Weather

Ms. Rogers
3 Grade Science
rd

Common Core Standards:

During the years of PreK-4, all students must become proficient in the use of the following scientific
processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all
science content areas:

Observe and ask questions about the natural environment

Plan and conduct simple investigations

Employ simple equipment and tools to gather data and extend the senses

Use appropriate mathematics with data to construct reasonable explanations

Communicate about observations, investigations and explanations

Review and ask questions about the observations and explanations of others.

These standards are found on page 76 of:

http://education.ohio.gov/getattachment/Topics/Ohios-Learning-Standards/Science/ScienceStandards.pdf.aspx
Lesson Summary:
This lesson is designed to help students cover the different weather forms that happen all around the world and
even in our cities. Students will learn about each weather form selected and why it happens. They will interact
with each other to help explore these ideas together. They will also have a finished product that is customized
(their Weather Binders) to take away from this lesson plan.
Estimated Duration:
Since there is a lot of information to cover, I have broken this lesson plan down to five days, each day with 50
minute periods. Day 5 may carry over to Day 6, but we can address that if need be.
Commentary:
Weather can be so interesting when you engage your students properly. I have inserted videos and games to
keep students from drifting away from the lesson plan. There will be a lot of interaction with other students

which also makes learning more fun. Also, there will be an end product to this lesson, so I hope to see students
motivated in making that final product.

Instructional Procedures:
Day 1: This Weeks Weather Forecast & Binder Set-Up
(Objective: Students will identify the weather that is going on around them and prep their Weather Binder.)
First 15 minutes: Introductory Activity (Groups of 2)
Students will open the Weather App on their iPads. On a piece of paper, students will record the weeks
forecast according to their current location (our school). They will record: the day of the week, the date, the
temperature for that day, and the picture shown ex.) sunny, rainy, snowy, cloudy. [Each student is to fill out
their own chart]
Next 10 minutes:
We will have a class discussion and review to make sure each group has the same results for the weeks
forecast. As we go over the forecast, I will fill in a chart thats on the projector screen, so every student can
see.
Final 25 minutes:
Students will receive a printed copy of the weather forecast that we created on the projector screen. They will
take their written version and the printed version and add it to their Weather Binder. At this point, their
Weather Binder should only have these two sheets in it.
(Note: Students are required to put todays date on both sheets.)
After their charts a filed, children will label their 1st divider as Charts and put it in their binders with their
charts behind it.
Students will now take this time to decorate their cover page. Students will use the app Drawing Desk to
decorate their cover page. When completed, each student will print their cover page, and put it in the front flap
of their Weather Binders.
(Note: Students are required to have Weather Binder as their title and their name printed on their cover page
visibly. Cover page must also be related to weather.)
Total: 50 minutes
Day 2: Discuss Different Weather Forms and Pictures of Each
(Objective: Students will talk about different weather forms and be able to put a picture to each term.)
First 10 minutes: Class Discussion
As a class, we will create a list of different weather forms. Each student will have the opportunity to list their
favorite weather form ex.) snow, tornadoes, rainbows, clouds, sun, rain) This list will be printed once

completed.
Next 20 minutes:
Students will complete the Weather Survey that is handed out using the list of different weather forms. We
will review the survey as a class, and file them under a new tab, their 2nd divider labeled Surveys.
Final 20 minutes:
Using the list of different weather forms and/or survey, students will find pictures online of each weather form
listed. These pictures will be printed out, and stored under a new tab labeled Pictures.
(Note: Pictures should be the 5th/or the last tab. There will be 5 tabs in their Weather Binders)
Total: 50 minutes
Day 3: In Depth Descriptions of Each Weather Form
(Objective: Students will learn more about each type of weather form and why it occurs.)
First 15 minutes:
I will show a few different videos that will help explain each type of weather form in depth. The first two are
going to be very informative and the last one is an attention grabber.
Types of Weather link (3 minutes): https://www.youtube.com/watch?v=7mgK2FQVc54 - This video breaks
down the main weather forms that we have talked about with simple definitions and pictures to go along with
each one.
Short From Video Weather link (5 minutes): https://www.youtube.com/watch?v=iF288rypx5Q - This video
talks about the weather forms and breaks it down further than the first video. This video has a lot of
information, but it is very useful.
Extreme Close Up of Tornado link (5:30 minutes): https://www.youtube.com/watch?v=bjb7QtMEBUg Mute the sound. This video shows footage of being up close to a real tornado.
Students must take thorough notes on these videos. They will add their notes to their 4th tab labeled Notes.)
Next 30 minutes:
Since students will be engaged on tornadoes, we will do an experiment and create one of our own. (Groups of
3) Students will get into groups and we will gather our supplies.
Directions:
Each student will get a jar, and fill it of the way with water.
Students will add 1 tsp of vinegar and liquid soap to their bottle.
Students will put the lid back on and shake up all the ingredients.
After the ingredients are mixed, students will swirl their jars, creating a small tornado.
Students will then fill out their printed observations forms individually, add them to their Weather Binders
under the 3rd tab labeled Observations.
Final 5 minutes:

