Fourth grade worksample -weather unit

Wild & Wacky Weather

Topic: Weather

Concept: Patterns

By: Tasha Grant

Fourth Grade Science Unit

Spring 2009

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Table of Contents

Chapter Page

Instructional Setting………………………………………………… 1 3 Family Communication Plan……………………………………….. 2 11 Unit Rationale………………………...…………………………….. 3 13 Unit Outline…………………………...……………………………. 4 15 Assessment Plan……………………………………………………. 5 26 Learning Plan……………………………………………………….. 6 42 Lesson 1: What Do You Know About Weather?....………………... 7 50 Lesson 2: Weather Haikus…………………………………………. 8 54 Lesson 3: What is Weather?............................................................... 9 59 Lesson 4: Weather Tools…………………………………………… 10 65 Lesson 5: Clouds…………………………………………………… 11 69 Lesson 6: Water Wonders………………………………………….. 12 72 Lesson 7: Weather Patterns and Seasons…………………………… 13 88 Lesson 8: Looking into the Crystal Ball—Predicting the Weather.... 14 93 Lesson 9: Extreme Weather………………………………………… 15 100 Lesson 10: 3, 2, 1—You‟re On!......................................................... 16 110 Lesson 11: Weather Wizards…..…………………………………… 17 118 Post Assessment Data Display……………………………………... 18 125 Assessment Analysis……………………………………………….. 19 128 Summary of Student Growth………………………………………. 20 129 Analytical Essay……………………………………………………. 21 136

Resources…………………………………………………………… 22 139 Appendix A: Samples of student work……..………………………. 23 140

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Part I: Community, School, and Classroom contexts

Community:

The school is located in a retirement community with a population of 34,237. The city is

located in the valley of the Rogue River and much of the community and its activities revolve

around this feature. The economy of the area was at one time based upon the timber industry but

has since diversified to include a mix of light manufacturing, secondary wood products, retail

trade, tourism, and recreation and service based industries. The climate in the area is mild; with

temperatures ranging from the mid 20‟s to high‟s right above 100. This mild climate and outdoor

inspired living led the community to be featured in a national magazine as one of the top ten

places to retire and since then the retirement population has boomed. This population boom

fueled the expansion of the medical and retirement facilities in the valley. Another result of the

steadily increasing retirement population was an increase in housing prices to the point where the

average family in the area cannot afford to purchase a home. The average home price in the area

is $231,700 an increase of over 200% since 2000 when the average home sold for $111,200. The

median household income is $37,400. The racial composition is as follows: White, non-

Hispanic—90.1%; Hispanic—5.4%; Two or more races—2.9%; Native American—2.5%; other

race—1.6% (total can be greater than 100% because Hispanics could be counted as other races).

Based upon the information from the City-Data website, it is easy to conclude that the

community is not that diverse.

The community is served by six elementary schools, two middle schools, and two high

schools. For the past one and a half years the library has been closed due to lack of funding.

This has put a burden on the community in many ways. A makeshift library was created this past

summer as an effort by teachers in the valley to continue exposing the students to great literature

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and the joy of reading. Thanks to the hard work of many community members, the library

recently reopened. Another resource in the valley is the vast population of retired people. Many

times these folks are looking for opportunities to help out in the community and would love to

come to the school and be involved in reading with students.

School Setting:

The mission of the school is to create “a community dedicated to academic success,

social responsibility, and the pursuit of lifelong learning.” The guiding principles are to provide

a caring environment that enhances self worth, guiding children to make responsible decisions,

that each individual has unique talents, prepare students to appreciate and contribute to our

multicultural, diverse, global society, set high standards, and that families are partners in

education.

The school has 17 classroom teachers, a P.E. teacher, a music teacher, a special ed

teacher, and a reading specialist for a total of 21 teachers. All of the teachers except the special

ed teacher and the ELL teacher are female. The school has 390 students, 74% of whom qualify

for free or reduced price lunches. The racial composition of the school is as follows: 82% white,

non-Hispanic; 16% Hispanic; 2% American Indian; <1% Asian/Pacific Islander; <1% Black, not

Hispanic. There is a slight difference in the racial composition of the school as compared to the

community. This difference is mainly between the White, non-Hispanic totals and the Hispanic

totals. I believe that the cause of this discrepancy is the fact that the school is one of two

elementary schools in the district that has programs for ELL students. The school is also

recognized as a Title I school, which means that the school receives additional funding to

provide supplementary instruction in the areas of reading and math instruction for students. The

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Title I reading specialist and trained instructional assistants work with students both in individual

classrooms and in the reading room. A speech therapist visits the school on a regular basis to

work with students who are referred for services. The child development specialist visits the

school several days a week to teach lessons on positive interactions and consult individually with

students.

The school day lasts from 8:00 a.m. to 2:15 p.m. Students are given a 45 minute lunch,

of which 15 minutes is allotted for eating and 30 minutes for recess. There is also a 10 minute

morning recess. Students also are out of the main classroom for music and P.E. They attend one

or the other every day. In the fourth grade students are given the option to participate in string

instruments, and in fifth grade they can choose to play band instruments. These programs are in

addition to the regular music classes.

The school is a Positive Behavior School (PBS). This means that the emphasis is on

creating proactive strategies to encourage positive school environments. Strategies used at this

school include „Caught Slips‟ in which the teacher marks a box stating whether the behavior was

responsible, respectful, safe, or for helping others. The slip then gets entered into drawings for

random things, like books or lunch with the principal or teacher.

Read at Home is a school wide program to encourage students to read at home every

night throughout the year. Each student chooses a book and takes it home where they read to an

adult for at least 15 minutes each night. The adult then signs a slip that is returned with the

student stating the book that was read and whether or not the student had trouble reading.

Throughout the year students can earn classroom parties, t-shirts, and other prizes.

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One of my favorite features at this school is the morning announcements. After the main

announcements and Pledge of Allegiance, the composer of the week is announced with a short

statement about the composer or music. Then a five minute piece of classical music is played

over the intercom. I feel that this sets the mood for the rest of the morning.

Classroom Setting:

The fourth grade classroom that I am currently student teaching in consists of 16

students. There are 5 boys and 11 girls in the classroom. There is one ELL student and 3 Special

Education students in the classroom. These four students are all absent from the classroom for

most of the afternoon. The classroom itself is an inviting place. There is a small carpeted area

with a couch and rocking chair that functions as the class library and reading area. Plump pillows

line the couch and are thrown on the floor to create a soft place for students to curl up with a

book. There are two horse-shoe shaped tables at the back of the classroom that are used mainly

for reading group and when students are working together as groups. The desks are arranged in

two groups that are each shaped like a „C‟, with one group facing the other. There are 8 kids on

each side.

There is a lot of time built in for silent reading throughout the day. After the

announcements, the day begins with half of the class participating in Strings and half of the

students who are left in the classroom leaving for the computer lab to participate in Read

Naturally. This program is used to help increase their reading fluency. These students are gone

for 30 minutes. When they return, reading groups begin. There are three reading groups in this

class: yellow, blue, and green groups. There is one assistant in the classroom during this time,

and she works primarily with the green group. These students are the most intensive group and

work together. The students in the yellow and blue groups split their time between working

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independently and working in a group with the teacher. After reading, the students participate in

P.E. on Mondays and Wednesdays and music on Tuesdays and Thursdays. The class switches

every Friday from P.E. to Music (one week is music, next is P.E.). When the students return to

the classroom they have writing time. Most of the time the students are writing using specific

prompts that relate to what they are studying in science or social studies. The last hour before

lunch is spent studying math. The three fourth grade teachers work together to teach math. The

students are divided based upon their skill level in regards to math, and then they go to the

specific classroom for their level. The classroom that I am student teaching in caters to the high

level students. Most of the students are identified as Talented and Gifted. After lunch the

students come in from recess ready to listen to the read-aloud. This lasts for 15 to 20 minutes

and helps to calm the students down for SSR (sustained silent reading), which lasts for forty

minutes. There is one student who leaves during this time to participate in Double Dose reading

instruction in the Title 1 room. Students can take their accelerated reader tests and read to an

adult if needed during SSR. The final part of the day is spent on either science or social studies.

There is 30 minutes allotted for these lessons, but often the same topic is discussed during

writing.

Part II: Individual Learners and Adaptations

NA is a newer immigrant to this country. She arrived in California a little over a year ago

and moved to our area prior to the start of this school year. She is learning English quickly. She

has a sister who is also in the fourth grade. Much of her writing is stories from when she was

living in Mexico. She is an extremely hard worker and is always trying to complete her work to

the best of her abilities. There are three reading and math groups; she is in the lowest reading

group and the middle math group. She recently started Read Naturally to help improve her

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fluency. She will not be in the classroom during most of this unit as she is in the ELL classroom

from 11:35 until the end of the day at 2:15.

AA is a student who aims to please. She is always asking how she can help around the

classroom. She is a former ELL student. She has very strict, protective parents who often forbid

her from participating in field trips. Her family attends Jehovah‟s Witness services, so she does

not participate in the flag salute in the morning or any sort of holiday celebration. She is in the

middle reading and math groups.

AC is quiet and shy. She often has a thick book at her fingertips. She has a great

temperament and is a good leader in groups. She is in the highest reading and math groups. She

is a dedicated student and hard worker. It is almost impossible to get her nose out of a book. She

is a TAG student. She participates in strings every morning. Her family is involved in her

education, and she is close to extended family (aunts, uncles, and cousins) as well.

NC is a very smart student, but she struggles with staying on task. She is in the highest

math and reading groups and is a TAG student. If she applied herself she would be an even better

student. She frequently forgets her homework and “Read At Home” slips.

MF is one of the success stories in this class. At the beginning of the year she was a

struggling reader in the lowest group. At the start of this trimester she made the leap to the

highest reading group. She is doing well and she feels more challenged in this group. She is in

the middle group for her math instruction. She tends to be shy and quiet until she has something

to share, and then she will speak up right away.

RH is a student who tends to get excited easily. She can be silly at times, and if SS and

she are close to each other they are bound to be talking. She sometimes struggles with making

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decisions. She is in the middle reading and math groups. She is interested in Goosebumps and

always chooses these books to read.

TH struggles with completing his work. The apathy he shows for schoolwork is

something that is more often seen in older students. He is a Special Education student and spends

time out of the classroom every afternoon. He is in the lowest reading and math groups. With

guided, one-on-one help he is very capable of completing his work.

TM is a student who needs constant attention. He is almost always off task. He has

ADHD and receives medicine. He needs redirection frequently throughout the day. TM is also a

Special Education student for math. He is in the lowest math group and the middle reading

group.

DM is a newer student at this school. He has been here for about 3 months now, and at

the beginning he was excelling. Recently though, his work has been slipping. He is struggling to

meet his reading goals. He is in the middle groups for reading and math.

KM is a shy student who glows when she receives praise. She is a Special Education

student for math and reading. She is out of the classroom for the afternoon. She is in the lowest

reading and math groups. KM exclusively reads non-fiction books. She has a sister in the fourth

grade too.

CN is a responsible student. He can be counted on to finish his homework and work

independently at his desk. He is in the middle math and reading groups. His home life is not the

greatest. He wanted to go live with his dad but didn‟t tell his mom and step-dad. His step-dad has

treated CN in a rude manner. This week it was brought to our attention that his mom and step-

dad are getting a divorce.

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CR is a fun student to have in class. She is somewhat shy, but she is smart. She is always

willing to take on a challenge. CR is in the highest math and reading groups. She is also a TAG

student. Her family is very involved in her education, although her dad is currently in training for

the Army. Her parents are divorced and have since remarried.

SS is a student who is constantly trudging along. She struggles in reading and math, and

is in the lowest groups in both of these subjects. Her family is working with the school to help SS

succeed. Although she often has difficulties, she does not allow this to affect her attitude. She

seems to always have a positive, happy attitude.

CS is one of the brightest students in class. The math and reading assignments are easily

understood and quickly mastered by her. She is in the highest math and reading groups and is

also a member of the TAG program at the school. Her family is always willing to lend a hand for

class activities and field trips.

JT is a student who is constantly moving on hyper-drive. He is always in motion, even if

it is just his mouth. There tends to be problems between TM and him, but they are quickly

solved. JT is in the middle reading and math groups. He has insightful writing, but he often tries

to get away with not doing his work.

KV is a student with an impressive knowledge about vocabulary and random facts. This

knowledge tends to make its way into the classroom in many ways, however most often she

dominates the classroom discussion by blurting out her thoughts. She currently uses a tracking

system that stays on her desk in which she makes a tally every time she blurts out. This has

helped to raise her awareness of times she is interrupting the class and stealing the think time of

other students. She is in the highest math and reading groups and is a member of TAG.

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Dear Families,

My name is Mrs. Grant and I am a student teacher in your son/daughter’s

fourth grade classroom. This opportunity is the last step I will take before receiving my

Master in Teaching from Southern Oregon University, and I’m very excited to be here at

Riverside. I spent the first part of the school year in a first grade classroom at

Riverside, occasionally popping into the fourth grade to get to know the students. I have

been in the classroom observing and working with Mrs. Seeley on a full time basis since

coming back from spring break. I will be working with your child in this classroom until

the end of the year.

I will begin teaching a unit on “weather” the first week of May. This unit will

help your child discover how weather is formed, the effects of weather, and how to

predict and measure weather. In the weeks leading up to this unit, please take the time

to watch the weather forecast on the nightly news or read the weather page in the

newspaper.

