Lesson 2 of 5
Objective: SWBAT describe temperature, wind, and precipitation. SWBAT identify and use tools to measure the weather.
National Science Education Standards:
- Changes in the Earth
"Weather changes from day to day and over the seasons."
This lesson addresses how weather changes from day to day. In this lesson, students learn that weather changes day to day and that meteorologists use tools to measure and predict various kinds of weather. This lesson is important because students learn that weather is the condition of the atmosphere that changes day to day and season to season. This lesson is taught because it addresses Tennessee standards. In Tennessee, students need to learn that the earth is "surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature."
Science and Engineering Practice:
SP 4 address analyzing and interpreting data. In K-2, students need the opportunity to record information through investigations. In this lesson, students record data on a provided chart so they can compare the weather changes from day to day. This lesson is important to the students because they are given an opportunity to record the temperature, date, and weather for a week.
SP 7 addresses constructing an argument from evidence. In K-2, students learn how to construct an argument with evidence to support a claim. Students complete an 'Anticipation Weather Guide' before the lesson to assess their prior knowledge. After the lesson, the students complete the 'Anticipation Weather Guide' to self-assess their learning by revisiting the statements. If a statement is not correct, we discuss how to make it a true statement. The anticipation helps students to assess their learning before and after learning as well as to support their claims about weather changes.
SP 8 addresses obtaining, evaluating, and communicating information in K–2. Students communicate information with others in oral and written form to discuss scientific ideas. In this lesson, groups communicate with each other on how the weather changes daily. They record the weather using their data chart. At the end of the week, each student creates a book about weather using their chart.
Students are aware of the different kinds of seasons and they understand the various kinds of weather. They know what kinds of clothes to wear during various seasons. Also, they understand that weather changes daily.
Teacher note: This lesson takes a week. The engage section takes place in 1 day. The 'Explore' section happens over the course of the week because the students observe the weather daily. The 'Evaluate' takes place once all data is collected over a 5 day period.
In my class, students are called Junior Scientists. They wear lab jackets that they created early in the school year to be worn, during their experiments. I call them junior scientists to encourage them to major in Science and Math related careers. I want them to develop a love for Science and Math. Also, we sing "It is Science Time" before each lesson or "I Got A Feeling".
- Thermometer per group
At their desks, students sing a song at the opening of each science lesson. This song motivates and engages my Junior Scientists at the beginning of each science lesson. During science lessons, I call my students scientists to empower students and make them dreamers and doers.
“I can” statement
I call on a student to read our "I Can" statement for the day. While using an over-sized microphone, a scientist says, "I can describe temperature, wind, and precipitation and I can identify and use tools to measure weather." The "I Can" statement helps students take ownership of the lesson as they put standards into context. The other students praise the student that reads the "I Can" statement by clapping. I encourage students to give each other praise to boost their self-esteem.
At the students' desk, the students are given an anticipation guide. I inform the students to look at the first column and write disagree or agree after they read the statement in the second column. I have the students use a crayon or color pencil to ensure that they do not change their answers. The anticipation guide is significant because it provides me with an opportunity to check students' prior knowledge before the lesson.
I take up the students' anticipation guide in order to check for their understanding. Also, I check to see what I need to emphasize as I introduce the PowerPoint. Students are informed that they are going to get the anticipation guide again, at the end of the lesson.
Students observe a PowerPoint that I created about the weather. The PowerPoint helps my visual learners as they learn more in depth about weather. After the PowerPoint, the students are asked questions to check for their understanding, so I can assess their learning.
Stand and Deliver
When I ask students questions in the Stand and Deliver portion, each student must stand and deliver their response. Students are asked: What are some different kinds of weather? How can you measure wind? Which tool is used to measure the temperature? I ask the students these questions to recall facts from the PowerPoint. Also, these strategies help boost students' oral communication skills. I require the students to talk in complete sentences to assist with oral language development.
My students proceed to their group tables when I say "We Are On The Move" and they stand and sing, We Are On The Move. This routine helps my students move to their table with very few distractions. This also helps my auditory learners who enjoy singing as well as my kinesthetic children who enjoy moving.
When students get to their tables, they begin to assign their roles: a person to lead, record, measure, and report. I assign the leader who is one of my advanced students who posses, leadership qualities. They put on their group labels with a clothes pin to ensure that I know each child's role. Students are grouped by abilities to support students’ learning. I want all my students to take ownership of their learning, so assigning roles permits students to develop confidence in their roles while using their strengths to accomplish their group's goals. All hands must be on deck. The groups are reminded of the group rules. The group rules are located at their table so they can reference them.
Students are informed that they are going to observe the weather change each day. Groups are provided with a chart with the following columns at the top: Date, Temperature, Weather. I show the students how to use a thermometer, and I encourage them to use Fahrenheit. I inform them that meteorologists use Fahrenheit to report the weather. As they record their data, students are told to use and record the units precisely.
They are given the opportunity to go outside to record the temperature and draw or describe their observation. At the end of the week, the groups compare how the weather has changed from day to day. It is imperative that groups use the chart to compare or contrast data.
Each day, I ask the students: How did the weather change? Did the temperature get warmer or colder?
At the students' desks, they are given back their anticipation guide and their data to determine whether or not their responses changed. I inform the students to look at the third column to determine if they want to alter their responses after the taught lesson. I have the students use a crayon or color pencil to ensure that they do not change their original answers. The anticipation guide is significant because it provides me with an opportunity to check students' prior knowledge before the lesson.
Students are provided their science journal to give evidence as to why they changed or did not change their answers.
I take up the students' anticipation guide and their science journal in order to check for students' understanding. Also, I can see what I need to reteach.
On the fifth day
Teacher note: Copy each group's member data chart to provide each individual group member with their own chart.
Each group member is provided with a copy of their own group's data chart. They are encouraged to use the chart to create a book about weather. They are provided with a letter to take home to help support them with their creation. I provide the students with a rubric, so they can successfully complete their weather book. Also, the rubric helps to guide their project. I also want students to complete their own personal book to help them with informational writing.