The Arizona STEM Acceleration Project

There’s Snow Time Like Right Now

​

A science, math, and art lesson about snowflakes

​

There’s SNOW Time Like Right Now

A 4th Grade Lesson

Author: Kiera Lombardi

Date- 3/21/2023

Materials

• This lesson takes place in classroom using both math and science block, approximately 2 hours.
• The art piece is optional but will extend the lesson.
• Students will work individually.
• Emphasize the hexagonal shape for (most) snowflakes not all.

​

​

Materials

• STEM Notebook or other similar:
• Four sections per notebook labeled Science, Technology, Engineering, Math

​

• Science Lesson:
• STEM Notebook, Science Section or notebook
• pencil, colored pencils, crayons, etc.
• Website: https://youtu.be/-M48RfaWcWA

​

​

• Math Lesson
• STEM Notebook, Math Section or notebook
• pencil
• protractor
• ruler
• geo board or tangrams
• Books:
• The Story of Snow: The Science of Winter’s Wonder by Mark Cassino with Jon Nelson, Ph. D.

Science Standards

4.E1U1.8 Collect, analyze, and interpret data to explain weather and climate patterns.

​

Core Ideas:

Physical Science P1: All matter in the Universe is made of very small particles.

​

P2: Objects can affect other objects at a distance.

​

P3: Changing the movement of an object requires a net force to be acting on it.

• ​
• ​

Science and Engineering Practices

​

• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

ELA Standards

4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text.

​

4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text.

​

​

• ​
• ​

S/L Standards

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion.

4.RL. 6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

​

• ​
• ​

Math Standards

Geometry

• 4.MD.C Geometric measurement: Understand concepts of angle and measure angles.
• 4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
• 4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
• 4.MD.C.7 Understand angle measures as additive.

Fractions

• 4.NF.A Extend understanding of fraction equivalence and ordering.
• 4.NF.B Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.
• 4.NF.C Understand decimal notation for fractions, and compare decimal fractions.

National Science Standards

NGSS 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

​

NGSS 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.

• ​
• ​

Science and Engineering Practices

​

• ask questions and define problems
• develop and use models
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking
• construct explanations and design solutions
• engage in argument from evidence
• obtain, evaluate and communicate information

ELA Standards

CCSS.ELA-LITERACY.RI.4.5:

​

National Standard: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

​

CCSS.ELA-LITERACY.RI.4.8:

​

National Standard: Explain how an author uses reasons and evidence to support particular points in a text.

​

​

​

​

• ​
• ​

S/L Standards

CCSS.ELA-LITERACY.SL.4.1:

​

National Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

​

• ​
• ​

Math Standards

CCSS.MATH.CONTENT.4.MD.C.5, 6, 7:

• Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. Measure angles in whole-number degrees using a protractor.

CCSS.MATH.CONTENT.4.NF.A, B, C:

• Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions. Understand decimal notation for fractions, and compare decimal fractions.

​

What is a snowflake?

​

​

Objectives:

​

Students will identify the overall structure and details to support a text.

​

Students will identify the structures of an informational text.

​

Students will identify the details used to support the purpose and structure of the text.

​

​

Reading Objectives

Read: The Story of Snow

As you read or listen, use the information within the “Structures of Informational Text” to help determine the structure of this text.

​

How might you know?

​

What details within the text help you to identify the structure?

Objectives: Students will identify and measure angles within a snowflake.

​

Students will identify the point of an angle.

Students will identify the rays of an angle.

Students will identify an angle as one with two rays which share a common point.

Students will identify an acute angle as one that is less than 90 degrees.

Students will identify a right angle as one that measures 90 degrees.

Students will identify an obtuse angle as one that is more than 90 degrees.

​

Math Objectives

Agenda: 1 Math Block Geometry and Fractions 1.5+hours

Vocabulary

Angle-two rays which share a common point

Point- an exact location in space

Ray- part of a line with one endpoint and continues on forever in a direction

Acute-a word to describe an angle less than 90 degrees.

Right-a word to describe an angle exactly 90 degrees, forming a square corner

Obtuse-a word to describe an angle more than 90 degrees, but less than 180 degrees

Straight-a word to describe an angle that forms a straight line

​

​

Fraction-a piece of the whole

​

Hexagonal-six sided

​

Types of Snowflakes, What do you notice?

​

​

Hands-on Activity Instructions

• Time to build your snowflake
• Start with a hexagon
• Get creative, have fun!

​

​

In ____ minutes, we will:

• Gallery Walk
• What did you notice about the other snowflakes?
• Where is the point located?
• Where do you see rays?
• What angles did you see?

​

​

Agenda: 1 Science Block 45min-1hr

How does a snowflake form?

​

​

Assessment

Differentiation

Students who need support may work with a partner when answering questions.

Some students appreciate being able to use tools. If you have created a vocabulary journal, students can reference definitions and pictures about types of angles.

Remediation

Extension/Enrichment

Reading:

Smithsonian Curious About Snow by Gina-Create a brochure about snowflakes

Snowflake Bentley by Jacqueline Briggs Martin create a biography, brochure, essay, etc about Snowflake Bentley

Math:

Students can make a slideshow about their tangram snowflake. Each slide can be pointing out the parts of an angle, measurements, and what the students have observed.