Fourth grade worksample -weather unit

Wild & Wacky Weather Topic: Weather Concept: Patterns By: Tasha Grant Fourth Grade Science Unit Spring 2009

Table of Contents Chapter PageInstructional Setting………………………………………………… 1 3Family Communication Plan……………………………………….. 2 11Unit Rationale………………………...…………………………….. 3 13Unit Outline…………………………...……………………………. 4 15Assessment Plan……………………………………………………. 5 26Learning Plan……………………………………………………….. 6 42Lesson 1: What Do You Know About Weather?....………………... 7 50Lesson 2: Weather Haikus…………………………………………. 8 54Lesson 3: What is Weather?............................................................... 9 59Lesson 4: Weather Tools…………………………………………… 10 65Lesson 5: Clouds…………………………………………………… 11 69Lesson 6: Water Wonders………………………………………….. 12 72Lesson 7: Weather Patterns and Seasons…………………………… 13 88Lesson 8: Looking into the Crystal Ball—Predicting the Weather.... 14 93Lesson 9: Extreme Weather………………………………………… 15 100Lesson 10: 3, 2, 1—You‟re On!......................................................... 16 110Lesson 11: Weather Wizards…..…………………………………… 17 118Post Assessment Data Display……………………………………... 18 125Assessment Analysis……………………………………………….. 19 128Summary of Student Growth………………………………………. 20 129Analytical Essay……………………………………………………. 21 136Resources…………………………………………………………… 22 139Appendix A: Samples of student work……..………………………. 23 140 2

Part I: Community, School, and Classroom contextsCommunity: The school is located in a retirement community with a population of 34,237. The city islocated in the valley of the Rogue River and much of the community and its activities revolvearound this feature. The economy of the area was at one time based upon the timber industry buthas since diversified to include a mix of light manufacturing, secondary wood products, retailtrade, tourism, and recreation and service based industries. The climate in the area is mild; withtemperatures ranging from the mid 20‟s to high‟s right above 100. This mild climate and outdoorinspired living led the community to be featured in a national magazine as one of the top tenplaces to retire and since then the retirement population has boomed. This population boomfueled the expansion of the medical and retirement facilities in the valley. Another result of thesteadily increasing retirement population was an increase in housing prices to the point where theaverage family in the area cannot afford to purchase a home. The average home price in the areais $231,700 an increase of over 200% since 2000 when the average home sold for $111,200. Themedian household income is $37,400. The racial composition is as follows: White, non-Hispanic—90.1%; Hispanic—5.4%; Two or more races—2.9%; Native American—2.5%; otherrace—1.6% (total can be greater than 100% because Hispanics could be counted as other races).Based upon the information from the City-Data website, it is easy to conclude that thecommunity is not that diverse. The community is served by six elementary schools, two middle schools, and two highschools. For the past one and a half years the library has been closed due to lack of funding.This has put a burden on the community in many ways. A makeshift library was created this pastsummer as an effort by teachers in the valley to continue exposing the students to great literature 3

and the joy of reading. Thanks to the hard work of many community members, the libraryrecently reopened. Another resource in the valley is the vast population of retired people. Manytimes these folks are looking for opportunities to help out in the community and would love tocome to the school and be involved in reading with students.School Setting: The mission of the school is to create “a community dedicated to academic success,social responsibility, and the pursuit of lifelong learning.” The guiding principles are to providea caring environment that enhances self worth, guiding children to make responsible decisions,that each individual has unique talents, prepare students to appreciate and contribute to ourmulticultural, diverse, global society, set high standards, and that families are partners ineducation. The school has 17 classroom teachers, a P.E. teacher, a music teacher, a special edteacher, and a reading specialist for a total of 21 teachers. All of the teachers except the specialed teacher and the ELL teacher are female. The school has 390 students, 74% of whom qualifyfor free or reduced price lunches. The racial composition of the school is as follows: 82% white,non-Hispanic; 16% Hispanic; 2% American Indian; <1% Asian/Pacific Islander; <1% Black, notHispanic. There is a slight difference in the racial composition of the school as compared to thecommunity. This difference is mainly between the White, non-Hispanic totals and the Hispanictotals. I believe that the cause of this discrepancy is the fact that the school is one of twoelementary schools in the district that has programs for ELL students. The school is alsorecognized as a Title I school, which means that the school receives additional funding toprovide supplementary instruction in the areas of reading and math instruction for students. The 4

Title I reading specialist and trained instructional assistants work with students both in individualclassrooms and in the reading room. A speech therapist visits the school on a regular basis towork with students who are referred for services. The child development specialist visits theschool several days a week to teach lessons on positive interactions and consult individually withstudents. The school day lasts from 8:00 a.m. to 2:15 p.m. Students are given a 45 minute lunch,of which 15 minutes is allotted for eating and 30 minutes for recess. There is also a 10 minutemorning recess. Students also are out of the main classroom for music and P.E. They attend oneor the other every day. In the fourth grade students are given the option to participate in stringinstruments, and in fifth grade they can choose to play band instruments. These programs are inaddition to the regular music classes. The school is a Positive Behavior School (PBS). This means that the emphasis is oncreating proactive strategies to encourage positive school environments. Strategies used at thisschool include „Caught Slips‟ in which the teacher marks a box stating whether the behavior wasresponsible, respectful, safe, or for helping others. The slip then gets entered into drawings forrandom things, like books or lunch with the principal or teacher. Read at Home is a school wide program to encourage students to read at home everynight throughout the year. Each student chooses a book and takes it home where they read to anadult for at least 15 minutes each night. The adult then signs a slip that is returned with thestudent stating the book that was read and whether or not the student had trouble reading.Throughout the year students can earn classroom parties, t-shirts, and other prizes. 5

One of my favorite features at this school is the morning announcements. After the mainannouncements and Pledge of Allegiance, the composer of the week is announced with a shortstatement about the composer or music. Then a five minute piece of classical music is playedover the intercom. I feel that this sets the mood for the rest of the morning.Classroom Setting: The fourth grade classroom that I am currently student teaching in consists of 16students. There are 5 boys and 11 girls in the classroom. There is one ELL student and 3 SpecialEducation students in the classroom. These four students are all absent from the classroom formost of the afternoon. The classroom itself is an inviting place. There is a small carpeted areawith a couch and rocking chair that functions as the class library and reading area. Plump pillowsline the couch and are thrown on the floor to create a soft place for students to curl up with abook. There are two horse-shoe shaped tables at the back of the classroom that are used mainlyfor reading group and when students are working together as groups. The desks are arranged intwo groups that are each shaped like a „C‟, with one group facing the other. There are 8 kids oneach side. There is a lot of time built in for silent reading throughout the day. After theannouncements, the day begins with half of the class participating in Strings and half of thestudents who are left in the classroom leaving for the computer lab to participate in ReadNaturally. This program is used to help increase their reading fluency. These students are gonefor 30 minutes. When they return, reading groups begin. There are three reading groups in thisclass: yellow, blue, and green groups. There is one assistant in the classroom during this time,and she works primarily with the green group. These students are the most intensive group andwork together. The students in the yellow and blue groups split their time between working 6

independently and working in a group with the teacher. After reading, the students participate inP.E. on Mondays and Wednesdays and music on Tuesdays and Thursdays. The class switchesevery Friday from P.E. to Music (one week is music, next is P.E.). When the students return tothe classroom they have writing time. Most of the time the students are writing using specificprompts that relate to what they are studying in science or social studies. The last hour beforelunch is spent studying math. The three fourth grade teachers work together to teach math. Thestudents are divided based upon their skill level in regards to math, and then they go to thespecific classroom for their level. The classroom that I am student teaching in caters to the highlevel students. Most of the students are identified as Talented and Gifted. After lunch thestudents come in from recess ready to listen to the read-aloud. This lasts for 15 to 20 minutesand helps to calm the students down for SSR (sustained silent reading), which lasts for fortyminutes. There is one student who leaves during this time to participate in Double Dose readinginstruction in the Title 1 room. Students can take their accelerated reader tests and read to anadult if needed during SSR. The final part of the day is spent on either science or social studies.There is 30 minutes allotted for these lessons, but often the same topic is discussed duringwriting.Part II: Individual Learners and Adaptations NA is a newer immigrant to this country. She arrived in California a little over a year agoand moved to our area prior to the start of this school year. She is learning English quickly. Shehas a sister who is also in the fourth grade. Much of her writing is stories from when she wasliving in Mexico. She is an extremely hard worker and is always trying to complete her work tothe best of her abilities. There are three reading and math groups; she is in the lowest readinggroup and the middle math group. She recently started Read Naturally to help improve her 7

fluency. She will not be in the classroom during most of this unit as she is in the ELL classroomfrom 11:35 until the end of the day at 2:15. AA is a student who aims to please. She is always asking how she can help around theclassroom. She is a former ELL student. She has very strict, protective parents who often forbidher from participating in field trips. Her family attends Jehovah‟s Witness services, so she doesnot participate in the flag salute in the morning or any sort of holiday celebration. She is in themiddle reading and math groups. AC is quiet and shy. She often has a thick book at her fingertips. She has a greattemperament and is a good leader in groups. She is in the highest reading and math groups. Sheis a dedicated student and hard worker. It is almost impossible to get her nose out of a book. Sheis a TAG student. She participates in strings every morning. Her family is involved in hereducation, and she is close to extended family (aunts, uncles, and cousins) as well. NC is a very smart student, but she struggles with staying on task. She is in the highestmath and reading groups and is a TAG student. If she applied herself she would be an even betterstudent. She frequently forgets her homework and “Read At Home” slips. MF is one of the success stories in this class. At the beginning of the year she was astruggling reader in the lowest group. At the start of this trimester she made the leap to thehighest reading group. She is doing well and she feels more challenged in this group. She is inthe middle group for her math instruction. She tends to be shy and quiet until she has somethingto share, and then she will speak up right away. RH is a student who tends to get excited easily. She can be silly at times, and if SS andshe are close to each other they are bound to be talking. She sometimes struggles with making 8

decisions. She is in the middle reading and math groups. She is interested in Goosebumps andalways chooses these books to read. TH struggles with completing his work. The apathy he shows for schoolwork issomething that is more often seen in older students. He is a Special Education student and spendstime out of the classroom every afternoon. He is in the lowest reading and math groups. Withguided, one-on-one help he is very capable of completing his work. TM is a student who needs constant attention. He is almost always off task. He hasADHD and receives medicine. He needs redirection frequently throughout the day. TM is also aSpecial Education student for math. He is in the lowest math group and the middle readinggroup. DM is a newer student at this school. He has been here for about 3 months now, and atthe beginning he was excelling. Recently though, his work has been slipping. He is struggling tomeet his reading goals. He is in the middle groups for reading and math. KM is a shy student who glows when she receives praise. She is a Special Educationstudent for math and reading. She is out of the classroom for the afternoon. She is in the lowestreading and math groups. KM exclusively reads non-fiction books. She has a sister in the fourthgrade too. CN is a responsible student. He can be counted on to finish his homework and workindependently at his desk. He is in the middle math and reading groups. His home life is not thegreatest. He wanted to go live with his dad but didn‟t tell his mom and step-dad. His step-dad hastreated CN in a rude manner. This week it was brought to our attention that his mom and step-dad are getting a divorce. 9

CR is a fun student to have in class. She is somewhat shy, but she is smart. She is alwayswilling to take on a challenge. CR is in the highest math and reading groups. She is also a TAGstudent. Her family is very involved in her education, although her dad is currently in training forthe Army. Her parents are divorced and have since remarried. SS is a student who is constantly trudging along. She struggles in reading and math, andis in the lowest groups in both of these subjects. Her family is working with the school to help SSsucceed. Although she often has difficulties, she does not allow this to affect her attitude. Sheseems to always have a positive, happy attitude. CS is one of the brightest students in class. The math and reading assignments are easilyunderstood and quickly mastered by her. She is in the highest math and reading groups and isalso a member of the TAG program at the school. Her family is always willing to lend a hand forclass activities and field trips. JT is a student who is constantly moving on hyper-drive. He is always in motion, even ifit is just his mouth. There tends to be problems between TM and him, but they are quicklysolved. JT is in the middle reading and math groups. He has insightful writing, but he often triesto get away with not doing his work. KV is a student with an impressive knowledge about vocabulary and random facts. Thisknowledge tends to make its way into the classroom in many ways, however most often shedominates the classroom discussion by blurting out her thoughts. She currently uses a trackingsystem that stays on her desk in which she makes a tally every time she blurts out. This hashelped to raise her awareness of times she is interrupting the class and stealing the think time ofother students. She is in the highest math and reading groups and is a member of TAG. 10

Dear Families, My name is Mrs. Grant and I am a student teacher in your son/daughter’sfourth grade classroom. This opportunity is the last step I will take before receiving myMaster in Teaching from Southern Oregon University, and I’m very excited to be here atRiverside. I spent the first part of the school year in a first grade classroom atRiverside, occasionally popping into the fourth grade to get to know the students. I havebeen in the classroom observing and working with Mrs. Seeley on a full time basis sincecoming back from spring break. I will be working with your child in this classroom untilthe end of the year. I will begin teaching a unit on “weather” the first week of May. This unit willhelp your child discover how weather is formed, the effects of weather, and how topredict and measure weather. In the weeks leading up to this unit, please take the timeto watch the weather forecast on the nightly news or read the weather page in thenewspaper. Please feel free to contact me with any questions or concerns. You can reach meby phone at 218-0099, or by email at tashagrant8@hotmail.com. I am looking forward to getting to work with you and your child in the upcomingweeks. We will have many wonderful experiences and opportunities to learn and grow inthe days ahead.Sincerely,Mrs. Grant 11

