart, cards, and stamps describing
different types of observable weather. (Before class make a large chart
by dividing the chart into 25 sections measuring 3x5. Stick an adhesive
picture hook at the top center of each of the 3x5 sections. Leave space
at the top of the chart to name the month. Use a different color set of
index cards for each 25 day time period.) Show students the cards. The
class will again go outside to observe the weather using their senses.
Then as a group, label the card with the date and the appropriate weather
stamp. Refer to the cards as data cards. Place the card on the chart and
explain that each day students will be filling in the appropriate data
on the cards.
The use of different colored cards will enable the students to compare
weather data for different seasons.
Student Observation Chart on observing weather and how well each student
can observe, record and and report weather date using this chart.
3. OBSERVING WIND Days 4 and 5.
1. Students observe wind.
Students make a class wind scale and use it to measure the wind.
Students make individual flags to measure wind.
For each student (and a sample for teacher and class weather station).
1 piece of 4"x6" white cloth
1 piece of stiff tagboard (2"x 7")
poster showing class wind scale
35 minutes each day
Motivate by reading several poems describing wind. Discuss how we might
tell that the wind is blowing. Decide as a class what we could use to
determine wind speed. Discuss use of flag outside school. Using flag as
a reference point establish a wind scale. 0=NO WIND;1=LITTLE WIND; 2=SOME
WIND; 3=LOTS OF WIND. Go outside and determine wind speed using wind scale.
Come into class and add this information to Class Weather Chart.
2: Working in pairs have each student construct a simple weather flag.
to make a weather flag
Decorate the piece of cloth
Use two staples to attach the cloth to the top of the tagboard pole
Fold the tagboard over so that it is double and hides the staples
Tape the flag at the top, bottom, and just below the cloth
the students practice using the flags. Then go outside with the flags
to determine the wind speed for the day. Using the wind scale decide the
wind speed and record this on the Weather Chart. Daily record wind speed
along with use of weather stamps on the chart.
Use a teacher made rubric with a scale of 1 to 4 to determine the following:
The student is able to work independently
The student followed directions for making the flag.
The student accurately uses the flag and class scale to determine wind
The student accurately records wind speed on the weather chart.
4: READING THE THERMOMETER Day 6
1. Students are introduced to a Celsius Scale on a thermometer
Students learn to read and write temperatures on a model of a
large model thermometer
real safety thermometers
made work sheets
List where students have seen thermometers and for what are they used.
Display and practice reading large thermometer. Find 0 degree Celsius.
Also discuss concept of freezing. Using several safety thermometers find
0 degrees. As a follow-up to the practice of reading thermometers have
students work in pairs to use teacher made worksheets to read several
thermometers and record the temperature that is on each thermometer. If
students have difficulty doing this activity continue the lesson for another
day with more worksheets.
5. Day 7 MAKING YOUR OWN THERMOMETER
1. Students make their own thermometers
Students practice setting and reading their thermometers
For each student: (a teacher made sample)
Teacher made model of thermometer made out of paper mounted on
1 white shoelace (flat)
teacher made work sheet with thermometer to mark freezing.
Show student a sample of the thermometer. Discuss materials to be used.
Having students work with a partner, assemble thermometers step by step.
color front and back of half of shoelace
insert shoe lace into holes punched in top and bottom of thermometer
tie shoe lace in back of thermometer so lace can be raised up and down
temperature on thermometer
mark 0 degrees Celsius on the thermometer with a red crayon
red in real thermometer and how it works to move up and down to give temperature.
using the thermometers. Play guessing games. Is temperature above or below
freezing? Would this be a hot or cold day?
Observations of how they make thermometers as well as how they can use
7 Day 8 RECORDING TEMPERATURES
1. Students practive using real thermometers to read and record temperatures
Class Temperature Graph is introduced. (This will be used throughout the
several safety thermometers
teacher made worksheets for each student (one to record outside
and one for inside)
Temperature Graph already prepared by teacher
35 minutes each day
Prepare a Temperature Graph large enough to record temperatures daily
for 3 school weeks. Group children (4 to a group) Give each group a safety
thermometer. Practice reading the thermometer in various situations; room
temperature, temperature when finger is on the bulb. Go outside and place
each group in a different location. (shade, full sun) Read temperature.
