Unit+5+Weather+&+Climate

=Unit 5: Weather and Climate=


 * Overview:**

__Student Expectation__
The student is expected to record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy; AND demonstrate that air is all around us and observe that wind is moving air.

Key Concepts

 * **Key Concept 1:** We can observe weather conditions around us using our senses.
 * **Key Concept 2:** Tools such as wind socks and thermometers can be used to gather weather information.
 * **Key Concept 3:** Weather data can be recorded in charts, tables, and graph

=Fundamental Questions:=
 * What observations can we make about weather conditions?
 * What is the wind made out of?
 * How can we record weather data?

=Assessment:= Record pre-assessment and post-assessment data into common assessment chart.

=Unit Vocabulary:= ==

= = =Lesson Plans:= =//February 11th - 15th Air and Cloud Patterns (Observing weather)//= //Suggested Activities Below// 1.8A


 * We can observe weather conditions around us including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy using our senses.
 * We can record weather data in charts, tables, and graphs.
 * We can observe and record how clouds change position, color, shape, and size over time. (1.8B)
 * Questions: **
 * What can we observe about weather conditions around us?
 * How can we use charts, tables and graphs to record our observations about weather conditions around us?
 * What can we observe and record about how clouds change over time?

1.8D = = =Day One:= Teacher Background Information Weather and Air
 * Air is all around us.
 * We can observe that wind is moving air using a wind sock.
 * Questions: **
 * Where can we find air?
 * How can we show that air is all around us?

Start with a KWL/RAN Chart about weather, about what students already know/think they know about tools used to observe and record weather like a premade windsock, temperature, and chart/graph to record information.

Supplement your introduction lesson with a read aloud or a KLRU. = = =Day Two and Three:= Review yesterdays KWL/RAN Chart and focus on any questions that focuses/highlights air, such as these essential questions: Where can we find air? How can we show that air is all around us?

Introduce the tool that is used to observe and record wind with weather: windsock.

Create a windock using this Stemscope acitvity: Make A Windsock

Use this slideshow/demonstration presentation to guide you through your lesson. Demonstration Presentation for Windsock

Have students glue half-sheet of response into Science Notebook to answer these questions.


 * What did the wind do?
 * How does it change from day to day?

=Day Four:= Introduce how we will be observing and recording tmerpature and weather data next week, focusing on these questions:
 * What can we observe about weather conditions around us?
 * How can we use charts, tables and graphs to record our observations about weather conditions around us?

On a large chart use this template of the weather prediction data chart:

Introduce the term METEROLOGIST and remind them how a meterologist is a scientist, like we studied at the beginning of the year and what a meterologist studies.

Go through each section of the chart and ask what part of the weather we are observing, what vocabulary and tools we will be using, and what senses we can use to do these observations. Be sure to discuss celcius and ferhenheit on the theremometer, if you have not already.

Take your thermometer and windsock outside to use as tools. Make your obersvations and record on the chart, modeling how they will be recording it themselves.

=Day Five:= Social Studies Lesson

=Days One through Five:= Review the large chart/template of weather prediction data chart previously completed together. Review how to use the thermometer and their windsocks to gather data and record it.

Each student will have their own Weather Observations Book. Each day, they will complete a page by using the tools and making observations of the weather, as well as making a prediction of the weather conditions the next day.

After you have the students complete their page in their books, you can assign table groups to be in charge of reporting out a section of their weather data, like the temperature, the cloud coverage, the wind factor, etc. when they return to the classroom. They also need to explain and model how they derived at their conclusions (i.e. we read the theremometer like this, our windsocks looked like this, the skies looked like this, etc.) Give time for each table group to discuss their results together before reporting to the class.

Discuss predictions for tomorrow's weather as well as what //**changes**// occured from yesterday's weather.

Write 1 new thing that they learned about weather and weather observations to add to the L of you KWL/RAN chart.
 * Ticket out the Door:**

=//February 19th-22nd Seasons and Continue Observation of Weather Patterns//=

1.8C


 * We can identify characteristics of each season.
 * Day and night have different characteristics.
 * What we see and do changes from day to night and from season to season.
 * Questions: **
 * What are the characteristics of each season?
 * What are the characteristics of day?
 * What are the characteristics of night?
 * What changes do we observe from day to day?
 * What changes do we observe from season to season?

=Day One:= Start with a KWL/RAN Chart about the seasons and day and night, about what students already know/think they know about the characterisitcs of each season, the characteristics of day and night, what changes we observe day to day and what changes we observe seasons to season.

Supplement your introduction lesson with a read aloud or a KLRU.

=Day Two through Four:= Assign each table group a season or day and night (that is 6 groups). Have students work cooperatively to create large collages or posters to represent their assigned season or day or night.

Use a four-square method and in each square students will draw, color, label and write about the following: -The temperature. (Color a thermometer and write about it) -What it looks like outside/appearance. (Window-pane square) -What you can wear or activities you can do during this season. (Person cut out) -What changes during this season/day/night? (List it)

Make sure that each of the 4-sqaures are labeled with these requirements.

When students have completed their posters, have them present to the class.