Dear Families, These past two weeks I taught my work sample weather unit to your child. Thekids had a blast learning about the different aspects of weather. The students participated in several projects over the past two weeks. They createdvarious art projects included a torn paper collage to match their weather haikus andbleach art cloud drawings. They also got to experience life as a drop of water as ittravelled throughout the water cycle. The students’ final project was to create a weatherbroadcast for another class that would be leaving on a field trip. Sadly I was unableto be in the classroom to see these presentations, but I heard from the substitute thattheir presentations were fabulous! Many of the students’ said that this was theirfavorite activity this spring. If you would like to discuss your child’s results from this unit, please feel free tocontact me with any questions or concerns. You can contact me by phone at 218-0099,or by email at tashagrant8@hotmail.com.Sincerely,Mrs. Grant 12

Weather influences every person on this planet. It can have a small impact that just dictateswhether you will wear shorts or pants. But for some people it can have a huge impact, often determiningif their family will survive the year or not. For both of these reasons it is important for students to studyand learn about weather. In this unit I will teach the fourth grade students the different aspects that makeup weather as well as simple ways to monitor and track the patterns of weather that they experience. Patterns in weather will be explored throughout this unit. We will look at the different seasonsthat are experienced around the world and how the sun influences these seasons. We will also look atpatterns in the water cycle and why these patterns continue to repeat. As this knowledge of patternsdevelops in the students they will be able to apply this knowledge to patterns that they notice occurringaround themselves. This concept is important for students to learn and understand because it can helpthem to make sense of the world around them. Recognition of these patterns will also help students topredict future weather patterns. This unit will lead to a greater awareness of the environment and how different actions that wetake can have an impact on the world. This can lead to discussions about the different values people holdin relation to the environment and how these values are (or are not) contributing to the idea of globalwarming. Students can also examine the diversity issues that arise from severe weather phenomena, suchas the horrific events of Hurricane Katrina, and how most people affected by this type of weather live inpoverty. Students could discuss how to educate the people affected by extreme weather (hurricanes,tornados, monsoons, droughts) so that the severity and length of recovery from these events could belessened. The enduring understandings of this unit will show students that weather is more than just what ishappening in the atmosphere. Throughout this unit students will be learning to analyze their surroundingsto find other ways of looking at an event or series of events. Patterns will be discovered in the manyaspects of weather. Students will also realize that even simple scientific events can invoke an emotionalresponse in people. This is important for students to learn because often more empathy is needed in ourworld when weather disasters occur. 13

My unit design reflects my personal philosophy of education. I will utilize mylove of technology to fully engage the students in the unit. I plan on using new technologythroughout the unit to allow the students to create their own understandings. From there I willlead students on an adventure to discover how weather affects each person‟s life. I believe thatstudents will learn best when presented with a project that relates directly to their lives. In thisunit, students will be working together to create a weather forecast to broadcast to otherclassrooms around the school for an upcoming week of weather. 14

Wild & Wacky Weather Topic: Weather Concept: Patterns Grade Level: 4th gradeFocus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Knowledge Skills*Vocabulary of weather terms *Describe patterns of weather*time periods for different types of weather *Draw the water cycle(hurricanes in summer, snow in winter)*Water cycle*The sun‟s role in causing weatherImplied or Stated Understandings/Big Ideas*Patterns exist all around us.*Heating of the Earth‟s surface & atmosphere by the sun drives convection within theatmosphere and oceans producing winds and ocean currents.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.Knowledge Skills*Tools to use—barometer, thermometer *Choosing which tool to use(Fahrenheit and Celsius), weather vane and *reading the measurementswind directions, anemometer and wind *Use readings to describe the weatherspeeds, rain gauge 15

Implied or Stated Understandings/Big Ideas*The same thing can be described and measured in different waysStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.Knowledge Skills*Accurate measurements from a specific *Interpret dataperiod of time *Identify changes and patterns *Analyze and predict future weatherImplied or Stated Understandings/Big Ideas*Weather doesn‟t stay the same; it is constantly changing.Standards: Math Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate inferences and predictions that are based on data. Standard: Statistics and Probability Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using words such as certain, impossible, most often, least often, likely, and unlikely.Knowledge Skills*Vocabulary—certain, impossible, most *Make predictions by examining patternsoften, least often, likely, and unlikely and studying the weather data collectedImplied or Stated Understandings/Big Ideas*Patterns that may not be obvious will become clear through statistical analysis anddisplay of data.Standards: English Language Arts Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, 16

essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience to purpose across the subject areas. Standard: Writing Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories of an event or experience. Provide a context to allow the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable.Knowledge Skills*Haiku form—5-7-5 *Visualization of a weather event*Details and words to describe weather *Recording and writing the details of the eventImplied or Stated Understandings/Big Ideas*Weather can be an emotional experienceStandards: Career Related Learning Common Curricular Goal: Integrate academic, technical and organizations knowledge and skills to work successfully in family, school, community, and workplace settings. Standard: Employment Foundations Benchmark 1: Identify uses of technology in home, community, and jobs.Knowledge Skills*Types of technology used at home and by *Identify the different uses of technologycommunities and meteorologists to track *Critical thinking about the different waysweather people can use the technologyImplied or Stated Understandings /Big Ideas*There are many different ways people can use technology to predict weather.Support StandardsStandards: Math Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate techniques, tools, and formulas to determine measurements. Standard: Measurement Benchmark MA.04.ME.04: Read temperature measurements of thermometers with Fahrenheit and Celsius units and recognize 17

reasonable ranges of temperatures for different events (e.g. cold or hot day).Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using appropriate models.Standards: Art Common Curricular Goal: Express ideas, mood and feelings through the arts and evaluate how well a work of art expresses one‟s intent. Standard: Create, Present, and Perform Benchmark AR.05.CP.03: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an idea, mood or feeling found in the work.Standards: English Language Arts Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.Enduring Understandings: Students will understand that:  There are many different ways people can use technology to predict weather.  Natural events can invoke strong emotions.  Patterns that may not be obvious will become clear through statistical analysis and displaying of the data.  Weather doesn‟t stay the same; it is constantly changing.  The same thing can be described and measured in different ways.  Patterns exist all around us.Essential Questions:  What is weather?  Are there true patterns in nature? In weather?  Can weather be predicted accurately? 18

Task Analysis:Students will know:  The purpose of the sun in relation to weather.  What the atmosphere is (blanket of gases), as well as the different layers (Thermosphere, mesosphere, stratosphere, and troposphere).  The water cycle: precipitation, run off, evaporation, transpiration  How a cloud is formed  Identify different types of clouds (cirrus, cumulus, cumulonimbus, stratus)  Wind and its causes  Different types of weather: rain, sun, monsoon, hurricane, tornado, thunderstorms, etc.  Patterns of weather in different parts of the world (different seasons)Students will be able to:  Forecast the weather  Read the different tools to measure weather  Label the water cycle  Analyze past weather patterns to predict future weather patternsStudents will understand the following Big Ideas:  Patterns exist all around us, especially in weather.  Predictions are just that: predictions. They are rarely 100% accurate.  Weather can be seen as a good thing (helps plants to grow) or a bad thing (destroys communities). 19

Final Performance Task: GRASPS You are a meteorologist that recently moved to the Rogue Valley. You were asked by(insert teacher‟s name here) to do a special broadcast for her students to prepare them for theirupcoming field trip. (insert teacher‟s name here) has asked you to provide the students in herclassroom with information about the current day‟s weather (including high and lowtemperatures and any precipitation) and your forecast for the following day‟s weather (usingwords like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟). You will need to create and/or choose at least 2 props to go along with your clip,including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots. You will alsocreate large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what the weatherwill be like for the following day. It will be helpful to write down a script of what you want tosay before getting in front of the camera. You can then either memorize what you will say orcreate cue cards to read as you present. Once you have your prediction and script ready, the film crew will record your broadcast. 20

GRASPS Your task is to present an accurate forecast of the weather to a specificGoal: audience around the school.Role: You are a meteorologist in the Rogue Valley. Your target audiences are the different classrooms around the school (3Audience: first grade classrooms, 3 second grade classrooms, 3 third grade classrooms, 3 fifth grade classrooms). Your challenge is to accurately present the following day‟s weatherSituation: forecast. You need to use the tools that you have learned about to record weather,Product, as well as your knowledge about patterns in weather, to help predict thePerformance, and weather for a specific day. You will then write a script and shoot a shortPurpose: digital clip that will be broadcast to the students around the school. Your clip will need to include :  Highlights about the current day‟s weather (including high and low temperatures and any precipitation).  Forecast for tomorrow using words like „certainly, likely,Standards and unlikely, impossible, most often, least often‟.Criteria for Success:  You will need to create/choose at least 3 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots, large signs with pictures you have drawn (sunny, cloudy, rainy, etc.). 21

Final Performance Task Rubric CATEGORY 4 3 2 1Performance Speaks clearly Speaks clearly Speaks clearly Does NOT speak and distinctly all and distinctly all and distinctly clearly and of the time and of the time but most of the time distinctly most of mispronounces mispronounces 1 and the time AND/OR no words. or more words. mispronounces mispronounces no words. more than 1 word.Predictions/Measurements All supportive Almost all facts One fact is No facts are facts are reported are reported reported reported accurately (3 of accurately (2 of accurately. accurately OR no 3). 3). facts were reported.Point of View - Purpose Newscast Establishes a The purpose is It was difficult to establishes a purpose at the somewhat clear figure out the purpose at the beginning, but but many aspects purpose of the beginning and occasionally of the newscast newscast. maintains that wanders from seem only slightly focus throughout! that focus. related. Cohesive newscast.Group Work The group The group The group Some members functioned functioned pretty functioned fairly of the group were exceptionally well. Most well but was often off task well. All members members listened dominated by one AND/OR were listened to, to, shared with or two members. overtly shared with and and supported The group (all disrespectful to supported the the efforts of members) was others in the efforts of others. others. The group almost always on group AND/OR The group (all (all members) task! were typically members) was was almost disregarded by almost always on always on task! other group task! members. 22

Prior Knowledge InventoryKWL Chart—Students will complete a KWL chart on weather. During the pre-assessmentphase the students will complete the section of the graphic organizer that applies to what theyalready know about weather and the section that asks what the students would like to learn aboutweather. This chart will be done individually and as a group. Individually, students will keep thechart in their science notebook. Once they have the chart completed for themselves, students willwrite two items from their “know” section and two items from the “want to know” section onPost-It notes. We will then create a classroom chart using these Post-It notes. This chart will behanging somewhere in the room, and at certain points throughout the unit I will have studentsexamine the chart and move items from the “want to know” section to the “learned” section. Thisdesign will help students to visually see what they are learning throughout the unit with theultimate goal to move every post it from the “want to know” to the “learned” section.Pre-Test—This pre-test will help me to assess what the students know about weather as we gointo the unit. The questions on the pre-test will be based upon the learning goals that I havecreated for this unit. I will mainly be looking for the identification of vocabulary terms andknowledge on the facts of weather. I will also be testing the students‟ knowledge of differenttypes of tools to help measure weather. The test will be administered using Turning Point Clickertechnology. This technology helps to reduce the test anxiety for most students and turns testingalmost into a game.Water Cycle Drawing—Students will be given a blank sheet of paper and asked to draw thewater cycle. I chose to include this as a pre-assessment because drawing is an easy way to modelthe water cycle, which is a major aspect of many of the different types of weather. 23

WeatherWhat do you What do youKNOW WANT TO LEARN What have you LEARNED 24

Formative AssessmentsScience Journal—During the course of this unit, students will be keeping a science notebook.This notebook will have various graphic organizers and places for students to take notes duringlessons. The first page of the journal will be the KWL chart students completed as a pre-assessment. I will guide students back to this page at points throughout the unit so they canobserve and record what they are learning. Another aspect of this notebook will be a dailyweather log. Students will take turns observing and sharing with the class the current weathermeasurements for the temperature, precipitation, wind speed, humidity, barometric pressure, andcloud cover. These will be recorded twice a day, at 8:05 a.m. and at 12:35 p.m. In the nextsection of the students‟ notebook will be a glossary of weather terms. I will also includedrawings for students to label. These pages will have pictures of clouds, a drawing of the watercycle, and also a drawing of the layers of the atmosphere. Students will get to watch a Bill Nyethe Science Guy episode on the water cycle, so I will include a guided notes page for thestudents to record what they learn from watching the video.Poetry and Artwork—At the beginning of the unit students will explore the weather that theyhave experienced through poetry and artwork that they create. This will help students tounderstand that we feel weather physically (rain falling on our skin, sunshine warming ourfaces), but it can also affect us emotionally. 28

Weather Watch ChartDate Temperature Humidity Barometer Wind Precipitation Cloud Type 29

Weather VocabularyWhat is Weather?Air mass_____________________________________________________________________________________________________________________________Air pressure__________________________________________________________________________________________________________________________Atmosphere___________________________________________________________________________________________________________________________Front________________________________________________________________________________________________________________________________Mesosphere___________________________________________________________________________________________________________________________Stratosphere__________________________________________________________________________________________________________________________Thermosphere_________________________________________________________________________________________________________________________Troposphere__________________________________________________________________________________________________________________________Clouds:Cirrus_______________________________________________________________________________________________________________________________ 30

