Essential Unit Question: How is the weather, clouds, and precipitation connected to the water

cycle?

Pre-Assessment: (10-15minutes)
Quiz with 10 questions about the weather and the water cycle.

Lesson 1: Weather and seasons -- Pre-assessment and read aloud

Lesson Question: How can you prepare for the different weather?

Objective: I will be able to recognize how the weather changes from season to season.

Assessment: Formative assessments will be conducted during all phases of this

Unit plan and lesson. During the engage phase, I will listen to the students’ responses as we discuss
the book The Weather Girls by, Aki. During the explore phase, I will be observing their interactions
with the materials and with each other. I will also circulate the room and ask open-ended
Questions to gauge students' understanding. During the explain phase, I will question the students
as a whole group to gauge their understanding of weather. Their responses will allow me to
determine if the learning goal for this lesson was achieved.

A summative assessment will be conducted when I review the quiz that they will complete at the end
of the unit.This information will help me to determine if the students have a firm understanding of
this concept. I will also review this by asking them to write about the weather they observed throughout
the week. Their written responses will help me to assess their understanding of this concept.
Resources:
https://betterlesson.com/lesson/637979/season-to-season
Materials:
- KWL Chart
- The Weather Girls, By Aki
- Pre-assessment Quiz
Vocabulary:
- Weather
- Precipitation
- Temperature
 - Seasons
- Water cycle
- Spring
- Summer
- Fall
- Winter
Curriculum areas being addressed: Science and Language Arts

Fine Arts Core:

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas.
They will refine original work through persistence, reflection and evaluation

Standard 2.1.1

Develop and use models illustrating the patterns of landforms and water on Earth. Examples of
models could include valleys, canyons, or floodplains and could depict water in the solid or
liquid state. (ESS2.B)

Differentiation:
Gifted/Talented or Fast Finishers – write extension questions on the board that can be answered. What is your
Favorite type of weather? What is an extreme form of weather?
ELLs – Objectives written on the board ahead of time (We will be able to understand the phases the water cycle)
Use gestures while speaking.
Speak slowly and include drawings, images and videos
Wear a microphone while teaching so all students can hear me clearly
SPED – Desks clear of distractions. Inform students of time remaining for activities.
Demonstration of each activity.
Classroom Management:
- Demonstrations of each activity allow students to be clear about the tasks they are to
complete.
- Teacher circulates the room while students work together.
- Monitored transitions to help maintain order.
- Material distribution conducted right before the investigations begin. All materials are
collected before students discuss their observations.

Phase 1 - Exploration and Explanation: The warm-up will be the paper PreAssessment.
Students will get out their pencils and other tools they will need. Then, I read the questions
aloud and repeat them.

Friends, today you are going to answer a few questions to help me know more about what to
teach over the next few weeks. If you don't know an answer, make your best guess! It's okay to
not know, because I haven't taught you a thing yet!

Put your finger on the number one.

I like all students to stay together because I don't want anyone to rush through the test. Plus,
reading aloud supports my developing readers. I encourage students to reread their answer and
check their work as well.

Once students have finished, students put their papers in the “magic trick” and then go sit on the
rug.

Phase 2 - Guided practice: The exploration today is also part of the pre-assessment. Have a
student read the objective for the day on the board: "I can recognize how the weather changes
from season to season."The "I Can" statement helps students take ownership of the lesson as they
put standards into context. The other students praise the student that reads the "I Can" statement
by clapping. I encourage students to give each other praise to boost their self-esteem.

As we talk we will start by writing on our KLEWS Chart. Students will put their answers on a
sticky note. We will start with what they Know. If a student writes the same thing then we will
put those sticky notes together. Next we will move to E(vidence) where students will make
observations about the weather . Then we go to L(learning), We know that the weather changes
and this is what causes the four seasons.

Now we will read the book The Weather Girls, by Aki as a class. Students will get to share their
observations and then we will transition to the closing.

Phase 3 - Closing/Independent Practice/assessment:

In closing, I introduce the Essential Question that will guide our work in this unit: What is
weather and why is the water cycle important to life on earth? I tell students that by the end of
this unit, we will be able to answer this question.
I write the Essential Question on the top of a KLEWS chart. Throughout our earlier discussions,
students had a plethora of questions about the weather.

Then I give students an exit ticket about weather and the seasons:

Name:_________
Exit Ticket - Weather/Seasons

Draw the clothes to match the weather.

Windy Day: Sunny Day: Snowy Day: