2013
Weather Wonders
Molly Horal, Melissa Baker, and Lauren
Kretowicz
First Grade Integrated Unit Plan- SAT 495
4/17/2013
Unifying
Theme:
Grade Level:
Submitted by:
Universal
Design for
Learning:
Essential
Questions:
Weather-“Weather Wonders”
1st grade
Molly Horal
UDL Standard 9- Provide options for self regulation. Students will
regulate their performance through their weather journals.
Expectations for these journals as well as specific instructions for
them will be provided from the teacher. These journals are an
excellent way for students to keep track of things they do and do not
understand.
UDL Standard 4- Provide options for physical action. Students will
have the opportunity for hands on activities in the weather centers as
well as with the use of weather instruments.
Why do you think our weather changes over time during one
year?
How do we know what the weather will be like a few days
before it happens?
Common Core
Grade 1 Earth Science GLCES
Standards
E.ES.01.21 Compare daily changes in the weather related to
(Math and
temperature (cold, hot, warm, cool); cloud cover
Language Arts,
(cloudy, partly cloudy, foggy); precipitation (rain,, snow,
GLEs for Science hail, freezing rain); wind (breezy, windy, calm).
and Social
Studies:
E.ES.01.22 Describe and compare weather related to the four
seasons in terms of temperature, cloud cover,
precipitation, and wind.
E.ES.01.31 Identify the tools that might be used to measure
temperature, precipitation, cloud cover, and wind.
E.ES.01.32 Observe and collect data of weather conditions over a
period
of time.
Curriculum
Associations:
Achievement
Objectives:
Science
Language arts
Reading
Physical Education
 Students will be able to recognize the differences in weather
that occur in all four seasons.
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The concepts
(Learning
intentions)
Learning
Activities (in
order)
Students will be able to describe the job of a meteorologist.
Students will keep their own record of their observations of
weather over several days.
This lesson presents a series of introductory activities that will
introduce the entire Weather unit. Students will participate in center
activities and will learn about each season and how it differs from the
other three. The students will also learn about the job of a
meteorologist, and will be able to step into their shoes for this lesson.
Each student will create a “weather journal” to record the weather
each day as well as make predictions for weather in the near future.
 The teacher will gather the attention of the students and
gather them near a large window if available in the classroom.
He or she will ask the students what the weather looks like
outside. Each student must raise their hand before providing
their own observation. After, students return to their seats
and the teacher will pass out the weather journals to each
student. All students will turn to the “My Weather
Observation Data” page. The teacher will explain that
students are to fill out the data of their observations of the
weather over the next several days. Provide example via
overhead camera/projector.
 Ask the students to provide you with some other weather
words. Some examples are hot, cold, windy, snowy, rainy,
windy, etc. Write these words on the board as the students
provide them. Complete a KWL chart to be posted
somewhere in the classroom. Ask the students what they
know about weather as well as what they would like to know
about weather. Fill out the “learn” section following this unit.
 Divide the students into 4 groups and send groups to the
“season centers”. At each center, students will learn about
one of the seasons. There will be a box or storage containers
with a variety of items that go along with that season. These
are a few suggestions: Summer- bucket and shovel, sandals,
sunglasses, a swimming noodle, suntan lotion, watermelon for
a snack. Fall- false leaves, a small pumpkin, apple cider, a
football, thanksgiving memorabilia, and sliced apples for
snacks. Winter- hat, mittens, a book about snowmen, holiday
memorabilia, and small candy cane snacks. Spring- false
flowers, plant seeds, a small watering can, rain drops, clouds,
and “peeps” for a snack.
 Instruct students that when they arrive at each station,
students will take turns one at a time pulling out the items of
the boxes. Together, they will decide as a group which
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seasons the station is dedicated to. In their weather journals,
they will fill out the corresponding page with each season.
They will write a small passage as well as add illustrations.
After all four groups have visited all four stations, the students
will re-group and return to their seats. Ask for a few
volunteers to share their passages they wrote from their
weather journals. Allow students to comment on one
another’s work.
Have students stand up and follow along to the movement on
the following video clip about weather.
http://www.youtube.com/watch?v=XcW9Ct000yY
Gather students in the read aloud area. Together read aloud
“What Will the Weather Be Like?” by Linda Dewitt. After the
read aloud, open up a discussion about the book and
“forecasting weather”. Ask students how people know what
the weather will be like? Be sure to mention looking at the
paper, watching the weather channel or weather forecast on
TV, show students the ipad weather app. Allow students to
name other locations where they may have family, and look
up the weather there.
The students will watch any weather forecast on the overhead
projector. A forecast of the local area would be best.
Next, the students will perform a think pair and share while in
groups. They will use their weather journals to together fill
out “Weather Research: What is a Meteorologist?” After
discussing it in groups, the students will share what they came
up with to the entire class. The teacher will include all their
ideas on a master list to be posted somewhere in the
classroom.
The teacher will discuss a few items that students can use to
check the weather. A few examples are a pin wheel, a
thermometer, a measuring cup for rain water, a wind vane, a
hygrometer, etc. Take a few of these instruments outside with
students. Perform demonstrations with students and allow
them to try them out. Supervise closely.