Cumulus_____________________________________________________________________________________________________________________________Cumulonimbus________________________________________________________________________________________________________________________Stratus_______________________________________________________________________________________________________________________________The Water Cycle:Condensation_________________________________________________________________________________________________________________________Evaporation___________________________________________________________________________________________________________________________Precipitation__________________________________________________________________________________________________________________________Transpiration__________________________________________________________________________________________________________________________Water cycle___________________________________________________________________________________________________________________________ 31

1.______________ 2.______________ 3.______________ 12.______________4._______ 5._______ 11.______________ 6._______ 7.______________ 10.______________ 8.______________ Word Bank:a) Precipitationb) Snowc) Raind) Haile) Evaporation 9.______________f) Condensationg) Run-offh) Streams & riversi) Lakes, seas, and oceansj) Water vapork) Ice crystalsl) Water droplets 32

Cause EffectEarth’s axis istilted.The NorthernHemisphere ispointed awayfrom the sun.The SouthernHemisphere ofEarth is pointedtoward the sun. 33

Extreme Weather:____________________________What happens in this kind of weather?What time of the year is this weather most likely to occur?Where in the world does this type of weather occur?What should you do in this type of weather to protect yourself? 34

Water Wonders Score Card Name: ______________________________________________________________ Station Stop What Happens DestinationExample: Cloud Fall as rain Ocean1.2.3.4.5.6.7.8.9.10. 35

Summative AssessmentPost-Test—The post test will be used to assess what facts and terms the students have learnedabout weather. I will use the same test as I used for the pre-test so that I can compare the scores.I will use Turning Point Clicker technology for this test.Water Cycle Drawing and paragraph—Students will draw and label the water cycle on ablank sheet of paper. This summative assessment will help me to determine if the studentsunderstand the water cycle and the different components that it is made of.Final Performance Task—You are a meteorologist that recently moved to the Rogue Valley.You were asked by (insert teacher‟s name here) to do a special broadcast for her students toprepare them for their upcoming field trip. (insert teacher‟s name here) has asked you to providethe students in her classroom with information about the current day‟s weather (including highand low temperatures and any precipitation) and your forecast for the following day‟s weather(using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟). Working with a partner, you will need to create and/or choose at least 2 props to go alongwith your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.You will also create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show whatthe weather will be like for the following day. It will be helpful to write down a script of whatyou want to say before getting in front of the camera. You can then either memorize what youwill say or create cue cards to read as you present. Your partner will be the cameraman for you,and you will be the cameraman for your partner. This task will allow the students to put to use everything they have learned aboutweather. 36

Student Interview—After the unit is completed I will interview the students to assess what theyhave learned and what they enjoyed during this unit. I will ask students to evaluate their ownperformance during the interview as well. 37

What‟s the Weather?Take on the role of a weather forecaster. Observe and record current weather conditions. Then predictthe weather for the next day and write your own forecast. 1. Review the current weather conditions on your Weather Watch Chart and observe what you see happening out the window. 2. Fill in the chart with words that describe current weather conditions in nonstandard measures. Weather Forecast Temperature Humidity Air Pressure Wind Precipitation Cloud Cover 3. Use your observations to write a forecast for tomorrow‟s weather. Use words such as certain, impossible, most often, least often, likely, and unlikely. 41

Lesson 1: What do you know about weather?Students will work on their own and in groups to examine what they already know about weatherand what they want to learn about weather.Students will be able to:Objective 1: Complete a KWL graphic organizer on what they know and want to know aboutweather on the graphic organizer in their science journal.Objective 2: Create a group KWL graphic organizer using their own notes.Instructional Strategies:Brainstorming & discussionStandards being addressed:Focus Standards:Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Modifications/Adaptations:  The groups of desks in the classroom are organized in a way that there is an academically strong student who function as a leader at each group of desks to help keep students on task.Lesson 2: Weather HaikusStudents will examine their thoughts, feelings, and emotions associated with weather byexpressing themselves through haikus.Students will be able to:Objective 1: Compose a haiku on the subject of weather, based upon personal experience.Objective 2: Create a paper collage to illustrate haiku using the scraps of construction paper.Instructional Strategies:Brainstorming and discussionMetaphors, analogies, & similesVisualization & guided imageryStandards being addressed:Focus Standards:Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memoriesof an event or experience. Provide a context to allow the reader to imagine the world of the eventor experience. Use concrete sensory details. Provide insight into why the selected event orexperience is memorable. 42

Modifications/Adaptations:  Students with difficulties in writing or recognizing syllable patterns will work one on one with the teacher.  For students who don‟t have time to get to the artwork, I have a coloring page with a haiku example and an illustration to color.Lesson 3: What is Weather?What is weather? What causes weather? Where exactly does weather take place? These are thequestions that will be addressed in this lesson.Students will be able to:Objective 1: identify how air masses affect weather in a group discussion. Objective 2: define weather terms (air mass, air pressure, atmosphere, front, mesosphere,stratosphere, thermosphere, and troposphere) in science journal.Instructional Strategies:Direct instructionVisualsWriting & journalsStandards being addressed:Focus Standards:Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Support Standards:Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text throughclass and/or small group interpretive discussions across the subject areas.Modifications/Adaptations:  Work with students to create shorter definitions for the weather terms.  Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.  Check in often with NA. She is an ELL student and is not in the classroom for most science lessons.Lesson 4: Weather ToolsIn this lesson students will learn about the different ways that weather can be measured and thetools that can be used to accurately measure weather. Students will also be introduced to thechart in their science notebook to record the weather every day.Students will be able to:Objective 1: Identify, with 100% accuracy, the weather instruments verbally and list theirfunction in the science journal. 43

Objective 2: Choose the correct instrument to measure the different aspects of weather(precipitation, temperature, barometric pressure, and wind speed and direction) with 100 %accuracy.Instructional Strategies:TechnologyVisualsManipulatives, experiments, labs, and modelsStandards being addressed:Focus Standards:Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,wind direction, wind speed, and precipitation.Career Related Learning, Benchmark 1: Identify uses of technology in home, community,and jobs.Support Standards:Benchmark MA.04.ME.04: Read temperature measurements of thermometers with Fahrenheitand Celsius units and recognize reasonable ranges of temperatures for different events (e.g. coldor hot day).Modifications/Adaptations:  Ensure that each student is given an equal amount of time with each weather instrument.Lesson 5: CloudsClouds can be seen on most days, whether they are puffy, fanciful clouds or dark, scary stormclouds. In this lesson students will examine clouds and how they affect weather.Students will be able to:Objective 1: Draw the four main types of clouds (cirrus, cumulonimbus, cumulus, and stratus)using blue construction paper and bleach.Objective 2: Identify and define the four main types of clouds on artworkInstructional Strategies:Direct instructionDrawing and artworkVisualsStandards being addressed:Focus StandardsBenchmark SC.05.ES.02: Describe patterns of seasonal weather. 44

Career Related Learning, Benchmark 1: Identify uses of technology in home, community,and jobs.Support StandardsBenchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials usingappropriate models.Modifications/Adaptations:  Circulate throughout the room, checking in with TM, TH, KM, and NA to check for understanding.Lesson 6: Water WondersStudents will review what they learned in the Bill Nye video about the water cycle and thenparticipate in the “Water Wonders” game. After the game, students will discuss how the gamewas a simulation of the water cycle through guided questions.Students will be able to:Objective 1: Draw and label the different stages of the water cycle (precipitation, evaporation,condensation, and runoff) in the science journal with no errors.Objective 2: Interpret and relate the outcome of the “Water Wonders” game to the water cyclethrough a guided whole class discussion.Instructional Strategies:Brainstorming and discussionGamesMovementStandards being addressed:Focus Standards:Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Support Standards:Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials usingappropriate models.Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text throughclass and/or small group interpretive discussions across the subject areas.Modifications/Adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC. Lesson 7: Weather Patterns/Seasons 45

In this lesson students will explore the weather patterns and seasons of Oregon, the Northwestregion, the United States, and the world.Students will be able to:Objective 1: Analyze the similarities and differences of weather patterns between the regions ona graphic organizer.Instructional Strategies:Direct instructionGraphic organizersVisualsStandards being addressed:Focus Standards:Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,wind direction, wind speed, and precipitation.Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information todescribe changes in weather from day to day, week to week, and season to season.Modifications/Adaptations:  Circulate throughout the room, checking in with TM, TH, KM, and NA to check for understanding.Lesson 8: Predicting the WeatherStudents will become predictors of the weather in this lesson.Students will be able to:Objective 1: Interpret the collected weather data to predict the weather for the different scenarioson the PowerPoint by talking with a friend and then voting as a class. Objective 2: Verbally predict the weather for the following day using words such as certain,impossible, most often, least often, likely, and unlikely.Instructional Strategies:Brainstorming and discussion;Project based and problem based instructionReciprocal teaching and cooperative learningTechnologyStandards being addressed:Focus StandardsBenchmark SC.05.ES.02.02: Interpret data over a period of time and use information todescribe changes in weather from day to day, week to week, and season to season. 46

Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring usingwords such as certain, impossible, most often, least often, likely, and unlikely.Modifications/Adaptations:  This lesson could be done using the clicker or by using a “think-pair-share” strategy.Lesson 9: Extreme WeatherIn this lesson, students will learn about the different types of weather and how it affects peoplearound the world.Students will be able to:Objective 1: Research the assigned type of extreme weather on the Internet and answer fourquestions: What happens in this type of weather? What time of the year is this weather mostlikely to occur? Where in the world does this type of weather occur? What should you do in thistype of weather to protect yourself? Objective 2: Summarize and give examples of their assigned type of extreme weather as a smallgroup in a presentation to the class.Instructional Strategies:Brainstorming and discussionReciprocal teaching and cooperative learningStandards being addressed:Focus Standards:Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,wind direction, wind speed, and precipitation.Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information todescribe changes in weather from day to day, week to week, and season to season.Modifications/Adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC.Lesson 10: 3, 2, 1….You’re on!The final performance task will be introduced in this lesson. Students will then review differentweather broadcasts from around the nation and then discuss what they liked and disliked abouteach video clip. They will also work with their partner on the final performance task, makingdecisions about what features they liked and didn‟t, and what they would like to incorporate intotheir own broadcasts. Students will be given ideas for writing their script and will work withtheir partner to determine what they will say. 47

Students will be able to:Objective 1: review different clips of weather broadcasts to identify effective communication fora specific audience.Objective 2: Interpret the collected weather data to predict the weather for the following day on aworksheet.Objective 3: Predict the weather for the following day using words such as certain, impossible,most often, least often, likely, and unlikely.Instructional Strategies:VisualsProject based and problem based instructionStandards being addressed:Focus StandardsCareer Related Learning, Benchmark 1: Identify uses of technology in home, community,and jobs.Benchmark SC.05.ES.02: Describe patterns of seasonal weatherBenchmark SC.05.ES.02.02: Interpret data over a period of time and use information todescribe changes in weather from day to day, week to week, and season to season.Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring usingwords such as certain, impossible, most often, least often, likely, and unlikely.Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature,wind direction, wind speed, and precipitation.Modifications/Adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC.Lesson 11: Weather WizardsStudents will demonstrate what they have learned throughout the unit by taking the final test andpresenting their weather broadcast. 48

Lesson 1: What do you know about weather?Students will work on their own and in groups to examine what they already know about weatherand what they want to learn about weather.Grade Level: 4thSubject areas: Earth ScienceMaterials needed:Dry erase markers/whiteboard OR Elmo, pen, and paperKWL graphic organizerLarge KWL chartsPost-It notesTimerPart 1: RationaleFocus and purpose: The purpose of this lesson is to determine what the students know andwant to learn in this unit.Objectives:Students will be able to:  Complete a KWL graphic organizer on what they know and want to know about weather in their science journal.  Create a group KWL graphic organizer using their notes.State Content Standards:Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.Assessments:  KWL charts 49

Selection of Instructional Strategies:  Brainstorming & discussion—this strategy will allow students to explore what they already know before discussing what they want to learn as a class.Modifications and adaptations:  The groups of desks in the classroom are organized in a way that there is an academically strong student who function as a leader at each group of desks to help keep students on task.Part 2: ProcedureConcept or rule to be discovered: Weather affects our lives every day.Open 10:30 1. Introduce weather unit. Have students think about weather and how it affects people. Show KWL chart on Elmo and do a couple examples of things that are known and things we would like to know about weather.Body 2. Explain that each student will fill in their own KWL chart starting with what they already know about weather. Set timer for 5 minutes. 3. Have students move to the section titled “what you want to learn about weather”. Set timer for 5 minutes. 4. When timer goes off, have students discuss what they know and what they want to know in their table groups. 5. Give each group a stack of post-it notes and have them write a different thing they want to know about weather on each post-it. 6. Hand out giant KWL charts to each table and instruct students to post their notes on the appropriate section.Close 10:55 7. Each group will now present what they want to learn in the weather unit. 50

Part 3: Resources 51

WeatherWhat do you What do youKNOW WANT TO LEARN What have you LEARNED 52

Part 4: Reflection This lesson went very well if I was just looking for student involvement. Students wereready to participate from the very beginning and I encountered few behavior issues during thisthirty minute lesson. After the short introduction to KWL charts, the students were on their ownand they got right down to business. I walked around the room to monitor what each student waswriting. I asked several students questions to prompt more thought, but most students had theirheads down writing. I started passing out the Post-It notes and poster board KWL charts duringthe last minute of the individual KWL chart assignment and the students were instantly intrigued.As soon as I was finished giving the directions, students had their heads together at their tablegroups. Students were very involved in this lesson; however I don‟t feel as if my objectives weremet. The students were able to complete the task asked for in the objectives, but they did not puta lot of thought into their answers. The “want to learn” section had one to two word phrasessaying the students wanted to learn about „weather‟, „rain‟, or „thunderstorms‟. These responseswere generic, and I would have liked to see more specific answers. If I taught this lesson in thefuture I would set the expectations for the responses at the beginning. I am left wondering how Icould word the directions so that students would respond in a more thoughtful way. I believethat the problem is in the questions I ask to provoke thought in the students. If I change myquestioning strategies during this lesson, will I get a better response from the class? 53

