First Grade Unit Two
Weather/Scientific Inquiry
(Section 1 is the same as Unit One, Section
2 is Tools of the Scientist)
Section 1:
TLW describe weather conditions, identify tools for observing and recording
weather change, and describe how the Sun warms the Earth and causes
weather to change over the seasons.
(Gist: Weather - Sun Warms the Earth)
Enduring Understanding(s)

In Michigan, the seasons are summer, autumn, winter, and spring.

Plants need sunlight and warmth to grow.

Severe weather can be dangerous and precautions must be taken to stay safe.

The Sun warms the land, air, and water, affecting the weather.

Tools used to measure temperature, precipitation, cloud cover, wind.

Weather changes daily and seasonally.

Weather is described by determining temperature cloud cover precipitation and wind.
Essential Questions




How do people stay safe during severe weather?
How does weather change?
What causes our weather?
What tools do we use to measure weather?
New Vocabulary
blizzard
breezy
calm
foggy
freezing rain
hail
safety
seasons
severe weather
thunderstorm
tornado
warm
clear
cloud
cloud cover
cloudy
cold/cool
daily weather patterns
fall
Fog
hot
lightning
partly cloudy
precaution
precipitation
rain
rain gauge
snow
spring
strong winds
summer
Sun
sunny
temperature
weather
weather conditions
wind
wind sock
wind vane
windy
winter
Concepts & Information
Weather is the general condition of the atmosphere at a given time and place. The atmosphere
is a "blanket" of air around Earth, made of gases including oxygen. Weather conditions include
temperature, amount and type of cloud cover, precipitation, wind, and humidity.
Each year brings four different seasons: spring, summer, fall (autumn), and winter. Changes in
the seasons occur in an observable pattern. In many places on Earth, including Michigan, each
season of the year is characterized by unique weather conditions. Weather affects what people
do and wear in different seasons.
Students relate seasons to what plants and animals do. The change from season to season is
designated by specific dates on the calendar but actually occurs through a more gradual change
in temperature and precipitation over time.
Precipitation
is rain, snow, freezing rain, and hail. (Dew is not considered to be precipitation because it does
not fall from the sky, but it is condensed moisture [water vapor] which comes from the
atmosphere.)
Severe weather
includes thunderstorms, lightning, tornadoes, hurricanes, high winds, blizzards, extreme cold,
and heat waves. Safety precautions are important to take during severe weather. Especially in
Michigan, where thunderstorms, tornadoes, and blizzards occur frequently, students should
understand what measures they and their families should follow to ensure their safety.
Thunderstorm: Thunderstorms are storms with lightning and thunder. They have gusty winds
and heavy rain. They can occur in any season, but are more common in spring and summer in
Michigan and in the afternoon or evening hours.
Lightning: Lightning is a bright flash of electricity produced by a thunderstorm.
Tornado: A tornado is a windstorm that happens over land and has a funnel-shaped cloud that
extends and touches the ground. (If it does not touch the ground it is referred to as a funnel
cloud, not a tornado.) Winds can be 40 mph to over 300 mph. Tornadoes usually last five to ten
minutes, although some have lasted as long as an hour. They usually happen between the
months of March and August in Michigan. There are close to 1,000 thunderstorms in the U.S.
every year. Most of them (75%) are weak.
Blizzard: A blizzard is a winter storm with large amounts of falling or blowing snow and very
strong winds (greater than 35 mph) for an extended period of time (greater than 3 hours).
Clouds
are made of tiny drops of water/ice. The water is released when precipitation occurs. Cloud
cover varies from day to day, from clear to partly cloudy, cloudy, or foggy. (Extension: Major
cloud formations are: cumulus - fluffy usually associated with pleasant weather; cirrus - high
feathery, white clouds of ice indicating weather changes; and stratus - flat, low-lying clouds
associated with rain or snow.)
The Sun is the most important source of heat that warms the Earth’s land, air, and water. The
Sun’s light and heat helps plants grow.
(Extension: Evaporation involves heated water vapor rising, resulting in change from a liquid to