Overhead projector with internet access.
4 large storage containers with seasonal items listed above.
KWL chart
“What Will the Weather Be Like” by Linda Dewitt
Weather journals
Weather instruments (if available).
Writing utensils for student use
Timer for group work (optional)

Weather journal templates and worksheets adapted from http://www4.uwsp.edu/education/pcook/unitplans/weather.
htm
Assessment:
The students will be assessed based on their engagement in the
center activities. These should be fun for them, and will get them
excited and thinking about weather. The teacher can also pay close
attention to their weather journals. As they go through the unit, the
students will be instructed to periodically fill in their observations as
well as write some sentences about seasons, weather, and their
favorite activities.
Assessment
Criteria
I know that students will understand the material by listening and
taking note of their dialogue when filling out the kwl chart. The
“know portion” will give the teacher a good idea of what the students
already know. The students will also fill out what they “want” to
know about weather. By the end of the unit, the students should be
able to answer all or most of these questions.
The weather journals will act as portfolios of each student’s individual
performance and understanding throughout the unit. If the students
are continuously filling out their journals correctly and thoroughly,
the teacher will know what they understand well and what they need
more work on.
Unifying
Theme:
Grade Level:
Submitted
by:
Universal
Design for
Learning:
Weather- “Raindrops on Roses”
1st grade
Molly Horal
UDL Standard 4- Provide options for physical action. Students are given various
methods for navigating through and understanding the water cycle. The
students will experience a read aloud of a children’s book, watch an animation,
as well as create their own piece of work that displays their knowledge.
UDL Standard 5- Provide options for expression and communication. Students
are given ample tools to learn about rain and where it comes from. They have
the opportunity to work collaboratively in groups, produce their own work, as
well as apply what they know in a real life water cycle simulation (experiment).
Essential
Questions:
How does weather change from day to day?
How does weather affect us? Does weather cause us to do or not to do
certain things?
Common
Core
Standards
(Math and
Language
Arts, GLEs
for Science
and Social
Studies:
Grade 1 Science GLCES
E.ES.01.21- Compare daily changes in the weather related to
temperature (cold, hot, warm, cool); cloud cover
(cloudy, partly cloudy, foggy); precipitation (rain, snow,
hail, freezing rain); wind (breezy, windy, calm).
E.ES.01.23- Describe severe weather characteristics.
E.ES.01.24- Describe precautions that should be taken for human safety during
severe weather conditions (thunder and lightning,
tornadoes, strong winds, heavy precipitation).
Grade 1 Core Curriculum Standards- English & Language Arts- Speaking and
Listening
CCSS.ELA-Literacy. SL.1.1a Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time about the topics and texts
under discussion).
CCSS.ELA-Literacy.SL.1.1b- Build on others’ talk in conversations by responding
to the comments of others through multiple exchanges.
CCSS.ELA-Literacy.SL1.5- Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-Literacy.SL.1.4- Describe people, places, things, and events
with relevant details, expressing ideas and feelings clearly.
Curriculum
Science
Associations: Language Arts
Reading
Art
Achievemen
t Objectives:



The
concepts
(Learning
intentions)
Learning
Activities (in
order)
Students will understand how weather changes.
Students will participate in conversations with one another regarding
how the weather affects daily life.
Students will understand each step of the rain cycle. In groups, students
will create their own representation of the water cycle. They will be able
to explain this understanding to the class.
The main goal of this lesson is for students to continue and elaborate on their
conversations about weather from the introductory lesson of this unit. They will
activate their prior knowledge about weather, talking about their experiences
and observations about how weather changes from day to day. The students
will also discuss how weather affects our everyday lives. In this lesson, the focus
is rain. Questions that are to be discussed include what type of clothing do we
need when it’s raining? What type activities can we do or not do when it’s
raining? Why is rain good or bad for our planet? Where does rain come from?
What is the rain cycle?
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Students are gathered ready to listen in their desks. Teacher asks for
student to volunteer to share a few things about what they have learned
about weather so far. These can be very general points about weather
conditions, or go into more detail about types of activities in certain
weather.
The teacher selects 4-7 students to put on a “weather fashion show”.
Each student will be given a box or bag with typical clothing that is worn
on during days with certain weather conditions. Some example of these
include a hat and mittens for snow, sunglasses for sunny days, sweater
for a fall day, a swim suit for a warm day, and a rain coat and umbrella
for a rainy day. The teacher will write the different types of possible
weather conditions on the board for students to select from. One at a
time, each student will walk around the classroom doing their best
model walk. Every student watching the fashion show will write on their
personal white boards the type of weather they think their classmate is
representing. After they wrote down their guess, they will turn to their
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neighbors and discuss why they think how they did and what their
reasoning is. Every group must agree on an answer and elect a
spokesperson. The teacher will go around and have each group share
their answer. If there is any disagreement, the teacher will facilitate a
conversation between the conversing groups. This process is repeated
until every student has modeled.
Inform the students that today, you will be focusing on rainy weather.
Ask students to think of some words that go along with rainy weather.
Some examples of these are drops, umbrella, flowers, water, etc. The
teacher will pass out a raindrop cut out to each student to write their
word on and add an illustration. These will later be added to a bulletin
board with an umbrella.
