1. Wind Water cycle Rain Gauge
Weather Unit
Temperature
2nd grade
-students will design a device
-Students will know and that will be useful in solving
-Students will know and observe that the movement
observe that wind has -Students will conduct an indoor problems.
of water from one place to -build the device using the
direction and force air temperature experiment
another affects the weather materials and tools provided
-Wind comes from different -Students will conduct an body
-Water moves from the -Build the device and record
directions at different times temperature experiment
ground into the air, forms the results
-Wind has force and can -Students will know and observe
clouds high in the air, and
push things, the amount of that temperature is a term we use
then falls back to the
forces is different at to talk about how hot or cold
ground as some form of
different times something is.
precipitation
-Students will design a wind -A thermometer is used to
-The teacher will make a
measurement instrument measure temperature
water bowl model that will How I am going to modify
-Teacher will lead a class -Higher numbers on a
prove the water cycle. the unit to address other
discussion about wind thermometer correspond to
-Teacher will lead a class leaners needs
hotter temperatures and lower
discussion about the water
numbers correspond to colder
cycle
temperature
The strengths of the unit Explicit:
I will model each experiment and activity for the students. This is
one way I will help enhance the unit. Instead of just explaining to
the students how they should conduct the activity I will model
Explicit: with the materials and draw pictures on the electronic white
-One strength of this unit is that it board of what I expect from each student and group.
Different types of learners in the
is very hands on. Students make Non-Explicit:
and test two weather instrument classroom
-The journals I create for the students will allow them to express
devices. By designing their own their creativity. Instead of just recording their observations
devices, students meet state through writing, I will have the students draw their observations.
science standards related to - Throughout the weather unit I will allow students to practice
design. Visual learners their math skills. During the temperature and thermometer
- This unit requires children to lessons I will ask students the difference in degrees between the
Kinesthetic learners
chart their observations. Students cold water temperature and the hot water temperature.
record weather observations for 2- Students will also get to sharpen their math skills because I will
3 weeks. require students to write down the procedure they followed to
- This unit has a list of text that can Autistic student
conduct each lesson. Students must write down the first, second,
be read to the students that can third…etc for all the steps.
help enhance each lesson and the -I will show videos throughout the unit that will help students
understanding of each lesson. Student with Aspergers understand the water cycle
- This unit is great for visual -I will hang charts up in the classroom that will show the water
learners and hands on learners. cycle.
Non-Explicit: Student who is cognitively disabled -During calendar in the morning I will have students read the
-The unit encourages group work. outside air temperature and chart it on a graph
This unit allows children to share -I will allow students to bring in materials from home to make
ideas and materials. their rain gauges and wind vanes. This will give the students an
opportunity to become more excited and engaged in the
experiments
-I will have students write out the step by step procedure of
Will have an aide and every experiment they conduct in their weather journal. I will
have students write out the procedure they will follow to create
scribe who will assist them
their rain gauges and wind vanes before they conduct the
experiment versus after they create their device. This will help
students when they come into the classroom the following day.
They will know the exact steps they are going to take to create
their device
-I will take pictures of their rain gauges so that we can discuss
their device after we have conducted the experiment
-I will have students present their device and explain why they
created it the way they did to the whole class
-I will allow students to work in groups of two for most of the
experiments