gas. Condensation involves the cooling of water vapor, resulting in a change from gas to liquid.
Clouds and fog form by this process. Water forming on the exterior of a cold glass in summer is
an example of condensation.)
Real World Connection
How do I dress for recess?
Safety precautions during severe weather (taking shelter for a tornado, driving more slowly or
staying off the roads during a blizzard, staying in for recess during extreme cold, avoiding
standing under a tree during a thunderstorm)
Common Misconceptions
Students may think that the Sun has nothing to do with the weather.
Students may think that standing under a tree is a good place to take shelter during a
thunderstorm.
Lesson Ideas:
1. TLW observe, record, graph and compare daily changes in the weather, relating weather conditions
to seasonal changes.CCSS/CE(s): E.ES.01.21; E.ES.01.22; E.ES.01.31; E.ES.01.32; S.IA.01.12; S.IP.01.11;
S.IP.01.12; S.IP.01.13; S.IP.01.14; S.IP.01.15; S.IP.01.16;
(Resources: Daily Weather Conditions; Seasonal Symbols; Seasonal Signs and Symbols; Seasonal
Changes; Trees)
Suggestion: Start this unit in early fall and keep a log of daily weather one week per month. Collect
weather data such as temperature, cloud cover, precipitation, wind, and outdoor conditions (e.g.,
changing leaf color, snow piles along the sides of roads).
Use a Kestrel 3000 Pocket Wind Meter (http://www.ambientweather.com/ , $129.00) on trips around
the school and community to collect weather data. This will be a year-long activity in which the class will
make a booklet of their data for each of the seasons. (Use seasonal symbols in the resources for large
group discussions and bulletin boards that can be shared during parent-teacher conferences.) Draw
conclusions based on data collected to identify weather conditions for the four seasons.
In the spring, conclude the unit by analyzing weather patterns and determining weather conditions for
the four seasons. Use a digital visual presenter (e.g., Elmo) and Resource: Daily Weather Conditions (or
make a transparency and use an overhead projector) and record weather data as a class.
Changes should be related to temperature (cold, hot, warm, cool), cloud cover (cloudy, partly
cloudy, foggy), precipitation (rain, snow, hail, freezing rain), and wind (breezy, windy, calm).
Daily changes in the weather may include cooler at night and warmer in the daytime, variation in
cloud cover and changes in precipitation throughout the day and from day-to-day.
Identify tools that might be used to measure temperature (thermometer), precipitation (rain gauge),
cloud cover (estimate), and wind (wind sock). A flag or string held in the air can be used instead of a
wind sock to determine wind direction and strength.
First grade mathematics includes bar graphs (See Kindergarten Mathematics Academic Standard: Data
and Probability - Real and Picture Graphs). To integrate math and science, possible bar graphs for this
science lesson could include bar graphs of daily temperature in the morning and afternoon (or at night
based on media weather reports).
Students may illustrate an activity associated with a particular season and name the season. Read The
Seasons of Arnold’s Apple Tree by Gail Gibbons (ISBN-10: 0152712453 ISBN-13: 978-0152712457) and
have students create a sequence of seasonal pictures (Resources: Seasonal Signs and Symbols; Seasonal
Changes). To differentiate for students who may still have difficulty with drawing, students may use the
illustrations from Resource: Seasonal Symbols or other sources.
2. TLW describe typical weather conditions for each season as related to Michigan's climate.
CCSS/CE(s): S.IA.01.12; S.IP.01.11;
Summer - warm, occasional rain showers, thunderstorms, hot and humid at times, mostly sunny
Fall - cooler, windy, rain, many cloudy days
Winter - cold, snow, lots of cloudy days, freezing rain
Spring - warming days but still cool, rain, tornado season, more potential for severe weather
Watch and observe how one tree changes over the year.
3. TLW collaboratively discuss and describe appropriate clothing and accessories to use in various
weather conditions and justify the selection.CCSS/CE(s): E.ES.01.22; S.IA.01.13; S.RS.01.11;
Include waterproof clothing as a need for some weather conditions. Make a connection to community
workers studied in first grade Social Studies.
4. TLW describe severe weather characteristics and create an action plan for safely surviving severe
