Unit Introduction 

&

Background Info 

Unit and Assessment Overview

&

Vocabulary Lists 

Unit Question Map

&

Unit Concept Map

Materials Lists

&

Texts Lists

Grade Level Scope and Sequence with MSS/NGSS Alignment

Cycle 1

Introduction

Cycle Storyline

& Pacing Guide

Teacher Tools

(Coming soon!)

Provide Cycle Feedback 

Cycle 2

Introduction

Cycle Storyline

& Pacing Guide

Teacher Tools

(Coming soon!)

Provide Cycle Feedback

About Phenomenal Science

Get to Know Unit Design Features

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Teachers Guide with Common Instructional Tools

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Performance Expectation(s): Students will be able to independently be able to use their learning to . . .

K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]

K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. [Clarification Statement: Emphasis is on local forms of severe weather.]

K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

Scientific and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Planning and Carrying Out Investigations

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

Analyzing and Interpreting Data

• Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.

Constructing Explanations and Designing Solutions

• Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

PS3.B: Conservation of Energy and Energy Transfer

• Sunlight warms Earth’s surface.

ESS3.B: Natural Hazards

• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

ETS1.A: Defining and Delimiting an Engineering Problem

• Asking questions, making observations, and gathering information are helpful in thinking about problems.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cause and Effect

• Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Influence of Engineering, Technology, and Science on Society and the Natural World

• People depend on various technologies in their lives; human life would be very different without technology.

Looking Back, Looking Forward

K.1 Teacher Background

This unit is the foundational unit for Weather, Climate, and Natural Hazards.  Students every day make informal observations of daily weather conditions such as clouds, sunshine, precipitation, etc. Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time.  In addition, students understand the sun is what warms up the Earth’s surface.   Students also notice severe weather events that could or do occur in their lives. This unit focuses on how students will need to dress accordingly for the daily weather and for the weather several days in a row.  Students will also learn about kinds of severe weather for their region and how forecast and warning systems help them prepare for severe weather.  Students use what they’ve learned in this unit to build on concepts to be learned in the third grade unit titled: Wild Wacky Weather! Concepts in third grade build to include a constant change of daily conditions.  Students learn to predict conditions within a region based on temperatures, wind speed, and that tend to form a seasonal pattern within a region. Weather can be different within a region. Climate is an average of daily temperatures, precipitation, and location within a region. Weather and climate are not the same, but do have a relationship that impacts a region.

Unit Essential Question

How do we describe the weather and how should we prepare for severe weather events?

Pre-Assessment Opportunities

Students illustrate/describe basic weather that they already know.

Instructional Cycle

Anchoring Phenomenon

Focus Question

Cycle Assessment /  Performance Task

1

Oh My! Did I Dress Correctly for the Weather?

The daily weather changes.

How do we decide what to wear based on the weather?

Students are introduced to a teddy bear that is going on vacation and needs help deciding what to wear while on vacation based on weather patterns.

2

Look Out! Here Comes Severe Weather!

Clouds give us clues about severe weather: 

• Thunderstorm
• Tornado
• Blizzard
• Heavy Rain

/Floods

How do we prepare for and stay safe from severe weather events?

Students use their understanding of severe weather and choose a severe weather event to research. Students then create a poster that includes either two things they need to stay safe or two things they would need to do to stay safe from their chosen event.

Unit Summative Assessment  /  Performance Task

Students use their understanding of severe weather and choose a severe weather event to research. Students then create a poster that includes either two things they need to stay safe, or two things they would need to do to stay safe using their chosen event.

Unit 1 Cycle 1: Oh My! Did I Dress Correctly for the Weather?

Unit Essential Question: How do we describe the weather and how should we prepare for severe weather events?

Cycle 1 Phenomenon: The daily weather changes.

Cycle 1 Focus Question: How do we decide what to wear based on the weather?

Lesson # /part of cycle

Investigation Question

Brief Description

What Students are Working Towards Figuring Out...

Learning Performance / Lesson Target

1

Engage / Explore

(5 sessions)

How do we observe and record the weather?

Students go outside to a designated location (rain or shine) to observe and record daily weather conditions for 5 consecutive sessions.  The teacher records observations on a T-chart, and the class notices patterns in their data to describe the weather for a specific place and time of day.

The daily weather changes.  Weather is described at a specific place and time by observing sunlight, wind, snow, rain, and temperature.  People describe and record the weather to notice patterns over time.

Students can make observations about the daily weather conditions and use their data to describe weather patterns.

2

Explore / Explain

(1 session)

How do we think and act like scientists when we look at our weather data?

This lesson begins by having students review their T-charts and are asked if they were thinking and acting like scientists when they observed the weather and recorded their observations.  The teacher then reads-aloud a text to students titled What is a Scientist? and students make comparisons between their work and the text.  This lesson concludes with an optional home connection where students can ask family and friends who live in other parts of the world what the weather was like today.

Students figure out that when they observed and recorded the daily weather, they were thinking and acting like scientists by using their senses to explore the world around them.  They compared the T-Charts with data to notice patterns across the days.

Students can make comparisons between text and their weather observations to think and act like scientists.

3

Explore / Explain

(1 session)

How does the weather change throughout the day?

This lesson begins by asking students if they had asked family members or friends, not living near them, what their weather was like where they live. Students begin to make predictions about what they think the weather will be like for their next day. Students watch a one day time-lapse weather video and make observations of what they saw. From their video and their own observations, students begin to understand weather can and does change throughout the day.

The weather can and does change throughout the course of one day.  The weather in the morning may be very different from the weather in the afternoon and evening.  We describe the weather for a specific place and time.

Students can observe a time lapse video of one day’s weather to explain the changes that occur throughout a day.

4

Explore / Explain

1 session

What do you decide to wear for morning recess and afternoon recess?

This lesson requires a sunny day where students go outside and feel the difference in temperature in a sunny spot compared to a shady spot.  The lesson begins by asking students to think about a time when they needed to wear a sweatshirt or jacket for morning recess, but not the afternoon recess. After students have gone outside to feel the effects of the sun, they figure out that the sunlight warms the Earth.

One way that the weather changes throughout the day is by temperature. The temperature changes throughout the day as the sun rises and sets.

Students can make observations and feel the effect of sunlight on the Earth.

5

Elaborate

(1 session)

How can we read a weekly weather forecast like scientists?

Students observe and analyze an image of the weekly weather forecast for your town or city.  Students discuss weather patterns in the data as a class.  The lesson concludes by telling students that in the next session they will help a teddy bear pack a suitcase for an upcoming vacation by  analyzing a weather forecast.