Students will be able to discuss their observations with their group and as a class.
Total: 50 minutes
Day 4: Weather Games
(Objective: Students will play a variety of games to continue to help them learn about the different weather
forms.)
All 50 minutes:
Students will use the links provided to play different games that are about weather. They may use other
websites if they are approved by the teacher. They can access this links and games using their iPads.
http://www.funbrain.com/weather/
http://kids.nationalgeographic.com/kids/games/interactiveadventures/wildest-weather/
https://www.turtlediary.com/games/weather-and-seasons.html
Total: 50 minutes
Day 5: Presentations
(Objective: Students will work in groups of two to create a presentation of their favorite weather form and
present it to the class.)
All 50 minutes:
Students will have the 5th day to create their own presentations. They must decide in their groups of 3 what
weather form they will be doing (must be approved first). They will decide how they want to present their
presentation using some form of technology whether its Drawing Desk or some other app to help create
visuals for their presentation. Presentation does not have to be lengthy, but every student must take part in
presenting it. They will be using their Weather Binders for information and also online researching, if needed.
(Note: No two groups can do the same weather form)
Total: 50 minutes

Pre-Assessment:
To pre-assess my students, I will make a little game to make things a little bit more fun. Before the
Introductory Activity on Day 1, I will have each student take about 10 minutes to write down as many weather
forms as they can. This will be a quiet, individual activity. This will let me know which weather forms my
students are familiar with.
Scoring Guidelines:
I dont plan on taking this for a grade, so to add some motivation, students that can list 15 different
types of weather forms in 10 minutes can get 2 pts extra credit.
Post-Assessment:
The post-assessment for this lesson on weather will be their Day 5 Presentations. Their presentations, as

previously stated, are on their favorite weather form. Only this time, they get to teach the class about a weather
form.
Scoring Guidelines:
The students oral presentations will be graded while they present them. Each student will get their own
individual grade even though they are presenting them as a group. Their grading sheets will be put in
the very back of their Weather Binders. Their Weather Binders will also have an impact on their final
grade for this lesson.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
If some students are moving quicker than the lesson plan, the lesson plan can be changed by adding a little
extra work if completed. For example, students can color/draw more pictures representing different weather
forms. This is time consuming and also wont put them ahead anymore academically that the other students.
Also, to encourage students to help other students if they are having any trouble with the lesson plan.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
If some students are moving slower than the lesson plan, I would encourage them to look for help from their
classmates that are doing well. Also to encourage students to ask as many questions as they need to. Since we
are adding to our Weather Binders every single day, they can take their binders home and study the information
further if need be. It must be brought to attention that it is NOT optional to bring their binders back since they
will be adding to them daily. Also, they can view the links that are shown in class and study up on the
information talked about.

Extension
Below is the link so students can look at the standard that will be addressed in this lesson plan.
http://education.ohio.gov/getattachment/Topics/Ohios-Learning-Standards/Science/ScienceStandards.pdf.aspx
Students can look at this site to understand why teachers are teaching what they are. This site can be used to
look at standards, topics, and more for each subject. Students can benefit from this, because they can see the
reason behind each lesson plan.

Homework Options and Home Connections

As I previously stated, students can take their Weather Binders home for extra practice. As far as homework
goes, students wont need to do anything outside of class, because we will have enough time to do it in class.
They have access to all the materials needed in their Binders. If they would like, they can go review the videos
that are shown to make sure they know all that we are covering as well.

Interdisciplinary Connections
Since there is a lot more to weather than just the different forms, I could incorporate math and language arts
into my lesson plan. With math, there is so much data that students can draw from studying weather. For
example, how often a tornado has hit a city, how many days its been without rain, or how many days in a row
that it has snowed. With language arts, there are so many new vocabulary words that go along with studying
weather. There are certain terms beyond the common words we associate with different weather forms.
Materials and Resources:

For teachers

I will need jars for every group, liquid soap, vinegar, computer, projector screen,
YouTube, online games, and access to Apps.

For students

Students will use their iPads and the classroom printer throughout this lesson. They
will need to know how to search different links, print off certain papers/pictures, play
online games, and access to Apps.

Key Vocabulary
Survey, Observation, Forecast

Additional Notes
N/A