weather conditions at school and at home.CCSS/CE(s): E.ES.01.23; E.ES.01.24; S.IA.01.13;
(Resources: Weather Watch; Being Safe During Severe Weather Conditions; Our Family Plan)
Include characteristics of thunderstorms, lightning, tornadoes, strong winds, blizzards, and hurricanes.
There is no need to focus on hurricanes, but many children will be aware of hurricanes due to the news
or having relatives or family friends who live in regions affected by hurricanes. Discuss how all but
hurricanes are likely to be severe weather conditions in Michigan. Safety in severe weather includes
listening to weather media and adults.
http://www.nws.noaa.gov/om/severeweather/ Click on thunderstorms, tornadoes and floods for
excellent brochures for families regarding safety precautions.
http://www.lightningsafety.noaa.gov/
Discuss Michigan's severe weather and safe places to go. Safety ideas will be limited to safe areas to go
and places to avoid in each of these severe weather events as applicable.
a. Thunder and lightning - Go inside a sturdy building if you can. If you are in a car, stay in the car. Do
not use the telephone or computers. If you cannot go inside, stay away from tall buildings or trees. Do
not go into pools, lakes, or other bodies of water.
b. Tornadoes or strong winds - Go down to a basement or into a room that is in the center of the
building. Get under a sturdy piece of furniture. Stay away from windows. Get out of cars or trailer
homes.
c. Blizzards - At home, stay inside. If outside, get to a shelter. In a car or truck, stay inside. Run the car
for about 10 minutes each hour for heat. Exercise to stay warm.
d. All storms - Flashlights should be used instead of candles when the power goes out. Stay away from
fallen power and utility lines. Stay off the phone or computer.
http://www.nws.noaa.gov/om/brochures/owlie-lightning.pdf for an age-appropriate brochure
explaining lightning and other storm precautions
The informational text article (Resource: Weather Watch) is included as a teacher resource or for
differentiation with students who already read well. It can be read aloud to students or used for teacher
background information. The questions can be used with first graders as discussion questions rather
than multiple choice.
Note: Use discretion when teaching young children about severe weather events. Some children can be
traumatized by graphic descriptions of these destructive weather phenomena.
5. TLW identify the Sun as the most important source of heat which warms the Earth. CCSS/CE(s):
E.ES.01.11;
Students should be able to identify the Sun’s warming of land, air, and water. They should make
connections between the Sun’s warming and its effect on weather conditions.
6. TLW investigate how plants need sunlight and warmth to grow. CCSS/CE(s): E.ES.01.12;
Also, make connections to Kindergarten Science Academic Standard: Life Science - Living, Non-Living,
Basic Needs, identifying the basic requirements for life, and demonstrating the importance of sunlight
and warmth in plant growth.
The Earth is warmer in the daytime than at night, and warmer in the summer than the winter.
The Earth is just the right distance from the Sun.
Ask the question, What would happen is we had no Sun?
Suggested Instructional Resources
Weather
, Children’s Press, 1994 (0-516-08123-3)
Four Seasons series, REMC8:VHS015151, VHS015161, VHS015171, VHS015181.
The Four Seasons, 2003 (US26901) United Streaming, available from REMC8
Weather Around Us (811029) DVD, 2007, available from REMC8
Seasonal illustrations may be obtained from calendars, magazines, or travel brochures.
http://www.weatherchannel.com/
TV and radio broadcasts and websites which have many internet links
Wild About Weather, Nature Scope
AIMS: Water Precious Water book (A) ISBN: 881431-22-3
http://www.globe.gov for various investigations.
Literature connection: Laura Ingalls Wilder, The Long Winter (Little House on the Prairie series)
for reading to students and relating the weather conditions experienced in the book.
Art connection: Make paper snowflakes – no two will be exactly alike.
Section 2:
TLW demonstrate an understanding that scientific inquiry and reasoning
involves observing, questioning, investigating, recording, and developing
solutions to problems by using measurement tools to investigate the natural
world.
(Gist: Tools of the Scientist)
Enduring Understanding(s)