Create a water cycle in a box. You will need a medium to large empty
plastic storage container, top soil, a cup of water, plastic wrap, ice packs,
and a heat lamp. Begin by filling the box with top soil, and be sure that it
is level. Place the cup of water on top of the soil. Then, cover the top of
the box with plastic wrap, making sure that it is tight and that are no air
holes. Next, cover the container with the lid. On one side of the lid, place
2 to 3 ice packs, and on the other side, apply heat from the heat lamp.
Let this sit for about 30 minutes, or until the rest of the lesson is
complete. In the resources section, there is an instructional you tube clip
that demonstrates how to correctly put this together.
Gather the students in the read aloud area. Together, read aloud “The
Magic School Bus, Wet All Over: A Book About the Water Cycle” by Pat
Relf.
Students return to their seats. Draw a diagram of the water cycle on the
board. Leave out labels. Use numbers to label the different stages
instead of words. Write the terms in a word bank in a separate part of
the board. The teacher will hand out 4 note cards to each student with
one cycle of the water cycle written on each card- condensation,
precipitation, collection, and evaporation. In groups, the students will
talk to one another and look at the diagram on the board to decide on
what they think is the correct order for the cycle(Students should
remember from the read aloud). After five minutes, the groups will share
their hypothesis. After each group shares, the teacher will write in the
labels for each step of the water cycle. The students will watch a you
tube animation clip that will explain the diagram once again.
The students will use their note cards to make water cycle crowns. This
can be done by stapling all the note cards together in a circle to indicate
that this process is continuous and always occurs in the same order.
Allow students to add drawings or cut outs on their note cards to
indicate what occurs at each stage (see attached pictures).
It is now time to return to the experiment. If done correctly, there will be
Resources
needed
Assessment:
little water left in the cup, there will be condensation on the sides of the
container, some water dripping from the top, and the soil will be moist.
Gather students around the experiment site. Allow them to get a good
look and feel with their hands. Ask students to help you explain why the
diagram looks and feels how it is. “Where do you see condensation,
precipitation, collection, and evaporation taking place?”
 Old clothing for dress up purposes. Be sure to include clothing that can
be worn for several types of weather.
 Brown paper bags (to put each type of clothing in). Have a bag of clothes
for “sunny weather”, “snowy weather”, “windy weather”, etc.
 Umbrella
 Cut out raindrops for bulletin board
 Materials for “Water Cycle in a Box”- medium to large storage container
with lid, top soil, plastic cup of water, plastic wrap, 2-3 ice packs, and a
heat lamp.
 Demonstration of “Water Cycle in a Box”http://www.youtube.com/watch?feature=endscreen&v=FtY85SqiEdM&
NR=1
 Note cards with stages of rain cycle written on them.
 Art supplies for student use
 Stapler for teacher use
 Computer with internet access and overhead projector.
 Water cycle animation - http://www.youtube.com/watch?v=BnpiInXPTXI
 This lesson is adapted from http://fun-in-first.blogspot.com/
I know that the students understand the material by paying close attention to
their work. As they are adding illustrations to their note cards, I can walk around
and see how they are doing. The teacher will ask them clarifying questions
about what they are drawing on their card and why. The teacher may ask them
about any stage in the water cycle. Also, before I staple any students crown
together, they must show on their desk the proper order for the cycle by placing
their note cards in sequential order.
Also, during the read aloud, the teacher will ask questions throughout the book
to check comprehension and understanding.
Assessment
Criteria
Students who understand the material will draw correctly correlated
illustrations on their note cards. These students will also be able to explain that
the water cycle is on-going, and identify each stage as well as what occurs
during them.
A student who can apply their knowledge to many contexts has a thorough
grasp on the material will recognize the stages on the real life model
(experiment).
Unifying
Theme:
Grade Level:
Submitted by:
Universal
Design for
Learning:
Essential
Questions:
Weather- “Lucky Rainbows”
1st grade
Molly Horal
UDL Standard 1- Provide options for perception: Students will be
exposed to the material in numerous ways. There will be content
presented within a children’s book, a diagram (student made), a short
video clip, and a song/dance.
UDL Standard 3- Provide options for comprehension: Students’
background knowledge will be activated so that they are able to
make connections between their prior and newly formed knowledge.
They will be able to highlight patterns, critical features, big ideas, and
relationships.
Using my five senses (sight, hearing, smell, taste, and touch),
what do I observe, or notice about different types of weather?
Why is it important that we talk about weather?
Common Core
Standards
(Math and
Language Arts,
GLEs for Science
and Social
Studies:
Grade 1 Science GLCES
S.IP.01.11- Make purposeful observation of the natural world using
the appropriate senses.
S.IA.01.12- Share ideas about science through purposeful
conversation.
Grade 1 Common Core Standards- English & Language Arts- ReadingFoundational Skills
CCSS.ELA-Literacy.RF.1.2a-Distinguish long from short vowel sounds
in spoken single-syllable words.
Physical Education Benchmark- Demonstrates spatial awareness and
effort in physical activities.