Please feel free to contact me with any questions or concerns. You can reach me

by phone at 218-0099, or by email at [email protected].

I am looking forward to getting to work with you and your child in the upcoming

weeks. We will have many wonderful experiences and opportunities to learn and grow in

the days ahead.

Sincerely,

Mrs. Grant

mailto:[email protected]

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Dear Families,

These past two weeks I taught my work sample weather unit to your child. The

kids had a blast learning about the different aspects of weather.

The students participated in several projects over the past two weeks. They created

various art projects included a torn paper collage to match their weather haikus and

bleach art cloud drawings. They also got to experience life as a drop of water as it

travelled throughout the water cycle. The students’ final project was to create a weather

broadcast for another class that would be leaving on a field trip. Sadly I was unable

to be in the classroom to see these presentations, but I heard from the substitute that

their presentations were fabulous! Many of the students’ said that this was their

favorite activity this spring.

If you would like to discuss your child’s results from this unit, please feel free to

contact me with any questions or concerns. You can contact me by phone at 218-0099,

or by email at [email protected].

Sincerely,

Mrs. Grant

mailto:[email protected]

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Weather influences every person on this planet. It can have a small impact that just dictates

whether you will wear shorts or pants. But for some people it can have a huge impact, often determining

if their family will survive the year or not. For both of these reasons it is important for students to study

and learn about weather. In this unit I will teach the fourth grade students the different aspects that make

up weather as well as simple ways to monitor and track the patterns of weather that they experience.

Patterns in weather will be explored throughout this unit. We will look at the different seasons

that are experienced around the world and how the sun influences these seasons. We will also look at

patterns in the water cycle and why these patterns continue to repeat. As this knowledge of patterns

develops in the students they will be able to apply this knowledge to patterns that they notice occurring

around themselves. This concept is important for students to learn and understand because it can help

them to make sense of the world around them. Recognition of these patterns will also help students to

predict future weather patterns.

This unit will lead to a greater awareness of the environment and how different actions that we

take can have an impact on the world. This can lead to discussions about the different values people hold

in relation to the environment and how these values are (or are not) contributing to the idea of global

warming. Students can also examine the diversity issues that arise from severe weather phenomena, such

as the horrific events of Hurricane Katrina, and how most people affected by this type of weather live in

poverty. Students could discuss how to educate the people affected by extreme weather (hurricanes,

tornados, monsoons, droughts) so that the severity and length of recovery from these events could be

lessened.

The enduring understandings of this unit will show students that weather is more than just what is

happening in the atmosphere. Throughout this unit students will be learning to analyze their surroundings

to find other ways of looking at an event or series of events. Patterns will be discovered in the many

aspects of weather. Students will also realize that even simple scientific events can invoke an emotional

response in people. This is important for students to learn because often more empathy is needed in our

world when weather disasters occur.

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My unit design reflects my personal philosophy of education. I will utilize my

love of technology to fully engage the students in the unit. I plan on using new technology

throughout the unit to allow the students to create their own understandings. From there I will

lead students on an adventure to discover how weather affects each person‟s life. I believe that

students will learn best when presented with a project that relates directly to their lives. In this

unit, students will be working together to create a weather forecast to broadcast to other

classrooms around the school for an upcoming week of weather.

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Wild & Wacky Weather

Topic: Weather

Concept: Patterns

Grade Level: 4th grade

Focus Standards

Standards: Science

Common Curricular Goal: The Dynamic Earth: Understand changes occurring within

the lithosphere, hydrosphere, and atmosphere of the Earth.

Standard: Earth and Space Science

Benchmark SC.05.ES.02: Describe patterns of seasonal weather.

Knowledge Skills

*Vocabulary of weather terms

*time periods for different types of weather

(hurricanes in summer, snow in winter)

*Water cycle

*The sun‟s role in causing weather

*Describe patterns of weather

*Draw the water cycle

Implied or Stated Understandings/Big Ideas

*Patterns exist all around us.

*Heating of the Earth‟s surface & atmosphere by the sun drives convection within the

atmosphere and oceans producing winds and ocean currents.

Standards: Science




Benchmark SC.05.ES.02.01: Describe weather in measurable

quantities including temperature, wind direction, wind speed, and

precipitation.

Knowledge Skills

*Tools to use—barometer, thermometer

(Fahrenheit and Celsius), weather vane and

wind directions, anemometer and wind

speeds, rain gauge

*Choosing which tool to use

*reading the measurements

*Use readings to describe the weather

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*The same thing can be described and measured in different ways

Standards: Science




Benchmark SC.05.ES.02.02: Interpret data over a period of time

and use information to describe changes in weather from day to

day, week to week, and season to season.

Knowledge Skills

*Accurate measurements from a specific

period of time

*Interpret data

*Identify changes and patterns

*Analyze and predict future weather


*Weather doesn‟t stay the same; it is constantly changing.

Standards: Math

Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate

inferences and predictions that are based on data.

Standard: Statistics and Probability

Benchmark MA 04.SP.06: Predict the degree of likelihood of a

single event occurring using words such as certain, impossible,

most often, least often, likely, and unlikely.

Knowledge Skills

*Vocabulary—certain, impossible, most

often, least often, likely, and unlikely

*Make predictions by examining patterns

and studying the weather data collected


*Patterns that may not be obvious will become clear through statistical analysis and

display of data.

Standards: English Language Arts

Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative,

expository, and persuasive texts, using a variety of written forms—including journals,

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essays, short stories, poems, research reports, research papers, business and technical

writing—to express ideas appropriate to audience to purpose across the subject areas.

Standard: Writing

Benchmark EL.04.WR.23: Write personal narratives: Include

ideas, observations, or memories of an event or experience.

Provide a context to allow the reader to imagine the world of the

event or experience. Use concrete sensory details. Provide insight

into why the selected event or experience is memorable.

Knowledge Skills

*Haiku form—5-7-5

*Details and words to describe weather

*Visualization of a weather event

*Recording and writing the details of the

event


*Weather can be an emotional experience

Standards: Career Related Learning

Common Curricular Goal: Integrate academic, technical and organizations knowledge

and skills to work successfully in family, school, community, and workplace settings.

Standard: Employment Foundations

Benchmark 1: Identify uses of technology in home, community, and

jobs.

Knowledge Skills

*Types of technology used at home and by

communities and meteorologists to track

weather

*Identify the different uses of technology

*Critical thinking about the different ways

people can use the technology

Implied or Stated Understandings /Big Ideas

*There are many different ways people can use technology to predict weather.

Support Standards

Standards: Math

Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate

techniques, tools, and formulas to determine measurements.

Standard: Measurement

Benchmark MA.04.ME.04: Read temperature measurements of

thermometers with Fahrenheit and Celsius units and recognize

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reasonable ranges of temperatures for different events (e.g. cold or

hot day).

Standards: Science




Benchmark SC.05.ES.03.01: Identify effects of wind and water

on Earth materials using appropriate models.

Standards: Art

Common Curricular Goal: Express ideas, mood and feelings through the arts and

evaluate how well a work of art expresses one‟s intent.

Standard: Create, Present, and Perform

Benchmark AR.05.CP.03: Create, present and/or perform a work

of art and explain how the use of essential elements and

organizational principles shapes an idea, mood or feeling found in

the work.


Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen

to, read, and understand a wide variety of informational and narrative text across the

subject areas at school and on own, applying comprehension strategies as needed.

Standard: Reading

Benchmark EL.04.RE.05: Demonstrate listening comprehension

of more complex text through class and/or small group interpretive

discussions across the subject areas.

Enduring Understandings: Students will understand that:

There are many different ways people can use technology to predict weather.

Natural events can invoke strong emotions.

Patterns that may not be obvious will become clear through statistical analysis and

displaying of the data.

Weather doesn‟t stay the same; it is constantly changing.

The same thing can be described and measured in different ways.

Patterns exist all around us.

Essential Questions:

What is weather?

Are there true patterns in nature? In weather?

Can weather be predicted accurately?

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Task Analysis:

Students will know: The purpose of the sun in relation to weather.

What the atmosphere is (blanket of gases), as well as the different layers (Thermosphere,

mesosphere, stratosphere, and troposphere).

The water cycle: precipitation, run off, evaporation, transpiration

How a cloud is formed

Identify different types of clouds (cirrus, cumulus, cumulonimbus, stratus)

Wind and its causes

Different types of weather: rain, sun, monsoon, hurricane, tornado, thunderstorms, etc.

Patterns of weather in different parts of the world (different seasons)

Students will be able to: Forecast the weather

Read the different tools to measure weather

Label the water cycle

Analyze past weather patterns to predict future weather patterns

Students will understand the following Big Ideas: Patterns exist all around us, especially in weather.

Predictions are just that: predictions. They are rarely 100% accurate.

Weather can be seen as a good thing (helps plants to grow) or a bad thing (destroys

communities).

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Final Performance Task: GRASPS

You are a meteorologist that recently moved to the Rogue Valley. You were asked by

(insert teacher‟s name here) to do a special broadcast for her students to prepare them for their

upcoming field trip. (insert teacher‟s name here) has asked you to provide the students in her

classroom with information about the current day‟s weather (including high and low

temperatures and any precipitation) and your forecast for the following day‟s weather (using

words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟).

You will need to create and/or choose at least 2 props to go along with your clip,

including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots. You will also

create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what the weather

will be like for the following day. It will be helpful to write down a script of what you want to

say before getting in front of the camera. You can then either memorize what you will say or

create cue cards to read as you present.

Once you have your prediction and script ready, the film crew will record your broadcast.

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GRASPS

Goal: Your task is to present an accurate forecast of the weather to a specific

audience around the school.

Role: You are a meteorologist in the Rogue Valley.

Audience:

Your target audiences are the different classrooms around the school (3

first grade classrooms, 3 second grade classrooms, 3 third grade

classrooms, 3 fifth grade classrooms).

Situation: Your challenge is to accurately present the following day‟s weather

forecast.

Product,

Performance, and

Purpose:

You need to use the tools that you have learned about to record weather,

as well as your knowledge about patterns in weather, to help predict the

weather for a specific day. You will then write a script and shoot a short

digital clip that will be broadcast to the students around the school.

Standards and

Criteria for Success:

Your clip will need to include :

Highlights about the current day‟s weather (including high and

low temperatures and any precipitation).

Forecast for tomorrow using words like „certainly, likely,

unlikely, impossible, most often, least often‟.

You will need to create/choose at least 3 props to go along with

your clip, including but not limited to umbrellas, sunglasses, hats,

rain jackets, rain boots, large signs with pictures you have drawn

(sunny, cloudy, rainy, etc.).

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Final Performance Task Rubric

CATEGORY 4 3 2 1

Performance Speaks clearly

and distinctly all

of the time and

mispronounces

no words.

Speaks clearly

and distinctly all

of the time but

mispronounces 1

or more words.

Speaks clearly

and distinctly

most of the time

and

mispronounces

no words.

Does NOT speak

clearly and

distinctly most of

the time AND/OR

mispronounces

more than 1

word.

Predictions/Measurements All supportive

facts are reported

accurately (3 of

3).

Almost all facts

are reported

accurately (2 of

3).

One fact is

reported

accurately.

No facts are

reported

accurately OR no

facts were

reported.

Point of View - Purpose Newscast

establishes a

purpose at the

beginning and

maintains that

focus throughout!

Cohesive

newscast.

Establishes a

purpose at the

beginning, but

occasionally

wanders from

that focus.

The purpose is

somewhat clear

but many aspects

of the newscast

seem only slightly

related.

It was difficult to

figure out the

purpose of the

newscast.

Group Work The group

functioned

exceptionally

well. All members

listened to,

shared with and

supported the

efforts of others.

The group (all

members) was

almost always on

task!

The group

functioned pretty

well. Most

members listened

to, shared with

and supported

the efforts of

others. The group

(all members)

was almost

always on task!

The group

functioned fairly

well but was

dominated by one

or two members.

The group (all

members) was

almost always on

task!

Some members

of the group were

often off task

AND/OR were

overtly

disrespectful to

others in the

group AND/OR

were typically

disregarded by

other group

members.

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Prior Knowledge Inventory

KWL Chart—Students will complete a KWL chart on weather. During the pre-assessment

phase the students will complete the section of the graphic organizer that applies to what they

already know about weather and the section that asks what the students would like to learn about

weather. This chart will be done individually and as a group. Individually, students will keep the

chart in their science notebook. Once they have the chart completed for themselves, students will

write two items from their “know” section and two items from the “want to know” section on

Post-It notes. We will then create a classroom chart using these Post-It notes. This chart will be

hanging somewhere in the room, and at certain points throughout the unit I will have students

examine the chart and move items from the “want to know” section to the “learned” section. This

design will help students to visually see what they are learning throughout the unit with the

ultimate goal to move every post it from the “want to know” to the “learned” section.

Pre-Test—This pre-test will help me to assess what the students know about weather as we go

into the unit. The questions on the pre-test will be based upon the learning goals that I have

created for this unit. I will mainly be looking for the identification of vocabulary terms and

knowledge on the facts of weather. I will also be testing the students‟ knowledge of different

types of tools to help measure weather. The test will be administered using Turning Point Clicker

technology. This technology helps to reduce the test anxiety for most students and turns testing

almost into a game.

Water Cycle Drawing—Students will be given a blank sheet of paper and asked to draw the

water cycle. I chose to include this as a pre-assessment because drawing is an easy way to model

the water cycle, which is a major aspect of many of the different types of weather.