Inquiry includes an analysis and presentation of findings that lead to future questions,
research, and investigations.

Inquiry involves generating questions, conducting investigations, and developing
solutions to problems through reasoning and observation.
Essential Questions



How does science help us answer questions about the world around us?
What does it mean to question?
Why do scientists conduct investigations?
New Vocabulary
balance
data
non-standard unit
Concepts & Information
Note: The lessons in this standard continue to lay a foundation for students to make
observations and draw conclusions, generate questions from their observations, share ideas
about science through purposeful conversation, and communicate and present findings of
observations. Throughout these lessons, students will use simple tools (e.g., hand lens, pencils,
balances, and non-standard objects for measurement) that aid their observations and data
collection. This Academic Standard integrates directly with First Grade Mathematics Academic
Standard: Measurement - Length, Weight, Capacity for using various nonstandard
measurement tools to accurately measure objects in nonstandard units. The lessons from First
Grade Mathematics Standard: Measurement - Length, Weight, Capacity are repeated here,
showing the alignment to the Michigan Grade Level Content Expectations for First Grade
Science (Inquiry Process, Inquiry Analysis and Communication, and Reflection and Social
Implications). By teaching the lessons for both Mathematics and Science, two sets of Grade
Level Content Expectations will be addressed at once.
Inquiry
involves generating questions, conducting investigations, and developing solutions to problems
through reasoning and observation. It includes an analysis of the findings and communicating
those findings with others. In this way, more questions are generated and further investigations
are refined. The scientific knowledge can be applied to new situations to solve new problems.
An important skill in investigations is accurate measurement that is needed for data collection.
Measurement and the use of measurement tools will be investigated in this academic standard.
A unit is a quantity used to measure the length, mass, or capacity an item. Units can be
standard or non-standard.
A non-standard unit is any object of consistent measure that can be used to determine length,
mass, or capacity, e.g., paper clip, unifix cubes, markers, paper cups.
A standard unit is a unit generally accepted as the one to be used in real-life for a particular
measurement. Standard units are organized into measurement systems, such as metric and
common (English). In first grade, measurement is in non-standard units only and does not use
the measurement systems.
Length
is the distance from the beginning point to the end point. It is measured by rulers (standard) or
other units (nonstandard).
Height
is the extent of elevation above a level.
Width
is the measurement taken at right angles to the length.
Weight
is the gravitational pull on the amount of material an object contains. Weight is measured on a
scale.
Mass is the amount of material that an object contains. It is measured with a balance which
compares measures of mass. Mass is different from weight. The distinction between mass and
weight is too difficult a concept for first grade students and the terms are commonly used
interchangeably. The distinctions will be made at higher grade levels.
Capacity
is the amount a container can hold.
Real-Life Situation:
Use of non-standard units is a foundation skill for use of more universally accepted standards of
measurement at later grades.
Lesson Ideas:
1. TLW compare the lengths of two and then three given objects by comparing actual
objects. CCSS/CE(s): M.UN.01.02; S.IP.01.11;
Teacher gives students two objects of unequal length and asks that students arrange objects from
short to shorter (or tall to taller). (Comparing two objects is a review from Kindergarten.) After
comparing two objects, add a third object. Teacher asks students to arrange the objects from
short to shorter to shortest (or tall, taller, tallest). Keep the comparative terms the same in the
beginning of instruction (rather than saying short, taller tallest). Teacher may want to have
students arrange objects from left to right to be consistent with sequencing in reading and
writing. Then teacher gives students three different objects and instructs students to arrange and
compare them using appropriate vocabulary.
2. Given an object to be measured (book, table, room) and a non-standard unit of
measurement (paper clip, pencil, book), TLW demonstrate how to determine the length of
the given object to the nearest whole unit.CCSS/CE(s): M.UN.01.01; S.IP.01.11; S.IP.01.14;
S.IP.01.15; S.IP.01.16;
Use a phrase such as closer to rather than to the nearest whole unit with first-graders. When
beginning to measure, students should use multiple copies of the same non-standard unit and
place them end to end and count the number of units used. If using objects such as pencils or
books as the non-standard unit, the length of each unit must be identical. The beginning edge of