The weekly weather is predicted by meteorologists and can be useful to us when we know how to analyze the data.  Weather patterns help people to decide their daily decisions about what to wear or what to pack for a vacation.

Students can analyze a weekly weather forecast to describe patterns of weather.

6

Evaluate

(2-3 sessions)

Students are introduced to a teddy bear that is going on vacation and needs help deciding what to wear while on vacation.  This assessment has three parts:

1. Analyze the weekly forecast as a class on the Data Analysis Handout.
2. Individually make a prediction for what the teddy bear should wear on vacation using the Make a Prediction Handout.
3. In teams, appropriately dress the bear for vacation and do a gallery walk to compare chosen clothing based on the weather forecast data.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Planning and Carrying Out Investigations

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cycle 1 Phenomenon:

The daily weather changes.

Cycle 1 Focus Question:

How do we decide what to wear based on the daily weather?

What Students Work Toward Figuring Out

The daily weather changes.  Weather is described at a specific place and time by observing sunlight, wind, snow, rain, and temperature.  People describe and record the weather to notice patterns over time.

Lesson Preview

In this first lesson of the first cycle of this unit, students go outside to a designated location (rain or shine) to observe and record daily weather conditions for 5 consecutive sessions.  The teacher records observations on a T-chart, and the class notices patterns in their data to describe the weather for a specific place and time of day.

Anticipated Duration

5 sessions

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

• Clipboard (1, for the teacher)
• Computer paper (2-3 sheets)
• Pencils / pens

• Optional:  If students work in teams to observe and record weather data, each team would need a clipboard with a sheet of computer paper and pencil.

Teacher Preparation for This Lesson

1. This lesson asks for students to explore the weather outside, rain or shine for 5 sessions in a row at a specific place and time each day.  Select a location where students can safely stand or sit to observe the weather each day. Plan to bring a clipboard outside with you to record the class observations.  Make a T-chart.  (Sample T-Chart of weather observations) Optional:  Students observe the weather in teams of 4.

Lesson 1 Components

Classroom Procedure

Sessions 1-5

1. Say, “Today we will be scientists and we’re going outside to explore weather.  I am going to bring my clipboard and pen to write some things down for our class.  We will also need to use our eyes, ears, and hands.”
2. Remind students of the plan for walking outside and staying together as a class during the exploration and any additional classroom / school rules you may have.
3. Gather your tools and guide students outside to the weather observation location you have pre-determined.

Teacher Note:  For Sessions 2-5, begin the lesson by gathering students at the class meeting area.  Ask, “Who can share what we observed yesterday when we went outside?”  Listen to 2-3 students share their thinking, and point to the T-charts (Step 6) that the class created.

4. While outside, direct the students to sit in a circle, and seat yourself with the class.  Ask the students to look around. Remind them to use their eyes, ears, and hands to observe the weather.  Provide 1-2 minutes.
5. Say, “We all have important things to say about what we just saw, heard, or felt.

And, all of our ideas are important!  Who would like to start sharing one thing they saw, heard, or felt with their hands?”  I’ll keep track of our thinking on my clipboard.

1. After the first student shares, say, “Did anyone else hear/see/feel the same as your classmate?  Raise your hand if you did.”  Call on one student who has their hand raised to re-voice what they heard and add on to the observations. Say, “Interesting!  Some of us noticed the same thing.  This is an important part of being a scientist...we need to talk with each other about what we see/ hear/ and feel with our hands to find out if there are others that noticed the same things we did, or if they noticed other things.  Scientists work and think together.  Let’s see what else we noticed as a class.”  Record what students say.
2. Invite another student to share their observation of what they saw, felt, or heard.  Repeat as necessary to gather as many observations as possible.

6. Return to the classroom and direct students to sit in a circle at the class meeting area.  On large poster paper, make a T chart. Show the students your clipboard of notes.  Remind students that scientists record what they see, hear, and feel. These are called observations.  Say, “As a class, we will make one large poster of our observations today. Guide the class in a consensus discussion about what the class observed outside today, and record information on the T Chart  (Sample T Chart of weather observation).  Tell the students they will be going back outside for the next few days to be scientists and observe the weather.

Teacher Note:  Listen to this Weather song with students, encourage them to sing along, and play as often as you’d like during this unit.

Teacher Note for Sessions 2-5:  Students will conclude each session by looking for patterns in their data and compare their weather observations from day to day.  This is an opportunity to remind students to include as many details as possible when observing the daily weather.  Make the T-charts visible from each day’s observations and the current day.  Ask students to look at the data the class has collected.  Invite students to share what they see in the data.  Record patterns students notice on sticky notes to keep track of student ideas.  Listen carefully to what students say with a focus on evidence for their observations.  Examples include:

1. Student: “We saw clouds both yesterday and today.”  Teacher: “Tell me more about the clouds.  Did they have the same shape / size / color? Were there more or less clouds today than yesterday?”
2. Student: “It was windy yesterday, but not today.”  Teacher: “How did you know that it was more windy yesterday than today?  Can you describe what you saw or felt?”

Use the talk moves above as appropriate for any statements students might say about the observed weather (sun, rain, snow, etc.). To learn more about talk moves for sensemaking, visit the Talk Science Primer.

Additional Teacher Supports

Literacy Connections: Data sets are text features.

Math Connections:  Noticing patterns in data.

Culture and Equity:  Invite families into the conversation about weather.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cycle 1 Phenomenon:

The daily weather changes.

Cycle 1 Focus Question:

How do we decide what to wear based on the daily weather?

What Students Work Toward Figuring Out

Students figure out that when they observed and recorded the daily weather, they were thinking and acting like scientists by using their senses to explore the world around them.  They compared the T-Charts with data to notice patterns across the days.

Lesson Preview

This lesson begins by having students review their T-charts and are asked if they were thinking and acting like scientists when they observed the weather and recorded their observations.  The teacher then reads aloud a text to students titled What is a Scientist? and students make comparisons between their work and the text.  This lesson concludes with an optional home connection where students can ask family and friends who live in other parts of the world what the weather was like today.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

• Book:  What is a Scientist?  (1 copy for the teacher)
• T-charts of daily weather observations

Teacher Preparation for This Lesson

1. Make T-charts visible near the class meeting area / read-aloud space.
2. Preview the book What is a Scientist. Plan for “pause points” to allow for students to make connections.
3. Plan to engage families in the Optional home connection in Step 4.

Lesson 2 Components

Classroom Procedure

1. Gather students at the class meeting area.  Ensure all T-charts are visible for students to see.  Say, “For the past several days, we observed the weather.  We recorded our observations about sunshine, cloud cover, rain, snow, etc.   Do you think that we were scientists when we were observing the weather?”  Invite 2-3 students to share their thinking.