24

Weather What do you

KNOW

What do you

WANT TO LEARN

What have you

LEARNED

25

26

27

28

Formative Assessments

Science Journal—During the course of this unit, students will be keeping a science notebook.

This notebook will have various graphic organizers and places for students to take notes during

lessons. The first page of the journal will be the KWL chart students completed as a pre-

assessment. I will guide students back to this page at points throughout the unit so they can

observe and record what they are learning. Another aspect of this notebook will be a daily

weather log. Students will take turns observing and sharing with the class the current weather

measurements for the temperature, precipitation, wind speed, humidity, barometric pressure, and

cloud cover. These will be recorded twice a day, at 8:05 a.m. and at 12:35 p.m. In the next

section of the students‟ notebook will be a glossary of weather terms. I will also include

drawings for students to label. These pages will have pictures of clouds, a drawing of the water

cycle, and also a drawing of the layers of the atmosphere. Students will get to watch a Bill Nye

the Science Guy episode on the water cycle, so I will include a guided notes page for the

students to record what they learn from watching the video.

Poetry and Artwork—At the beginning of the unit students will explore the weather that they

have experienced through poetry and artwork that they create. This will help students to

understand that we feel weather physically (rain falling on our skin, sunshine warming our

faces), but it can also affect us emotionally.

29

Weather Watch Chart

Date Temperature Humidity Barometer Wind Precipitation Cloud Type

30

Weather Vocabulary What is Weather?

Air mass___________________________________________________________

__________________________________________________________________

Air pressure________________________________________________________

__________________________________________________________________

Atmosphere_________________________________________________________

__________________________________________________________________

Front______________________________________________________________

__________________________________________________________________

Mesosphere_________________________________________________________

__________________________________________________________________

Stratosphere________________________________________________________

__________________________________________________________________

Thermosphere_______________________________________________________

__________________________________________________________________

Troposphere________________________________________________________

__________________________________________________________________

Clouds:

Cirrus_____________________________________________________________

__________________________________________________________________

31

Cumulus___________________________________________________________

__________________________________________________________________

Cumulonimbus______________________________________________________

__________________________________________________________________

Stratus_____________________________________________________________

__________________________________________________________________

The Water Cycle:

Condensation_______________________________________________________

__________________________________________________________________

Evaporation_________________________________________________________

__________________________________________________________________

Precipitation________________________________________________________

__________________________________________________________________

Transpiration________________________________________________________

__________________________________________________________________

Water cycle_________________________________________________________

__________________________________________________________________

32

Word Bank:

a) Precipitation b) Snow c) Rain d) Hail e) Evaporation f) Condensation g) Run-off h) Streams & rivers i) Lakes, seas, and oceans j) Water vapor k) Ice crystals l) Water droplets

1.______________

2.______________

3.______________

4._______

5._______

6._______

12.______________

7.______________

8.______________

9.______________

10.______________

11.______________

33

Cause Effect Earth’s axis is

tilted.

The Northern

Hemisphere is

pointed away

from the sun.

The Southern

Hemisphere of

Earth is pointed

toward the sun.

34

Extreme Weather:____________________________

What happens in this kind of weather?

What time of the year is this weather most likely to occur?

Where in the world does this type of weather occur?

What should you do in this type of weather to protect yourself?

35

Water Wonders Score Card Name: ______________________________________________________________

Station Stop What Happens Destination Example:

Cloud Fall as rain Ocean

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

36

Summative Assessment

Post-Test—The post test will be used to assess what facts and terms the students have learned

about weather. I will use the same test as I used for the pre-test so that I can compare the scores.

I will use Turning Point Clicker technology for this test.

Water Cycle Drawing and paragraph—Students will draw and label the water cycle on a

blank sheet of paper. This summative assessment will help me to determine if the students

understand the water cycle and the different components that it is made of.

Final Performance Task—You are a meteorologist that recently moved to the Rogue Valley.

You were asked by (insert teacher‟s name here) to do a special broadcast for her students to

prepare them for their upcoming field trip. (insert teacher‟s name here) has asked you to provide

the students in her classroom with information about the current day‟s weather (including high

and low temperatures and any precipitation) and your forecast for the following day‟s weather

(using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟).

Working with a partner, you will need to create and/or choose at least 2 props to go along

with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.

You will also create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what

the weather will be like for the following day. It will be helpful to write down a script of what

you want to say before getting in front of the camera. You can then either memorize what you

will say or create cue cards to read as you present. Your partner will be the cameraman for you,

and you will be the cameraman for your partner.

This task will allow the students to put to use everything they have learned about

weather.

37

Student Interview—After the unit is completed I will interview the students to assess what they

have learned and what they enjoyed during this unit. I will ask students to evaluate their own

performance during the interview as well.

38

39

40

41

What‟s the Weather? Take on the role of a weather forecaster. Observe and record current weather conditions. Then predict

the weather for the next day and write your own forecast.

1. Review the current weather conditions on your Weather Watch Chart and observe what

you see happening out the window.

2. Fill in the chart with words that describe current weather conditions in nonstandard

measures.

Weather Forecast

Temperature

Humidity

Air Pressure

Wind

Precipitation

Cloud Cover

3. Use your observations to write a forecast for tomorrow‟s weather. Use words such as

certain, impossible, most often, least often, likely, and unlikely.

42

Lesson 1: What do you know about weather? Students will work on their own and in groups to examine what they already know about weather

and what they want to learn about weather.

Students will be able to:

Objective 1: Complete a KWL graphic organizer on what they know and want to know about

weather on the graphic organizer in their science journal.

Objective 2: Create a group KWL graphic organizer using their own notes.

Instructional Strategies:

Brainstorming & discussion

Standards being addressed:

Focus Standards:


Modifications/Adaptations:

The groups of desks in the classroom are organized in a way that there is an academically

strong student who function as a leader at each group of desks to help keep students on

task.

Lesson 2: Weather Haikus Students will examine their thoughts, feelings, and emotions associated with weather by

expressing themselves through haikus.


Objective 1: Compose a haiku on the subject of weather, based upon personal experience.

Objective 2: Create a paper collage to illustrate haiku using the scraps of construction paper.


Brainstorming and discussion

Metaphors, analogies, & similes

Visualization & guided imagery


Focus Standards:


Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories

of an event or experience. Provide a context to allow the reader to imagine the world of the event

or experience. Use concrete sensory details. Provide insight into why the selected event or

experience is memorable.

43


Students with difficulties in writing or recognizing syllable patterns will work one on one

with the teacher.

For students who don‟t have time to get to the artwork, I have a coloring page with a

haiku example and an illustration to color.

Lesson 3: What is Weather? What is weather? What causes weather? Where exactly does weather take place? These are the

questions that will be addressed in this lesson.


Objective 1: identify how air masses affect weather in a group discussion.

Objective 2: define weather terms (air mass, air pressure, atmosphere, front, mesosphere,

stratosphere, thermosphere, and troposphere) in science journal.


Direct instruction

Visuals

Writing & journals


Focus Standards:


Support Standards:

Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through

class and/or small group interpretive discussions across the subject areas.


Work with students to create shorter definitions for the weather terms.

Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.

Check in often with NA. She is an ELL student and is not in the classroom for most

science lessons.

Lesson 4: Weather Tools In this lesson students will learn about the different ways that weather can be measured and the

tools that can be used to accurately measure weather. Students will also be introduced to the

chart in their science notebook to record the weather every day.


Objective 1: Identify, with 100% accuracy, the weather instruments verbally and list their

function in the science journal.

44

Objective 2: Choose the correct instrument to measure the different aspects of weather

(precipitation, temperature, barometric pressure, and wind speed and direction) with 100 %

accuracy.


Technology

Visuals

Manipulatives, experiments, labs, and models


Focus Standards:

Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,

wind direction, wind speed, and precipitation.

Career Related Learning, Benchmark 1: Identify uses of technology in home, community,

and jobs.

Support Standards:

Benchmark MA.04.ME.04: Read temperature measurements of thermometers with Fahrenheit

and Celsius units and recognize reasonable ranges of temperatures for different events (e.g. cold

or hot day).


Ensure that each student is given an equal amount of time with each weather instrument.

Lesson 5: Clouds Clouds can be seen on most days, whether they are puffy, fanciful clouds or dark, scary storm

clouds. In this lesson students will examine clouds and how they affect weather.


Objective 1: Draw the four main types of clouds (cirrus, cumulonimbus, cumulus, and stratus)

using blue construction paper and bleach.

Objective 2: Identify and define the four main types of clouds on artwork


Direct instruction

Drawing and artwork

Visuals


Focus Standards


45


and jobs.

Support Standards

Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using

appropriate models.


Circulate throughout the room, checking in with TM, TH, KM, and NA to check for

understanding.

Lesson 6: Water Wonders Students will review what they learned in the Bill Nye video about the water cycle and then

participate in the “Water Wonders” game. After the game, students will discuss how the game

was a simulation of the water cycle through guided questions.


Objective 1: Draw and label the different stages of the water cycle (precipitation, evaporation,

condensation, and runoff) in the science journal with no errors.

Objective 2: Interpret and relate the outcome of the “Water Wonders” game to the water cycle

through a guided whole class discussion.



Games

Movement


Focus Standards:


Support Standards:

Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using

appropriate models.

Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through

class and/or small group interpretive discussions across the subject areas.


Pair TM, TH, NA, KM with CN, KV, CS, AC.

Lesson 7: Weather Patterns/Seasons

46

In this lesson students will explore the weather patterns and seasons of Oregon, the Northwest

region, the United States, and the world.


Objective 1: Analyze the similarities and differences of weather patterns between the regions on

a graphic organizer.


Direct instruction

Graphic organizers

Visuals


Focus Standards:




Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to

describe changes in weather from day to day, week to week, and season to season.



understanding.

Lesson 8: Predicting the Weather Students will become predictors of the weather in this lesson.


Objective 1: Interpret the collected weather data to predict the weather for the different scenarios

on the PowerPoint by talking with a friend and then voting as a class.

Objective 2: Verbally predict the weather for the following day using words such as certain,

impossible, most often, least often, likely, and unlikely.


Brainstorming and discussion;

Project based and problem based instruction

Reciprocal teaching and cooperative learning

Technology


Focus Standards



47

Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using

words such as certain, impossible, most often, least often, likely, and unlikely.


This lesson could be done using the clicker or by using a “think-pair-share” strategy.

Lesson 9: Extreme Weather In this lesson, students will learn about the different types of weather and how it affects people

around the world.


Objective 1: Research the assigned type of extreme weather on the Internet and answer four

questions: What happens in this type of weather? What time of the year is this weather most

likely to occur? Where in the world does this type of weather occur? What should you do in this

type of weather to protect yourself?

Objective 2: Summarize and give examples of their assigned type of extreme weather as a small

group in a presentation to the class.



Reciprocal teaching and cooperative learning


Focus Standards:








Lesson 10: 3, 2, 1….You’re on! The final performance task will be introduced in this lesson. Students will then review different

weather broadcasts from around the nation and then discuss what they liked and disliked about

each video clip. They will also work with their partner on the final performance task, making

decisions about what features they liked and didn‟t, and what they would like to incorporate into

their own broadcasts. Students will be given ideas for writing their script and will work with

their partner to determine what they will say.

48


Objective 1: review different clips of weather broadcasts to identify effective communication for

a specific audience.

Objective 2: Interpret the collected weather data to predict the weather for the following day on a

worksheet.

Objective 3: Predict the weather for the following day using words such as certain, impossible,



Visuals

Project based and problem based instruction


Focus Standards


and jobs.

Benchmark SC.05.ES.02: Describe patterns of seasonal weather



Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using

words such as certain, impossible, most often, least often, likely, and unlikely.





Lesson 11: Weather Wizards Students will demonstrate what they have learned throughout the unit by taking the final test and

presenting their weather broadcast.

49

Lesson 1: What do you know about weather? Students will work on their own and in groups to examine what they already know about weather

and what they want to learn about weather.

Grade Level: 4th

Subject areas: Earth Science

Materials needed:

Dry erase markers/whiteboard OR Elmo, pen, and paper

KWL graphic organizer

Large KWL charts

Post-It notes

Timer

Part 1: Rationale

Focus and purpose: The purpose of this lesson is to determine what the students know and

want to learn in this unit.

Objectives:


Complete a KWL graphic organizer on what they know and want to know about weather

in their science journal.

Create a group KWL graphic organizer using their notes.

State Content Standards:

Standards: Science





Standards: Science






precipitation.

Assessments:

KWL charts

50

Selection of Instructional Strategies:

Brainstorming & discussion—this strategy will allow students to explore what they

already know before discussing what they want to learn as a class.

Modifications and adaptations:

The groups of desks in the classroom are organized in a way that there is an academically

strong student who function as a leader at each group of desks to help keep students on

task.

Part 2: Procedure

Concept or rule to be discovered: Weather affects our lives every day.

Open 10:30

1. Introduce weather unit. Have students think about weather and

how it affects people. Show KWL chart on Elmo and do a couple

examples of things that are known and things we would like to

know about weather.

Body

2. Explain that each student will fill in their own KWL chart starting

with what they already know about weather. Set timer for 5

minutes.

3. Have students move to the section titled “what you want to learn

about weather”. Set timer for 5 minutes.

4. When timer goes off, have students discuss what they know and

what they want to know in their table groups.