the object to be measured must be lined up with the beginning edge of the first unit used.
After students are able to measure using multiple copies of the non-standard unit that they lay
end-to-end, give students only two copies of the same non-standard unit and have them
"leapfrog" the units to determine the length. Tally marks may help students keep track of the
times they use the unit.
The next step would be for students to use a single copy of the non-standard unit and keep track
of where one ends and the next begins by making a pencil mark or holding a finger at the spot
and re-using the same unit until the entire length of the object is measured.
For the second and third activities in this lesson, it would be helpful to have students work in
pairs.
3. TLW compare lengths of given objects by using their non-standard
measurement.CCSS/CE(s): M.UN.01.02; S.IP.01.11; S.IP.01.14; S.IP.01.15;
Begin with comparisons of two objects by measuring with the same non-standard unit and extend
to measuring at least three objects. The progression is from comparing actual objects (from other
lessons in this Academic Standard) to comparing length by using measurement in this lesson. It
will lead to being able to determine the difference in the lengths of the objects. Use the terms
short, shorter, shortest; long, longer, longest; tall, taller, tallest, etc.
First-Grade Math: A Month-to-Month Guide,
Vicki Bachman, Math Solutions Publications, 2003 (pp. 185-190) for suggestions on teaching
these terms.
4. TLW solve simple one-step word problems involving addition and subtraction of
length.CCSS/CE(s): M.PS.01.08;
Example, Kenisha has a pencil that is 4 paper clips long. Her classmate, Henry, has a pencil that
is 10 paper clips long. Who has the longer pencil? How much longer?
5. Given two objects, TLW predict which item is heavier/lighter or if the objects are of
equal weight. CCSS/CE(s): M.UN.01.02; S.IP.01.11; S.IP.01.13; S.IP.01.14; S.IP.01.15;
Review comparison from Mathematics Academic Standard: Length, Weight, Capacity by "hand
balancing" two objects with very different weights. Then extend by using two objects of
somewhat similar weight through the use of a balance (no weight measurement, just the
comparison).
First-Grade Math,
Vicki Bachman, p.223 for instructional strategies to teach weight comparisons and pp. 233-235
for instructions on how to create student-made balances.
6. Given a balance and the two objects from a previous lesson, TLW confirm which item is
heavier/lighter or if the objects are of equal weight. CCSS/CE(s): M.UN.01.01; M.UN.01.02;
S.IA.01.13; S.IP.01.11;
For greatest success, use a relatively imprecise balance and use small objects as the non-standard
unit.
7. TLW measure the approximate weight of objects by using a balance with non-standard
units. CCSS/CE(s): M.UN.01.01; S.IP.01.11; S.IP.01.14; S.IP.01.15;
Weight of objects are compared with uniform non-standard units. Again, use a relatively
imprecise balance and use small objects as the non-standard unit. For example, about how many
paper clips does it take to balance one unifix cube?
8. Given two dissimilar containers, TLW determine which has the greater capacity.
CCSS/CE(s): M.UN.01.02; S.IP.01.11; S.IP.01.14; S.IP.01.15;
Pour from one full container into another to determine which has the greater capacity. Liquids
are generally used to determine capacity, but other materials may also be used: dry beans, sand,
marbles, etc.
First-Grade Math,
Vicki Bachman, p.225 for instructional activities using sand for comparing capacity.
9. Given a container, TLW estimate and find the capacity using a non-standard
unit.CCSS/CE(s): M.UN.01.01; S.IP.01.14; S.IP.01.15;
Capacity of a container is compared using one uniform non-standard tool such as a dixie cup.
Using a relatively small and large container, about how many of the small containers does it take
to fill the large?
10. TLW demonstrate scientific processes related to observations of the natural
world.CCSS/CE(s): S.IA.01.12; S.IA.01.14; S.IP.01.11; S.IP.01.12; S.IP.01.16; S.RS.01.11; S.RS.01.12;
(This lesson is not in First Grade Mathematics Academic Standard: Measurement - Length,
Weight, Capacity but is added here for important science inquiry concepts.)
Students should apply their skills of observation using their senses and measurement skills to
plan and conduct simple investigations. They should share their ideas about science through
purposeful conversation, generate questions based on their observations, and construct charts
from data and observations. (Integrate with First Grade Mathematics Academic Standard: Data
and Probability - Real and Picture Graphs for collecting and organizing data and creating,
reading, and interpreting real and picture graphs).
Students should develop strategies for information gathering (ask an expert, use a book, make
observations, conduct simple investigations, or watch a video). They should also communicate
and present findings of their observations, demonstrating scientific concepts through various
illustrations, performances, models, exhibits, and activities. Discuss with students that science
investigations are done more than one time in order to determine if there is a trend in the data
from which they can draw conclusions.