Curriculum
Associations:
Achievement
Objectives:
Science
Language Arts & Reading
Physical Education (song with motions)
Art (song)
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Students will understand the importance of observing and
talking about the weather.
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The concepts
(Learning
intentions)
Learning
Activities (in
order)
Students will understand how a rainbow is formed. They will
also know all of the colors in a rainbow, and in the correct
order.
Students will be able to distinguish a long “o” sound from a
short “o” sound of one syllable words within sentences.
Students will put effort into movement activities and
demonstrate spatial awareness.
Students will feel comfortable talking to their peers about their
observations about weather, specifically rainbows. They will speak as
well as listen, allowing each student to share. The students will listen
to a book introducing rainbows that provides insight to how they are
formed. These concepts will be reinforced by creating a diagram and
watching a short video clip. Students will learn a song with
movements to help them remember the concepts and further embed
the material in their memories. Because this lesson is taught near St.
Patrick’s day, the lesson takes on this theme, helping the students to
remain engaged. The last task of the lesson is for students to identify
long “o” sounds in seven “lucky” sentences about rainbows and St.
Patty’s day.
 Gather students in the read aloud area, sitting quietly and
ready to listen. Ask students what the five senses are. Go
through each sense, and ask how we use them to make
observations about weather. For example, “How do we use
our sight to make observations about weather?” ,“How do we
use our sense of hearing? If we are inside, can we listen to
figure out what the weather is like outside?”, and “Why is
knowing what the weather is like important?” .Have students
discuss these questions with a neighbor, then allow for whole
class discussions. Facilitate these conversations, but allow
students to do the talking. Only one student is to speak at a
time. Be sure to keep on topic.
 Ask students if they have ever seen a rainbow (thumbs up for
yes and thumbs down for no). Have the students turn to their
neighbor to share about the times they saw a rainbow. “What
did you see, feel, and hear?”. Call on two volunteers to share
with the rest of the class.
 Complete a read aloud of the book “What is a Rainbow” by
Chris Arvetis. Introduce the term “prism” before reading. Ask
students comprehension questions while reading. Repeatingly
mention that a rainbow needs two things to form: rain and
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sun.
After reading, have students return to their seats. Students
will watch a short youtube clip to reinforce the material they
just learned. Following the clip, ask students what two
weather events need to occur for a rainbow to form. Call on
individual students to come up to the whiteboard to draw
rain, rainclouds, and a sun. Draw arrows from the sun through
the rain to indicate the process of a rainbow formation. Call
on students once again to each draw one “arc” of color in the
rainbow. When complete, go over the diagram in full once
again, and ask for a student to assist by pointing to the proper
parts of the diagram as you speak.
Teach students the “Rainbow Song” as well as the motions.
Lyrics can be written on the board or displayed using
overhead projector. Have students begin by singing “Row,
Row, Row Your Boat” to get the tune in their heads. Sing
through a few times. Sing in slow motion as well as super
speed for extra practice and fun.
Remind students what holiday is just around the corner. Give
them clues such as pots of gold at the end of rainbows,
wearing green, and leprechauns, and shamrocks. Write these
words on the board. Tell students that last St. Patrick’s day,
you searched all day trying to find leprechauns. Luckily, you
saw a rainbow! When you went to the end of a rainbow, there
was an empty pot of gold with a note inside from a
leprechaun. Tell them that the leprechaun made you a deal; I
had to find the words with a long “o” sound in these seven
lucky sentences. If I found all the words, I would receive the
gold! Tell students that you are offering them the same deal.
If they find all the words, you will share some of the gold with
them.
Before passing out the worksheets. Review the long “o” sound
with students. Ask for examples of some words and write
them on the board. Students must use a crayon that is one of
the colors of a rainbow when working on their worksheets.
Students work independently, and must have their work
checked and approved before receiving a chocolate golden
coin.
“What is a Rainbow” by Chris Arvetis
Overhead projector
Whiteboard
Dry Erase markers (every color of the rainbow)
Assessment:
 Crayons for student use
 Access to internet, youtube
 Long “o” worksheets (A)
 Teacher Copy of “Rainbow Song” (B)
 Chocolate golden coins
 Pot for gold
Assessment is completed by informal observation. During the
anticipatory set, students are involved in instructional conversation
about the use of our senses to determine weather and why is it
important.
Students will also demonstrate their knowledge of the material by
singing the “Rainbow Song”.
Assessment
Criteria
I know that students will understand the material by listening and
taking note of their conversations in the anticipatory set. If they
actively participate and share what they know, I know they
understand the importance of weather. I will pay close attention to
their conversations during the “pair” portion of the pair and share
sessions. If the students make valid points about how we use our
senses to make observations about weather and why, I know they are
making connections to the real world.
By working independently on the worksheets, I have a concrete piece
of student work I can analyze to get a sense of where their
understanding is for long “o” sounds. This is a great way to review the
foundational reading skills that students have worked on all year. This
is a type of on-going formative assessment. This will help me
differentiate my instruction and determine what students need extra
help in that area.
Circle the words with a long “o” (o, ow, oa, o-e).