5. Give each group a stack of post-it notes and have them write a

different thing they want to know about weather on each post-it.

6. Hand out giant KWL charts to each table and instruct students to

post their notes on the appropriate section.

Close 10:55

7. Each group will now present what they want to learn in the

weather unit.

51

Part 3: Resources

52

Weather What do you

KNOW

What do you

WANT TO LEARN

What have you

LEARNED

53

Part 4: Reflection

This lesson went very well if I was just looking for student involvement. Students were

ready to participate from the very beginning and I encountered few behavior issues during this

thirty minute lesson. After the short introduction to KWL charts, the students were on their own

and they got right down to business. I walked around the room to monitor what each student was

writing. I asked several students questions to prompt more thought, but most students had their

heads down writing. I started passing out the Post-It notes and poster board KWL charts during

the last minute of the individual KWL chart assignment and the students were instantly intrigued.

As soon as I was finished giving the directions, students had their heads together at their table

groups.

Students were very involved in this lesson; however I don‟t feel as if my objectives were

met. The students were able to complete the task asked for in the objectives, but they did not put

a lot of thought into their answers. The “want to learn” section had one to two word phrases

saying the students wanted to learn about „weather‟, „rain‟, or „thunderstorms‟. These responses

were generic, and I would have liked to see more specific answers. If I taught this lesson in the

future I would set the expectations for the responses at the beginning. I am left wondering how I

could word the directions so that students would respond in a more thoughtful way. I believe

that the problem is in the questions I ask to provoke thought in the students. If I change my

questioning strategies during this lesson, will I get a better response from the class?

54

Lesson 2: Weather Haikus Students will examine their thoughts, feelings, and emotions associated with weather by

expressing themselves through haikus.

Grade Level: 4th

Subject areas: Writing, Science

Materials needed:

Wabi Sabi by Mark Reibstein and Ed Young

Dry erase markers/whiteboard OR Elmo, pen, and paper

Cloud background printer paper

Construction paper scraps

Glue

Part 1: Rationale

Focus and purpose: Students will identify weather in their lives and the emotions they

associate with it by writing a haiku.

Objectives:


Compose a haiku on the subject of weather, based upon personal experience.

Create a paper collage to illustrate the haiku using scraps of construction paper.


Focus Standards






Standard: Writing






Standards: Science





55

Support Standards

Standards: Art







the work.

Assessments:

Haikus that use the correct syllable pattern on the topic of weather

Collage artwork illustrating haikus


Brainstorming & discussion—Students will be given the opportunity to discuss the

different types of weather and seasons before beginning to write. This will be done to

spur their creative genius and provide inspiration.

Metaphors, analogies, & similes—A key part of the fourth grade writing curriculum this

year was learning about metaphors, analogies, and similes. I will provide examples of

haikus that use these figures of speech and encourage the students to create their own to

use in their own haikus.

Visualization & guided imagery—In my examples I will have students close their eyes

and visualize what I am reading. This will help students realize that these poems need to

create a picture in the reader‟s mind.


Students with difficulties in writing or recognizing syllable patterns will work one on one

with the teacher.

For students who don‟t have time to get to the artwork, I have a coloring page with a

haiku example and an illustration to color.

Part 2: Procedure

Concept or rule to be discovered: Weather can provoke an emotional response in people.

Open 1:30

1. Introduce haikus. Use the book “Wabi Sabi”. Go over syllable

patterns in haikus (5-7-5) and discuss how most often haikus are

about nature. Explain that the author‟s purpose during writing a

haiku is to transform a simple topic into something special.

Body 1:35

2. Haikus often have a wide variety of descriptive words, both nouns

and verbs that help to create a picture in the reader‟s mind.

3. The haikus you will be writing today will be on the topic of

56

weather. As a whole class, brainstorm a list of weather topics

(clouds, rain, snow, etc).

4. Model Writing a Haiku

a. The first step in writing a haiku poem is to choose a good

topic. Haiku poems are generally written about nature.

b. Encourage students to use their emotions and senses to

brainstorm a list of nature-related topics. Subjects might

include: different types of weather, clouds, landforms,

water formations, seasons, etc. Record students'

suggestions on the board or overhead projector.

c. Choose a topic from the generated list and write it on the

board or overhead projector.

d. Invite students to name words or phrases that describe the

topic. Then, as a group, experiment with putting the words

and phrases together to describe the topic in three lines

according to the 5-7-5 syllable pattern.

e. Model rearranging and rethinking word choices to match

the syllable pattern. For example, if a chosen phrase has

four syllables, but the pattern requires that it have five,

model selecting a similar two-syllable word.

f. Encourage them to use a dictionary or thesaurus to find

synonyms or more interesting and precise words as

necessary.

5. Give students time to work on creating their haikus. Before

starting the writing, tell students that as they finish they can create

a collage style piece of artwork like in the book “Wabi Sabi” to

go along with their artwork. Show them the materials at the back

tables available for them to work with.

Close 2:05

6. Students read their poetry/share their artwork.

Part 3: Resources

57

Part 4: Reflection

This lesson was a resounding success! I started this lesson in the early afternoon on the

first day of the Weather Unit. Because of other classes happening around the school I began this

lesson teaching to seven students. The small group gathered their chairs in a circle around me

and I began talking about haikus. Most of the students had heard about haikus before, but most

did not remember the framework of a haiku (five syllables on lines one and three, seven syllables

on line two). After telling the students what a haiku was I shared examples from the book Wabi

Sabi and examples I had found on the internet. The students were very involved in this part of

the lesson. A handful of students were confused about the syllables. After dismissing the other

students to work at their desks, I taught these students a mini-lesson on syllables. I circulated

throughout the room frequently to make sure all questions were answered as quickly as possible.

I met my objectives for half of the students in this lesson during the allotted time. The

rest of the students were unable to finish in the time allowed for this lesson. Most students were

able to complete their haiku, but ran out of time before getting to complete the accompanying

artwork. In the future I would allow more time to complete this exercise.

I became a little annoyed with myself during this lesson. As students finished their

haikus, they would come to me for approval and to find out what to do next. I had forgotten to

go over the art project while we were all sitting together. This meant that I had to explain the art

project over and over to each student as they finished their poem. In the future I will make sure

that I explain all aspects of independent work before students return to their desks.

I am left wondering if the students really thought about the weather as they were writing

their haikus, or if they were just completing an assignment. If I were to teach this lesson again I

would allot more time to a collective brainstorming session to create a list of topics that the

58

haikus could be written on. I believe that this would help students to make more connections

between the emotions that weather evoke and the actual weather events.

59

Lesson 3: What is Weather? What is weather? What causes weather? Where exactly does weather take place? These are the

questions that will be addressed in this lesson.

Grade Level: 4th


Materials needed:

Science Texts

Teacher Edition Science Text

Pencils

Weather vocabulary worksheet

KWL Charts from previous day

Globe

Part 1: Rationale

Focus and purpose: Students will learn about the atmosphere and the sun‟s purpose in regards

to weather.

Objectives:


Define weather terms (air mass, air pressure, atmosphere, front, mesosphere, stratosphere,

thermosphere, and troposphere) on a worksheet.


Focus Standards

Standards: Science





Support Standards





Standard: Reading




60

Assessments:


Walking around the room to read students answers to questions, using checklist to keep

track of students


Direct instruction—This lesson imparts many facts and definitions with the students. The

clearest way to accomplish this is through direct instruction.

Visuals—Although I am using direct instruction, I will pull in many visuals to bring this

lesson to life for the students.

Writing & journals—Students will be using their science journal to record thoughts that

they have learned throughout the lesson.


Work with students to create shorter definitions for the weather terms.

Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.

Check in often with NA. She is an ELL student and is not in the classroom for most

science lessons.

Part 2: Procedure

Concept or rule to be discovered: Weather takes place in the atmosphere of Earth and is caused

by the Sun.

Open 1:35

5 minutes

1. Review KWL charts that were completed in lesson one. Ask

students to think about these questions: What is weather? What

causes weather? Where does weather take place? After each

question, give students a short period of time to jot down their

ideas about the answers. Tell students to keep these questions in

mind as we read.

Body 1:40

20-25

minutes

2. Summarize pages D6-D9 about the atmosphere. Explain the

atmosphere as the layer of air that surrounds our planet like a

blanket. It is made up of a mixture of gases, including oxygen

which is what we breathe. These gases are the tiny particles that

make up air. Air takes up space and has weight (have students

take a deep breath to fill up their lungs—ask students if they

could feel their chest moving—This is air taking up space in their

lungs!) When all of these air particles are pressing on a surface—

like the inside of the lungs—they cause air pressure. The

atmosphere is made up of four layers. The uppermost, highest

layer in the atmosphere is the thermosphere. The next highest

layer is the mesosphere, the coldest layer in the atmosphere.

When we see an airplane flying in the sky, most often it is flying

in the stratosphere layer of the atmosphere. This layer contains

61

the most of the atmosphere‟s ozone, a kind of oxygen. The ozone

helps to protect us from the sun‟s harmful rays. The layer closest

to the Earth is the troposphere. Almost all weather happens in this

layer.

3. Have students define terms on the Weather Vocabulary page.

4. Read pages D12-D17 together. Define the rest of the terms for

day one on the Weather Vocabulary page.

Close 2:05

5 minutes

5. Review the questions from the beginning of class. Ask students if

they want to change their answers and discuss the actual answers

to these questions.

Part 3: Resources

62

Weather Vocabulary What is Weather?

Air mass___________________________________________________________

__________________________________________________________________

Air pressure________________________________________________________

__________________________________________________________________

Atmosphere_________________________________________________________

__________________________________________________________________

Front______________________________________________________________

__________________________________________________________________

Mesosphere_________________________________________________________

__________________________________________________________________

Stratosphere________________________________________________________

__________________________________________________________________

Thermosphere_______________________________________________________

__________________________________________________________________

Troposphere________________________________________________________

__________________________________________________________________

Clouds:

Cirrus_____________________________________________________________

__________________________________________________________________

63

Cumulus___________________________________________________________

__________________________________________________________________

Cumulonimbus______________________________________________________

__________________________________________________________________

Stratus_____________________________________________________________

__________________________________________________________________

The Water Cycle:

Condensation_______________________________________________________

__________________________________________________________________

Evaporation_________________________________________________________

__________________________________________________________________

Precipitation________________________________________________________

__________________________________________________________________

Transpiration________________________________________________________

__________________________________________________________________

Water cycle_________________________________________________________

__________________________________________________________________

64

Part 4: Reflection

This lesson began well and quickly fizzled. I began the lesson by asking students some

questions about weather. I recorded the answers on the overhead as students called them out. I

then summarized the book so students didn‟t have to spend forever reading about the

atmosphere. I used the globe and talked about the atmosphere being like a blanket that covers

the Earth. Students seemed to enjoy this (and when I asked students about the atmosphere at the

end of the unit, most of them described it in this way). After this part, the lesson seemed tedious.

I felt like the students were staring at me blankly or staring off into nowhere as the other students

read. As I was talking about the different layers of the atmosphere I stumbled and mixed up my

facts. I caught myself, but this can be confusing to someone just learning about a topic. When it

came to defining the terms on the vocabulary page students worked at many different paces.

Some students were as slow as molasses while others were finished before I had written the

second definition on the overhead.

Although this lesson seemed boring to both the students and me, I believe that I met the

objectives. Students were able to thoughtfully discuss the answers to their questions from before

the lesson and compare their answers to their answers from after the lesson.

It has become exceedingly clear, especially after this lesson that I do not do well in a

direct instruction situation/lesson. I plan on observing some teachers that do well using direct

instruction, and asking them to observe me, to determine what I can do to turn my direct

instruction around.

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Lesson 4: Weather Tools In this lesson students will learn about the different ways that weather can be measured and the

tools that can be used to accurately measure weather. Students will also be introduced to the

chart in their science notebook to record the weather every day.

Grade Level: 4th

Subject areas: Earth Science, Math

Materials needed:

Weather tools worksheet

Weather chart

Pencils

Thermometer

Anemometer

Barometer

Rain gauge

Wind vane

Computer with internet access

Science textbooks

Science text—Teacher Edition

Part 1: Rationale

Focus and purpose: Students will get hands on experience with five different weather tools and

learn about measuring the different aspects of weather using these tools.

Objectives:


Identify, with 100% accuracy, the weather instruments verbally and label the instruments

on a worksheet.

Choose the correct instrument to measure the different aspects of weather (humidity,

precipitation, temperature, barometric pressure, and wind speed) with 100 % accuracy.


Focus Standards

Standards: Science







66

Standards: Science






precipitation.

Support Standards

Standards: Math

Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate

techniques, tools, and formulas to determine measurements.

Standard: Measurement

Benchmark MA.04.ME.04: Read temperature measurements of

thermometers with Fahrenheit and Celsius units and recognize

reasonable ranges of temperatures for different events (e.g. cold or

hot day).

Assessments:

Weather tools worksheet


Technology—I will be using the computer to introduce the final performance task and

show students clips of weather broadcasts. This will help the students begin to think

critically about the uses of the weather tools.

Visuals—The worksheet that the students will define the use of each tool on has pictures

to match the definition. This is valuable because the shape of the tool can help to identify

what it is used for.

Manipulatives, experiments, labs, and models—Students will get hands on experience

using each of the tools.


Ensure that each student is given an equal amount of time with each weather instrument.

Part 2: Procedure

Concept or rule to be discovered: Students will identify the weather instruments and what each

instrument measures.