Lesson 2: Weather HaikusStudents will examine their thoughts, feelings, and emotions associated with weather byexpressing themselves through haikus.Grade Level: 4thSubject areas: Writing, ScienceMaterials needed:Wabi Sabi by Mark Reibstein and Ed YoungDry erase markers/whiteboard OR Elmo, pen, and paperCloud background printer paperConstruction paper scrapsGluePart 1: RationaleFocus and purpose: Students will identify weather in their lives and the emotions theyassociate with it by writing a haiku.Objectives:Students will be able to:  Compose a haiku on the subject of weather, based upon personal experience.  Create a paper collage to illustrate the haiku using scraps of construction paper.State Content Standards:Focus StandardsStandards: English Language Arts Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience to purpose across the subject areas. Standard: Writing Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories of an event or experience. Provide a context to allow the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather. 54

Support StandardsStandards: Art Common Curricular Goal: Express ideas, mood and feelings through the arts and evaluate how well a work of art expresses one‟s intent. Standard: Create, Present, and Perform Benchmark AR.05.CP.03: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an idea, mood or feeling found in the work.Assessments:  Haikus that use the correct syllable pattern on the topic of weather  Collage artwork illustrating haikusSelection of Instructional Strategies:  Brainstorming & discussion—Students will be given the opportunity to discuss the different types of weather and seasons before beginning to write. This will be done to spur their creative genius and provide inspiration.  Metaphors, analogies, & similes—A key part of the fourth grade writing curriculum this year was learning about metaphors, analogies, and similes. I will provide examples of haikus that use these figures of speech and encourage the students to create their own to use in their own haikus.  Visualization & guided imagery—In my examples I will have students close their eyes and visualize what I am reading. This will help students realize that these poems need to create a picture in the reader‟s mind.Modifications and adaptations:  Students with difficulties in writing or recognizing syllable patterns will work one on one with the teacher.  For students who don‟t have time to get to the artwork, I have a coloring page with a haiku example and an illustration to color.Part 2: ProcedureConcept or rule to be discovered: Weather can provoke an emotional response in people.Open 1:30 1. Introduce haikus. Use the book “Wabi Sabi”. Go over syllable patterns in haikus (5-7-5) and discuss how most often haikus are about nature. Explain that the author‟s purpose during writing a haiku is to transform a simple topic into something special.Body 1:35 2. Haikus often have a wide variety of descriptive words, both nouns and verbs that help to create a picture in the reader‟s mind. 3. The haikus you will be writing today will be on the topic of 55

weather. As a whole class, brainstorm a list of weather topics (clouds, rain, snow, etc). 4. Model Writing a Haiku a. The first step in writing a haiku poem is to choose a good topic. Haiku poems are generally written about nature. b. Encourage students to use their emotions and senses to brainstorm a list of nature-related topics. Subjects might include: different types of weather, clouds, landforms, water formations, seasons, etc. Record students suggestions on the board or overhead projector. c. Choose a topic from the generated list and write it on the board or overhead projector. d. Invite students to name words or phrases that describe the topic. Then, as a group, experiment with putting the words and phrases together to describe the topic in three lines according to the 5-7-5 syllable pattern. e. Model rearranging and rethinking word choices to match the syllable pattern. For example, if a chosen phrase has four syllables, but the pattern requires that it have five, model selecting a similar two-syllable word. f. Encourage them to use a dictionary or thesaurus to find synonyms or more interesting and precise words as necessary. 5. Give students time to work on creating their haikus. Before starting the writing, tell students that as they finish they can create a collage style piece of artwork like in the book “Wabi Sabi” to go along with their artwork. Show them the materials at the back tables available for them to work with.Close 2:05 6. Students read their poetry/share their artwork.Part 3: Resources 56

Part 4: Reflection This lesson was a resounding success! I started this lesson in the early afternoon on thefirst day of the Weather Unit. Because of other classes happening around the school I began thislesson teaching to seven students. The small group gathered their chairs in a circle around meand I began talking about haikus. Most of the students had heard about haikus before, but mostdid not remember the framework of a haiku (five syllables on lines one and three, seven syllableson line two). After telling the students what a haiku was I shared examples from the book WabiSabi and examples I had found on the internet. The students were very involved in this part ofthe lesson. A handful of students were confused about the syllables. After dismissing the otherstudents to work at their desks, I taught these students a mini-lesson on syllables. I circulatedthroughout the room frequently to make sure all questions were answered as quickly as possible. I met my objectives for half of the students in this lesson during the allotted time. Therest of the students were unable to finish in the time allowed for this lesson. Most students wereable to complete their haiku, but ran out of time before getting to complete the accompanyingartwork. In the future I would allow more time to complete this exercise. I became a little annoyed with myself during this lesson. As students finished theirhaikus, they would come to me for approval and to find out what to do next. I had forgotten togo over the art project while we were all sitting together. This meant that I had to explain the artproject over and over to each student as they finished their poem. In the future I will make surethat I explain all aspects of independent work before students return to their desks. I am left wondering if the students really thought about the weather as they were writingtheir haikus, or if they were just completing an assignment. If I were to teach this lesson again Iwould allot more time to a collective brainstorming session to create a list of topics that the 57

haikus could be written on. I believe that this would help students to make more connectionsbetween the emotions that weather evoke and the actual weather events. 58

Lesson 3: What is Weather?What is weather? What causes weather? Where exactly does weather take place? These are thequestions that will be addressed in this lesson.Grade Level: 4thSubject areas: Earth ScienceMaterials needed:Science TextsTeacher Edition Science TextPencilsWeather vocabulary worksheetKWL Charts from previous dayGlobePart 1: RationaleFocus and purpose: Students will learn about the atmosphere and the sun‟s purpose in regardsto weather.Objectives:Students will be able to:  Define weather terms (air mass, air pressure, atmosphere, front, mesosphere, stratosphere, thermosphere, and troposphere) on a worksheet.State Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Support StandardsStandards: English Language Arts Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. 59

Assessments:  Weather vocabulary worksheet  Walking around the room to read students answers to questions, using checklist to keep track of studentsSelection of Instructional Strategies:  Direct instruction—This lesson imparts many facts and definitions with the students. The clearest way to accomplish this is through direct instruction.  Visuals—Although I am using direct instruction, I will pull in many visuals to bring this lesson to life for the students.  Writing & journals—Students will be using their science journal to record thoughts that they have learned throughout the lesson.Modifications and adaptations:  Work with students to create shorter definitions for the weather terms.  Keep eye on TM. He gets antsy during direct instruction. Make sure he is on task.  Check in often with NA. She is an ELL student and is not in the classroom for most science lessons.Part 2: ProcedureConcept or rule to be discovered: Weather takes place in the atmosphere of Earth and is causedby the Sun.Open 1:35 1. Review KWL charts that were completed in lesson one. Ask5 minutes students to think about these questions: What is weather? What causes weather? Where does weather take place? After each question, give students a short period of time to jot down their ideas about the answers. Tell students to keep these questions in mind as we read.Body 1:40 2. Summarize pages D6-D9 about the atmosphere. Explain the20-25 atmosphere as the layer of air that surrounds our planet like aminutes blanket. It is made up of a mixture of gases, including oxygen which is what we breathe. These gases are the tiny particles that make up air. Air takes up space and has weight (have students take a deep breath to fill up their lungs—ask students if they could feel their chest moving—This is air taking up space in their lungs!) When all of these air particles are pressing on a surface— like the inside of the lungs—they cause air pressure. The atmosphere is made up of four layers. The uppermost, highest layer in the atmosphere is the thermosphere. The next highest layer is the mesosphere, the coldest layer in the atmosphere. When we see an airplane flying in the sky, most often it is flying in the stratosphere layer of the atmosphere. This layer contains 60

the most of the atmosphere‟s ozone, a kind of oxygen. The ozone helps to protect us from the sun‟s harmful rays. The layer closest to the Earth is the troposphere. Almost all weather happens in this layer. 3. Have students define terms on the Weather Vocabulary page. 4. Read pages D12-D17 together. Define the rest of the terms for day one on the Weather Vocabulary page.Close 2:05 5. Review the questions from the beginning of class. Ask students if5 minutes they want to change their answers and discuss the actual answers to these questions.Part 3: Resources 61

Weather VocabularyWhat is Weather?Air mass_____________________________________________________________________________________________________________________________Air pressure__________________________________________________________________________________________________________________________Atmosphere___________________________________________________________________________________________________________________________Front________________________________________________________________________________________________________________________________Mesosphere___________________________________________________________________________________________________________________________Stratosphere__________________________________________________________________________________________________________________________Thermosphere_________________________________________________________________________________________________________________________Troposphere__________________________________________________________________________________________________________________________Clouds:Cirrus_______________________________________________________________________________________________________________________________ 62

Cumulus_____________________________________________________________________________________________________________________________Cumulonimbus________________________________________________________________________________________________________________________Stratus_______________________________________________________________________________________________________________________________The Water Cycle:Condensation_________________________________________________________________________________________________________________________Evaporation___________________________________________________________________________________________________________________________Precipitation__________________________________________________________________________________________________________________________Transpiration__________________________________________________________________________________________________________________________Water cycle___________________________________________________________________________________________________________________________ 63

Part 4: Reflection This lesson began well and quickly fizzled. I began the lesson by asking students somequestions about weather. I recorded the answers on the overhead as students called them out. Ithen summarized the book so students didn‟t have to spend forever reading about theatmosphere. I used the globe and talked about the atmosphere being like a blanket that coversthe Earth. Students seemed to enjoy this (and when I asked students about the atmosphere at theend of the unit, most of them described it in this way). After this part, the lesson seemed tedious.I felt like the students were staring at me blankly or staring off into nowhere as the other studentsread. As I was talking about the different layers of the atmosphere I stumbled and mixed up myfacts. I caught myself, but this can be confusing to someone just learning about a topic. When itcame to defining the terms on the vocabulary page students worked at many different paces.Some students were as slow as molasses while others were finished before I had written thesecond definition on the overhead. Although this lesson seemed boring to both the students and me, I believe that I met theobjectives. Students were able to thoughtfully discuss the answers to their questions from beforethe lesson and compare their answers to their answers from after the lesson. It has become exceedingly clear, especially after this lesson that I do not do well in adirect instruction situation/lesson. I plan on observing some teachers that do well using directinstruction, and asking them to observe me, to determine what I can do to turn my directinstruction around. 64

Lesson 4: Weather ToolsIn this lesson students will learn about the different ways that weather can be measured and thetools that can be used to accurately measure weather. Students will also be introduced to thechart in their science notebook to record the weather every day.Grade Level: 4thSubject areas: Earth Science, MathMaterials needed:Weather tools worksheetWeather chartPencilsThermometerAnemometerBarometerRain gaugeWind vaneComputer with internet accessScience textbooksScience text—Teacher EditionPart 1: RationaleFocus and purpose: Students will get hands on experience with five different weather tools andlearn about measuring the different aspects of weather using these tools.Objectives:Students will be able to:  Identify, with 100% accuracy, the weather instruments verbally and label the instruments on a worksheet.  Choose the correct instrument to measure the different aspects of weather (humidity, precipitation, temperature, barometric pressure, and wind speed) with 100 % accuracy.State Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season. 65

Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.Support StandardsStandards: Math Common Curricular Goal: Direct & Indirect Measurement: Apply appropriate techniques, tools, and formulas to determine measurements. Standard: Measurement Benchmark MA.04.ME.04: Read temperature measurements of thermometers with Fahrenheit and Celsius units and recognize reasonable ranges of temperatures for different events (e.g. cold or hot day).Assessments:  Weather tools worksheetSelection of Instructional Strategies:  Technology—I will be using the computer to introduce the final performance task and show students clips of weather broadcasts. This will help the students begin to think critically about the uses of the weather tools.  Visuals—The worksheet that the students will define the use of each tool on has pictures to match the definition. This is valuable because the shape of the tool can help to identify what it is used for.  Manipulatives, experiments, labs, and models—Students will get hands on experience using each of the tools.Modifications and adaptations:  Ensure that each student is given an equal amount of time with each weather instrument.Part 2: ProcedureConcept or rule to be discovered: Students will identify the weather instruments and what eachinstrument measures.Open 9:45 1. Show students a video clip of a weather broadcast. Ask students5 minutes how the meteorologist determines the weather to report.Body 9:50 2. Summarize science text pages D20-D21. Meteorologists are25 minutes scientists who study and measure weather conditions. Some of the 66

conditions that they monitor are the air temperature, air pressure, and wind speed and direction. 3. Introduce the different instruments. Start easy and get progressively more difficult: thermometer, wind vane, rain gauge, anemometer, hygrometer and barometer. Show students how each instrument is used and explain what it measures. Let each student examine the instruments closely. Have students fill in definitions for each of the instruments on the weather forecasting instruments page. 4. Have each table group practice taking the measurements. Monitor students to make sure that they are correctly using the instruments.Close 10:15 5. Go over the weather chart. Show students the link that we will use5 minutes to get the weather information and how we will record the information in our science journal.Part 3: Resourceshttp://www.weather.com 67

