Weather Watchers: Lesson Sequence

Home | Clouds | Conclusion | Notes to the Teacher

Day 1:

  1. (Class) Use the introduction to set the stage for students. Chart student responses to "What do we know about weather?" and "What do we want to know about weather?" Label another chart "What we learned about weather" to be used throughout the unit.
  2. (Class) Read stories/poems related to weather.
  3. (Class) Start daily weather bulletin board by recording today's weather (temperature high and low using thermometer, observable conditions) and asking students to make predictions for tomorrow's weather.
  4. (Class) Explain daily meteorologist's tasks and class procedure for choosing the person each day.
  5. (Independently) Give students the task of "finding weather" by clipping newspaper or magazine articles, listening to news reports, etc. These can be posted on the bulletin board under "weather news".
  6. (Independently) Reinforce thermometer reading with a worksheet.

Day 2:

  1. (Class) Record today's weather, discuss accuracy of yesterday's predictions, and make predictions for tomorrow.
  2. (Class) Brainstorm different types of weather students have experienced. Prepare a chart for each with two columns. Ask students, when the weather changes, what do you have to change? (clothes, activities, etc.)
  3. In one column, list activities you can do in each. (i.e. Rainy: stay inside, splash puddles, etc.)
  4. (Class) In the other column, ask students to list words that describe that weather. Post these charts for easy reference throughout the unit.
  5. (Class) Read a weather story/poem.
  6. (Independently) Students complete the sentence frame "Today is (adjective). I am wearing (clothing). I am going to (activity).

Day 3:

  1. (Class) Record today's weather, discuss accuracy of yesterday's predictions, and make predictions for tomorrow.
  2. (Class) Explain task of groups:
    • each group is assigned a different geographical region
    • they are given a doll to send on a trip to that region
    • they will use the Internet to find the weather for that region daily and record on bulletin board and doll's calendar.
    • they will select appropriate clothing for the doll visiting that region to wear
    • they will select an activity the doll visiting that region could do that day. In the doll's journal, they will complete the sentence, "Today is (adjective). I'm going to (activity)."
  3. (Groups) Give each group their paper doll to name (you may choose to give each group a boy and a girl doll). They can also decorate their doll's journal. On the cover students should write the doll's name and where he/she will be visiting.
  4. (Class) Have each group introduce their doll to the class and put it in an airplane on the bulletin board.

Day 4:

  1. (Class) Record today's weather, discuss accuracy of yesterday's predictions, and make predictions for tomorrow.
  2. (Class) Model accessing the Internet:
    • using zoom out function on the map to get the big picture, then how to click on the location to zoom back in
    • selecting needed information on the weather sites
    • using the next and back links on the picture sites
  3. (Class) Explain your class procedure for having groups access the Internet.
  4. (Groups) Have each group do the following. Provide guidance on sharing/dividing up tasks.
    • Visit their region's weather site and identify the temperature and weather conditions (cloudy, sunny, rainy, etc.)
    • Record on doll's calendar.
    • Make clothing for their paper doll, take it off the airplane and place on the bulletin board map in the region they are assigned.
    • Record region's weather on an index card and post on the bulletin board map next to the doll.
    • Complete doll's journal for the day.

Day 5:

  1. (Class) Record today's weather, discuss accuracy of yesterday's predictions, and make predictions for tomorrow.
  2. (Class) Give groups the opportunity to share information from yesterday about their region.
  3. (Class) Bring in a newspaper article or take students to a weather site and read a weather article to them. Discuss the following:
    • How would you describe the weather in this story?
    • What did the weather do to the people there?
    • What problems are they having because of this weather?
    • What might happen next?
    • What do you think the people will do next?

    * Be sure to look for future updates on the story in the following days and share with students. Consider repeating this activity with other stories throughout the remaining days of this unit.

  4. (Groups) Complete region activities.

Day 6-10: Clouds

  1. Continue daily weather recording and group region activities while focusing class experiences on clouds this week.
  2. (Class) Read cloud intro. and show pictures or visit picture sites showing pictures of different types of clouds. Ask for student observations, thoughts, descriptive words, etc.
  3. (Class) Each day visit sites to learn about one type of cloud.
  4. (Independently) Have students do an art activity related to the type of cloud studied each day.
    • Cirrus: use water colors on medium blue paper.
    • Stratus: on blue paper, draw a picture with crayons. Then add stratus clouds using white chalk. Smooth, spread, and lighten by wiping with kleenex.
    • Cumulus: paste cotton balls on a picture. Add other dimensional objects using pop-up techniques.
  5. (Class) Return to the picture sites and have students name the clouds with supporting reasons for their decisions.
  6. (Class) Visit the satellite image site and discuss as a class, identifying your location and comparing clouds they see out the window with the image from space.
  7. (Group) During group activities, have students find the phrase "satellite image" near the bottom of their weather sites to go to the satellite image for their region.
  8. (Class) Read cloud books during this week.
  9. Remember to use cloud vocabulary in daily weather recording activities.

Day 11-15: Culminating activities: (select those that appeal to you and your class)

  1. (Class) Organize and graph the class weather data to compare days different types of weather occurred. Chart students conclusions from the graph.
  2. (Groups) Organize and graph region weather data. Draw conclusions from this graph.
  3. (Groups) Create a suitcase packing list to recommend to travelers based on the clothes they dressed their doll in and activities they chose to do.
  4. (Independently) Each student can dictate/write their opinion about the region they studied and whether they would like to visit that area.
  5. (Group) Give a final presentation to the class telling about their conclusions from the graph, suitcase list, and opinions of the region.
  6. (Class) Graph class results of a favorite weather poll.
  7. (Independently) Write about favorite weather, perhaps as a diamante poem with teacher guidance.
    • line 1: favorite weather object (rain, sun, etc.)
    • line 2: adjectives describing line 1
    • line 3: 3 verbs telling activities you can do in that weather
    • line 4: 2 adjectives telling feelings about that weather
    • line 5: repeat line 1 or name season it most likely occurs in
  8. (Class) Visit USA sites listed and respond to questions. Create a class slideshow of your town, using photos or student drawings. Depending on resources, this may be in the form of a photo album or a multimedia presentation.