2. Prepare students to listen to you read aloud What is a Scientist?  Ask students to look closely at the pictures as you read each page and notice how the students in the book are doing the work of scientists -- observing, thinking, and wondering. During the read-aloud, pause periodically and ask students to describe how they were scientists in the previous sessions when observing the weather outside.

Ask, “Is there anything the kids in the book did when they were scientists that we didn’t do while observing the weather?”

Teacher Note:  Students in the book were touching the peas and slime, looking and smelling, etc.  This is an opportunity to make comparisons between text and the observations outside as well as remind students that scientists use their senses to figure things out.  Scientists make detailed observations so that they communicate their observations well.

3. Ask, “Based on our observations of the weather for the past several days, do you think we can predict what the weather will be like tomorrow?  Direct students to turn and talk.  Ask 2-3 partnerships to share their thinking.  Offer this sentence stem: “ I think we can / cannot predict what the weather will be like tomorrow because…”

Optional home connection: When students go home today, ask them to talk with their family about how they learn about the weather.  Suggest to students and families that if they have relatives or friends in other parts of our state, nation, or the world to ask them to describe what the weather was like today.

Additional Teacher Supports

Literacy Connections:

K-3 Literacy Essential #2 - Read alouds of age-appropriate books and other materials, print or digital.

• Child-friendly explanations of words within the text and revisiting of those words after reading using tools such as movement, props, video, photo, examples, and non-examples, and engaging children in saying the words aloud and using the words at other points in the day and over time.
• Describe and model comprehension strategies, including activating prior knowledge/predicting; questioning; visualizing; monitoring and fix-up; drawing inferences; and summarizing/retelling.

K-3 Literacy Essential #10 - Collaboration with families in promoting literacy

• Families engage in language and literacy interactions with their children that can be drawn upon and extended (announcements about local events).

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cycle 1 Phenomenon:

The daily weather changes.

Cycle 1 Focus Question:

How do we decide what to wear based on the daily weather?

What Students Work Toward Figuring Out

The weather can and does change throughout the course of one day.  The weather in the morning may be very different from the weather in the afternoon and evening.  We describe the weather for a specific place and time.

Lesson Preview

This lesson begins by asking students if they had asked family members or friends, not living near them, what their weather was like where they live. Students begin to make predictions about what they think the weather will be like for their next day. Students watch a one day time-lapse weather video and make observations of what they saw. From their video and their own observations, students begin to understand weather can and does change throughout the day.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

• Video:   Time-lapse video of one day’s weather
• Chart paper, 1 sheet / whiteboard

Teacher Preparation for This Lesson

1. Preview the time-lapse video of one-day’s weather.
2. Read step 7 and plan to co-construct the sentences with pictures or words.

Lesson 3 Components

Classroom Procedure

Teacher Note: If your students did the optional home connection, invite students to share what they learned.  (Where does the person live, what was the weather like, was the weather yesterday similar or different from our weather yesterday?)

1. Gather the students at the class meeting area in a scientists circle.  Say “Yesterday, at the end of the lesson I asked, based on our observations of the weather for the past several days, do you think we can predict what the weather will be like tomorrow? Some of us said, I think we can predict what the weather will be like tomorrow because… and others said I think we can’t predict what the weather will be like tomorrow because…  Hmmm.  Seems like we have some good thinking here….but we need to know more.  When scientists disagree on something, they continue exploring and gather more evidence.”

2. Prepare the students to watch a short time-lapse video of one day’s weather. Remind students to watch the video as scientists, looking closely for different types of weather happening over time. Replay the video multiple times as needed.
3. Invite students to draw and then share what they saw happening in the video. Teacher Note:  Students draw in their science notebooks, or on small individual whiteboards.  At first, don’t prompt the students to focus at a specific time in the video. Students will likely draw a variety of weather they saw and their pictures will represent different weather throughout the day. When the students share, record student responses on chart paper / whiteboard.  Encourage descriptive language.  Student examples may include:

1. “I saw clouds moving. They looked fluffy.”
2. “I saw clouds too, but some clouds were dark.”
3. “I saw the sun, and then it went away and there were raindrops on the camera.”
4. “It looked windy -- the clouds were moving fast.”

4. Ask students to think of a question they have about what they saw.  Ask students to turn and talk and share their questions with someone next to them.  Invite 2-3 partnerships to share their questions.  Record the questions on the chart paper / whiteboard.  After each partnership shares their questions, ask the class if anyone else also thought of that same question.  Refer to the Talk Moves to guide this class dialogue.

5. Say, “A few minutes ago, we were reminded that some of us had different ideas about if we can predict the weather.  How does the video we just watched help us think about the answer to that question?  Help me with this sentence:  Did we see the weather change throughout the day in the video?”  Anticipate that students will say, “Yes,  the weather changed throughout the day.”  Use Talk Moves to encourage students to describe the changes they saw in the video.
6. Say, “Think about our weather today.  Has it changed since this morning? In what ways?”  Direct students to turn and talk.  Invite 2-3 students to share their thinking.

7. Close this lesson by co-constructing the sentences below (using pictures or words) on chart paper / whiteboard.

• We are scientists when we observe the weather.
• We describe the weather by sunlight, rain, wind, temperature.
• The weather where I live might be different than where my friends and family live.

Additional Teacher Supports

Social Studies Connection:  Knowing your place and time.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Planning and Carrying Out Investigations

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

PS3.B: Conservation of Energy and Energy Transfer

• Sunlight warms Earth’s surface.

Cause and Effect

• Events have causes that generate observable patterns.
• Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Cycle 1 Phenomenon:

The daily weather changes.

Cycle 1 Focus Question:

How do we decide what to wear based on the daily weather?

What Students Work Toward Figuring Out

One way that the weather changes throughout the day is by temperature. The temperature changes throughout the day as the sun rises and sets.

Lesson Preview

This lesson requires a sunny day where students go outside and feel the difference in temperature in a sunny spot compared to a shady spot.  The lesson begins by asking students to think about a time when they needed to wear a sweatshirt or jacket for morning recess, but not the afternoon recess. After students have gone outside to feel the effects of the sun, they figure out that the sunlight warms the Earth.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

Not required for this lesson

Teacher Preparation for This Lesson

1. Make observations of warm versus cool after allowing students to enjoy recess and get some energy out!
2. This animated video can be used for teacher support or, if desired, shown to students after Step 10 of the lesson.  The Sun Heats the Earth

Lesson 4 Components

Classroom Procedure

1. In the previous session, students figured out that the weather changes throughout the day.  Say, “I have a question for each of you. What do you decide to wear for morning recess, compared to afternoon recess?”  Invite 2-3 students to share their thinking.  Listen for students to say that sometimes they need to wear a sweatshirt or coat in the morning when it’s cooler, and do not need a sweatshirt in the afternoon when it’s warmer.  Say, “Hmmm, so why do you think that is?”  Anticipate students to say that it gets warmer outside throughout the day.  Some students might say it’s because of the sun.

