Teacher Tip: This lesson is intended for students to identify the four kinds of weather fronts and begin to associate them with a specific kind of weather. They will watch a simulation and take observational notes in order to acquire this information. At the end of the lesson, they will create a foldable to reinforce the information they've learned. W6.2B is addressed as students are reading for information and writing in a way that conveys an understanding of nonfictional text. For this lesson you will need a projector and computer with internet access to show the simulation to the students. You should also make copies of the notes sheets (should you wish to use them), the readings (one per student) and the foldable. Students will need scissors and markers to complete the foldable.
To begin the lesson students will reflect on the day's weather and complete the following on their student notes sheet:
ENGAGE: Describe today’s weather using as many factors as you can.
After 3-4 minutes, I ask 1-2 students to share out their responses, polling the others for agreement.
Next, I show students the video about weather fronts. The video is a sort of introduction to the topic, discussing what a front is and what kinds exist. It is shown for the auditory and visual learners as the next activity is reading and sorting through text.
EXPLORE: Watch Weather Fronts and Their Effects.
After students have previewed the video, hand them the reading to complete.
Watch the clip below for more information about the reading and graphic organizer.
Students now view a simulation that I project onto the SMARTBoard. It shows the different fronts and the kinds of directional movement they take, as well as the weather that results from it.
Using information from the reading and from the simulation, students will now create a foldable identifying characteristics of all four kinds of weather fronts. I use the teacher template to show them what I expect and they follow the procedure on their notes sheet:
ELABORATE: Complete a foldable including all 4 kinds of fronts, a description and a picture demonstrating the movement and the effect (see student foldable sample).
After completing the foldable, students independently reflect on the lesson and answer the reflection question in the EVALUATE section of their notes sheet:
EVALUATE: How do you think scientists can use the information about fronts to predict the weather?