Part 4: Reflection The students were engaged during this lesson. I began by showing students a clip of aweather broadcast from The Weather Channel‟s website. The students were glued to the screenand wanted to discuss the broadcast as soon as I had shut off the clip. This led to manycomments that were blurted out, which doesn‟t seem like a big problem—at least they werepaying attention and want to talk about it—but it did bring the lesson to a halt while I regainedcontrol of the class. The discussion led nicely to the next part of the lesson in which students gothands-on experience with the four different weather tools I had available to use for the class. I felt that I met the objectives because all of the students could identify the different toolsand what they measured. I also presented different situations in which a weather tool would beused in, and then asked the students which tool I would need. I called on each individual studentwith a different scenario and every student was able to answer correctly. When I teach this lesson again I will make sure to have a full set of tools for each groupof students. It would take a lot less time if each group had each of the tools. I would also like togive the students more opportunities to actually use the tools instead of just looking at them. Iwould like to incorporate more of a “field experience” for the students instead of a passivelearning environment. It would have been relatively easy to implement in this class with only 16students, 11 of whom are in the class for every science lesson. However when I enter the realworld and I have a class of 25+ students, how will I be able to keep lessons engaging for everystudent? 68

Lesson 5: CloudsClouds can be seen on most days, whether they are puffy, fanciful clouds or dark, scary stormclouds. In this lesson students will examine clouds and how they affect weather.Grade Level: 4thSubject areas: Earth Science, MathMaterials needed:Science textbooksScience textbook—Teacher EditionPencilsBlue construction paperBleachQ-tipsBlack markersWeather vocabulary worksheetPart 1: RationaleFocus and purpose: Discover the 4 main types of clouds what types of weather they areassociated with.Objectives:Students will be able to:  Draw the four main types of clouds (cirrus, cumulonimbus, cumulus, and stratus) using blue construction paper and bleach.  Identify and define the four main types of clouds on artworkState Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Support StandardsStandards: Art Common Curricular Goal: Express ideas, mood and feelings through the arts and evaluate how well a work of art expresses one‟s intent. 69

Standard: Create, Present, and Perform Benchmark AR.05.CP.03: Create, present and/or perform a work of art and explain how the use of essential elements and organizational principles shapes an idea, mood or feeling found in the work.Assessments:  Correctly labeled bleach art depicting four different types of cloudsSelection of Instructional Strategies:  Direct Instruction—Students will learn the facts about clouds through direct instruction and their texts.  Drawing and artwork—Creating the cloud artwork will help to cement the knowledge in each student‟s mind.  Visuals—The visuals provided in the text will help students when they are creating their own depiction of the clouds.Modifications and adaptations:  Circulate throughout the room, checking in with TM, TH, KM, and NA to check for understanding.Part 2: ProcedureConcept or rule to be discovered: Students will learn how clouds are formed, the functions ofclouds, and the different types of clouds that are seen in the atmosphere.Open 10:20 1. Have students close eyes and visualize a nice summer day. They5 minutes are lying on a grassy hill, enjoying a picnic. After finishing their sandwiches they lay back and relax and look up at the sky. What is up there? (fluffy clouds) Now imagine you are home later that evening. You see a flash of light coming through your window, so you look up at the sky. The sunny sky has been replaced by dark, gray clouds.Body 10:25 2. Another aspect of the weather that can be monitored is the clouds.25 minutes There are four main types of clouds. Turn to page D15 in your science book. Have students read about the different types of clouds. 3. Define the different clouds together on the Weather Vocabulary worksheet. 4. Demonstrate the art we will be creating. On a white piece of paper students will sketch the four different clouds in their proper place (in relation to altitude). After the sketch is completed they can use bleach to create the clouds. After the bleach has dried, students can label each cloud with a black marker. 70

5. Clean-up.Close 10:50 6. Have an art walk so students can see each others‟ work.5 minutesPart 3: ResourcesPart 4: Reflection This lesson seemed too short. It was based on one page out of the science textbook thatdiscussed the different types of clouds. Because of the short amount of time for this lesson (30minutes) I did not get to cover everything planned. I was unable to discuss how clouds areformed and the functions of clouds in relation to weather. I wanted to make sure that thestudents had plenty of time to complete their artwork without rushing and chancing a bleachspill. The students loved the bleach art cloud drawings. Overall I felt that this lesson went well, but there were several things I would change. If Ihad a choice I would teach this lesson over the course of an hour instead of thirty minutes. Thisadjustment would give me time to meet all of my objectives, which I was unable to do duringthis lesson. I would also add some writing to the art assignment. This would be a shortparagraph on how clouds are formed and their function. After finishing this lesson I am wondering what the best strategy is for continuing alesson that was cut short. Many times in my teaching I have ran out of time while in the middleof a lesson. It can be difficult on the students to just jump back in the next day—and difficult forme. What techniques can I employ to make the transition back into the lesson the following day? 71

Lesson 6: Water WondersStudents will review what they learned in the Bill Nye video about the water cycle and thenparticipate in the “Water Wonders” game. After the game, students will discuss how the gamewas a simulation of the water cycle through guided questions.Grade Level: 4thSubject areas: ScienceMaterials needed:PencilsWater Wonders worksheetWater Wonders vocabularyWater Wonders signs9-6 sided dicePart 1: RationaleFocus and purpose: The purpose of this lesson is to experience life as a drop of water travelingthrough the water cycle.Objectives:Students will be able to:  Draw and label the different stages of the water cycle (precipitation, evaporation, condensation, and runoff) in the science journal with no errors.  Interpret and relate the outcome of the “Water Wonders” game to the water cycle through a guided whole class discussion.State Content Standards:Focus Standards:Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using appropriate models.Support Standards: 72

Standards: English Language Arts Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.Assessments:  Students will be given a blank copy of the water cycle and a list of key vocabulary. Students will then be expected to put the terms in the correct spot on the drawing.Selection of Instructional Strategies:  Brainstorming and discussion—This will serve as a review of the Bill Nye video from the previous day and a warm-up for the game that the students will be playing today.  Games—the Water Wonders game allows students to experience life as a drop of water and is a valuable way for them to become a part of the water cycle.  Movement—this game lets students get out of their seat and move around the room. This is especially valuable for the students with ADHD.Modifications and adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC.Part 2: ProcedureConcept or rule to be discovered: All water on Earth is a part of the water cycle.Open 1. Review the Bill Nye movie on the water cycle. 2. Divide class into pairs. Ask pairs to write down words that describe what they know about the water cycle and draw a quick sketch of the water cycle. 3. Ask volunteers to share with the class.Body 4. Share the data showing Earth‟s water distribution on chart. 5. Put drawing of the water cycle on the Elmo and review terms that students need to know. 6. Ask questions to focus students‟ attention: If every living thing needs so much water, why isn‟t it used up? Where does the water go when a puddle dries up? Where does rain come from? Do you think water always follows the same path as shown in the water cycle? 7. Explain that the water cycle diagram shows many paths that a water drop could take when traveling through the cycle. To experience this, students will play a game where each group of 73

students will be a water drop. 8. Explain the game to the students‟: each student will have a scorecard and will start at one of the stations around the room. At each station, you or your partner will roll your die and read the statement that corresponds with the number rolled. On their scorecard they should write their current station, what happens to them, and their destination. They then wait for the cue to move to the next station (weather sounds: falling rain). 9. Have students each start at a different station and cycle through until most students have been to most stations. 10. On the board, write the names of the seven stations in black. Assign a different color to each group, and ask each group what their water drops journey was. Show each response on the board in a different color.Close 11. Discuss the following questions:  Even though individual drops took different paths, was anything similar about the journeys they took?  In the game, which stations seemed to be visited by the most drops, regardless of their particular journey? What can be determined from this information?  Can you think of other parts of the water cycle that were not included in the game? Where might these be included in the cycle?  The water cycle is usually shown like this (put up water cycle diagram). Do you think this is a useful way to show the cycle, even if the sketch doesn‟t include all the pats water might take?  What makes water move through the cycle? (sun, gravity, physical properties of water) What would happen if the sun‟s energy were blocked from Earth?  What might happen if all of Earth‟s water stayed in the oceans? In the clouds?  How is the water cycle important to plants and animals? (It moves water to them; it makes water available at different times)Part 3: ResourcesProject Learning Tree: PreK-8 Environmental Education Activity Guide 74

Water volume, in Percent of Water Source cubic miles total water Oceans 317,000,000 97.24%Icecaps, Glaciers 7,000,000 2.14% Groundwater 2,000,000 0.61%Fresh-water lakes 30,000 0.009% Inland seas 25,000 0.008% Soil moisture 16,000 0.005% Atmosphere 3,100 0.001% Rivers 300 0.0001% Total water 326, 074, 400 100% volume Source: Nace, U.S. Geological Survey, “Earth’s Water Distribution,” 1967. http://ga.usgs.gov/edu/waterdistribution.html, accessed 8/18/05. 75

Station 1: Cloud1. You fall as rain onto an ocean. Go to Ocean.2. You fall as rain onto an ocean. Go to Ocean.3. You fall as rain onto a stream. Go to Stream.4. You fall as snow onto a Glacier. Go to Glacier.5. You fall as snow onto the ground. Go to Groundwater.6. You fall as rain onto a parking lot. Go to Stream. 76

Station 2: Glacier1. You evaporate into the air. Go to Cloud.2. You stay frozen in ice. Stay at Glacier.3. You stay frozen in ice. Stay at Glacier.4. You melt and become part of a stream. Go to Stream.5. You melt and become part of a stream. Go to Stream.6. You break off from the glacier and fall into the ocean. Go to Ocean. 77

Station 3: Ocean1. You are one of countless water molecules in an ocean and you stay there. Stay at Ocean.2. You are one of countless water molecules in an ocean and you stay there. Stay at Ocean.3. You are one of countless water molecules in an ocean and you stay there. Stay at Ocean.4. You evaporate into the air. Go to Cloud.5. You evaporate into the air. Go to Cloud.6. You evaporate into the air. Go to Cloud. 78

Station 4: Stream1. You evaporate into the air. Go to Cloud.2. You evaporate into the air. Go to Cloud.3. An animal comes to the stream and licks you up. Go to Animal.4. You continue rolling downhill and become part of an ocean. Go to Ocean.5. You continue rolling downhill and become part of an ocean. Go to Ocean.6. A human drinks from the stream. Go to Animal. 79

Station 5: Groundwater1. You move slowly underground and eventually flow into an ocean. Go to Ocean.2. You move slowly downward and become part of an aquifer. Stay at Groundwater.3. You move slowly underground between grains of sediment and eventually flow downward into a wetland and from there into a stream. Go to Stream.4. You move slowly underground between grains of sediment and eventually flow downward into a wetland and from there into a stream. Go to Stream.5. A plant takes you in through its roots. Go to Plant.6. You are pumped out of the ground from a well to irrigate a farm. Go to Plant. 80

Station 6: Animal1. After using you to process food, the animal urinates and you end up in the ground. Go to Groundwater.2. After using you to process food, the animal urinates and you end up in the ground. Go to Groundwater.3. You are exhaled from an animal’s lungs into the air as vapor. Go to Cloud.4. You are exhaled from an animal’s lungs into the air as vapor. Go to Cloud.5. A person uses you for brushing his or her teeth and you end up going through a sewage treatment plant and then put into a stream. Go to Stream.6. After using you to quench their thirst, a person urinates and you end up going through a sewage treatment plant and then put into a stream. Go to Stream. 81

Station 7: Plant1. The plant transpires you through its leaves and you evaporate into the air. Go to Cloud.2. The plant transpires you through its leaves and you evaporate into the air. Go to Cloud.3. The plant transpires you through its leaves and you evaporate into the air. Go to Cloud.4. The plant uses you to grow. Stay at Plant.5. The plant stores you in its edible fruit. Go to Animal.6. The plant stores you in its edible leaves. Go to Animal. 82

Water Wonders VocabularyAquifer: underground bed or layer yielding ground water for wells, springs, etc.Bedrock: solid un-weathered rock lying beneath surface deposits of soil.Erosion: the wearing away of the land surface by wind or water. Erosion occurs naturally from weatheror runoff.Evaporation: a physical change of state in which a liquid is transformed into a vapor or gas.Glaciers: a flowing body of ice, formed in a region where snowfall exceeds melting.Icebergs: a large floating mass of ice detached from a glacier.Precipitation: water from the atmosphere that falls to the ground as rain, snow, sleet, or hail.Runoff: fresh water from precipitation and melting ice that flows on the ground surface into nearbystreams, lakes, wetlands, and reservoirs.Sediment: the material deposited by water, wind, or glaciers.Sedimentation: the action or process of depositing sediment.Transpiration (transpires): the process by which water evaporates from plant tissues.Vapor: a visible suspension in the air of some substance.Watershed: the land area that delivers runoff water and sediment to a major river or stream and itstributaries.Water Table: underground surface below which the ground is wholly saturated with water 83

1.______________ 2.______________ 3.______________ 12.______________4._______ 5._______ 11.______________ 6._______ 7.______________ 10.______________ 8.______________ Word Bank:m) Precipitationn) Snowo) Rainp) Hailq) Evaporation 9.______________r) Condensations) Run-offt) Streams & riversu) Lakes, seas, and oceansv) Water vaporw) Ice crystalsx) Water droplets 85

Water Wonders Score Card Name: ______________________________________________________________ Station Stop What Happens DestinationExample: Cloud Fall as rain Ocean1.2.3.4.5.6.7.8.9.10. 86