Teacher Note:  Acknowledge ideas, but don’t affirm because in the next step, students go outside to explore the cause for the changing temperatures throughout each day.

2. Say, “Today we will use our senses and feel the weather.”
3. Prepare the children to go outside to stand in both a sunny and shady space.

4. Once outside in a sunny space, gather the students in a scientist circle.  Say, “In the classroom we had some ideas about why we sometimes wear a sweatshirt in the morning, and not in the afternoon. Let’s test our ideas. Use your senses. What are you feeling right now? Stretch out your arms, and close your eyes.”

Give the student 20-30 seconds to “feel” the weather (warmth and/or wind).

5. Invite students to share what they feel.  Listen closely to the descriptive language students use.
6. Guide students to a shady space, and into a scientist circle. Say, “ Use your senses.  What are you feeling right now?  Stretch out your arms, and close your eyes.”
7. Invite students to share what they feel.  Listen closely to the descriptive language students use and encourage students to make comparisons between the sunny space and the shady space.
8. Ask, “So what’s causing us to feel the different temperatures?” (the sun)
9. Ask, “How can we protect ourselves from getting too hot on a sunny day?  If we’re feeling chilly or cold, what could we do to warm up?”
10. Return to the classroom and direct students to get out their science notebooks and open to the next blank page. Divide the page in half. Label one half “Sunny” and one half “Shady.”  Ask students to draw a picture / model that explains what it feels like in the shade compared to being directly in the sun. Remind students to label the parts of their pictures.
11. Gather students at the class meeting area and direct students to sit in a scientist circle with their science notebooks.  Ask the students to think about how their pictures help us think about the temperature of our classroom in the morning compared to the afternoon. Facilitate this dialogue by helping students make connections to things like:

1. The shades get pulled down in the afternoon to prevent the sunlight from coming through the windows and warming the classroom.
2. Some students can feel the sunlight while they sit at their desks while others don’t feel the warmth in the shade.

Teacher Note:  This is an example of using a scientific model to explain other phenomena.

12. Re-visit the investigation question:  What do you decide to wear for morning recess and afternoon recess? Invite students to turn and talk with a partner to explain why they sometimes need to wear different clothing for morning recess, but not afternoon recess. After students have had a chance to discuss in pairs, then invite 2-3 students to share their thinking aloud with the class.  Listen for:  sunlight warms the Earth.

Additional Teacher Supports

Scientific models are tools used to predict and explain phenomena.  Scientific models support early literacy development by making thinking visible with text features, lists, and labels. At this age, one way students use models is by drawing pictures that represent the real world to explain their thinking.  When students share their models, they connect their ideas to others and often think of similar situations that their model / picture represents. Refer to the PS Teachers Guide for more information about scientific models.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Analyzing and Interpreting Data

• Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cycle 1 Phenomenon:

The daily weather changes.

Cycle 1 Focus Question:

How do we decide what to wear based on the daily weather?

What Students Work Toward Figuring Out

The weekly weather is predicted by meteorologists and can be useful to us when we know how to analyze the data.  Weather patterns help people to decide their daily decisions about what to wear or what to pack for a vacation.

Lesson Preview

Students observe and analyze an image of the weekly weather forecast for your town or city.  Students discuss weather patterns in the data as a class. The lesson concludes by telling students that in the next session they will help a teddy bear pack a suitcase for an upcoming vacation by  analyzing a weather forecast.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

• A screenshot of your local weather forecast to be projected for all students to see.

Teacher Preparation for This Lesson

1. Visit your local weather station website.  Capture a screenshot of the weekly weather for your town or city.

Lesson 5 Components

Classroom Procedure

1. Gather students at the class meeting area.  Summarize the past few lessons.

2. Show students the weekly forecast for your town / city like the sample forecast below. Ask students questions about the data. Use Talk Move strategies such as “Say more, What makes you think that, etc.” as students share their thinking. Sample questions include:

1. Have you seen a picture like this before?  Where? How is it useful?
2. What do you notice in this picture? Possible student answers include:

1. Days of the week
2. Sunny all 7 days
3. Rain expected 1 day
4. Cloudy for 4 days
5. Some days have clouds and sun
6. The temperature goes up and down
7. Descriptive words like “humid”
8. Does this forecast predict that it will rain?  If so, which day(s)?
9. Which days of the week might you need an umbrella?
10. Which days of the week might you need sunglasses?
11. Which day is the temperature going to be the warmest/hottest?
12. Which day is the temperature going to be the coolest?
13. Describe the clothing you should wear on Monday.
14. Describe the clothing you should wear on Wednesday.

3. After students have analyzed the weather data, revisit the question about how this information is useful.  Ask, “If you were planning to go on a vacation, how could the weather data help you pack your suitcase?”  Invite students to turn and talk and then ask for 2-3 students to share their thinking with the class.

4. Tell the students that in the next lesson, they will get to help a teddy bear prepare for a vacation. They will need to use the weather data to decide what the teddy bear should wear each day based on the weather data.

Additional Teacher Supports

Literacy Connection: A weekly weather forecast is an example of complex text that has a lot of useful information that is labeled with abbreviations.

Mathematics Connection: The temperatures in the weekly forecast have “highs and lows.”  Students can describe which number is warmer, cooler, bigger, smaller.  Students are analyzing the patterns of daily weather by counting the number of days that it’s sunny, cloudy, raining, etc.

Performance Expectations targeted in this task:

• K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
• K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

PS3.B: Conservation of Energy and Energy Transfer

• Sunlight warms the Earth’s surface.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Anticipated Duration

2-3 sessions

Hands On Materials Needed

•  Coloring tools (markers / crayons), per team
• Document camera or smartboard (for teacher)

Handouts

• Data Analysis, 1 for the class
• Make a Prediction, 1 per student  *11 x 17 paper
• Teddy Bear Templates, 1 set per team (Monday-Thursday)

Other Resources

(video, web, book, etc)

Not required for this lesson

Teacher Preparation for This Lesson

Review handouts prior to administering assessment.