Inside, give each student teacher made worksheets one to record outside
temperature and the other to record inside temperature. Have the student
color in the red on the thermometer as well as write the temperature.
Then as a group record the outside temperature to the other information
on the Class Weather Chart and Class Temperature Graph. Continue to do
this activity on following days until students become proficient at reading
and recording temperatures. Now the Weather Chart should show the daily
date, weather observation stamp, wind speed. and temperature in Celsius.
7 Day 8 and Day 9 MAKING A RAIN GAUGE
1. Students follow directions and make a rain gauge
Students learn to read the scale on the rain gauge
Students begin to keep a record on rain fall
Each student: (sample for teacher and for use in class weather station)
Strip of 5 one inch connected cubes
Clear plastic cup
Clear packaging tape
Scissors and crayons
Teacher made worksheet showing sample rain gauge and place to record
can or large plastic jug
35 minutes each day
Discuss rain fall. How can we tell if it has rained? Weather reporters
use a scale to show how much rain has fallen. This is called a rain gauge.
Show a rain gauge if you have access to one. Working with a partner have
each student make a rain gauge in the following way.
cut out strip of the one inch cubes
cut piece of clear packaging tape slightly longer then strip
lay tape sticky side up on table
with partners help place strip, cube side down on tape
place tape on bottom up of plastic cup (making certain bottom line of
even with bottom of cup
put a small piece of masking tape on bottom of cup and write name
how to use rain gauge and practice with class rain gauge
2 With rain gauge go outside. Each student finds piece of flat land on
which to place rain gauge. Teacher makes it rain using watering can or
large plastic jug. Students bring in their rain gauge and record amount
of rain fall using teacher made worksheet described above. Then take class
rain gauge outside and place it in protected area to use to measure actual
rain fall. This data will be added to Class Weather Chart when appropriate.
1. Student rain gauge
Student is able to record rain fall on work sheet
8 Day 10 USING THE COMPUTER TO ACCESS AND SEND WEATHER DATA
1. Student will be able to, with the help of the teacher, access the local
the Internet and record this information in a Science Journal
Using E-Mail with the help of the teacher, student will be able to send
weather date from another school.
15 minutes daily
When weather reporter of the day arrives for school he or she should locate
the weather forecast for the day on the computer. Then as each student
arrives he or she will record this information in their own Science Journal.
After all weather data is recorded on the Weather Chart for that particular
day the weather reporter will send this information to a class in another
school via E-Mail. Arrangements to do this has to be made in advance by
the two teachers involved. Then the data from the other school is receive
by E-Mail and comparisons of the data is made by the class.
1. Ability of students to access information on the Internet (with teacher
Ability of students to send and receive data using E-Mail (with teacher
Validity of information recorded in Science Journal
9 Day 11 PREPARING WEATHER PORTFOLIO
1. Teacher will use the portfolio as the unit assessment piece
Students will use portfolio as their own individual weather station at
Parents will respond to the portfolio by questioning child about contents
the enclosed assessment paper which is to be returned to the
For each student
variety of materials (construction paper, markers, crayons, scissors,
student made wind flag, wind scale, thermometer, rain gauge
all the student worksheets
parent response sheet
Brainstorm with class all the various things they have been learning about
weather. Make a class list of weather words. Discuss favorite weather,
weather reports and forecasts, weather instruments and scales. Then have
students decorate their own box to make a container for their weather
portfolio. They are to put as much information as possible regarding weather.
Then place all their worksheets, instruments and parent response sheet
in weather box (portfolio). Teacher assesses each portfolio in an individual
conference with each child. The box is sent home. The parent response
sheet is to be returned.
Assessment: Weather Portfolio
AND YOUR CHILD
what way did you hear about this unit on weather?
your child done any home projects connected to this unit?
(Please describe): ______no
your child do any extra reading about weather?
__________Other (Please list)
would you describe your child's attitude about science before this year?
would describe your child's attitude about science now?
( I would welcome any comments you would like to make, especially any
suggestions for improving and strengthening this unit.)