Part 4: Reflection This was the most fun lesson to teach in this unit! Students were excited when I explainedwe would be playing a game. I started the lesson with questions about the Bill Nye Water Cyclevideo that they had watched the previous day. This got students thinking about the water cycleand helped to activate the knowledge from the previous day. I knew that I wouldn‟t have enoughtime for everything in my lesson, so I skipped the part of my lesson in which I was going to havestudents draw a sketch of the water cycle. I decided to skip forward and ask the studentsquestions about the water cycle. This part of the lesson went extremely well. The students werethinking critically and before long were ready to begin playing the Water Wonders game. I thenbegan the game. After six cycles, I had students return to their seats and started discussing whatcould be learned from the game. The discussion led me to believe that I met the objectives ofthis lesson. All of the students were able to vocalize the thought that water does not follow thesame path through the water cycle, and that no matter what path the water took, it was still waterand a part of the water cycle. The only thing that I would change is the amount of time spent onthe lesson. I spent about 25 minutes on a 50+ minute lesson. 87

Lesson 7: Weather Patterns and SeasonsIn this lesson students will explore the weather patterns and seasons of Oregon, the Northwestregion, the United States, and the world.Grade Level: 4thSubject areas: Earth ScienceMaterials needed:GlobeWorld mapScience textbooksScience textbook—teacher editionCause & effect graphic organizerPart 1: RationaleFocus and purpose: Discuss seasons and climate and how these two terms are related to ourstudy of weather.Objectives:Students will be able to:  Analyze the similarities and differences of weather patterns between the regions on a graphic organizer.  Identify the causes of seasons around the world in a whole class discussion.State Content Standards:Focus StandardStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.Support Standards 88

Standards: English Language Arts Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.Assessments:  Participation in class discussion about the causes of seasons  Cause and effect graphic organizerSelection of Instructional Strategies:  Graphic organizers—The use of the graphic organizer to demonstrate cause and effect creates a handy tool that students can quickly glance at to determine what happens.  Direct Instruction—This lesson imparts many facts and definitions with the students. The clearest way to accomplish this is through direct instruction.  Visuals—Often the mind will remember a face but forget the name. Using visuals will hopefully help the student remember the concept, even if they forget the name of the concept later.Modifications and adaptations:  Circulate throughout the room, checking in with TM, TH, KM, and NA to check for understanding.Part 2: ProcedureConcept or rule to be discovered: Seasons are caused by the tilt of the Earth and how the sun hitsthe different areas of the Earth. Recurring patterns of weather in a region is the area‟s climate.Open 1. Bring the globe to the front of the class. Ask students if it is the sun or Earth that moves…explain that the earth revolves around the sun.Body 2. Have students open their science books to page D66. Read “Earth and the Seasons” and then examine the picture on page D66. 3. Complete the cause and effect graphic organizer. 4. Explain that climate is a region‟s weather that is consistently the same year after year. (It‟s the climate) Ask students “what does the Earth‟s tilt have to do with the climate? 5. Put map of the world on Elmo. Ask students where the warmest waters should be, then the coldest waters. Explain that the warmest waters get evaporated and that this is where most of the rain comes from. The wind then blows the clouds (which are the evaporated water) and eventually rain (or other precipitation) will 89

fall. If an area of land is separated from this warm water by a barrier of mountains or long distance, it will tend to be a drier area with less precipitation. 6. Have students make predictions about different areas of the world in relation to their climates. What is climate like north of the United States? Around the middle of the Earth? Point out other areas on the map and have students make guesses/predictions. 7. On Elmo, list climate regions: tropical—wet; tropical—dry; temperate—wet; temperate—dry; and polar. Explain that the areas that are closest to the equator are the tropical wet areas. As they move away from the equator then comes the tropical dry areas. After that are the temperate wet areas. Moving towards the arctic comes the temperate dry areas and finally the polar regions. Near the equator there is a lot of rainfall. Remember this refers to climate because it receives the same amount year after year. It is the rain that we associate with weather. Temperate areas change throughout the year.Close 8. Pull up climate map from Weather.com. Ask students to find Oregon and determine what zone we are located in.Part 3: Resources 90

Cause Effect Earth’s axis is tilted.Part 4: Reflection The Northern Hemisphere is pointed away from the sun. The Southern Hemisphere of Earth is pointed toward the sun. 91

Part 4: Reflection This lesson seemed to fall flat. Maybe because it was a Monday or maybe it was just aboring lesson I really don‟t know, but I do know that I would need to make changes beforeteaching this lesson again. I felt like this lesson met the objectives and students were able tofollow along during this lesson, but at the same time they were like mindless zombies. Theexcellent critical thinking skills that I witnessed in the previous lesson disappeared over thecourse of the weekend. I will work on improving the types of questions I am asking to foster thecritical thinking skills of my students. I believe that I met the objectives because students were able to tell me what the climatewould be like at different points around the world, like in the arctic, at the equator, or even inRussia. One thing that worked really well in this lesson was the demonstration I did with theglobe and one of the students. I had a boy stand up in the center of the room. Using the globe, Iwalked around the room demonstrating how the Earth circles the sun and how the Earth is tilted. My big question after this lesson (and all other direct instruction lessons) is what willmake direct instruction more interesting for my students. It seems during each of the directinstruction lesson the students are tuned out. I wonder if this is a reflection of my feelingstowards direct instruction. I often feel that direct instruction is a boring way to learn, and I thinkthat this comes across during my direct instruction lessons. 92

Lesson 8: Predicting the weatherStudents will become predictors of the weather in this lesson.Grade Level: 4thSubject areas: Earth ScienceMaterials needed:Computer with PowerPointInternet accessPart 1: RationaleFocus and purpose: The purpose of this lesson is to introduce techniques to analyze thecollected weather data and predict the weather.Objectives:Students will be able to:  Interpret the collected weather data to predict the weather for the different scenarios on the PowerPoint by talking with a friend and then voting as a class.  Verbally predict the weather for the following day using words such as certain, impossible, most often, least often, likely, and unlikely.State Content Standards:Focus StandardsStandards: Career Related Learning Common Curricular Goal: Integrate academic, technical and organizations knowledge and skills to work successfully in family, school, community, and workplace settings. Standard: Employment Foundations Benchmark 1: Identify uses of technology in home, community, and jobs.Standards: Math Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate inferences and predictions that are based on data. Standard: Statistics and Probability Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using words such as certain, impossible, most often, least often, likely, and unlikely.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather. 93

Support StandardsStandards: English Language Arts Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.Assessments:  Students will be voting on which action they believe each parent should take. I will be recording these results on my tally sheet.Selection of Instructional Strategies:  Brainstorming and discussion—Students will discuss the clues and then come to a conclusion based upon the facts. This will allow the students to practice their powers of persuasion.  Project based and problem based instruction—the scenarios in the PowerPoint are written as if it was the student actually on a camping trip. This allows the students to put themselves into the story and situations so that it becomes real.  Reciprocal teaching and cooperative learning—students will be turning and sharing with a friend at their group of desks. If one student does not get it, another student will be able to step in and go over the steps to make the predictions.  Technology—Although this lesson could be done without the use of technology, I feel that the students respond better when technology is used in the lessons.Modifications and adaptations:  This lesson could be done using the clicker or by using a “think-pair-share” strategy.Part 2: ProcedureConcept or rule to be discovered: Even without access to the fancy tools that meteorologists use,students can predict the weather.Open 1. Read some weather sayings. Discuss how the sayings came about5 minutes and whether or not there is any validity to these sayings.Body 2. Start PowerPoint activity. The slides cover how meteorologists20 minutes forecast the weather and how students can forecast the weather just by looking at the clouds and feeling the wind. Students will practice making predictions on 4 different scenarios after learning about how to use clouds and wind to make a forecast. At the end of the slideshow there are weather maps to show how 94

meteorologists track the weather.Close 3. As a ticket to go, ask students to predict the weather for lunch5 minutes recess using the words certainly, likely, unlikely, most often, least often, or impossible on a scrap of paper and hand to me.Part 3: Resources 95

Part 4: Reflection The students loved the instructional strategies of this lesson. Every time I have usedtechnology in my lessons, students have responded well. This lesson could have been a bust.There is a lot of reading and teacher talking. As I went through the PowerPoint reading andtalking about the different slides the students took charge. Before long they were taking turnsreading each slide and in turn teaching their fellow students about how to predict the weatherusing clouds and the wind. The closing of the lesson was the only area that I felt could haveused some improvement. Students were able to complete this activity, but most of them did notunderstand how it related to predicting the weather. I would have liked to pair this lesson with amath lesson (or unit) on probability so that the students would have a better understanding of therelationship between probability and predictions. During this lesson all students were able to meet the objectives. I polled students as wewere going through the slide show to see if they were absorbing the information. All studentswere able to make the correct predictions. If I were to teach this lesson again I would add morescenarios for the students to practice making predictions. As I finished this lesson I realized the importance of using technology in my lessons.These students are extremely plugged in. This has led to a generation of students who respondwell whenever a new technology is used. I am lucky because I am the type of person who likes totry out the newest techno gadgets as soon as they hit the market. I will be sure to use technologyas much as possible in my future lessons and units. 99

Lesson 9: Extreme WeatherIn this lesson students will explore the different types of weather and how it affects peoplearound the world.Grade Level: 4thSubject areas: Earth Science, social studiesMaterials needed:Computers for students with internet accessExtreme Weather worksheetPencilsClipboardsPart 1: RationaleFocus and purpose: Students will learn about the types of extreme weather and how thisweather affects the people of the world.Objectives:Students will be able to:  Construct a list of the different types of weather experienced around the world during a whole class discussion.  Summarize and give examples of their assigned type of extreme weather in a small group presentation to the class.State Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weather.Support StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.03.01: Identify effects of wind and water on Earth materials using appropriate models.Standards: English Language Arts 100

Common Curricular Goal: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed. Standard: Reading Benchmark EL.04.RE.05: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.Assessments:  Jigsaw presentation on extreme weatherSelection of Instructional Strategies:  Brainstorming and discussion—Students will be discussing what they have learned from their websites in their small group. This will allow them to determine what they will teach their classmates about their assigned weather.  Reciprocal teaching and cooperative learning—Students will be the teacher during the jigsaw exercise. Each group will present the relevant information on their type of extreme weather with help from their worksheet completed while surfing the web.Modifications and adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC.Part 2: ProcedureConcept or rule to be discovered: Extreme weather can have a major effect on the people of theworld and is often difficult to predict.Open 1:15 1. Have students close their eyes and visualize the different types of5 minutes weather that they have experienced. Think about the different times of year, maybe the different things they have seen on TV, or maybe even stories that their parents or grandparents have told them about. 2. Create a list together of all the different types of weather. 3. Introduce today‟s topic: Extreme Weather. Tell students that in their folder on the computer there are links to several sites.Body 1:20 4. Group the students and have them get out their extreme weather30 minutes question page from their binder. Assign groups of students to the different types of weather (5 groups: lightening, snow, tornados, hurricanes, and floods). 5. Have clipboards by the door, and have each student grab a clipboard and take their pencil and paper to the computer lab. 6. In the lab have students sit next to their group member(s) and explore the links to their topic. 7. Have students turn off computers and head back to the classroom. 8. In small groups, give students 5 minutes to discuss what they learned and what they want to share with their classmates. 101

Close 1:50 9. Students report on what they learned about their extreme weather.20 minutesPart 3: ResourcesExtreme Weather Groups:CS and SS and NANC and CR and TMKV and MF and KMAA and CN and THRH and JTDM and AC 102

Flood Websites to Visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Floods:http://weathereye.kgan.com/cadet/disaster/flooding.htmlhttp://www.fema.gov/kids/floods.htm 103

Hurricane Websites to Visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Hurricanes:http://weathereye.kgan.com/cadet/disaster/hurricanes.htmlhttp://www.fema.gov/kids/hurr.htm 104

Lightening Websites to Visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Lightening:http://weathereye.kgan.com/cadet/lightning/index.htmlhttp://www.fema.gov/kids/thunder.htm 105

Snow Websites to Visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Snow:http://weathereye.kgan.com/cadet/disaster/snow.htmlhttp://www.fema.gov/kids/wntstrm.htm 106

Tornados Websites to Visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Tornados:http://weathereye.kgan.com/cadet/disaster/tornadoes.htmlhttp://www.fema.gov/kids/tornado.htm 107

Websites to visit:General Weather:http://www.theweatherchannelkids.com/http://teacher.scholastic.com/activities/wwatch/Floods:http://weathereye.kgan.com/cadet/disaster/flooding.htmlhttp://www.fema.gov/kids/floods.htmHurricanes:http://weathereye.kgan.com/cadet/disaster/hurricanes.htmlhttp://www.fema.gov/kids/hurr.htmSnow:http://weathereye.kgan.com/cadet/disaster/snow.htmlhttp://www.fema.gov/kids/wntstrm.htmTornados:http://weathereye.kgan.com/cadet/disaster/tornadoes.htmlhttp://www.fema.gov/kids/tornado.htmLightening: (advanced)http://weathereye.kgan.com/cadet/lightning/index.htmlhttp://www.fema.gov/kids/thunder.htm 108

Part 4: ReflectionThis lesson was dropped due to lack of time and access to the computer lab. 109