Lesson 6

Assessment Components

Classroom Procedure

1. Gather the students at the class meeting area in a scientist circle.  Say, “Wow, we’ve done a lot of thinking about weather the past few weeks! We’ve felt the weather outside in the sun and shade, we’ve learned that we sometimes need to wear a sweatshirt or jacket on a cool morning and by afternoon recess it’s warmed up. That is evidence to help us know that the weather changes throughout the day. Today, we have a challenge!  Have you ever had to pack a suitcase to go on vacation?  How did you know what to pack?”  Invite 2-3 students to share their thinking.

Session One:

Part A

2. Introduce the students to the teddy bear challenge. Say, “A teddy bear is going on vacation and needs our help! He needs to know what to wear during the week. I think we can help him out. What do you think we need to know? Invite 2-3 students to share their thinking.  (weather forecast, location, etc.)
3. Using the document camera or smartboard, project the Data Analysis showing a 7-day weather forecast. Focus students' attention on the weather data near the top and look closely at the information.  Remind students of the task to analyze the weather data so that we can help the teddy bear dress appropriately.
4. For each question, use this protocol:

1. Read the question aloud to the students.
2. Individually, students ponder their answers.
3. Direct students to turn and talk with a partner about the answer they are thinking about.
4. Pause the partner thinking. Discuss possible answers as a whole class.

5. Close this session by telling students that they have done some important work thinking like scientists/meteorologists to help the bear to dress appropriately for his vacation.

Sessions Two and Three:

Part B

6. Provide each student the Make a Prediction handout.  Read the directions aloud to students and answer any questions they have.  Once students have made individual predictions about what the bear should wear for Monday-Thursday, then direct teams to line their papers up and compare their predictions.  Each team should reach agreement for what the bear needs to wear to dress appropriately for the weather before moving to step 7.

Part C

7. Provide each team with Monday - Thursday teddy bear templates.  Teams are to color clothing on their teddy bears using their agreed-upon prediction for each vacation day.
8. When students have finished “clothing” the teddy bears, invite students to display their teddy bears by day of the week to compare as a class.  Guide students through a gallery walk asking students to notice and wonder similarities and differences.
9. Close this assessment by showing students the weekly forecast again, and asking students if the patterns of clothing on their teddy bears accurately match the forecast.
10. Empower students to plan to pack their own suitcases for the next time they visit family overnight or go on vacation by watching the weather forecast.

Additional Teacher Supports

Cycle 1 Summative Performance Assessment CheckBric

Evidence Statements

1

2

3

4

Comments

Part A

• With guidance, students can interpret data from a given weather forecast.

•  The weather data includes:

• Sun
• Cloud cover
• Rain
• Thunderstorms
• Temperature

Part B

• Students use a weather forecast to predict appropriate clothing for the teddy bear for Monday - Thursday.
• Students compare their individual clothing predictions with their team.

Part C

• Teams reach consensus for clothing the teddy bear each day based on the weather forecast provided.

Unit 1 Cycle 2: Look Out!  Here Comes Severe Weather!

Unit Essential Question: How do we describe the weather and how should we prepare for severe weather events?

Cycle 2 Phenomenon: Clouds give us clues about severe weather.

Cycle 2 Focus Question: How do we prepare for and stay safe from severe weather events?

Lesson # /part of cycle

Investigation Question

Brief Description

What Students are Working Towards Figuring Out...

Learning Performance / Lesson Target

7

Engage

(1 session)

What patterns does our weather data show us?

Students observe all of their recorded weather data from the past several months and notice patterns of weather.  They count and compare the number of sunny, rainy, windy, snowy, etc., days.  Then, students observe three video clips of severe weather. They look back at their weather data to identify points in time where they may have observed these severe events.  This lesson wraps-up with students thinking about how to best prepare for severe weather.

Weather data can be observed and recorded over long periods of time. Meteorologists study daily weather conditions and weather patterns over time. Some weather events are more severe than others.

Students can analyze weather data to compare weather patterns over time.

8

Explore / Explain

(1-3 sessions)

What should we watch for to know if severe weather is coming?

Students review their weather data from the past several months and notice times when they experienced severe weather in their region.  Then students rotate through weather component  stations to simulate the severe weather events that occur.   Students also will begin to understand clouds, when observed, can be predictors of severe weather events.

A combination of weather components such as rain, wind, and temperature can cause severe weather events to happen.

Students can simulate weather components to observe the effects of severe weather events.

9

Elaborate

(1 session)

What types of severe weather warning systems keep me safe?

Students observe (watch and listen) to the warning sounds of severe weather that happens in their region.  The Principal, Superintendent, or other district leader joins the class to talk with students about how they use the warning systems to keep kids safe.  This includes decisions on school closings and how to stay safe if school is already in session.

Students will understand what systems have been developed to keep them safe in the event of severe weather in their region.

Students can recognize the sights and sounds of warning systems to alert us that severe weather is coming.

10

Evaluate

(3 sessions)

Students use their knowledge of the weather components associated with severe weather events and warning systems in their local region to build a safety plan for their family.  Students brainstorm the things they need, or need to do in order to stay safe during their chosen severe weather event.  Families are invited to discuss their personal family safety plans with their children.  In teams, students share individual ideas, their family safety steps.  Finally, teams reach agreement to co-construct a poster that visually represents the two most important safety steps for their severe weather event to best respond to a particular severe weather event.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Analyzing and Interpreting Data

• Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

ESS3.B: Natural Hazards

• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

Patterns

• Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Cycle 2 Phenomenon:

Clouds give us clues about severe weather.

Cycle 2 Focus Question:  

How do we prepare for and stay safe from severe weather events?

What Students Work Toward Figuring Out

Weather data can be observed and recorded over long periods of time. Meteorologists study daily weather conditions and weather patterns over time. Some weather events are more severe than others.

Lesson Preview

This is the first lesson of Cycle 2 that resumes in the spring.  Students observe all of their recorded weather data from the past several months and notice patterns of weather.  They count and compare the number of sunny, rainy, windy, snowy, etc., days.  Then, students observe three video clips of severe weather. They look back at their weather data to identify points in time where they may have observed these severe events.  This lesson wraps up with students thinking about how to best prepare for severe weather.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

1. Completed Weather Data Collection template

Other Resources

• Your weekly and/or daily data from Cycle 1
• Videos

              Thunderstorm video (1:49 min) |  Tornado video (5:23 min)

              Blizzard video (1:09 min)

Teacher Preparation for This Lesson

1. Preview your Wednesday weather data and note weather patterns.  Decide how to best display this data.

Lesson 7 Components

Classroom Procedure

1. Gather students at the class meeting area in a scientist circle.  Display the “Wednesday” weather data from the past several months using the provided Weather Data Collection template  (pg 2).  Remind students what they did: Say, “Earlier this year we learned that weather is the day-to-day observation of sunshine, clouds, temperature, and rain/snow for a specific place.”  Ask students to notice and wonder about the graphical display of data (pg 2 of the template). Invite students to turn and talk to share with a partner before asking 2-3 students to share their thinking.  