Open 9:45

5 minutes

1. Show students a video clip of a weather broadcast. Ask students

how the meteorologist determines the weather to report.

Body 9:50

25 minutes

2. Summarize science text pages D20-D21. Meteorologists are

scientists who study and measure weather conditions. Some of the

67

conditions that they monitor are the air temperature, air pressure,

and wind speed and direction.

3. Introduce the different instruments. Start easy and get

progressively more difficult: thermometer, wind vane, rain gauge,

anemometer, hygrometer and barometer. Show students how each

instrument is used and explain what it measures. Let each student

examine the instruments closely. Have students fill in definitions

for each of the instruments on the weather forecasting instruments

page.

4. Have each table group practice taking the measurements. Monitor

students to make sure that they are correctly using the

instruments.

Close 10:15 5 minutes

5. Go over the weather chart. Show students the link that we will use

to get the weather information and how we will record the

information in our science journal.

Part 3: Resources

http://www.weather.com

http://www.weather.com/

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Part 4: Reflection

The students were engaged during this lesson. I began by showing students a clip of a

weather broadcast from The Weather Channel‟s website. The students were glued to the screen

and wanted to discuss the broadcast as soon as I had shut off the clip. This led to many

comments that were blurted out, which doesn‟t seem like a big problem—at least they were

paying attention and want to talk about it—but it did bring the lesson to a halt while I regained

control of the class. The discussion led nicely to the next part of the lesson in which students got

hands-on experience with the four different weather tools I had available to use for the class.

I felt that I met the objectives because all of the students could identify the different tools

and what they measured. I also presented different situations in which a weather tool would be

used in, and then asked the students which tool I would need. I called on each individual student

with a different scenario and every student was able to answer correctly.

When I teach this lesson again I will make sure to have a full set of tools for each group

of students. It would take a lot less time if each group had each of the tools. I would also like to

give the students more opportunities to actually use the tools instead of just looking at them. I

would like to incorporate more of a “field experience” for the students instead of a passive

learning environment. It would have been relatively easy to implement in this class with only 16

students, 11 of whom are in the class for every science lesson. However when I enter the real

world and I have a class of 25+ students, how will I be able to keep lessons engaging for every

student?

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Lesson 5: Clouds Clouds can be seen on most days, whether they are puffy, fanciful clouds or dark, scary storm

clouds. In this lesson students will examine clouds and how they affect weather.

Grade Level: 4th

Subject areas: Earth Science, Math

Materials needed:

Science textbooks

Science textbook—Teacher Edition

Pencils

Blue construction paper

Bleach

Q-tips

Black markers


Part 1: Rationale

Focus and purpose: Discover the 4 main types of clouds what types of weather they are

associated with.

Objectives:


Draw the four main types of clouds (cirrus, cumulonimbus, cumulus, and stratus) using

blue construction paper and bleach.

Identify and define the four main types of clouds on artwork


Focus Standards

Standards: Science





Support Standards

Standards: Art



70





the work.

Assessments:

Correctly labeled bleach art depicting four different types of clouds


Direct Instruction—Students will learn the facts about clouds through direct instruction

and their texts.

Drawing and artwork—Creating the cloud artwork will help to cement the knowledge in

each student‟s mind.

Visuals—The visuals provided in the text will help students when they are creating their

own depiction of the clouds.



understanding.

Part 2: Procedure

Concept or rule to be discovered: Students will learn how clouds are formed, the functions of

clouds, and the different types of clouds that are seen in the atmosphere.

Open 10:20

5 minutes

1. Have students close eyes and visualize a nice summer day. They

are lying on a grassy hill, enjoying a picnic. After finishing their

sandwiches they lay back and relax and look up at the sky. What

is up there? (fluffy clouds) Now imagine you are home later that

evening. You see a flash of light coming through your window, so

you look up at the sky. The sunny sky has been replaced by dark,

gray clouds.

Body 10:25

25 minutes

2. Another aspect of the weather that can be monitored is the clouds.

There are four main types of clouds. Turn to page D15 in your

science book. Have students read about the different types of

clouds.

3. Define the different clouds together on the Weather Vocabulary

worksheet.

4. Demonstrate the art we will be creating. On a white piece of

paper students will sketch the four different clouds in their proper

place (in relation to altitude). After the sketch is completed they

can use bleach to create the clouds. After the bleach has dried,

students can label each cloud with a black marker.

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5. Clean-up.

Close 10:50 5 minutes

6. Have an art walk so students can see each others‟ work.

Part 3: Resources

Part 4: Reflection

This lesson seemed too short. It was based on one page out of the science textbook that

discussed the different types of clouds. Because of the short amount of time for this lesson (30

minutes) I did not get to cover everything planned. I was unable to discuss how clouds are

formed and the functions of clouds in relation to weather. I wanted to make sure that the

students had plenty of time to complete their artwork without rushing and chancing a bleach

spill. The students loved the bleach art cloud drawings.

Overall I felt that this lesson went well, but there were several things I would change. If I

had a choice I would teach this lesson over the course of an hour instead of thirty minutes. This

adjustment would give me time to meet all of my objectives, which I was unable to do during

this lesson. I would also add some writing to the art assignment. This would be a short

paragraph on how clouds are formed and their function.

After finishing this lesson I am wondering what the best strategy is for continuing a

lesson that was cut short. Many times in my teaching I have ran out of time while in the middle

of a lesson. It can be difficult on the students to just jump back in the next day—and difficult for

me. What techniques can I employ to make the transition back into the lesson the following day?

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Lesson 6: Water Wonders Students will review what they learned in the Bill Nye video about the water cycle and then

participate in the “Water Wonders” game. After the game, students will discuss how the game

was a simulation of the water cycle through guided questions.

Grade Level: 4th

Subject areas: Science

Materials needed:

Pencils

Water Wonders worksheet

Water Wonders vocabulary

Water Wonders signs

9-6 sided dice

Part 1: Rationale

Focus and purpose: The purpose of this lesson is to experience life as a drop of water traveling

through the water cycle.

Objectives:


Draw and label the different stages of the water cycle (precipitation, evaporation,

condensation, and runoff) in the science journal with no errors.

Interpret and relate the outcome of the “Water Wonders” game to the water cycle through

a guided whole class discussion.


Focus Standards:

Standards: Science

Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the

lithosphere, hydrosphere, and atmosphere of the Earth.



Standards: Science

Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the

lithosphere, hydrosphere, and atmosphere of the Earth.


Benchmark SC.05.ES.03.01: Identify effects of wind and water on

Earth materials using appropriate models.

Support Standards:

73





Standard: Reading




Assessments:

Students will be given a blank copy of the water cycle and a list of key vocabulary.

Students will then be expected to put the terms in the correct spot on the drawing.


Brainstorming and discussion—This will serve as a review of the Bill Nye video from the

previous day and a warm-up for the game that the students will be playing today.

Games—the Water Wonders game allows students to experience life as a drop of water

and is a valuable way for them to become a part of the water cycle.

Movement—this game lets students get out of their seat and move around the room. This

is especially valuable for the students with ADHD.



Part 2: Procedure

Concept or rule to be discovered: All water on Earth is a part of the water cycle.

Open 1. Review the Bill Nye movie on the water cycle.

2. Divide class into pairs. Ask pairs to write down words that

describe what they know about the water cycle and draw a quick

sketch of the water cycle.

3. Ask volunteers to share with the class.

Body 4. Share the data showing Earth‟s water distribution on chart.

5. Put drawing of the water cycle on the Elmo and review terms that

students need to know.

6. Ask questions to focus students‟ attention: If every living thing

needs so much water, why isn‟t it used up? Where does the water

go when a puddle dries up? Where does rain come from? Do you

think water always follows the same path as shown in the water

cycle?

7. Explain that the water cycle diagram shows many paths that a

water drop could take when traveling through the cycle. To

experience this, students will play a game where each group of

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students will be a water drop.

8. Explain the game to the students‟: each student will have a

scorecard and will start at one of the stations around the room. At

each station, you or your partner will roll your die and read the

statement that corresponds with the number rolled. On their

scorecard they should write their current station, what happens to

them, and their destination. They then wait for the cue to move to

the next station (weather sounds: falling rain).

9. Have students each start at a different station and cycle through

until most students have been to most stations.

10. On the board, write the names of the seven stations in black.

Assign a different color to each group, and ask each group what

their water drops journey was. Show each response on the board

in a different color.

Close

11. Discuss the following questions:

Even though individual drops took different paths, was anything

similar about the journeys they took?

In the game, which stations seemed to be visited by the most

drops, regardless of their particular journey? What can be

determined from this information?

Can you think of other parts of the water cycle that were not

included in the game? Where might these be included in the

cycle?

The water cycle is usually shown like this (put up water cycle

diagram). Do you think this is a useful way to show the cycle,

even if the sketch doesn‟t include all the pats water might take?

What makes water move through the cycle? (sun, gravity,

physical properties of water) What would happen if the sun‟s

energy were blocked from Earth?

What might happen if all of Earth‟s water stayed in the oceans? In

the clouds?

How is the water cycle important to plants and animals? (It moves

water to them; it makes water available at different times)

Part 3: Resources

Project Learning Tree: PreK-8 Environmental Education Activity Guide

75

Water Source Water volume, in

cubic miles

Percent of

total water

Oceans 317,000,000 97.24%

Icecaps, Glaciers 7,000,000 2.14%

Groundwater 2,000,000 0.61%

Fresh-water lakes 30,000 0.009%

Inland seas 25,000 0.008%

Soil moisture 16,000 0.005%

Atmosphere 3,100 0.001%

Rivers 300 0.0001%

Total water

volume 326, 074, 400 100%

Source: Nace, U.S. Geological Survey, “Earth’s Water Distribution,” 1967.

http://ga.usgs.gov/edu/waterdistribution.html, accessed 8/18/05.

http://ga.usgs.gov/edu/waterdistribution.html

76

Station 1: Cloud 1. You fall as rain onto an ocean. Go to Ocean.

2. You fall as rain onto an ocean. Go to Ocean.

3. You fall as rain onto a stream. Go to Stream.

4. You fall as snow onto a Glacier. Go to Glacier.

5. You fall as snow onto the ground. Go to

Groundwater.

6. You fall as rain onto a parking lot. Go to

Stream.

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Station 2: Glacier

1. You evaporate into the air. Go to Cloud.

2. You stay frozen in ice. Stay at Glacier.

3. You stay frozen in ice. Stay at Glacier.

4. You melt and become part of a stream. Go to

Stream.

5. You melt and become part of a stream. Go to

Stream.

6. You break off from the glacier and fall into

the ocean. Go to Ocean.

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Station 3: Ocean 1. You are one of countless water molecules in an

ocean and you stay there. Stay at Ocean.

2. You are one of countless water molecules in an


3. You are one of countless water molecules in an





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Station 4: Stream 1. You evaporate into the air. Go to Cloud.


3. An animal comes to the stream and licks you

up. Go to Animal.

4. You continue rolling downhill and become part

of an ocean. Go to Ocean.

5. You continue rolling downhill and become part

of an ocean. Go to Ocean.

6. A human drinks from the stream. Go to Animal.

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Station 5: Groundwater 1. You move slowly underground and eventually

flow into an ocean. Go to Ocean.

2. You move slowly downward and become part of

an aquifer. Stay at Groundwater.

3. You move slowly underground between grains

of sediment and eventually flow downward into

a wetland and from there into a stream. Go to

Stream.

4. You move slowly underground between grains

of sediment and eventually flow downward into

a wetland and from there into a stream. Go to

Stream.

5. A plant takes you in through its roots. Go to

Plant.

6. You are pumped out of the ground from a well

to irrigate a farm. Go to Plant.

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Station 6: Animal 1. After using you to process food, the animal

urinates and you end up in the ground. Go to

Groundwater.

2. After using you to process food, the animal

urinates and you end up in the ground. Go to

Groundwater.

3. You are exhaled from an animal’s lungs into the

air as vapor. Go to Cloud.

4. You are exhaled from an animal’s lungs into the

air as vapor. Go to Cloud.

5. A person uses you for brushing his or her

teeth and you end up going through a sewage

treatment plant and then put into a stream. Go

to Stream.

6. After using you to quench their thirst, a

person urinates and you end up going through a

sewage treatment plant and then put into a

stream. Go to Stream.

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Station 7: Plant 1. The plant transpires you through its leaves and

you evaporate into the air. Go to Cloud.

2. The plant transpires you through its leaves and


3. The plant transpires you through its leaves and


4. The plant uses you to grow. Stay at Plant.

5. The plant stores you in its edible fruit. Go to

Animal.

6. The plant stores you in its edible leaves. Go to

Animal.

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Water Wonders Vocabulary

Aquifer: underground bed or layer yielding ground water for wells, springs, etc.

Bedrock: solid un-weathered rock lying beneath surface deposits of soil.

Erosion: the wearing away of the land surface by wind or water. Erosion occurs naturally from weather

or runoff.

Evaporation: a physical change of state in which a liquid is transformed into a vapor or gas.

Glaciers: a flowing body of ice, formed in a region where snowfall exceeds melting.

Icebergs: a large floating mass of ice detached from a glacier.

Precipitation: water from the atmosphere that falls to the ground as rain, snow, sleet, or hail.

Runoff: fresh water from precipitation and melting ice that flows on the ground surface into nearby

streams, lakes, wetlands, and reservoirs.