Lesson 10: 3, 2, 1…You‟re on!The final performance task will be introduced in this lesson. Students will then review differentweather broadcasts from around the nation and then discuss what they liked and disliked abouteach video clip. They will also work with their partner on the final performance task, makingdecisions about what features they liked and didn‟t, and what they would like to incorporate intotheir own broadcasts.Grade Level: 4thSubject areas: Science, Language ArtsMaterials needed:Computer with internet access“What‟s the Weather” worksheet“Weather Watch Chart” worksheetPencilPart 1: RationaleFocus and purpose: Students will begin working on their final performance task in this lesson.Objectives:Students will be able to:  Review different clips of weather broadcasts to identify effective communication for a specific audience.  Interpret the collected weather data to predict the weather for the following day on a worksheet.  Predict the weather for the following day using words such as certain, impossible, most often, least often, likely, and unlikely.State Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weatherStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science 110

Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.Standards: Math Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate inferences and predictions that are based on data. Standard: Statistics and Probability Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using words such as certain, impossible, most often, least often, likely, and unlikely.Standards: English Language Arts Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience to purpose across the subject areas. Standard: Writing Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories of an event or experience. Provide a context to allow the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable.Standards: Career Related Learning Common Curricular Goal: Integrate academic, technical and organizations knowledge and skills to work successfully in family, school, community, and workplace settings. Standard: Employment Foundations Benchmark 1: Identify uses of technology in home, community, and jobs.Assessments:  “What‟s the Weather” worksheet  Group participationSelection of Instructional Strategies: 111

 Visuals—the different video clips will help prepare the students for what to expect when completing their projects.  Project based and problem based instruction—Students will be participating in a final performance task that relates to their lives as students at the school. This will boost their motivation to participate.Modifications and adaptations:  Pair TM, TH, NA, KM with CN, KV, CS, AC.Part 2: ProcedureConcept or rule to be discovered: Preparation is key when predicting the weather over theairwaves.Open 1. Introduce the final performance task for the unit: You are a meteorologist that recently moved to the Rogue Valley. You were asked by (insert teacher‟s name here) to do a special broadcast for her students to prepare them for their upcoming field trip. (insert teacher‟s name here) has asked you to provide the students in her classroom with information about the current day‟s weather (including high and low temperatures and any precipitation) and your forecast for the following day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and „least often‟). Working with a partner, you will need to create and/or choose at least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots. You will also create large signs with pictures (sunny, cloudy, rainy, etc.) to visually show what the weather will be like for the following day. It will be helpful to write down a script of what you want to say before getting in front of the camera. You can then either memorize what you will say or create cue cards to read as you present. Your partner will be the cameraman for you, and you will be the cameraman for your partner.Body 2. Tell students that now we will watch some different weather forecasts from around the nation to help give them ideas for their own broadcasts. Encourage students to take notes on what they like and don‟t like on the videos. 3. Have students get out their “What‟s the Weather” and “Weather Watch Chart” from their science notebook and go over the directions.Close 4. Tell students who their partners are and give them time to start discussing their broadcast.Part 3: Resources 112

You were asked by Mrs. Kolb to do a special broadcast for her students to prepare them for theirupcoming field trip to the Kassab Family Farm. She knows that you have just learned aboutweather and would like you to help her students get ready for an upcoming field trip. Mrs. Kolbhas asked you to provide the students in her classroom with information about the current day‟sweather (including high and low temperatures and any precipitation) and your forecast for thefollowing day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „mostoften‟ and „least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often.You were asked by Mrs. Kassab to do a special broadcast for her students to prepare them fortheir upcoming field trip to her farm. She knows that you have just learned about weather andwould like you to help her students get ready for an upcoming field trip. Mrs. Kassab has askedyou to provide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often. 113

You were asked by Mrs. Gove to do a special broadcast for her students to prepare them for theirupcoming field trip to the park. She knows that you have just learned about weather and wouldlike you to help her students get ready for an upcoming field trip. Mrs. Gove has asked you toprovide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often.You were asked by Mrs. Speelman to do a special broadcast for her students to prepare them fortheir upcoming field trip to the park. She knows that you have just learned about weather andwould like you to help her students get ready for an upcoming field trip. Mrs. Speelman hasasked you to provide the students in her classroom with information about the current day‟sweather (including high and low temperatures and any precipitation) and your forecast for thefollowing day‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „mostoften‟ and „least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often. 114

You were asked by Mrs. Harris to do a special broadcast for her students to prepare them fortheir upcoming field trip to the park. She knows that you have just learned about weather andwould like you to help her students get ready for an upcoming field trip. Mrs. Harris has askedyou to provide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often.You were asked by Mrs. Beck to do a special broadcast for her students to prepare them for theirupcoming field trip to the coast. She knows that you have just learned about weather and wouldlike you to help her students get ready for an upcoming field trip. Mrs. Beck has asked you toprovide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often. 115

You were asked by Mrs. Dennis to do a special broadcast for her students to prepare them fortheir upcoming field trip to the coast. She knows that you have just learned about weather andwould like you to help her students get ready for an upcoming field trip. Mrs. Dennis has askedyou to provide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often.You were asked by Ms. Ellerman to do a special broadcast for her students to prepare them fortheir upcoming field trip to the coast. She knows that you have just learned about weather andwould like you to help her students get ready for an upcoming field trip. Ms. Ellerman has askedyou to provide the students in her classroom with information about the current day‟s weather(including high and low temperatures and any precipitation) and your forecast for the followingday‟s weather (using words like „certainly‟ „likely‟ „unlikely‟ „impossible‟ „most often‟ and„least often‟).Working with a partner, you will create a weather broadcast. Your video clip should be atleast one minute long and will need to include:  At least 2 props to go along with your clip, including but not limited to umbrellas, sunglasses, hats, rain jackets, rain boots.  Two large signs with pictures (sunny, cloudy, rainy, etc.) to illustrate the current weather and what the weather will be like for the following day.  A written script that you will follow that includes the current day‟s weather and your forecast for the following day. Be sure to use phrases that you have seen on the different weather broadcasts. Use at least one of the following words/phrases: certainly, likely, unlikely, impossible, most often, least often. 116

Part 4: ReflectionThis lesson was taught by my classroom teacher due to a medical emergency. 117

Lesson 11: Weather WizardsStudents will demonstrate what they have learned throughout the unit by taking the final test andpresenting their weather broadcast.Grade Level: 4thSubject areas: Earth ScienceMaterials needed:Computer with Turning PointClickers (one for each student)Video cameraPart 1: RationaleFocus and purpose: Students demonstrate what they have learned throughout the unit.Objectives:Students will be able to:  Answer the questions on the final test with 90% accuracy.  Present weather broadcast to class over the internet using a digital video camera and computer.State Content Standards:Focus StandardsStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02: Describe patterns of seasonal weatherStandards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science Benchmark SC.05.ES.02.01: Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.Standards: Science Common Curricular Goal: The Dynamic Earth: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Standard: Earth and Space Science 118

Benchmark SC.05.ES.02.02: Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.Standards: Math Common Curricular Goal: Data Analysis and Predictions: Develop and evaluate inferences and predictions that are based on data. Standard: Statistics and Probability Benchmark MA 04.SP.06: Predict the degree of likelihood of a single event occurring using words such as certain, impossible, most often, least often, likely, and unlikely.Standards: English Language Arts Common Curricular Goal: Writing Applications: Narrative Writing: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience to purpose across the subject areas. Standard: Writing Benchmark EL.04.WR.23: Write personal narratives: Include ideas, observations, or memories of an event or experience. Provide a context to allow the reader to imagine the world of the event or experience. Use concrete sensory details. Provide insight into why the selected event or experience is memorable.Standards: Career Related Learning Common Curricular Goal: Integrate academic, technical and organizations knowledge and skills to work successfully in family, school, community, and workplace settings. Standard: Employment Foundations Benchmark 1: Identify uses of technology in home, community, and jobs.Assessments:  Clicker test  Presentation of weather broadcastSelection of Instructional Strategies:  Project based and problem based instruction—Students will be participating in a final performance task that relates to their lives as students at the school. This will boost their motivation to participate.Modifications and adaptations:  Provide written tests for students as needed to allow for more time per question than allowed with clicker test.Part 2: Procedure 119

Concept or rule to be discovered:Open 1. A quick review before the clicker test (atmosphere, clouds, and weather tools).Body 2. Start clicker test after handing out clickers. 3. Allow students 5 minutes to meet with groups before presentations. 4. Start presentations.Close 5. Student self evaluation interviews.Part 3: Resources 120

Final Performance Task Rubric CATEGORY 4 3 2 1Performance Speaks clearly Speaks clearly Speaks clearly Does NOT speak and distinctly all and distinctly all and distinctly clearly and of the time and of the time but most of the time distinctly most of mispronounces mispronounces 1 and the time AND/OR no words. or more words. mispronounces mispronounces no words. more than 1 word.Predictions/Measurements All supportive Almost all facts One fact is No facts are facts are reported are reported reported reported accurately (3 of accurately (2 of accurately. accurately OR no 3). 3). facts were reported.Point of View - Purpose Newscast Establishes a The purpose is It was difficult to establishes a purpose at the somewhat clear figure out the purpose at the beginning, but but many aspects purpose of the beginning and occasionally of the newscast newscast. maintains that wanders from seem only slightly focus throughout! that focus. related. Cohesive newscast.Group Work The group The group The group Some members functioned functioned pretty functioned fairly of the group were exceptionally well. Most well but was often off task well. All members members listened dominated by one AND/OR were listened to, to, shared with or two members. overtly shared with and and supported The group (all disrespectful to supported the the efforts of members) was others in the efforts of others. others. The group almost always on group AND/OR The group (all (all members) task! were typically members) was was almost disregarded by almost always on always on task! other group task! members. 121

Part 4: ReflectionThis lesson was taught by a substitute as I was out of the class due to a medical emergency andmy classroom teacher was serving on a jury. 124

Figure 1 This chart represents the percentage of students who got each question correct. Itcompares the pre-test to the post-test by showing the percentage change over the course of theunit. This comparison allows me to see change in my students and it also helps me to evaluatethe test. I can look at the numbers and tell if a question is too hard or too easy by looking at thepercentages. I was able to tell that the students improved on each question. This tells me that the unitwas successful in meeting the learning goals. 125

Figure 2 This chart shows each students answers on the pre-test (yellow) and the post-test (blue) aswell as their score the number correct and percentage. I also included the percentage change so Icould determine if the student improved their score during the unit. I was impressed with the students‟ performance on the final exam. There was no scorelower than 70 percent and the students improved their scores by as little as 18% to a whopping65% improvement for one student. Based on these results, I would conclude that the learningobjectives were met for the unit. 127

The pre-assessments were somewhat helpful in evaluating the students‟ readiness for this unit. Iwas able to discover what students knew in regards to the facts of the unit (atmosphere, cloud,and water cycle questions on the pre-test), whether students could identify weather tools, and ifstudents could model the water cycle by drawing. The KWL chart was helpful in identifyingwhat the students were most interested in learning during the unit. There were several things that I would change about my pre-assessments to make themmore appropriate and helpful. The first thing I would change is in regards to the KWL chart. Thestudents were extremely vague when completing the graphic organizer. In the future I wouldhave a list of questions ready to prompt students to think more critically about what they knowand what they want to learn. The next thing I would change would be the water cycle drawing.Instead of having students draw the water cycle from scratch, I would provide the blank watercycle diagram and have student choose the words from a word bank. All I got back for this pre-assessment was a handful of blank papers. On one hand this was helpful—I knew the students atleast couldn‟t remember the water cycle even if they had learned about it before. However oncewe got to that point in the unit, students did know important aspects of the water cycle, and thispre-assessment failed me in that regard. The final performance task was an opportunity for the students to apply what they hadlearned about weather in an activity that specifically applied to them and their classmates at theschool. Overall the performance of the students was great. The majority of the students were ableto meet the objectives for this task and they enjoyed doing it. 128

NA is a newer immigrant to this country. She arrived in California a little over a year ago andmoved to our area prior to the start of this school year. She is learning English quickly. She hasa sister who is also in the fourth grade. Much of her writing is stories from when she was livingin Mexico. She is an extremely hard worker and is always trying to complete her work to the bestof her abilities. There are three reading and math groups; she is in the lowest reading group andthe middle math group. She recently started Read Naturally to help improve her fluency. She willnot be in the classroom during most of this unit as she is in the ELL classroom from 11:35 untilthe end of the day at 2:15. This student was not present in the classroom during the science lessons.AA is a student who aims to please. She is always asking how she can help around theclassroom. She is a former ELL student. She has very strict, protective parents who often forbidher from participating in field trips. Her family attends Jehovah’s Witness services, so she doesnot participate in the flag salute in the morning or any sort of holiday celebration. She is in themiddle reading and math groups. AA is a student who tends to do moderately well in whatever the class is studying. Thisunit was no different. AA scored a 35% on the pre-test and by the end of the unit she was able toscore 94%. She improved her score by 59%. She said that the favorite part of the unit for herwas the clicker test. One thing that I noticed during this unit was how chatty she could get whenin a group situation (not talking about the topic though). In the future I would be sure to placeher with the quieter students who tend to focus on the work that needs to be done to help focusher attention.AC is quiet and shy. She often has a thick book at her fingertips. She has a great temperamentand is a good leader in groups. She is in the highest reading and math groups. She is a dedicatedstudent and hard worker. It is almost impossible to get her nose out of a book. She is a TAGstudent. She participates in strings every morning. Her family is involved in her education, andshe is close to extended family (aunts, uncles, and cousins) as well. AC was able to meet all of the objectives for this unit. She enjoyed getting to write thescript for the weather broadcast. When I interviewed her and asked questions about what shelearned in this unit she was able to list all kinds of information she had learned about clouds andthe water cycle. AC did very well on the post-test, and was one of two students who scored a100% on the final test. In the future I would differentiate the instruction so that she had more 129

opportunities to be reading and writing during the unit. It was difficult to get her to transitionfrom SSR to science in the afternoons. She did not want to put down her book and I would oftencatch her with the book in her lap reading. She is an exceptionally strong group member with theability to step out of her shell to become the leader.NC is a very smart student, but she struggles with staying on task. She is in the highest math andreading groups and is a TAG student. If she applied herself she would be an even better student.She frequently forgets her homework and “Read At Home” slips. This student struggled during this unit. It was not necessarily related to the difficulty ofthe tasks, as I know she is capable. Her motivation was completely gone during the month that Itaught this unit. She was able to complete the tasks; however it was not at her usual quality. Shedid increase her score on the final test in comparison to the pretest. She scored 88% on the final,which was 24% better than her pretest score. Her strength in this unit was her ability to workwell in a group. When she had somebody to keep her on task, she seemed to stay motivated. Inthe future I would recommend pairing her with a student who stays on task and that will be ableto keep her on task.MF is one of the success stories in this class. At the beginning of the year she was a strugglingreader in the lowest group. At the start of this trimester she made the leap to the highest readinggroup. She is doing well and she feels more challenged in this group. She is in the middle groupfor her math instruction. She tends to be shy and quiet until she has something to share, and thenshe will speak up right away. MF loved this unit! She is a student who works at a much slower pace than most studentsbut that quality wasn‟t present during this unit. She was on task and completing her work. Shewas one of the main students participating in class discussions. She showed the mostimprovement on her final test, improving by 65% and finishing with a score of 100%. Sheenjoyed making the posters for the final performance task the most. During the final interview, 130

she was able to answer every question I asked. In the future I would recommend incorporatingscience into other areas of the day to keep this student motivated.RH is a student who tends to get excited easily. She can be silly at times, and if SS and she areclose to each other they are bound to be talking. She sometimes struggles with making decisions.She is in the middle reading and math groups. She is interested in Goosebumps and alwayschooses these books to read. The favorite part of the unit for this student was the final presentation. She enjoyedincluding jokes in their weather broadcast. In regards to other aspects of the unit, she was able torecall many of the obscure facts from the unit (for example: the water we drink today could havebeen dinosaur spit). Her final score on the test was 82%, a 41% increase over her score on thepretest. She was a strong group member and had the ability to keep her group members on task.TH struggles with completing his work. The apathy he shows for schoolwork is something that ismore often seen in older students. He is a Special Education student and spends time out of theclassroom every afternoon. He is in the lowest reading and math groups. With guided, one-on-one help he is very capable of completing his work. This student was not present in the classroom during most of the science lessons. For theamount of time he was in the classroom I feel that he did extremely well on the final test. Hescored a 71%, which was the lowest final score in the class. He was more engaged during thescience lessons than he was for other subjects. It seemed as though he felt more comfortablecontributing to group discussions during these science lessons than what is normal for thisstudent. He enjoyed the lessons that allowed him to get up and move around too. In the future Iwould suggest incorporating more of these type of lessons into the other subjects.TM is a student who needs constant attention. He is almost always off task. He has ADHD andreceives medicine. He needs redirection frequently throughout the day. TM is also a SpecialEducation student for math. He is in the lowest math group and the middle reading group. This student was not present in the classroom during most of the science lessons. Whenhe was in the classroom he was one of the few students to act out. He had a difficult time 131

following directions, and in the future I would make sure to have a printed set of directions forhim to read as well as a partner in the classroom who could help him remember to stay on taskand to not talk. He did really well on the final test only missing one question. His favorite partof the unit was the group broadcast.DM is a newer student at this school. He has been here for about 3 months now, and at thebeginning he was excelling. Recently though, his work has been slipping. He is struggling tomeet his reading goals. He is in the middle groups for reading and math. DM is an average student. He tends to do as little as possible to get by, and at times thisattitude was present during this unit. Sometimes though he surprised me and was more thanready to actively participate in the class discussions. In several of the lessons, he was excited toshare what he knew with the class. He also shared his experience with humidity from his timeliving in Texas. He scored an 82% on his final test, an increase of 29% over his pretest. Hisinterview with me went very well. He was able to answer every question that I asked, fromquestions about the atmosphere to the water cycle and even the cause of thunderstorms. Hisfavorite part of the unit was making the bleach drawings of the clouds. In the future I wouldsuggest giving him more opportunities to share stories from his life. This seemed to be theturning point for him. After sharing he became more involved in the unit.KM is a shy student who glows when she receives praise. She is a Special Education student formath and reading. She is out of the classroom for the afternoon. She is in the lowest reading andmath groups. KM exclusively reads non-fiction books. She has a sister in the fourth grade too. This student was not present in the classroom during the science lessons.CN is a responsible student. He can be counted on to finish his homework and workindependently at his desk. He is in the middle math and reading groups. His home life is not thegreatest. He wanted to go live with his dad but didn’t tell his mom and step-dad. His step-dadhas treated CN in a rude manner. This week it was brought to our attention that his mom andstep-dad are getting a divorce. 132

CN did okay in this unit. He scored an 82% on the final test, an increase of only 6%. Hecame into the unit with a lot of knowledge about weather, and it didn‟t seem as though helearned that much from the unit. His favorite part of the unit was the water cycle lesson. I wouldrecommend interviewing students like CN who do well on the pretest to determine how muchthey actually know about what I will be teaching. This would help me to determine if they arejust good guessers or if they actually know the content well. Afterwards, the interview wouldgive me the information I would need to better serve that student and differentiate theirinstruction so that he or she would be learning new material.CR is a fun student to have in class. She is somewhat shy, but she is smart. She is always willingto take on a challenge. CR is in the highest math and reading groups. She is also a TAG student.Her family is very involved in her education, although her dad is currently in training for theArmy. Her parents are divorced and have since remarried. CR was always challenging me to challenge her during this unit. Her favorite activityduring this unit was the weather forecast presentation. She was able to recall all aspects of thewater cycle and the different predictions that we can make about the weather by observing theclouds. She did have struggles during the haiku/collage lesson. She became extremely emotionaland did not like the way her artwork turned out. She fixed it, and then was okay. She scored a94% on her final test. In the future I would differentiate the instruction to better serve thisstudent.SS is a student who is constantly trudging along. She struggles in reading and math, and is in thelowest groups in both of these subjects. Her family is working with the school to help SS succeed.Although she often has difficulties, she does not allow this to affect her attitude. She seems toalways have a positive, happy attitude. This student did well in this unit. She began the unit with a 53% on her pretest andfinished the unit with an 88%, an increase of 35%. The weather forecast at the end of the unitwas her favorite part of the unit. She enjoyed drawing the pictures and telling people what she 133

had learned. I would recommend that she be given the chance to share her successes with herfellow classmates to encourage her future learning.CS is one of the brightest students in class. The math and reading assignments are easilyunderstood and quickly mastered by her. She is in the highest math and reading groups and isalso a member of the TAG program at the school. Her family is always willing to lend a hand forclass activities and field trips. CS enjoyed this unit on weather. Her strength in science is her ability to retaininformation from what she has read. In class discussions she was often able to recall details fromour previous readings. She scored a 94% on her final exam, an increase of 35%. Her favorite partof the unit was the water cycle game.JT is a student who is constantly moving on hyper-drive. He is always in motion, even if it is justhis mouth. There tends to be problems between TM and him, but they are quickly solved. JT is inthe middle reading and math groups. He has insightful writing, but he often tries to get awaywith not doing his work. This student improved his knowledge of weather over the course of the unit. Heimproved his score on the final test by 35%. His favorite part of the unit was the water cyclegame. I believe this is because the game gave students the opportunity to get up and movearound the room. In the future I would incorporate more lessons that allowed students to movefor students like JT.KV is a student with an impressive knowledge about vocabulary and random facts. Thisknowledge tends to make its way into the classroom in many ways, however most often shedominates the classroom discussion by blurting out her thoughts. She currently uses a trackingsystem that stays on her desk in which she makes a tally every time she blurts out. This hashelped to raise her awareness of times she is interrupting the class and stealing the think time ofother students. She is in the highest math and reading groups and is a member of TAG. KV is a student who reads a lot! In this unit that fact was apparent, as she often hadtidbits that she wanted to share. Her favorite part of the unit was the clicker test because it waslike playing a video game. She scored a 94% on the final test, only missing one question. I 134

would recommend giving KV a special role in a future unit that would allow her to be the teacherfor certain things. She loves to share her knowledge and I feel this would help to relieve her needto blurt out information at all times as she is prone to do. 135

I was excited about the prospect of teaching a science unit. This was my first opportunityand I went into it with the belief that it would be easier to align the standards than it was for thewriting unit I taught for my half day work sample. This was not the case. The standards forfourth grade weather didn‟t give me a lot to work with in planning this unit. They were vagueand left a lot of room for me to make the final decision about what I would teach during this unit.I decided to focus on the patterns that can be found in weather. This was done through studies ofthe water cycle, seasons, and climates around the world. Intertwined in these lessons wasinformation on clouds, the atmosphere, and ways to predict the weather by using the patterns ofweather. Overall I felt that the unit was aligned well. The lessons proceeded in a logical mannerin which information was built upon prior knowledge. I would have liked to do more with thestandard that deals with interpreting weather data. This is an important skill, and it would haveallowed students to see how weather patterns are developed over the years. The enduringunderstandings were aligned with the standards and the lessons. Each of the questions andunderstandings were met at different times during this unit. I chose a variety of instructional strategies to engage the wide range of learning styles inthe classroom. There were 14 different instructional strategies used throughout this 11 lessonunit. The strategies that I used most often were brainstorming and discussion, direct instruction,and visuals. These strategies were important for me to use because I feel that these strategies arethe most effective way for students to construct knowledge when learning about science. Mostof the lessons were engaging for students; however several were particularly difficult for thestudents to become excited about. These lessons were lesson 3 and lesson 7. These lessons weretwo of the direct instruction lessons that I taught during this unit. I based them on the sciencetextbook. In the future when I use a textbook, I will try to incorporate it into a more exciting 136

lesson, or make a PowerPoint to go along with the text to keep the students tuned in. The nexttime that I teach a science unit I would like to incorporate strategies that will allow my studentsto learn by discovery and critical thinking to better reflect the current “best practices”. Students were given the opportunity in this unit to express themselves through poetry andartwork. During the lesson 2 the students learned about syllables and how this concept is appliedto the writing of a haiku. I was surprised that so few of the students knew what a syllable was. Ialso shared information about the history of haikus. I believe that this unit would have been more complete if I had been able to be in theclassroom to finish teaching it. I missed the last 3 lessons due to a medical emergency and ofthose lessons one was dropped due to lack of time, one was taught by my cooperating teacher,and one was taught by a substitute. Of the lessons I was able to teach, the most important thingfor me to work on is to watch my time! I struggled with this in both work samples. Part of thisproblem stems from the short amount of time allotted for science—only 30 minutes at the veryend of the day. I would have liked to incorporate more hands-on activities into this unit. Istruggled with finding activities that were more than just activities and would fit into the 30minutes of science. During this unit I realized that the more excitement I brought to the lesson the moreexcitement my students would have. I was nearing the end of my pregnancy and by the end ofthe day all I wanted to do was sit down and put my feet up. On the days where I let my energyslip, the students were less engaged and seemed bored. The opposite was true when I brought theenergy! The correlation between my energy level and the students was direct. The more energy Ibrought the more the students had. 137

Another thing I learned in this unit is the power of having one on one interviews withstudents after a unit. This allowed me to take a peek into the internal learning environment (i.e.the student‟s brain). I learned a lot about how each student learned and what their likes anddislikes were in the classroom. My final observation of myself after teaching this work sample is that I still am not a fanof direct instruction. When I did teach using direct instruction I was not as comfortable as when Iwas teaching lessons in which students were given more freedom to explore the content. I wouldlike to continue focusing on improving my direct instruction skills in the future. 138

Bibliography:http://www.city-data.com/city/Grants-Pass-Oregon.htmlhttp://www.greatschools.net/modperl/browse_school/or/491#from..TabWebsites:Google Search: weatherThe Weather Channel www.weather.comNational Oceanic and Atmospheric Administration http://www.nws.noaa.gov/Google Search: weather unit 4th gradeThe Teachers Guide http://www.theteachersguide.com/Weather.htmlProTeacher Community http://www.proteacher.net/discussions/showthread.php?t=30977http://www.proteacher.com/110022.shtmlSaint Johns Brunswick Private School http://saint-johns-brunswick.pvt.k12.me.us/teachers/teachers/4s.htm#WeatherUtah Educator Network http://www.uen.org/Lessonplan/preview.cgi?LPid=12467Lesson Planet http://www.lessonplanet.com/search?keywords=fourth+grade+weather+unit&rating=3Wayne County Board of Education http://www.wcolweb.com/learningfocus/g4.htmFlashcard Exchange http://www.flashcardexchange.com/flashcards/list/268197Weather Webquests http://www.aps.edu/aps/lavaland/weather.htmGoogle Search: water cycle diagramsEarthguide Diagrams http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/Google Search: weather terms 4th gradeScholastic http://teacher.scholastic.com/activities/wwatch/index.htmWeather Instruments http://www.surweb.org/ls/ls_view.asp?lsid=1272The Cloud Case http://weathereye.kgan.com/cadet/cloudless/teachers.html 139

Fourth grade worksample -weather unit

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