1. Leprechauns are small. They do not grow.
2. I look for a pot of gold at the end of a rainbow.
3. I eat a bowl of Lucky Charms with a spoon.
4. I wear a green bow in my hair.
5. I am cold, so I need a coat.
6. I look for Leprechauns high and low.
7. I hear a noise, but it is only a toad. I think I will go
home.
The Rainbow Song
Red, orange, yellow,
green
Blue and vi-o-let,
First the rain
And then the sun,
A rainbow’s what you get!
Unifying
Theme:
Grade Level:
Submitted by:
Weather
Title: Stormy Weather
First Grade
Lauren Kretowicz
Universal
Design for
Learning:
How have you incorporated UDL into this lesson?
The lesson provides multiple means of representation to scaffold,
prompt, and aid in transfer. The lesson incorporates visual imagery
through illustration and demonstration, as well as auditory
representation through a read-aloud and a physical activity in which
students create sound. Options for perception that includes the
modalities of vision, hearing, and touch are included to account for
disabilities and a variety of learning styles.
The lesson provides multiple means of action and expression by
incorporating physical action with illustration, verbal speech, and
written language. It allows the student to show their understanding
individually, within groups, and as a whole class.
The lesson provides multiple means of engagement by allowing for
individual choice and fostering collaboration. Students are given the
autonomy to choose their favorite storm and explain their
preference. Students will work collaboratively in groups to discuss
and answer questions.
Essential
Questions:
How can you tell that a storm is coming?
Why does it rain?
How can you stay safe during a storm?
Common Core
Standards:
CCS: ELA: SL4: Grade 1: Describe people, places, things, and events
with relevant details, expressing ideas and feelings correctly.
 Students will describe what they see, hear, and feel during a
storm verbally as a class, and individually with writing.
CCS: ELA: SL5: Grade 1: Add drawings or other visual displays when
appropriate to clarify ideas, thoughts, and feelings.
 Students will draw images to represent the storms in order to
elaborate on their writing.
M.RA.01.01: Demonstrate a movement pattern (locomotor and axial)
to
even and uneven rhythms.
 Students will create a auditory representation of the sound of
a storm using physical movement, rhythm, and cooperation.
ART.I.VA.EL1: Use materials, techniques, media technology, and
processes to communicate ideas and experiences.
 Students will use markers and crayons to communicate a
visual representation of storms.
S.RS.01.11: Demonstrate scientific concepts through various
illustrations, performances, models, exhibits, and activities.
* Students will draw pictures, perform auditory
representations and use
experimental models to
demonstrate scientific concepts about weather.
Curriculum
Associations:
 Math
X Science XEnglish XSocial Studies
X The ArtsX Phys. Ed.X Reading
Achievement
Objectives:
Students will be able to understand and verbally state the underlying
cause of precipitation.
Students will be able to verbally describe, draw, and write clear
descriptions of stormy weather conditions by using appropriate,
related vocabulary.
Students will be able to identify two ways to stay safe during adverse
weather conditions.
The concepts
(Learning
intentions)
Students will learn about … (what are the big ideas of your lesson)
Students will learn that the sun heats up the water on earth, turning
it into water vapor which rises to the clouds in the sky.
Students will learn that clouds rain down precipitation when they
become full of water.
Students will learn ways to promote safety during adverse weather
conditions.
Learning
Activities (in
order)
What will the students and you do and in what order?
1. Students will be read the book Cloudy with a Chance of
Meatballs, by Judi Barrett.
2. Students will have a class discussion about storms and be
asked the following questions:
A. What do you hear when you listen to a storm?
B. What do you see when you watch a storm?
C. How do you feel during a storm?
D. How do you stay safe during a storm?
3. Students will continue this discussion with a partner and
write down their collaborative conclusions.
4. Create your own storm: Students will be read the following
statements and asked to create corresponding sounds using
movement and rhythm:
A. It all begins on a windy day. (Have students rub hands
together slowly.)
B. The wind begins to blow hard. (Rub hands together
quickly.)
C. Suddenly, big rain drops begin to fall from the sky. (Snap
fingers slowly, then quicken the pace.)
D. Can you hear the rain drops coming faster and harder?
(Clap hands for downpour!)
E. Oh no! It’s pouring! And what’s that I hear? Thunder!
(Stomp your feet once and continue to clap for rain.)
F. After thunder, you know lightning will be coming next.
(Flick classroom lights.)
G. (Repeat the thunder and lightning pattern a few times.
When ready, make the storm pass.)
H. Just like any storm, I think this storm is going away. (Begin
snapping fingers quickly.)
I. It seems like there are just a few drops left. (Snap fingers
slowly.)
J. There’s the quiet wind again. (Rub palms together.)
K. Now the storm has stopped.
5. Students will be split into two groups. Half will be asked to
draw and label a picture of their favorite type of storm. They
will write down why they have chosen it as their favorite.
Meanwhile, the other half will be asked to participate and
observe the following demonstration, “Watch it rain.”
(Afterwards the two groups will switch tasks).
A. Students will be reminded of significant steps in the water
cycle (previously studied) through prompting and visual
imagery.
B. A jar ¾ full of water will be placed on a table.
C. Shaving cream will be applied to the top of the jar.
D. Several drops of food coloring will then be added to
demonstrate the process of precipitation.
