Weather Wise

Weather Wise

Weather Wise

Level: 2nd Grade
Time Frame: Approximately 1 Quarter
Description: Students will be able to identify and describe day-to-day and seasonal patterns of weather.

Overview
Activity List
Learning Objectives
Standards
Resources

Unit Overview

Weather is the name given to the “events” caused by the interaction of several factors in the Earth’s atmosphere (the layer of air closest to the earth). These factors include water, heat, air pressure, air movement, and underlying landforms. Adults are generally aware that humidity and air pressure are aspects of weather, but these are less directly experienced than some others. The more obvious aspects of weather are air temperature, wind speed and direction, and precipitation, and the emphasis at the early elementary grade levels should be on these aspects of weather.

Also, as can be seen in the standards, identifying and describing day-to-day and seasonal patterns of weather are considered to be the most important concepts for early elementary students. Students can directly experience these patterns, but not within the typical time frame of a science unit. Therefore, this unit is somewhat unusual in that we recommend spending time on this unit during all 3 (or 4) seasons that school is in session. Most of the activities should be done close to the beginning of the school year, so that students learn the basics about weather. Then, weather observations should be done for a two-three-week period during each season, followed by discussions of the differences between the seasonal weather patterns. Students are likely to be familiar with meteorologists and weather predictions, and can begin to make simple connections between weather patterns and weather predictions.

Understanding the reason of weather patterns, weather phenomena, and seasons involves concepts that are considered to be too difficult for early elementary students. You may wish to introduce some of these concepts, or to use them in responding to student questions, but they are not emphasized in the unit and you should not expect full student comprehension.

Finally, students can use and make simple instruments to measure some aspects of the weather. These activities meet not only the content standards related to earth science, but also the state standards related to technological design.

Activity List

Our Ideas about Weather
Temperature/Thermometer
Water and Weather - Making a Model
Water and Weather - Making a Rain Gauge
Wind - Making a Wind Measurement Device
Weather Observations

Learning Objectives

Students will observe and know and observe that:

Weather affects our daily lives.
Scientists study weather for a variety of reasons, including understanding it and predicting it.
Temperature is a term we can use to talk about how “hot” or how “cold” something is. When we talk about temperature related to weather, we are talking about the temperature in the air outside.
A thermometer is used to measure temperature.
The higher numbers on a thermometer correspond to hotter temperatures and the lower numbers on the thermometer correspond to colder temperatures.
The movement of water from one place to another affects the weather.
Water moves from the ground (on or in it) into the air*, forms clouds high in the air, and then falls back to the ground as some form of precipitation (usually rain or snow).
Temperature affects the movement of water.
Wind (moving air) has direction and force**.
Wind comes from (and blows to) different directions at different times.
Wind has force (can push things) and the amount of force is different at different times.
Observations of things that are blowing in the wind can tell us things about wind direction and force.
Knowing about wind direction and force can help predict weather.
The weather changes from day to day and season to season.
Some patterns of weather are repeated often and these can help us predict the weather.

* True comprehension of the water cycle is difficult at this age because of the “invisible” phase when water is in the air but can’t be seen. Exposure to models in this unit will help students later with the water cycle concept.

** The amount of force is related to wind speed. However, the concept of speed (distance/time) is not meaningful to most early elementary students. They can, on the other hand, relate to wind being stronger or weaker, or more or less.

Students will practice:

Describing observed events
Collecting data and recording data
Arranging data into logical patterns and describing patterns
Comparing observations of individual and group results
Formulating possible solutions to a design problem
Designing a device that will be useful in solving the problem
Building the device using the materials and tools provided
Testing the device and recording results
Reporting the design, the test process and the results in solving a given problem.

Standards

Illinois State Standards: Early Elementary
As a result of their schooling, students will be able to:

12E. Know and apply concepts that describe the features and processes of the earth and its resources.

Identify components and describe diverse features of the Earth’s land, water, and atmospheric systems.
Identify and describe patterns of weather and seasonal change.

13B. Know and apply concepts that describe the interaction between science, technology, and society.

Explain the uses of common scientific instruments (e.g., thermometers).
Identify and describe ways that science and technology affect people’s everyday lives.

11A. Know and apply the concepts, principles, and processes of scientific inquiry.

Describe an observed event.
Develop questions on scientific topics.
Collect data for investigations using measuring instruments and technologies.
Record and store data using available technologies.
Arrange the data into logical patterns and describe the patterns.
Compare observations of individual and group results.

11B. Know and apply the concepts, principles, and processes of technological design.

Given a simple design problem, formulate possible solutions.
Design a device that will be useful in solving the problem.
Build the device using the materials and tools provided.
Test the device and record results using the given instruments, techniques, and measurement methods.
Report the design, the test process and the results in solving a given problem.

National Science Education Standards
As a result of activities in grades K-4, students should develop an understanding of the following fundamental concepts and principles:

Weather changes from day to day, and over the seasons.
Weather can be described by measurable quantities, such a temperature, wind direction and speed, and precipitation.

Resources

Internet Links

United Streaming Videos
Teachers may find correlating blackline masters at www.unitedstreaming.com. Accounts for Unit 4 teachers are free. See your school library Media Specialist for assistance in setting up your account. Many videos have audio tracks in Spanish and subtitles for the hearing impaired.

Weather: A First Look (17:00)

Weather: Changes and Measurement (13:00)

Investigating Weather (17:00)

Clouds, Weather, and Life (12:05)

Four Seasons, The (15:00)

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