Teacher Note:  Students should notice the variety of weather conditions from fall to the winter months, and into the spring.  Listen for descriptive weather conditions such as rain, snowfall, blizzards, thunderstorms, etc. Students may begin to say what type of weather we experienced the most during certain months.  

2. Direct students to return to their table groups to further analyze “Wednesday” data more closely.  Direct students to count and record weather condition totals ---sunny, rainy, snowy days, etc.  Then say, “As a table group talk with each other to agree on your observations for the data that we collected.” You can use prompts such as more/fewer rainy days, more/fewer sunny days, more/fewer snowy days, more/fewer windy days.

Teacher Note:  Use discretion for data analysis.  It is suggested to assign table groups two months of data to analyze -- count and record totals (sunny, rainy, snowy days, etc.).  Then, as a class, invite each table group to share and display totals with the class.

3. Say, “Hmmmm, interesting.  You’ve done an excellent job being meteorologists for the past few months, observing and recording our local weather data.”

4. Prepare students to observe videos of severe weather events.  Say, “Let's take a look at some video of some different types of weather events. As you watch, think about if we saw any of these types of severe weather during the past few months. After each video clip, you will have a chance to look in your science notebook (or the Wednesday weather data) to identify if we observed and recorded a similar weather event.”
5. Play each of the following video clips.  Provide time for students to discuss what they saw in each video clip as a table team. Then prompt the students to look at the weather data to identify when we observed the same weather event in our local area.

             Thunderstorm video  |  Tornado video  |   Blizzard video

6. Wrap up this lesson by asking the students to think about how they and their families prepare for a thunderstorm, tornado, or blizzard.  Encourage students to talk with their families.

Additional Teacher Supports

Mathematics Connection:  Counting, patterns, and comparing numbers.

Family Connection:  Invite students to ask their families how they prepare for severe weather events such as thunderstorms, tornados, and blizzards.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Plan and Carrying Out Investigations

• Make observations (firsthand or from media) to collect data that can be used to make comparisons.

ESS2.D: Weather and Climate

• Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

ESS3.B: Natural Hazards

• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

Cause and Effect

• Events have causes that generate observable patterns.

Cycle 2 Phenomenon:

Clouds give us clues about severe weather.

Cycle 2 Focus Question:  

How do we prepare for and stay safe from severe weather events?

What Students Work Toward Figuring Out

A combination of weather components such as rain, wind, and temperature can cause severe weather events to happen.

Lesson Preview

Students review their weather data from the past several months and notice times when they experienced severe weather in their region. Then students rotate through weather component stations to simulate the severe weather events that occur.  Students also will begin to understand clouds, when observed, can be predictors of severe weather events.

Anticipated Duration

1-3 sessions

Hands On Materials Needed

Tornado Station: (Sample station set-up video)

• Tornado tubes, 1
• Slides: Severe Weather Events Images and Video (slides #6-7)

Heavy Rain / Flood Station: See step 6c for written directions.

• 6-quart clear storage box, 2 (aluminum pans will work as well).
• Spray bottle (filled with water), 1
• Pitcher (filled with water), 1
• Small house figures / action figures to simulate a town
• Double-sided sticky tape, 1 roll
• 1 ruler
• Pizza box support, 4
• Pictures of slides #2-3

Blizzard Station: (Sample station set-up video)

• Fine mesh strainer, 1
• Flour, 1 bag
• Dishpan, 1
• Small house figures / action figures to simulate a town
• Double-sided sticky tape, 1 roll
• Pictures of slides #4-5

• Disposable round tablecloths, 3 (1 for each station)
• Extra trash cans
• 1 ruler

Handouts

Other Resources

• Slides: Severe Weather Events Images and Video

Teacher Preparation for This Lesson

1. Review the weather data collected from the past several months and put a circle around a day that had severe weather. Prepare to display this for the class to see.
2. Prepare three science exploration stations:  Blizzard, Flood, and Tornado, using the materials listed above.
3. Print the Slides: Severe Weather Events Images and Video (#1-7) on 8 x 11 paper and place each picture in a sheet protector.  Tape the pictures to the appropriate stations.

Lesson 8 Components

Classroom Procedure

Session One:

1. In lesson 7, students analyzed multiple data sets to study weather patterns and changes in weather over many months.  Students likely experienced some forms of severe weather depending on the region they live in.  Display a portion of your data from the past several months and point to a day where severe weather was recorded. Say, “Let’s analyze the weather data for this one day, and compare it to the many other days we collected data. How was this day different?”
2. Direct students to turn and talk, and then invite 2-3 students to share their thinking. Use Talk Moves to encourage students to reason with others’ ideas and listen for words like “bad weather, angry clouds, dangerous storms, wind howling, etc.”  These words will be used as linguistic stepping stones to build towards their understanding of the word “severe” when describing hazardous weather.

3. Introduce students to the Exploration Stations by providing students with the following directions:  Say, “There are three stations for you and your team to explore ways to create severe weather conditions. Your team will need to work together, and decide who will do which part at each station. We will observe like scientists by using our eyes, ears, and hands.”
4. Demonstrate each station for students by rotating to each and describe the equipment students will use.  Remind the students of the images of the weather events happening in the natural world.
5. Divide the students into teams and direct them to rotate through the Exploration Stations.  

Session Two and Three:

6. Gather students at the class meeting area in a scientist circle.  Say, “Yesterday we simulated and explored three types of severe weather that could happen where we live, and we saw pictures of these events. Let’s think together about what’s causing these events to happen. Let’s first start with the tornado station.”

1. Tornado:  Hold the bottle up for students to see, give it a shake/swirl, and ask the students what causes the tornado / funnel to appear.  Use chart paper to draw a model of the system.  Include these parts:

1. Double Bottle Set-Up
2. Funnel Cloud
3. Hand that created swirl (represents the energy of the storm)

Invite students to share how this event happens in real life.  From the provided slidedeck, secure the tornado images (slides 6-7) to your chart paper so that students can make connections between the parts of the simulated system and the real weather event.  Anticipate students saying something about swirling winds or clouds, energy, rain, etc.  Add their ideas to the chart paper using labels, symbols, etc.