Sediment: the material deposited by water, wind, or glaciers.

Sedimentation: the action or process of depositing sediment.

Transpiration (transpires): the process by which water evaporates from plant tissues.

Vapor: a visible suspension in the air of some substance.

Watershed: the land area that delivers runoff water and sediment to a major river or stream and its

tributaries.

Water Table: underground surface below which the ground is wholly saturated with water

84

85

Word Bank:

m) Precipitation n) Snow o) Rain p) Hail q) Evaporation r) Condensation s) Run-off t) Streams & rivers u) Lakes, seas, and oceans v) Water vapor w) Ice crystals x) Water droplets

1.______________

2.______________

3.______________

4._______

5._______

6._______

12.______________

7.______________

8.______________

9.______________

10.______________

11.______________

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Water Wonders Score Card Name: ______________________________________________________________

Station Stop What Happens Destination Example:

Cloud Fall as rain Ocean

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Part 4: Reflection

This was the most fun lesson to teach in this unit! Students were excited when I explained

we would be playing a game. I started the lesson with questions about the Bill Nye Water Cycle

video that they had watched the previous day. This got students thinking about the water cycle

and helped to activate the knowledge from the previous day. I knew that I wouldn‟t have enough

time for everything in my lesson, so I skipped the part of my lesson in which I was going to have

students draw a sketch of the water cycle. I decided to skip forward and ask the students

questions about the water cycle. This part of the lesson went extremely well. The students were

thinking critically and before long were ready to begin playing the Water Wonders game. I then

began the game. After six cycles, I had students return to their seats and started discussing what

could be learned from the game. The discussion led me to believe that I met the objectives of

this lesson. All of the students were able to vocalize the thought that water does not follow the

same path through the water cycle, and that no matter what path the water took, it was still water

and a part of the water cycle. The only thing that I would change is the amount of time spent on

the lesson. I spent about 25 minutes on a 50+ minute lesson.

88

Lesson 7: Weather Patterns and Seasons In this lesson students will explore the weather patterns and seasons of Oregon, the Northwest

region, the United States, and the world.

Grade Level: 4th


Materials needed:

Globe

World map

Science textbooks

Science textbook—teacher edition

Cause & effect graphic organizer

Part 1: Rationale

Focus and purpose: Discuss seasons and climate and how these two terms are related to our

study of weather.

Objectives:


Analyze the similarities and differences of weather patterns between the regions on a

graphic organizer.

Identify the causes of seasons around the world in a whole class discussion.


Focus Standard

Standards: Science





Standards: Science







Support Standards

89





Standard: Reading




Assessments:

Participation in class discussion about the causes of seasons

Cause and effect graphic organizer


Graphic organizers—The use of the graphic organizer to demonstrate cause and effect

creates a handy tool that students can quickly glance at to determine what happens.

Direct Instruction—This lesson imparts many facts and definitions with the students. The

clearest way to accomplish this is through direct instruction.

Visuals—Often the mind will remember a face but forget the name. Using visuals will

hopefully help the student remember the concept, even if they forget the name of the

concept later.



understanding.

Part 2: Procedure

Concept or rule to be discovered: Seasons are caused by the tilt of the Earth and how the sun hits

the different areas of the Earth. Recurring patterns of weather in a region is the area‟s climate.

Open

1. Bring the globe to the front of the class. Ask students if it is the

sun or Earth that moves…explain that the earth revolves around

the sun.

Body

2. Have students open their science books to page D66. Read “Earth

and the Seasons” and then examine the picture on page D66.

3. Complete the cause and effect graphic organizer.

4. Explain that climate is a region‟s weather that is consistently the

same year after year. (It‟s the climate) Ask students “what does

the Earth‟s tilt have to do with the climate?

5. Put map of the world on Elmo. Ask students where the warmest

waters should be, then the coldest waters. Explain that the

warmest waters get evaporated and that this is where most of the

rain comes from. The wind then blows the clouds (which are the

evaporated water) and eventually rain (or other precipitation) will

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fall. If an area of land is separated from this warm water by a

barrier of mountains or long distance, it will tend to be a drier

area with less precipitation.

6. Have students make predictions about different areas of the world

in relation to their climates. What is climate like north of the

United States? Around the middle of the Earth? Point out other

areas on the map and have students make guesses/predictions.

7. On Elmo, list climate regions: tropical—wet; tropical—dry;

temperate—wet; temperate—dry; and polar. Explain that the

areas that are closest to the equator are the tropical wet areas. As

they move away from the equator then comes the tropical dry

areas. After that are the temperate wet areas. Moving towards the

arctic comes the temperate dry areas and finally the polar regions.

Near the equator there is a lot of rainfall. Remember this refers to

climate because it receives the same amount year after year. It is

the rain that we associate with weather. Temperate areas change

throughout the year.

Close

8. Pull up climate map from Weather.com. Ask students to find

Oregon and determine what zone we are located in.

Part 3: Resources

91

Cause Effect

Part 4: Reflection

Earth’s axis is

tilted.

The Northern

Hemisphere is

pointed away

from the sun.

The Southern

Hemisphere of

Earth is pointed

toward the sun.

92

Part 4: Reflection

This lesson seemed to fall flat. Maybe because it was a Monday or maybe it was just a

boring lesson I really don‟t know, but I do know that I would need to make changes before

teaching this lesson again. I felt like this lesson met the objectives and students were able to

follow along during this lesson, but at the same time they were like mindless zombies. The

excellent critical thinking skills that I witnessed in the previous lesson disappeared over the

course of the weekend. I will work on improving the types of questions I am asking to foster the

critical thinking skills of my students.

I believe that I met the objectives because students were able to tell me what the climate

would be like at different points around the world, like in the arctic, at the equator, or even in

Russia. One thing that worked really well in this lesson was the demonstration I did with the

globe and one of the students. I had a boy stand up in the center of the room. Using the globe, I

walked around the room demonstrating how the Earth circles the sun and how the Earth is tilted.

My big question after this lesson (and all other direct instruction lessons) is what will

make direct instruction more interesting for my students. It seems during each of the direct

instruction lesson the students are tuned out. I wonder if this is a reflection of my feelings

towards direct instruction. I often feel that direct instruction is a boring way to learn, and I think

that this comes across during my direct instruction lessons.

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Lesson 8: Predicting the weather Students will become predictors of the weather in this lesson.

Grade Level: 4

th


Materials needed:

Computer with PowerPoint

Internet access

Part 1: Rationale

Focus and purpose: The purpose of this lesson is to introduce techniques to analyze the

collected weather data and predict the weather.

Objectives:


Interpret the collected weather data to predict the weather for the different scenarios on

the PowerPoint by talking with a friend and then voting as a class.

Verbally predict the weather for the following day using words such as certain,

impossible, most often, least often, likely, and unlikely.


Focus Standards






jobs.

Standards: Math







Standards: Science





94

Support Standards





Standard: Reading




Assessments:

Students will be voting on which action they believe each parent should take. I will be

recording these results on my tally sheet.


Brainstorming and discussion—Students will discuss the clues and then come to a

conclusion based upon the facts. This will allow the students to practice their powers of

persuasion.

Project based and problem based instruction—the scenarios in the PowerPoint are written

as if it was the student actually on a camping trip. This allows the students to put

themselves into the story and situations so that it becomes real.

Reciprocal teaching and cooperative learning—students will be turning and sharing with

a friend at their group of desks. If one student does not get it, another student will be able

to step in and go over the steps to make the predictions.

Technology—Although this lesson could be done without the use of technology, I feel

that the students respond better when technology is used in the lessons.


This lesson could be done using the clicker or by using a “think-pair-share” strategy.

Part 2: Procedure

Concept or rule to be discovered: Even without access to the fancy tools that meteorologists use,

students can predict the weather.

Open

5 minutes

1. Read some weather sayings. Discuss how the sayings came about

and whether or not there is any validity to these sayings.

Body

20 minutes

2. Start PowerPoint activity. The slides cover how meteorologists

forecast the weather and how students can forecast the weather

just by looking at the clouds and feeling the wind. Students will

practice making predictions on 4 different scenarios after learning

about how to use clouds and wind to make a forecast. At the end

of the slideshow there are weather maps to show how

95

Part 3: Resources

meteorologists track the weather.

Close 5 minutes

3. As a ticket to go, ask students to predict the weather for lunch

recess using the words certainly, likely, unlikely, most often, least

often, or impossible on a scrap of paper and hand to me.

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97

98

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Part 4: Reflection

The students loved the instructional strategies of this lesson. Every time I have used

technology in my lessons, students have responded well. This lesson could have been a bust.

There is a lot of reading and teacher talking. As I went through the PowerPoint reading and

talking about the different slides the students took charge. Before long they were taking turns

reading each slide and in turn teaching their fellow students about how to predict the weather

using clouds and the wind. The closing of the lesson was the only area that I felt could have

used some improvement. Students were able to complete this activity, but most of them did not

understand how it related to predicting the weather. I would have liked to pair this lesson with a

math lesson (or unit) on probability so that the students would have a better understanding of the

relationship between probability and predictions.

During this lesson all students were able to meet the objectives. I polled students as we

were going through the slide show to see if they were absorbing the information. All students

were able to make the correct predictions. If I were to teach this lesson again I would add more

scenarios for the students to practice making predictions.

As I finished this lesson I realized the importance of using technology in my lessons.

These students are extremely plugged in. This has led to a generation of students who respond

well whenever a new technology is used. I am lucky because I am the type of person who likes to

try out the newest techno gadgets as soon as they hit the market. I will be sure to use technology

as much as possible in my future lessons and units.

100

Lesson 9: Extreme Weather In this lesson students will explore the different types of weather and how it affects people

around the world.

Grade Level: 4th

Subject areas: Earth Science, social studies

Materials needed:

Computers for students with internet access

Extreme Weather worksheet

Pencils

Clipboards

Part 1: Rationale

Focus and purpose: Students will learn about the types of extreme weather and how this

weather affects the people of the world.

Objectives:


Construct a list of the different types of weather experienced around the world during a

whole class discussion.

Summarize and give examples of their assigned type of extreme weather in a small group

presentation to the class.


Focus Standards

Standards: Science





Support Standards

Standards: Science




Benchmark SC.05.ES.03.01: Identify effects of wind and water

on Earth materials using appropriate models.


101




Standard: Reading




Assessments:

Jigsaw presentation on extreme weather


Brainstorming and discussion—Students will be discussing what they have learned from

their websites in their small group. This will allow them to determine what they will

teach their classmates about their assigned weather.

Reciprocal teaching and cooperative learning—Students will be the teacher during the

jigsaw exercise. Each group will present the relevant information on their type of

extreme weather with help from their worksheet completed while surfing the web.



Part 2: Procedure

Concept or rule to be discovered: Extreme weather can have a major effect on the people of the

world and is often difficult to predict.

Open 1:15

5 minutes

1. Have students close their eyes and visualize the different types of

weather that they have experienced. Think about the different

times of year, maybe the different things they have seen on TV, or

maybe even stories that their parents or grandparents have told

them about.

2. Create a list together of all the different types of weather.

3. Introduce today‟s topic: Extreme Weather. Tell students that in

their folder on the computer there are links to several sites.

Body 1:20

30 minutes

4. Group the students and have them get out their extreme weather

question page from their binder. Assign groups of students to the

different types of weather (5 groups: lightening, snow, tornados,

hurricanes, and floods).

5. Have clipboards by the door, and have each student grab a

clipboard and take their pencil and paper to the computer lab.

6. In the lab have students sit next to their group member(s) and

explore the links to their topic.

7. Have students turn off computers and head back to the classroom.

8. In small groups, give students 5 minutes to discuss what they

learned and what they want to share with their classmates.

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Close 1:50

20 minutes

9. Students report on what they learned about their extreme weather.

Part 3: Resources

Extreme Weather Groups:

CS and SS and NA

NC and CR and TM

KV and MF and KM

AA and CN and TH

RH and JT

DM and AC

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Flood Websites to Visit:

General Weather:

http://www.theweatherchannelkids.com/

http://teacher.scholastic.com/activities/wwatch/

Floods:

http://weathereye.kgan.com/cadet/disaster/flooding.html

http://www.fema.gov/kids/floods.htm





104

Hurricane Websites to Visit:

General Weather:



Hurricanes:

http://weathereye.kgan.com/cadet/disaster/hurricanes.html

http://www.fema.gov/kids/hurr.htm





105

Lightening Websites to Visit:

General Weather:



Lightening:

http://weathereye.kgan.com/cadet/lightning/index.html

http://www.fema.gov/kids/thunder.htm





106

Snow Websites to Visit:

General Weather:



Snow:

http://weathereye.kgan.com/cadet/disaster/snow.html

http://www.fema.gov/kids/wntstrm.htm





107

Tornados Websites to Visit:

General Weather:



Tornados:

http://weathereye.kgan.com/cadet/disaster/tornadoes.html

http://www.fema.gov/kids/tornado.htm





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Websites to visit:

General Weather:



Floods:



Hurricanes:



Snow:



Tornados:



Lightening: (advanced)















109

Part 4: Reflection

This lesson was dropped due to lack of time and access to the computer lab.

110

Lesson 10: 3, 2, 1…You‟re on! The final performance task will be introduced in this lesson. Students will then review different

weather broadcasts from around the nation and then discuss what they liked and disliked about

each video clip. They will also work with their partner on the final performance task, making

decisions about what features they liked and didn‟t, and what they would like to incorporate into

their own broadcasts.