*For students with visual disabilities include tactile elements by
representing the feel of the heavy moisture of the cloud by putting
shaving cream in her hand and using a medicine dropper to recreate
the sensation of rain on the other hand.
6. Students will discuss the essential questions in pairs and then
as an entire class.
A. How can you tell that a storm is coming?
B. Why does it rain?
C. How can you stay safe during a storm?
7. Students will present their depiction of their favorite storm
and describe what they like about that particular storm.
Resources
Needed/Used:
What will you need to teach this unit and what will your students
need to be able to learn?








Book: Cloudy with a Chance of Meatballs. Written by Judi
Barrett. Illustrated by Ron Barrett.
Shaving cream
Blue food coloring
Water
1 glass jar
2 pieces of paper/student
A variety of markers and crayons for each student
“Create your own Storm” activity was adapted from the
following resource:
http://www.cityofpaloalto.org/civicax/filebank/documents/18
529



Assessment:
Assessment
Criteria
“Watch it Rain” demonstration was adapted from the
following resource:
http://www.bathactivitiesforkids.com/2013/01/weatherexperiments-kids.html
Visual image of the water cycle available
at:http://thewaterproject.org/resources/lesson-plans/createa-mini-water-cycle.php
(In the case of tactile adaptation) Medicine Dropper
What will you do to assess student learning? How do these relate to
the essential questions?
Students will write about storm conditions and create illustrations
that correspond to their writing.
What is your assessment criteria? How will you know they know it?
Students will be assessed based on the clarity and of their written
description and drawings of storms, as well as verbal responses and
observation.
Full credit for the activity will be given for detailed, written responses
that include related vocabulary with correct spelling.
Unifying
Theme:
Grade Level:
Submitted by:
Weather
Title: Mini Meteorologists
First Grade
Lauren Kretowicz
Universal
Design for
Learning:
How have you incorporated UDL into this lesson?
The lesson provides multiple means of representation by providing options
for comprehension that: 3.2 Highlight patterns, critical features, big ideas,
and relationships.
This is achieved through class discussions in which students relate weekly
weather patterns to seasonal changes and underlying causes for weather
conditions.
The lesson provides multiple means for action and expression by providing
options for expression and communication that: 5.2 Use tools for
construction and composition.
This is achieved through the use of the thermometer, wind sock, and rain
gauge to measure and aid in interpretation of weather conditions.
The lesson provides multiple means for engagement by providing options
for sustaining effort and persistence by: 8.2 Varying demands and
resources to optimize challenge.
This is achieved through varying mathematical equation types and difficultly
levels as well as varying the amount of assistance based on individual
student needs.
Essential
Questions:
What is the weather like outside today?
What makes it windy?
What is the temperature and how does it feel?
Common Core
Standards
(Math and
Language Arts,
GLEs for Science
Common Core Mathematics: 1. OA.3 Apply properties of operations as
strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 =
11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
and Social
Studies:
(Associative property of addition.)
This strategy will be used to develop an early understanding of how to use
two-digit measurement in gauging day-to-day temperature.
Common Core ELA: R.CM.01-02.01 make text-to-self and text-to-text
connections and comparisons by activating prior knowledge and connecting
personal knowledge and experience to ideas in text through oral and
written responses.
This will be accomplished by using vocabulary to describe weather in
relation to personal experience and sensation.
GLCE Science: S.IP.01.14 Manipulate simple tools (for example: hand lens,
pencils, rulers,
thermometers, rain gauges, balances, non-standard objects for
measurement) that aid observation and data collection.
Students will measure rain levels and temperatures, log, and interpret data.
Curriculum
Associations:
X Math
X Science XEnglish Social Studies
X The Arts Phys. Ed. Reading
Achievement
Objectives:
Students will learn to measure temperature using a thermometer.
Students will learn to measure precipitation levels through the use of a rain
gauge.
Students will learn and correctly spell appropriate vocabulary words to
describe weather.
The concepts
(Learning
intentions)
Students will learn about … (what are the big ideas of your lesson)
Students will learn the underlying cause of wind.
Students will learn mathematically compare temperatures with assistance.
Students will learn to and mathematically compare precipitation levels with
assistance.
Students will learn to appropriately describe weather conditions
Learning
Activities (in
order)
What will the students and you do and in what order?
Day One:
1. Students will take turns creating and changing weather patterns as a
class using the smart board:
Weather transformer
http://www.pbs.org/teachers/connect/resources/7866/preview/
2. Students will discuss, “What makes it windy?” as a small group and
then further as a whole class.
3. The teacher will read about wind using:
http://www.weatherwizkids.com/weather-wind.htm
4. The students will create a windsock using colored paper, ribbons,
and glue or stapler. Detailed description and picture available at
http://homeschooling.about.com/od/sciearth/a/HomeschoolingLesson-Plan-Make-A-Windsock.htm
5. The teacher will introduce a rain gauge and its purpose.
6. Classroom will go outside to find a place for the rain gauge and test
out their windsocks.
7. In pairs, students will discuss why their windsocks moved and write
down their answers.
Day Two:
8. Students will be introduced to a class bulletin board which includes
a calendar and two small white boards.