2. Blizzard:  In a demonstration to the students, hold up the flour and strainer over the dishbin that contains the houses / action figures taped to the bottom and begin to shake some flour from the strainer to make it fall on top of the structures. Invite students to share how this event happens in real life. Secure the slidedeck’s blizzard images (slides 4-5) to your chart paper so that students can make connections between the parts of the simulated system and the real weather event.  Anticipate students saying something about snow, wind, clouds, cold temperatures, etc.  Use chart paper to draw a model of the system.  Include these parts:

1. Strainer (clouds that are saturated with moisture)
2. Flour (snow)
3. Action figures / houses (things on land that get covered by snow)
4. Ruler taped to the side of the dishpan for measuring snowfall from the sifter and seeing the accumulation.

Invite the students to take a closer look at the blizzard photographs and compare the pictures to the model drawn to see if any parts need to be added. Students should recognize that it looks windy in one blizzard photograph, and wind should be added to the model.  Ask the class how to represent this in the model and then draw it.

3. Flood:  Prepare the floodplain model by pressing the clay into the bottom of the aluminum pan and adding the plastic houses.  Place the wood block under one end of the pan.  Hold up both the watering can and water pitcher. Pour water from both into the clear quart bins that have houses / action figures taped to the bottom.  Invite students to share the difference between each of the water containers. Anticipate dialogue about the amount of water that comes out of each container. Relate this to the rain they’ve experienced -- sometimes rain falls lightly, other times in a downpour.  Invite students to share how this event happens in real life.  Secure the slidedeck flood images (slides 2-3) to your chart paper so that students can make connections between the parts of the simulated system and the real weather event.  Anticipate students saying something about the amount of water, the duration of the rain, the sound of thunder, or seeing lightning, etc.  Use chart paper to draw a model of the system.  Include these parts:

1. Watering can (simulates light rain from clouds)
2. Water pitcher (simulates heavy rain from clouds)
3. Action figures / houses (things on land that get covered by rainfall)
4. Ruler taped to the side of the dishpan for measuring rainfall from both the watering can and the water pitcher and seeing the accumulation.

Invite the students to take a closer look at the flood photographs and compare the pictures to the model drawn to see if any parts need to be added. The flood pictures do show the sun and students are seeing the result of heavy and sustained rain. The students may ask about the sun and choose to include in the model.

7. Display slide 9 (Winter Storm Expected) for the students to see.  Invite students to notice and wonder. Listen for students to identify the map as the Michigan Mitten.  Point or circle your location on the map.  Ask students to use the data on slide 9 to identify what’s happening in your region according to the weather report.  Point out key words like flooding, ice, snow, wintry mix, etc.
8. Make connections with students between the three exploration stations (flood, tornado, blizzard) to the weather events labeled on slide 9.  With students, write over the image on slide 9 to label which station best matches the reported weather conditions.

Teacher Note:  This lesson asks students to use multiple representations to understand severe weather events. They physically simulated the weather system in stations, illustrating the parts of the system on chart paper to connect the simulation to the real world to build conceptual understanding.  Students then apply what they have learned to a map of Michigan to understand how severe weather is reported for a region to keep people safe.

Additional Teacher Supports

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Obtaining, Evaluating, and Communicating Information

• Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

ESS3.B: Natural Hazards

• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

ETS1.A: Defining and Delimiting an Engineering Problem 

• Asking questions, making observations, and gathering information are helpful in thinking about problems.

Cause and Effect

• Events have causes that generate observable patterns.

Influence of Engineering, Technology, and Science on Society and the Natural World

• People depend on various technologies in their lives; human life would be very different without technology.

Cycle 2 Phenomenon:

Clouds give us clues about severe weather.

Cycle 2 Focus Question:

How do we prepare for and stay safe from severe weather events?

What Students Work Toward Figuring Out

Students will understand what systems have been developed to keep them safe in the event of severe weather in their region.

Lesson Preview

Students observe (watch and listen) to the warning sounds of severe weather that happens in their region. The principal, superintendent, or other district leader joins the class to talk with students about how they use the warning systems to keep kids safe. This includes decisions on school closings and how to stay safe if school is already in session.

Anticipated Duration

1 session

Hands On Materials Needed

Not required for this lesson

Handouts

Not required for this lesson

Other Resources

• Slides: Severe Weather Events Warning Systems
• Being Safe with Weather by Susan Kesselring

Teacher Preparation for This Lesson

Make sure the severe weather event chart paper from Lesson 8 is visible.

Lesson 9 Components

Classroom Procedure

1. Gather the students at the class meeting area.  Invite students to share what they figured out the past few sessions. Listen for students to describe the severe weather simulations they did and how the class models on chart paper helped them to think about what we see during each type of severe weather event.
2. Say, “Today we will think about what we should do to stay safe when severe weather events occur in our city / town.” While pointing to the severe weather event chart paper from Lesson 8, say, “We can see that in our town / city, [thunderstorms / blizzards / tornadoes] are the most common type of severe weather we experience. How do we know when this type of weather is coming, and how can we stay safe?” Invite 2-3 students to share their thinking.

3. Prepare your computer to display the book Being Safe with Weather by Susan Kesselring and open the Severe Weather Events Warning Systems slides. Begin your read-aloud process by introducing the book title, author, and illustrator on the cover.  Pause as appropriate for students to ask questions, and share their thinking for steps a-g below.  Remind students to pay attention to the clouds in each of the slides. The clouds give us clues to forecast weather conditions.

1. Read aloud pages 3-7.
2. Display slides 2-3 to show a severe thunderstorm forecast and heavy rains

causing flooding in Michigan.

3. Read aloud page 8.
4. Display slides 4-7 to show tornado warning systems and sounds.
5. Read aloud pages 12-14.
6. Display slides 8-9 to show severe winter weather conditions and forecast.
7. Read aloud page 20.  Ask students, “What do you think the author means when she says ‘Remember to always keep an eye to the sky.’  Tie this closing page with the phenomenon for this cycle --- Clouds give us clues about severe weather.

4. Ask students if they know of other severe events that we might prepare for. Perhaps some students have experienced hurricanes or earthquakes. Allow students to describe these conditions. If this comes up, read page 11 in the book that describes hurricane conditions.

5. Invite the Principal or Superintendent to talk about what types of weather “we” have that might require students to take cover during school, or a school closure. Some key talking points for the Principal / Superintendent:

• Time of year when tornadoes happen (March - June)

• How to take cover.
• Warning systems that alert the Principal / Superintendent.

• Flooding also happens in spring when there are heavy rains.

• Busses might need to take a different path to pick up children if roads are closed.

