Lesson #2 Weather Science K-2nd.docx
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Weather Science K-2nd | Lesson #2, Series 1

# What Does Weather Have To “Dew” With It?

Vocabulary: Weather, Prediction, Air, Precipitation(rainfall), Humidity, Wind, Growth, Measure

Science Framework

Spanish Lesson Plan

### Suggested Activities and Learning Objectives by Grade Level:

• K:
• K-ESS2-1 Observe local weather patterns over time.
• K-ESS3-2 How can we forecast severe weather?

Essential Question(s) that Connect CCCs and SEPs:

• How does weather affect our garden? (Cause & Effect; Asking Questions & Defining Problems)
• How will our windsock or rain gauge help us measure how windy/rainy it is? (Scale, Proportion, and Quantity ; Constructing Explanations and Designing Solutions)
• What are some problems caused by too much rain or wind in our garden? How can we solve these problems? (Scale, Proportion, and Quantity; Constructing Explanations and Designing Solutions)

### Vocabulary:

Weather- The conditions such as rain, sun, wind, temperature outside right now.

Prediction- A guess, when we say what we think will happen

Air- What surrounds the earth, what we breathe

Precipitation(rainfall)- Water that falls to the earth

Humidity- When the air has a lot of water.

Wind- When the air near earth is moving

Growth- An increase in size

Measure- The exact amount of something

### Materials:

Activity Option #1: Making a rain gauge

• Clear plastic liter bottle with the lid cut off and label removed.
• Sharpie
• Crayons and cut out construction paper raindrops.
• Ruler (Optional)
• From Soil to Oceans Series Garden Journals (optional)

Activity Option #2: Making a wind sock

• Pre-cut tissue paper
• Construction paper
• Twine
• Something to color with

### Prep:

Pick which activity you would like to do; maybe you would like to do both! Pre-cut materials and have assembly stations ready to go for students.

### Activity Procedure:

Engage:

What is the weather (Think, Pair, Share)? Do you know what a prediction is? It is making an educated guess about what will happen. Why do you think it is important for gardeners to be able to make good guesses, or predictions about the weather (Think, Pair, Share)? It helps them know when plants might get too cold or too hot, or too dry or too wet, and to plan accordingly.

Explore:

Have each group go into the garden and make observations about the weather. If you want, encourage students lie down to watch the clouds, lick their fingers to determine wind direction and so forth. You can also ask students to feel the soil and observe plants in different parts of the garden to determine if some areas receive more rain, sun or wind than other spots.

Explain:

Thumbs up/down: Have you ever wondered how people on the TV or in newspapers know what the weather is going to be like?

Think, Pair, Share:  Can you and a partner brainstorm a few different types of weather phenomena?

Any ideas of how scientists can predict the weather? They use tools to observe patterns in the weather. Show pictures. Gardeners use tools as well. Explain how gardeners can figure out how much it has rained in their garden with a rain gauge. A rain gauge is a container that collects rainwater and measures it in inches. Have students make an inch between their two fingers to visualize how much that is. If you are making wind socks with your students, you can talk about how wind affects landscapes. Why is wind important? It helps balance air temperature. The earth is always trying to achieve what we call equilibrium, or balance in air temperature. This creates wind; warm air and cold air rising, falling and moving around to create balance.

Action:

Activity option #1: Rain Gauge Making

2. Hold up your recycled liter bottle rain gauge container and ask a student to come help hold the ruler straight up and down while you mark the bottle with inches, starting at the bottom.
3. Once you are done, tell students that they will all help to decorate the rain gauge.
4. Pass out a paper raindrop to each student and ask them to color it in with the crayons.
5. When they are done, call on a helper to collect all the raindrops and bring them to you.
6. Glue or tape the raindrops to the bottle making sure not to overlap the numbers.
7. Have students vote on the best place in the garden for your rain gauge. Choose three places and let students vote on their pick, they can only vote for one. Complete the reflection portion of this lesson to determine if its location needs to be adjusted.

Activity option #2: Wind Sock

2. Break students into groups to make wind socks, or gather enough materials for each student to make their own small wind sock.
3. Demonstrate step-by-step how to make a wind sock and have a completed wind sock for students to model after.
1. Have students decorate a piece of paper with crayons/markers or find things around the garden that they can tape or paste to the paper.
2. Have your precut tissue paper in long strips, about 1-2 inches wide.
3. Paste or tape the strips to the inside of the wind sock
4. Roll the paper so that the four corners are overlapping, and secure with tape.
5. Hang with a ribbon or string!

Reflect:

Option #1: Rain Gauge

How will the rain gauge help you know what’s going on in the garden (Think, Pair, Share)? Where is it best to put a rain gauge (inside or outside, under a tree, or on the open ground? On a flat spot, or on a slope?). Is it important to check on a rain gauge and dump out the rain gauge after each rainstorm? Why? (Because the sun will dry the water up and then it will seem like you got less rain than you actually did!)

Option #2: Wind Sock

How will the wind sock help you know what’s going on in the garden (Think, Pair, Share)? Where is it best to put a wind sock (inside or outside, under a tree, or out in the open?) What does the direction of the blowing strips tell us about where the wind is coming from? How does wind affect plants and creatures in the garden?

### Extension/filer Activities:

• Water plants in the garden or shelter plants from heat or cold conditions.
• Have students make a windsock or flags to take home.
• Ask students to listen to the weather report on the evening news.  What information is given? What kinds of instruments provide this information?
• Students can place instruments in different locations around their school campus and garden to measure variations in the weather.
• Exchange weather information with another school!
• Educate the whole school.  Change the weather information daily on a bulletin board in a corridor or in the library or lunchroom.
• The following are passages from Native American writings or speeches from the mid-1800s: Rainy Day Stories - Mother Earth
• Watch our virtual lesson video as a preview or review

Cited Curriculum:

Gardens Change Lives!                                                          Page  of