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What's the Weather?


 

Summary:
Daily weather observations are recorded and then summarized at the end of the week in the form of a bar graph.

Main Curriculum Tie:
Science - 2nd Grade
Standard 2 Objective 3

Observe, describe, and measure seasonal weather patterns and local variations.

Supplemental Materials (pdf)

Materials:
For the Teacher:

  • (Optional) Magic Monsters Learn About Weather by Sylvia Tester (Children’s Press, 1980)
For the Student:(Individual)
  • Copy of weather symbols chart, and graph

Background For Teachers:
The weather is made up of temperature, air pressure, moisture in the air, and wind velocity. The many different combinations of these components create a variety of weather conditions. It is important for students to become familiar with the weather because it affects their daily lives. Weather influences recreational and work activities, clothing, and the types of homes in which people live. Students will enhance their understanding of different types of weather by observing, charting, and graphing.

Intended Learning Outcomes:
1. Make observations. 2. Collect and record data. 6. Construct graphs and charts.

Instructional Procedures:
*Adapted from Journeys in Science by Laidlaw Educational Publishers.

1. Consider reading a “weather warm-up” book such as, Magic Monsters Learn About Weather by Sylvia Tester. It’s an easy-to-understand book about basic weather concepts.

2. Reproduce the weather chart, symbols, and graph for each student (attached below).

3. Have students observe daily weather conditions for a week.

4. At the end of each school day, have the students record the day’s weather by cutting out the correct weather symbol and pasting it on the chart.

5. At the end of the week, students should transfer the information on the chart to the bar graph or coloring in a box on the graph for each corresponding weather symbol on their chart.

6. Use the information from the completed chart and graph to help students draw conclusions about the weather they observed. Ask questions such as: What kind of weather did we see the most? The least? How many days did it rain (or snow, etc.)? How many days had the same kind of weather? How many days had more than one kind of weather?

Attachments

Extensions:
1. Using pictures from magazines, have students cut and paste different weather conditions on a poster. Label each picture with a weather word.
2. Place a variety of clothing in a large box. Include rain, snow, and hot weather clothes. Have students pick an article of clothing and talk about the type of weather in which the clothing would be appropriate to wear.
3. Use rhythm instruments and create your own sounds to imitate the different sounds that weather can make. See if students can make sounds resembling rain, thunder, wind, and hail.

Supporting Literature
Barrett, J. Cloudy With a Chance of Meatballs. Macmillan Publishing Company. ISBN 0-689-70749-5. An engaging story about the townspeople who live in Chewands Wallow and must deal with all their food falling from the sky.
Branley, F. It’s Raining Cats and Dogs. Explanations about all kinds of weather and why we have it.
Gibbons, G. Weather Words and What They Mean. Scholastic. ISBN 0-590- 44408-5. Easy to understand definitions and explanations about common weather terms.
Rogers, P. What Will the Weather Be Like Today? Scholastic. ISBN 0-590- 45013-1. A first grade level, easy reader about animals discussing the various types of weather.

Author:
Utah LessonPlans

Created Date :
Jun 26 1997 07:39 AM

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