Write 1 new thing that they learned about seasons and day/night to add to the L of you KWL/RAN chart.
 * Ticket out the Door:**

=KLRU Videos: =

[|Discovery Education Streaming]**. TEKS-correlated videos. (See your campus librarian for more information and assistance.)**


 * **[|Magical Mother Nature: The Four Seasons]** (TEKS: 1.8C)
 * **[|Reading Rainbow: Summer]** (TEKS: 1.8C)
 * **ESL/ELL Learner Video Lessons**
 * **[|Elementary Spanish: Grades 01-02: Unit 03,Lesson 06] (**Seasons and Weather) (TEKS: 1.8AC)
 * **[|Elementary Spanish: Grades 01-02: Unit 08, Lesson 01]** (weather) (TEKS: 1.8A)
 * **[|Elementary Spanish: Grades 01-02: Unit 08, Lesson 08 (weather clothing)]** (TEKS: 1.8A)
 * **[|Elementary Spanish: Grades 01-02: Unit 08, Lesson 05]** (winter seasons/clothing) (TEKS: 1.8AC)
 * **[|Our Home in Space, //Objects in the Sky//] **(TEKS: 1.8)

=//February 25th-Mar 9 Sun and Moon, Day and Night//=

1.8B


 * We can observe and record how the Moon changes appearance over time.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">We can observe and record how the Sun changes position in the sky as it rises each morning and sets each night.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Questions: **
 * What can we observe and record about how the Moon changes over time?
 * What can we observe and record about how the Sun changes positions in the sky

=Day One:= Start with a KWL/RAN Chart about the Sun, about what students already know/think they know about how we can observe the Sun and how it changes position in the sky as it rises each morning and sets each night.

Supplement your introduction lesson with a read aloud or a KLRU.

Focus on the what the students wonder or want to learn more about. Explain that we are going to use these wonders/questions to do research about the Sun and make a book and about the things we learn about the Sun.

=Days Two and Three:= Review yesterday's KWL/RAN Chart and the wonderings/questions the students had. Ask students to give you ideas of where they can look/what resources they can use to find these answers: nonfiction books, computer resources, or videos.

//Computer Resources:// On your laptop day, please have the students visit PebbleGo to complete their research: []
 * Choose the order you would like to use these resources in. You will use 2 resources.**
 * You can link this on your teacher webpage for quicker, easier access.**
 * //Video Resources://**
 * Here are some KLRU's for the sun:**
 * A Closer Look At Space: The Sun and Stars (20:59)**
 * A First Look: The Sky Above (17:00)**


 * //Nonfiction Text Resources://**
 * We will checkout books on the Sun and place them in the closet on the Science shelf.**
 * To begin the lesson, pull from the W part of your KWL/RAN Chart and have the students record their question or wondering on the page of their I'M A STAR RESEARCHER: Sun and Moon Facts: [[file:tvefirstscience/Sun and Moon fact book.docx|Sun and Moon fact book.docx]]**
 * Teachers can either have the entire class find the answer to the same question from the W chart or students can record their own wondering so all students have different questions. You may want to look over your resource ahead of time so are familiar with the information being presented and know what questions/wonderings are appropriate for that resource.

After you read, use the laptops, or watch the video, students will record the information that best answers their question(s) in the booklet. They will need to also include a picture, diagram, etc. Be sure to review how nonfiction texts has captions to accompany the pictures so students need to be sure to include one as well.

//**There will be a total of 2 pages the students need to complete for each resource for information about the Sun.**//

Write 1 new thing that they learned about the Sun and how the Sun changes positions in the sky to add to the L of you KWL/RAN chart.
 * Ticket out the Door:**

=Day One:= Start with a KWL/RAN Chart about the Moon, about what students already know/think they know about how we can observe how the Moon changes appearance over time.

Supplement your introduction lesson with a read aloud or a KLRU.

Focus on the what the students wonder or want to learn more about. Explain that we are going to use these wonders/questions to do research about the Moon and add to our a book and final project about the things we learn about the Moon.

=Days Two and Three:= Review yesterday's KWL/RAN Chart and the wonderings/questions the students had. Review with students to give you ideas of where they can look/what resources they can use to find these answers: nonfiction books, computer resources, videos.

//Computer Resources:// On your laptop day, please have the students visit PebbleGo to complete their research: []
 * Choose the order you would like to use these resources in. You will use 2 resources.**
 * You can link this on your teacher webpage for quicker, easier access.**


 * //Video Resources://**
 * Here are some KLRU's for the Moon:**
 * A Closer Look at Our Sky: The Moon (20:00)**
 * A First Look: The Sky Above (17:00)**


 * //Nonfiction Text Resources://**
 * We will checkout books on the Moon and place them in the closet on the Science shelf.**
 * To begin the lesson, pull from the W part of your KWL/RAN Chart and have the students record their question or wondering on the page of their I'M A STAR RESEARCHER: Sun and Moon Facts: [[file:tvefirstscience/Sun and Moon fact book.docx|Sun and Moon fact book.docx]]**
 * Teachers can either have the entire class find the answer to the same question from the W chart or students can record their own wondering so all students have different questions. You may want to look over your resource ahead of time so are familiar with the information being presented and know what questions/wonderings are appropriate for that resource.

After you read, use the laptops, or watch the video, students will record the information that best answers their question(s) in the booklet. They will need to also include a picture, diagram, etc. Be sure to review how nonfiction texts has captions to accompany the pictures so students need to be sure to include one as well.

//**There will be a total of 2 pages the students need to complete for each resource for information about the Sun.**//

=Day Four:= Review how you have learned about how the Moon changes over time. Discuss how these changes, or phases, have special scientific names. On a large chart, draw, label, and discuss the 4 main phases of the moon. (If you would like to go further, you can do all the phases)

Students will then create their own models using a paper plate, oreo cookies, and the labels.

Discuss how you will remove the white cream to make the oreos look like the phases. Students need to glue the circle onto the surface of their paper plate and then cut and glue the labels in the correct order. They can then glue the oreos into the specific spots.

Write 1 new thing that they learned about the Sun and how the Moon changes positions in the sky to add to the L of you KWL/RAN chart.
 * Ticket out the Door:**

= =