9. A Student will place an icon and written description of the daily
weather on the calendar (i.e. Cloudy, sunny, rainy,
etc.).http://youronlinenglishclass.com.pt/category/vocabulary/weat
her-and-seasons/
10. A student will check the thermometer and rain gauge (with a
classroom aid) and write down the temperature and rain level on
the two small whiteboards. (Students will begin to rotate this job
daily).
11. Students will log the daily weather in their notebooks. “What is on
the calendar to describe the weather today?” “What is the
temperature and how does it feel (hot, cold, warm, freezing, etc.)?”
Day 3:
12. After logging the weather conditions (consistent with above steps),
students will compare the rain and temperature levels as a class and
write down the differences in their logs.
13. Eventually some higher-level students will be asked to solve these
problems themselves and/or create mathematical equations to
match them.
Day 7:
14. Students will relate weekly weather patterns to seasonal changes,
weather relationships and big ideas both with partners and as a
class.
 This process could be continued throughout the year.
What will you need to teach this unit and what will your students need to be
able to learn?







1 Rain Gauge
1 Thermometer
1 Bulletin board with calendar and 2 small dry erase boards and
marker (to record temperature and rain gauge level)
Weather icons to apply to calendar
http://youronlinenglishclass.com.pt/category/vocabulary/weatherand-seasons/
1 Notebook per student
1 Pencil per student
Smart board
Internet Access to “Weather Transformer”

http://www.pbs.org/teachers/connect/resources/7866/preview/
1 piece of construction paper per student



Assessment:
6+ ribbons per student
Glue or stapler
What will you do to assess student learning? How do these relate to the
essential questions?
Assessment will be based on the content of their weather logs which
describe the weather, temperature, and wind in relation to the essential
questions. Students will be assessed on a weekly basis.
Assessment
Criteria
What is your assessment criteria? How will you know they know it?
Appropriate vocabulary words are used to describe the weather with
correct spelling.
Temperature is correctly logged with degree symbol.
Interpretation of degree of heat in relation to temperature is appropriate
and correctly spelled (e.g. hot cold, etc.)
Mathematical assessment of differences between precipitation levels is
correct.
http://www.weatherwizkids.com/weather-wind.htm
Wind
What is wind?
Wind is air in motion. It is produced by the uneven heating of the earth’s surface
by the sun. Since the earth’s surface is made of various land and water formations,
it absorbs the sun’s radiation unevenly. Two factors are necessary to specify wind:
speed and direction.
What causes the wind to blow?
As the sun warms the Earth's surface, the atmosphere warms too. Some parts of
the Earth receive direct rays from the sun all year and are always warm. Other
places receive indirect rays, so the climate is colder. Warm air, which weighs less
than cold air, rises. Then cool air moves in and replaces the rising warm air. This
movement of air is what makes the wind blow.
What is a windstorm?
A windstorm is just a storm with high winds or violent gusts but little or no rain.
What is a gust front?
A gust front is the leading edge of cool air rushing down and out from a
thunderstorm. There are two main reasons why the air flows out of some
thunderstorms so rapidly. The primary reason is the presence of relatively dry air
in the lower atmosphere. This dry air causes some of the rain falling through it to
evaporate, which cools the air. Since cool air sinks (just as warm air rises), this
causes a down-rush of air that spreads out at the ground. The edge of this rapidly
spreading cool pool of air is the gust front. The second reason is that the falling
precipitation produces a drag on the air, forcing it downward. If the wind following
the gust front is intense and damaging, the windstorm is known as a downburst.
What is a downburst?
A downburst is created by an area of significantly rain-cooled air that, after
hitting ground level, spreads out in all directions producing strong winds. Unlike
winds in a tornado, winds in a downburst are directed outwards from the point
where it hits land or water. Dry downbursts are associated with thunderstorms
with very little rain, while wet downbursts are created by thunderstorms with high
amounts of rainfall.
What is a derecho?
A derecho is a widespread and long-lived windstorm that is associated with a fastmoving band of severe thunderstorms. They can produce significant damage to
property and pose a serious threat life, primarily by downburst winds. To be
classified as a derecho, the path length of the storm has to be at least 280 miles
long. Widths may vary from 50-300 miles. Derechos are usually not associated with
a cold front, but a stationary front. They occur mostly in July, but can occur at
anytime during the spring and summer.
What is the jet stream?
The jet stream is a fast flowing, river of air found in the atmosphere at around 12
km above the surface of the Earth just under the tropopause. They form at the
boundaries of adjacent air masses with significant differences in temperature,
such as of the polar region and the warmer air to the south. Because of the effect
of the Earth's rotation the streams flow west to east, propagating in a serpentine
or wave-like manner at lower speeds than that of the actual wind within the flow.
What is a monsoon?
A monsoon is a seasonal wind, found especially in Asia that reverses direction
between summer and winter and often brings heavy rains. In the summer, a high
pressure area lies over the Indian Ocean while a low exists over the Asian
continent. The air masses move from the high pressure over the ocean to the low
over the continent, bringing moisture-laden air to south Asia. During winter, the
process is reversed and a low sits over the Indian Ocean while a high lies over the
Tibetan plateau so air flows down the Himalaya and south to the ocean. The
migration of trade winds and westerlies also contributes to the monsoons. Smaller
monsoons take place in equatorial Africa, northern Australia, and, to a lesser
extent, in the southwestern United States.