• Winter storms

• Cold temperature -- The importance of bundling up with gloves, boots, snow pants, hats.
• Walkers -- Is it safe to be outside for the amount of time it takes the walkers to get to school?
• Ice on the roads -- Can the busses drive safely, and can kids walk safely?
• Heavy snowfall -- Will the roads be plowed in time for busses and kids to walk to school?

6. After listening to the Principal / Superintendent, allow students to have the opportunity to ask questions. Encourage students to ask about what types of warning systems administrators pay attention to to keep children safe.

Additional Teacher Supports

Performance Expectations targeted in this task:

• K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.

• K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. [Clarification Statement: Emphasis is on local forms of severe weather.]

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Constructing Explanations and Designing Solutions

• Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

ESS3.B: Natural Hazards

• Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

ETS1.A: Defining and Delimiting an Engineering Problem

• Asking questions, making observations, and gathering information are helpful in thinking about problems.

Cause and Effect

• Events have causes that generate observable patterns.

Influence of Engineering, Technology, and Science on Society and the Natural World

• People depend on various technologies in their lives; human life would be very different without technology.

Anticipated Duration

3 sessions

Hands On Materials Needed

• Poster paper (11x14), 1 per team
• Markers / crayons, 1 set per team

Handouts

Not required for this lesson

Other Resources

(video, web, book, etc)

•  Google images / magazines for students to browse (optional)

Teacher Preparation for This Lesson

1. Communicate with families that this assessment requires students to discuss how their family prepares for severe weather events, and find images (magazines or on the internet) that represent ways to stay safe.

Assessment Components

Classroom Procedure

Session One:

1. Gather the students at the class meeting area and lead students through a series of reflective questions about this unit.  Record student answers as needed.

1. How do we describe the weather?  (rain, snow, clouds, temperature, sun)
2. How does the sun affect the Earth?  (warms it up)
3. What is our key piece of evidence for knowing what the weather will be like today? (look up at the sky -- clouds give us clues about the weather)
4. Can we predict the weather next week / month / year?  (we can’t accurately predict the weather too far in advance, because it changes often, and is specific to a certain region)
5. List severe weather we have in our region. (blizzards, tornados, thunderstorms /floods)

2. Introduce the assessment task by saying, “We have studied the weather all year long, from the start of school, until now.  We know how important it is to make good choices and stay safe from the weather. You will get to create a picture collage for keeping people safe from one type of severe weather that we studied.  Think for a minute about which type of weather you want to create a poster for:  tornado, thunderstorm / flood, blizzard.

3. Direct students to their seats.  On the board, write the three choices for severe weather:  tornado, thunderstorm / flood, blizzard.  Direct students to turn to the next clean page in their science notebook, and write ‘Safety Plan for ______[the type of severe weather they will create a poster for]’.
4. Invite students to share with their table group which type of severe weather they want to create a safety plan poster for.
5. Direct students to individually think about two things they need or would need to do to stay safe during their chosen severe weather event.  On the board, model how to create a list in their notebooks like this:

1. 1.  _______________________
2. 2.  _______________________

6. Home Connection:  Tell students that when they go home today, they need to tell their family about the two things they think are important for staying safe from the severe weather event they have selected.  Students should ask their family what they would add to the list and record those suggestions.  Families should discuss how to visually show these suggestions.  They can find pictures from magazines, the internet,  or physical items from their home.  Students can draw these as well.

Session Two:

7. Direct students to sit in three separate circles according to their chosen weather event: tornado, thunderstorm / flood, and blizzard.  Students bring their science notebooks and a pencil with them.
8. Once groups are settled, say these instructions:

1. “Boys and girls, right now you are sitting with classmates who chose the same severe weather event as you did to make a picture collage for (blizzard, thunderstorm / flood, or tornado).
2. For the next few minutes, this is your thinking team -- scientists always think with others to share and compare ideas for what they are trying to figure out.
3. Open your science notebook to our page from yesterday where you jotted down some ideas (pictures you want to use, need, need to do, or what you talked about with your family.)  (Wait for students to locate the page.)
4. One person from your team will share what is written in their notebook while the rest of you listen carefully.  Listen for patterns of ideas. If possible, put a tally next to the ideas you also thought of.  (On the board, show students what this looks like.  This is another way to show patterns of thinking.)
5. If you agree with what the person is saying, show a thumbs up to your thinking team.  If you have a question about what they are saying, raise your hand and they will call on you.  After a person is finished sharing, the person sitting next to him/her will share what is in their notebook.
6. Who can summarize for me in their own words what we will do, just to make sure you know what to do next?”

9. Circulate around to each team and listen in.
10. Once each student has had a chance to share his/her thinking with their team, invite each circle to share a pattern they heard.  Then encourage students to draw or write any new ideas that they would like to add to their collage.
11. Remind students when they go home today to look through magazines or search Google images for pictures they would like to use in their collage to represent the two things they need or need to do in order to stay safe from their severe weather event.  If possible, print or cut out the images and bring them to class tomorrow.

Session Three:

12. Invite students to sit with their thinking team again (blizzard, thunderstorm / flood, tornado) and bring with them any pictures they printed or cut out.  Ask students to set their pictures in the middle of the circle in a collage of sorts.  Ask each team to look at the pictures in the middle of their circle.
13. Pause students’ conversations.  Say, “Wow, each of our thinking teams have done a lot of work and shared some important ideas for things we need or need to do in order to stay safe during severe weather.  Now, it’s time for your team to come to an agreement on the two most important ideas.  This will be a big decision! Think with each other….use because when you share your ideas….For example, “I think finding a shelter with no windows is most important, because….”  I will be joining each of your circles as another thinking teammate.  Once your team has reached agreement on your two most important ideas, then your team can create a poster. We will be hanging our posters up for everyone in our class to see!”
14. Circulate to each team, ask questions, notice patterns, etc.
15. Provide each team with a piece of poster size paper (11x14 or larger) and markers/crayons.  Write each weather event on the board and direct each team to title their poster, and draw or glue the two pictures the team agrees upon as the most important things they need or need to do to stay safe.
16. If possible, encourage students to write a caption for each picture, or a thought bubble for each picture.  Model this on the board for students.

17. Display posters according to severe weather event in the classroom or in the hallway.  Direct students to observe posters and share something they learned from the posters.

Additional Teacher Supports

Cycle 2  Summative Performance Assessment CheckBric

Evidence Statements

1

2

3

4

Comments

Session 1

• Students brainstorm various safety steps (needs or need to do’s) for their chosen local severe weather event.

Session 2

• Students share their ideas with reasons for why this safety step(s) is important.

Session 3

• Students deliberate on all of the ideas shared in their severe weather event team and reach agreement for the two most important safety responses to help people avoid the most serious impacts of severe weather events.