Grade Level: 4th

Subject areas: Science, Language Arts

Materials needed:

Computer with internet access

“What‟s the Weather” worksheet

“Weather Watch Chart” worksheet

Pencil

Part 1: Rationale

Focus and purpose: Students will begin working on their final performance task in this lesson.

Objectives:


Review different clips of weather broadcasts to identify effective communication for a

specific audience.

Interpret the collected weather data to predict the weather for the following day on a

worksheet.

Predict the weather for the following day using words such as certain, impossible, most

often, least often, likely, and unlikely.


Focus Standards

Standards: Science





Standards: Science




111



precipitation.

Standards: Science







Standards: Math












Standard: Writing











jobs.

Assessments:

“What‟s the Weather” worksheet

Group participation


112

Visuals—the different video clips will help prepare the students for what to expect when

completing their projects.

Project based and problem based instruction—Students will be participating in a final

performance task that relates to their lives as students at the school. This will boost their

motivation to participate.



Part 2: Procedure

Concept or rule to be discovered: Preparation is key when predicting the weather over the

airwaves.

Open 1. Introduce the final performance task for the unit: You are a

meteorologist that recently moved to the Rogue Valley. You were

asked by (insert teacher‟s name here) to do a special broadcast for

her students to prepare them for their upcoming field trip. (insert

teacher‟s name here) has asked you to provide the students in her

classroom with information about the current day‟s weather

(including high and low temperatures and any precipitation) and

your forecast for the following day‟s weather (using words like

„certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least

often‟). Working with a partner, you will need to create and/or

choose at least 2 props to go along with your clip, including but

not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.

You will also create large signs with pictures (sunny, cloudy,

rainy, etc.) to visually show what the weather will be like for the

following day. It will be helpful to write down a script of what

you want to say before getting in front of the camera. You can

then either memorize what you will say or create cue cards to read

as you present. Your partner will be the cameraman for you, and

you will be the cameraman for your partner.

Body 2. Tell students that now we will watch some different weather

forecasts from around the nation to help give them ideas for their

own broadcasts. Encourage students to take notes on what they

like and don‟t like on the videos.

3. Have students get out their “What‟s the Weather” and “Weather

Watch Chart” from their science notebook and go over the

directions.

Close

4. Tell students who their partners are and give them time to start

discussing their broadcast.

Part 3: Resources

113

You were asked by Mrs. Kolb to do a special broadcast for her students to prepare them for their

upcoming field trip to the Kassab Family Farm. She knows that you have just learned about

weather and would like you to help her students get ready for an upcoming field trip. Mrs. Kolb

has asked you to provide the students in her classroom with information about the current day‟s

weather (including high and low temperatures and any precipitation) and your forecast for the

following day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most

often‟ and „least often‟).

Working with a partner, you will create a weather broadcast. Your video clip should be at

least one minute long and will need to include:

At least 2 props to go along with your clip, including but not limited to umbrellas,

sunglasses, hats, rain jackets, rain boots.

Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather

and what the weather will be like for the following day.

A written script that you will follow that includes the current day‟s weather and your

forecast for the following day. Be sure to use phrases that you have seen on the different

weather broadcasts. Use at least one of the following words/phrases: certainly, likely,

unlikely, impossible, most often, least often.

You were asked by Mrs. Kassab to do a special broadcast for her students to prepare them for

their upcoming field trip to her farm. She knows that you have just learned about weather and

would like you to help her students get ready for an upcoming field trip. Mrs. Kassab has asked

you to provide the students in her classroom with information about the current day‟s weather

(including high and low temperatures and any precipitation) and your forecast for the following

day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and

„least often‟).











114

You were asked by Mrs. Gove to do a special broadcast for her students to prepare them for their

upcoming field trip to the park. She knows that you have just learned about weather and would

like you to help her students get ready for an upcoming field trip. Mrs. Gove has asked you to

provide the students in her classroom with information about the current day‟s weather



„least often‟).











You were asked by Mrs. Speelman to do a special broadcast for her students to prepare them for

their upcoming field trip to the park. She knows that you have just learned about weather and

would like you to help her students get ready for an upcoming field trip. Mrs. Speelman has

asked you to provide the students in her classroom with information about the current day‟s

weather (including high and low temperatures and any precipitation) and your forecast for the

following day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most

often‟ and „least often‟).











115

You were asked by Mrs. Harris to do a special broadcast for her students to prepare them for

their upcoming field trip to the park. She knows that you have just learned about weather and

would like you to help her students get ready for an upcoming field trip. Mrs. Harris has asked




„least often‟).











You were asked by Mrs. Beck to do a special broadcast for her students to prepare them for their

upcoming field trip to the coast. She knows that you have just learned about weather and would

like you to help her students get ready for an upcoming field trip. Mrs. Beck has asked you to

provide the students in her classroom with information about the current day‟s weather



„least often‟).











116

You were asked by Mrs. Dennis to do a special broadcast for her students to prepare them for

their upcoming field trip to the coast. She knows that you have just learned about weather and

would like you to help her students get ready for an upcoming field trip. Mrs. Dennis has asked




„least often‟).











You were asked by Ms. Ellerman to do a special broadcast for her students to prepare them for

their upcoming field trip to the coast. She knows that you have just learned about weather and

would like you to help her students get ready for an upcoming field trip. Ms. Ellerman has asked




„least often‟).











117

Part 4: Reflection

This lesson was taught by my classroom teacher due to a medical emergency.

118

Lesson 11: Weather Wizards Students will demonstrate what they have learned throughout the unit by taking the final test and

presenting their weather broadcast.

Grade Level: 4th


Materials needed:

Computer with Turning Point

Clickers (one for each student)

Video camera

Part 1: Rationale

Focus and purpose: Students demonstrate what they have learned throughout the unit.

Objectives:


Answer the questions on the final test with 90% accuracy.

Present weather broadcast to class over the internet using a digital video camera and

computer.


Focus Standards

Standards: Science





Standards: Science






precipitation.

Standards: Science




119




Standards: Math












Standard: Writing











jobs.

Assessments:

Clicker test

Presentation of weather broadcast


Project based and problem based instruction—Students will be participating in a final

performance task that relates to their lives as students at the school. This will boost their

motivation to participate.


Provide written tests for students as needed to allow for more time per question than

allowed with clicker test.

Part 2: Procedure

120

Concept or rule to be discovered:

Open 1. A quick review before the clicker test (atmosphere, clouds, and

weather tools).

Body 2. Start clicker test after handing out clickers.

3. Allow students 5 minutes to meet with groups before

presentations.

4. Start presentations.

Close

5. Student self evaluation interviews.

Part 3: Resources

121

Final Performance Task Rubric

CATEGORY 4 3 2 1

Performance Speaks clearly

and distinctly all

of the time and

mispronounces

no words.

Speaks clearly

and distinctly all

of the time but

mispronounces 1

or more words.

Speaks clearly

and distinctly

most of the time

and

mispronounces

no words.

Does NOT speak

clearly and

distinctly most of

the time AND/OR

mispronounces

more than 1

word.

Predictions/Measurements All supportive

facts are reported

accurately (3 of

3).

Almost all facts

are reported

accurately (2 of

3).

One fact is

reported

accurately.

No facts are

reported

accurately OR no

facts were

reported.

Point of View - Purpose Newscast

establishes a

purpose at the

beginning and

maintains that

focus throughout!

Cohesive

newscast.

Establishes a

purpose at the

beginning, but

occasionally

wanders from

that focus.

The purpose is

somewhat clear

but many aspects

of the newscast

seem only slightly

related.

It was difficult to

figure out the

purpose of the

newscast.

Group Work The group

functioned

exceptionally

well. All members

listened to,

shared with and

supported the

efforts of others.

The group (all

members) was

almost always on

task!

The group

functioned pretty

well. Most

members listened

to, shared with

and supported

the efforts of

others. The group

(all members)

was almost

always on task!

The group

functioned fairly

well but was

dominated by one

or two members.

The group (all

members) was

almost always on

task!

Some members

of the group were

often off task

AND/OR were

overtly

disrespectful to

others in the

group AND/OR

were typically

disregarded by

other group

members.

122

123

124

Part 4: Reflection

This lesson was taught by a substitute as I was out of the class due to a medical emergency and

my classroom teacher was serving on a jury.

125

Figure 1

This chart represents the percentage of students who got each question correct. It

compares the pre-test to the post-test by showing the percentage change over the course of the

unit. This comparison allows me to see change in my students and it also helps me to evaluate

the test. I can look at the numbers and tell if a question is too hard or too easy by looking at the

percentages.

I was able to tell that the students improved on each question. This tells me that the unit

was successful in meeting the learning goals.

126

127

Figure 2

This chart shows each students answers on the pre-test (yellow) and the post-test (blue) as

well as their score the number correct and percentage. I also included the percentage change so I

could determine if the student improved their score during the unit.

I was impressed with the students‟ performance on the final exam. There was no score

lower than 70 percent and the students improved their scores by as little as 18% to a whopping

65% improvement for one student. Based on these results, I would conclude that the learning

objectives were met for the unit.

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The pre-assessments were somewhat helpful in evaluating the students‟ readiness for this unit. I

was able to discover what students knew in regards to the facts of the unit (atmosphere, cloud,

and water cycle questions on the pre-test), whether students could identify weather tools, and if

students could model the water cycle by drawing. The KWL chart was helpful in identifying

what the students were most interested in learning during the unit.

There were several things that I would change about my pre-assessments to make them

more appropriate and helpful. The first thing I would change is in regards to the KWL chart. The

students were extremely vague when completing the graphic organizer. In the future I would

have a list of questions ready to prompt students to think more critically about what they know

and what they want to learn. The next thing I would change would be the water cycle drawing.

Instead of having students draw the water cycle from scratch, I would provide the blank water

cycle diagram and have student choose the words from a word bank. All I got back for this pre-

assessment was a handful of blank papers. On one hand this was helpful—I knew the students at

least couldn‟t remember the water cycle even if they had learned about it before. However once

we got to that point in the unit, students did know important aspects of the water cycle, and this

pre-assessment failed me in that regard.

The final performance task was an opportunity for the students to apply what they had

learned about weather in an activity that specifically applied to them and their classmates at the

school. Overall the performance of the students was great. The majority of the students were able

to meet the objectives for this task and they enjoyed doing it.

129

NA is a newer immigrant to this country. She arrived in California a little over a year ago and

moved to our area prior to the start of this school year. She is learning English quickly. She has

a sister who is also in the fourth grade. Much of her writing is stories from when she was living

in Mexico. She is an extremely hard worker and is always trying to complete her work to the best

of her abilities. There are three reading and math groups; she is in the lowest reading group and

the middle math group. She recently started Read Naturally to help improve her fluency. She will

not be in the classroom during most of this unit as she is in the ELL classroom from 11:35 until

the end of the day at 2:15.

This student was not present in the classroom during the science lessons.

AA is a student who aims to please. She is always asking how she can help around the

classroom. She is a former ELL student. She has very strict, protective parents who often forbid

her from participating in field trips. Her family attends Jehovah’s Witness services, so she does

not participate in the flag salute in the morning or any sort of holiday celebration. She is in the

middle reading and math groups.

AA is a student who tends to do moderately well in whatever the class is studying. This

unit was no different. AA scored a 35% on the pre-test and by the end of the unit she was able to

score 94%. She improved her score by 59%. She said that the favorite part of the unit for her

was the clicker test. One thing that I noticed during this unit was how chatty she could get when

in a group situation (not talking about the topic though). In the future I would be sure to place

her with the quieter students who tend to focus on the work that needs to be done to help focus

her attention.

AC is quiet and shy. She often has a thick book at her fingertips. She has a great temperament

and is a good leader in groups. She is in the highest reading and math groups. She is a dedicated

student and hard worker. It is almost impossible to get her nose out of a book. She is a TAG

student. She participates in strings every morning. Her family is involved in her education, and

she is close to extended family (aunts, uncles, and cousins) as well.

AC was able to meet all of the objectives for this unit. She enjoyed getting to write the

script for the weather broadcast. When I interviewed her and asked questions about what she

learned in this unit she was able to list all kinds of information she had learned about clouds and

the water cycle. AC did very well on the post-test, and was one of two students who scored a

100% on the final test. In the future I would differentiate the instruction so that she had more

130

opportunities to be reading and writing during the unit. It was difficult to get her to transition

from SSR to science in the afternoons. She did not want to put down her book and I would often

catch her with the book in her lap reading. She is an exceptionally strong group member with the

ability to step out of her shell to become the leader.

NC is a very smart student, but she struggles with staying on task. She is in the highest math and

reading groups and is a TAG student. If she applied herself she would be an even better student.

She frequently forgets her homework and “Read At Home” slips.

This student struggled during this unit. It was not necessarily related to the difficulty of

the tasks, as I know she is capable. Her motivation was completely gone during the month that I

taught this unit. She was able to complete the tasks; however it was not at her usual quality. She

did increase her score on the final test in comparison to the pretest. She scored 88% on the final,

which was 24% better than her pretest score. Her strength in this unit was her ability to work

well in a group. When she had somebody to keep her on task, she seemed to stay motivated. In

the future I would recommend pairing her with a student who stays on task and that will be able

to keep her on task.

MF is one of the success stories in this class. At the beginning of the year she was a struggling

reader in the lowest group. At the start of this trimester she made the leap to the highest reading

group. She is doing well and she feels more challenged in this group. She is in the middle group

for her math instruction. She tends to be shy and quiet until she has something to share, and then

she will speak up right away.

MF loved this unit! She is a student who works at a much slower pace than most students

but that quality wasn‟t present during this unit. She was on task and completing her work. She

was one of the main students participating in class discussions. She showed the most

improvement on her final test, improving by 65% and finishing with a score of 100%. She

enjoyed making the posters for the final performance task the most. During the final interview,

131

she was able to answer every question I asked. In the future I would recommend incorporating

science into other areas of the day to keep this student motivated.

RH is a student who tends to get excited easily. She can be silly at times, and if SS and she are

close to each other they are bound to be talking. She sometimes struggles with making decisions.

She is in the middle reading and math groups. She is interested in Goosebumps and always

chooses these books to read.

The favorite part of the unit for this student was the final presentation. She enjoyed

including jokes in their weather broadcast. In regards to other aspects of the unit, she was able to

recall many of the obscure facts from the unit (for example: the water we drink today could have

been dinosaur spit). Her final score on the test was 82%, a 41% increase over her score on the

pretest. She was a strong group member and had the ability to keep her group members on task.

TH struggles with completing his work. The apathy he shows for schoolwork is something that is

more often seen in older students. He is a Special Education student and spends time out of the

classroom every afternoon. He is in the lowest reading and math groups. With guided, one-on-

one help he is very capable of completing his work.

This student was not present in the classroom during most of the science lessons. For the

amount of time he was in the classroom I feel that he did extremely well on the final test. He

scored a 71%, which was the lowest final score in the class. He was more engaged during the

science lessons than he was for other subjects. It seemed as though he felt more comfortable

contributing to group discussions during these science lessons than what is normal for this

student. He enjoyed the lessons that allowed him to get up and move around too. In the future I

would suggest incorporating more of these type of lessons into the other subjects.

TM is a student who needs constant attention. He is almost always off task. He has ADHD and

receives medicine. He needs redirection frequently throughout the day. TM is also a Special

Education student for math. He is in the lowest math group and the middle reading group.

This student was not present in the classroom during most of the science lessons. When

he was in the classroom he was one of the few students to act out. He had a difficult time

132

following directions, and in the future I would make sure to have a printed set of directions for

him to read as well as a partner in the classroom who could help him remember to stay on task

and to not talk. He did really well on the final test only missing one question. His favorite part

of the unit was the group broadcast.

DM is a newer student at this school. He has been here for about 3 months now, and at the

beginning he was excelling. Recently though, his work has been slipping. He is struggling to

meet his reading goals. He is in the middle groups for reading and math.

DM is an average student. He tends to do as little as possible to get by, and at times this

attitude was present during this unit. Sometimes though he surprised me and was more than

ready to actively participate in the class discussions. In several of the lessons, he was excited to

share what he knew with the class. He also shared his experience with humidity from his time

living in Texas. He scored an 82% on his final test, an increase of 29% over his pretest. His

interview with me went very well. He was able to answer every question that I asked, from

questions about the atmosphere to the water cycle and even the cause of thunderstorms. His

favorite part of the unit was making the bleach drawings of the clouds. In the future I would

suggest giving him more opportunities to share stories from his life. This seemed to be the

turning point for him. After sharing he became more involved in the unit.

KM is a shy student who glows when she receives praise. She is a Special Education student for

math and reading. She is out of the classroom for the afternoon. She is in the lowest reading and

math groups. KM exclusively reads non-fiction books. She has a sister in the fourth grade too.

This student was not present in the classroom during the science lessons.

CN is a responsible student. He can be counted on to finish his homework and work

independently at his desk. He is in the middle math and reading groups. His home life is not the

greatest. He wanted to go live with his dad but didn’t tell his mom and step-dad. His step-dad

has treated CN in a rude manner. This week it was brought to our attention that his mom and

step-dad are getting a divorce.

133

CN did okay in this unit. He scored an 82% on the final test, an increase of only 6%. He

came into the unit with a lot of knowledge about weather, and it didn‟t seem as though he

learned that much from the unit. His favorite part of the unit was the water cycle lesson. I would

recommend interviewing students like CN who do well on the pretest to determine how much

they actually know about what I will be teaching. This would help me to determine if they are

just good guessers or if they actually know the content well. Afterwards, the interview would

give me the information I would need to better serve that student and differentiate their

instruction so that he or she would be learning new material.

CR is a fun student to have in class. She is somewhat shy, but she is smart. She is always willing

to take on a challenge. CR is in the highest math and reading groups. She is also a TAG student.

Her family is very involved in her education, although her dad is currently in training for the

Army. Her parents are divorced and have since remarried.

CR was always challenging me to challenge her during this unit. Her favorite activity

during this unit was the weather forecast presentation. She was able to recall all aspects of the

water cycle and the different predictions that we can make about the weather by observing the

clouds. She did have struggles during the haiku/collage lesson. She became extremely emotional

and did not like the way her artwork turned out. She fixed it, and then was okay. She scored a

94% on her final test. In the future I would differentiate the instruction to better serve this

student.

SS is a student who is constantly trudging along. She struggles in reading and math, and is in the

lowest groups in both of these subjects. Her family is working with the school to help SS succeed.

Although she often has difficulties, she does not allow this to affect her attitude. She seems to

always have a positive, happy attitude.

This student did well in this unit. She began the unit with a 53% on her pretest and

finished the unit with an 88%, an increase of 35%. The weather forecast at the end of the unit

was her favorite part of the unit. She enjoyed drawing the pictures and telling people what she

134

had learned. I would recommend that she be given the chance to share her successes with her

fellow classmates to encourage her future learning.

CS is one of the brightest students in class. The math and reading assignments are easily

understood and quickly mastered by her. She is in the highest math and reading groups and is

also a member of the TAG program at the school. Her family is always willing to lend a hand for

class activities and field trips.

CS enjoyed this unit on weather. Her strength in science is her ability to retain

information from what she has read. In class discussions she was often able to recall details from

our previous readings. She scored a 94% on her final exam, an increase of 35%. Her favorite part

of the unit was the water cycle game.

JT is a student who is constantly moving on hyper-drive. He is always in motion, even if it is just

his mouth. There tends to be problems between TM and him, but they are quickly solved. JT is in

the middle reading and math groups. He has insightful writing, but he often tries to get away

with not doing his work.

This student improved his knowledge of weather over the course of the unit. He

improved his score on the final test by 35%. His favorite part of the unit was the water cycle

game. I believe this is because the game gave students the opportunity to get up and move

around the room. In the future I would incorporate more lessons that allowed students to move

for students like JT.

KV is a student with an impressive knowledge about vocabulary and random facts. This

knowledge tends to make its way into the classroom in many ways, however most often she

dominates the classroom discussion by blurting out her thoughts. She currently uses a tracking

system that stays on her desk in which she makes a tally every time she blurts out. This has

helped to raise her awareness of times she is interrupting the class and stealing the think time of

other students. She is in the highest math and reading groups and is a member of TAG.

KV is a student who reads a lot! In this unit that fact was apparent, as she often had

tidbits that she wanted to share. Her favorite part of the unit was the clicker test because it was

like playing a video game. She scored a 94% on the final test, only missing one question. I

135

would recommend giving KV a special role in a future unit that would allow her to be the teacher

for certain things. She loves to share her knowledge and I feel this would help to relieve her need

to blurt out information at all times as she is prone to do.

136

I was excited about the prospect of teaching a science unit. This was my first opportunity

and I went into it with the belief that it would be easier to align the standards than it was for the

writing unit I taught for my half day work sample. This was not the case. The standards for

fourth grade weather didn‟t give me a lot to work with in planning this unit. They were vague

and left a lot of room for me to make the final decision about what I would teach during this unit.

I decided to focus on the patterns that can be found in weather. This was done through studies of

the water cycle, seasons, and climates around the world. Intertwined in these lessons was

information on clouds, the atmosphere, and ways to predict the weather by using the patterns of

weather. Overall I felt that the unit was aligned well. The lessons proceeded in a logical manner

in which information was built upon prior knowledge. I would have liked to do more with the

standard that deals with interpreting weather data. This is an important skill, and it would have

allowed students to see how weather patterns are developed over the years. The enduring

understandings were aligned with the standards and the lessons. Each of the questions and

understandings were met at different times during this unit.

I chose a variety of instructional strategies to engage the wide range of learning styles in

the classroom. There were 14 different instructional strategies used throughout this 11 lesson

unit. The strategies that I used most often were brainstorming and discussion, direct instruction,

and visuals. These strategies were important for me to use because I feel that these strategies are

the most effective way for students to construct knowledge when learning about science. Most

of the lessons were engaging for students; however several were particularly difficult for the

students to become excited about. These lessons were lesson 3 and lesson 7. These lessons were

two of the direct instruction lessons that I taught during this unit. I based them on the science

textbook. In the future when I use a textbook, I will try to incorporate it into a more exciting

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lesson, or make a PowerPoint to go along with the text to keep the students tuned in. The next

time that I teach a science unit I would like to incorporate strategies that will allow my students

to learn by discovery and critical thinking to better reflect the current “best practices”.

Students were given the opportunity in this unit to express themselves through poetry and

artwork. During the lesson 2 the students learned about syllables and how this concept is applied

to the writing of a haiku. I was surprised that so few of the students knew what a syllable was. I

also shared information about the history of haikus.

I believe that this unit would have been more complete if I had been able to be in the

classroom to finish teaching it. I missed the last 3 lessons due to a medical emergency and of

those lessons one was dropped due to lack of time, one was taught by my cooperating teacher,

and one was taught by a substitute. Of the lessons I was able to teach, the most important thing

for me to work on is to watch my time! I struggled with this in both work samples. Part of this

problem stems from the short amount of time allotted for science—only 30 minutes at the very

end of the day. I would have liked to incorporate more hands-on activities into this unit. I

struggled with finding activities that were more than just activities and would fit into the 30

minutes of science.

During this unit I realized that the more excitement I brought to the lesson the more

excitement my students would have. I was nearing the end of my pregnancy and by the end of

the day all I wanted to do was sit down and put my feet up. On the days where I let my energy

slip, the students were less engaged and seemed bored. The opposite was true when I brought the

energy! The correlation between my energy level and the students was direct. The more energy I

brought the more the students had.

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Another thing I learned in this unit is the power of having one on one interviews with

students after a unit. This allowed me to take a peek into the internal learning environment (i.e.

the student‟s brain). I learned a lot about how each student learned and what their likes and

dislikes were in the classroom.

My final observation of myself after teaching this work sample is that I still am not a fan

of direct instruction. When I did teach using direct instruction I was not as comfortable as when I

was teaching lessons in which students were given more freedom to explore the content. I would

like to continue focusing on improving my direct instruction skills in the future.

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Bibliography:

http://www.city-data.com/city/Grants-Pass-Oregon.html

http://www.greatschools.net/modperl/browse_school/or/491#from..Tab

Websites:

Google Search: weather

The Weather Channel www.weather.com

National Oceanic and Atmospheric Administration http://www.nws.noaa.gov/

Google Search: weather unit 4th grade

The Teachers Guide http://www.theteachersguide.com/Weather.html

ProTeacher Community http://www.proteacher.net/discussions/showthread.php?t=30977

http://www.proteacher.com/110022.shtml

Saint Johns Brunswick Private School http://saint-johns-

brunswick.pvt.k12.me.us/teachers/teachers/4s.htm#Weather

Utah Educator Network http://www.uen.org/Lessonplan/preview.cgi?LPid=12467

Lesson Planet http://www.lessonplanet.com/search?keywords=fourth+grade+weather+unit&rating=3

Wayne County Board of Education http://www.wcolweb.com/learningfocus/g4.htm

Flashcard Exchange http://www.flashcardexchange.com/flashcards/list/268197

Weather Webquests http://www.aps.edu/aps/lavaland/weather.htm

Google Search: water cycle diagrams

Earthguide Diagrams http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

Google Search: weather terms 4th

grade

Scholastic http://teacher.scholastic.com/activities/wwatch/index.htm

Weather Instruments http://www.surweb.org/ls/ls_view.asp?lsid=1272

The Cloud Case http://weathereye.kgan.com/cadet/cloudless/teachers.html

http://www.city-data.com/city/Grants-Pass-Oregon.html

http://www.greatschools.net/modperl/browse_school/or/491#from..Tab

http://www.weather.com/

http://www.nws.noaa.gov/

http://www.theteachersguide.com/Weather.html

http://www.proteacher.net/discussions/showthread.php?t=30977

http://www.proteacher.com/110022.shtml

http://saint-johns-brunswick.pvt.k12.me.us/teachers/teachers/4s.htm#Weather

http://saint-johns-brunswick.pvt.k12.me.us/teachers/teachers/4s.htm#Weather

http://www.uen.org/Lessonplan/preview.cgi?LPid=12467

http://www.lessonplanet.com/search?keywords=fourth+grade+weather+unit&rating=3

http://www.wcolweb.com/learningfocus/g4.htm

http://www.flashcardexchange.com/flashcards/list/268197

http://www.aps.edu/aps/lavaland/weather.htm

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/

http://teacher.scholastic.com/activities/wwatch/index.htm

http://www.surweb.org/ls/ls_view.asp?lsid=1272

http://weathereye.kgan.com/cadet/cloudless/teachers.html

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Documents

Fourth grade worksample -weather unit