What are the global wind patterns?
The equator receives the Sun's direct rays. Here, air is heated and rises, leaving
low pressure areas behind. Moving to about thirty degrees north and south of the
equator, the warm air from the equator begins to cool and sink. Between thirty
degrees latitude and the equator, most of the cooling sinking air moves back to the
equator. The rest of the air flows toward the poles.
What are the trade winds?
The trade winds are just air movements toward the equator. They are warm,
steady breezes that blow almost continuously. The Coriolis Effect makes the trade
winds appear to be curving to the west, whether they are traveling to the equator
from the south or north.
What are the doldrums?
The doldrums is an area of calm weather. The trade winds coming from the south
and the north meet near the equator. These converging trade winds produce
general upward winds as they are heated, so there are no steady surface winds.
What are the prevailing westerlies?
Between thirty and sixty degrees latitude, the winds that move toward the poles
appear to curve to the east. Because winds are named from the direction in which
they originate, these winds are called prevailing westerlies. Prevailing westerlies in
the Northern Hemisphere are responsible for many of the weather movements
across the United States and Canada.
What are the polar easterlies?
At about sixty degrees latitude in both hemispheres, the prevailing westerlies join
with the polar easterlies to reduce upward motion. The polar easterlies form when
the atmosphere over the poles cools. This cool air then sinks and spreads over the
surface. As the air flows away from the poles, it is turned to the west by the
Corioliseffect. Again, because these winds begin in the east, they are called
easterlies.
What is a sea breeze?
On a warm summer day along the coast, this differential heating of land and sea
leads to the development of local winds called sea breezes. As air above the land
surface is heated by radiation from the Sun, it expands and begins to rise, being
lighter than the surrounding air. To replace the rising air, cooler air is drawn in
from above the surface of the sea. This is the sea breeze, and can offer a pleasant
cooling influence on hot summer afternoons.
What is a land breeze?
A land breeze occurs at night when the land cools faster than the sea. In this case,
it is air above the warmer surface water that is heated and rises, pulling in air
from the cooler land surface.
How is wind helpful to Earth?
Wind is the fastest growing source of electricity in the world. It's often one of
the least expensive forms of renewable power available. Some experts say it can
sometimes be the cheapest form of any kind of power. Generating power from the
wind leaves no dangerous waste products behind. Best of all, its supply is unlimited.
How do windmills work?
Windmills work because they slow down the speed of the wind. The wind flows over
the airfoil shaped blades causing lift, like the effect on airplane wings, causing
them to turn. The blades are connected to a drive shaft that turns an electric
generator to produce electricity.
What are some different types of wind names?
Many local wind systems have their own names. Here's a few!
chinook-(westerly wind off the eastern side of the Rocky Mountains)
santaana-(easterly towards Southern California )
scirocco-(southerly from North Africa to southern Europe)
mistral-(northwesterly from central France to Mediterranean)
marin-(southeasterly from Mediterranean to France)
bora-(northeasterly from eastern Europe to Italy)
gregale-(northeasterly from Greece)
etesian-(northwesterly from Greece)
libeccio-(southwesterly towards Italy)
Beaufort Scale
The Beaufort scale is an empirical measure for the intensity of the weather based
mainly on wind power. The scale was created by the British naval commander Sir
Francis Beaufort around 1806.
Beaufort
number
Wind
speed
MPH
Wind
Speed Description
Knots
0
<1
<1
Calm
Flat
Calm
1
1-3
1-3
Light air
Ripples without
crests
Wind motion visible
in smoke
2
4-7
4-6
Light
Small wavelets
Leaves rustle
Sea conditions
Land conditions
breeze
3
8-12
7-10
Gentle
breeze
Large wavelets
Smaller twigs in
constant motion
4
13-18
11-16
Moderate
breeze
Small waves
Small branches
begin to move
5
19-24
17-21
Fresh
breeze
Moderate longer
waves
Smaller trees sway
6
25-31
22-27
Strong
breeze
Large waves with
foam crests
Large branches in
motion
Near gale
Sea heaps up and
foam begins to
streak
Whole trees in
motion
Twigs broken from
trees
7
32-38
28-33
8
39-46
34-40
Gale
Moderately high
waves with breaking
crests
9
47-54
41-47
Severe
gale
High waves with
dense foam
Light structure
damage
Trees uprooted.
Considerable
structural damage
10
55-63
48-55
Storm
Very high waves.
The sea surface is
white
11
64-72
56-63
Violent
storm
Exceptionally high
waves
Widespread
structural damage
Hurricane
Sea completely
white with driving
spray.
Massive and
widespread damage
to structure
12
73-82
64-71
http://homeschooling.about.com/od/sciearth/a/Homeschooling-Lesson-PlanMake-A-Windsock.htm
Grade Levels



Preschool
Elementary (K-5)
Middle School (6-8)
Time Required
30 minutes (or more, if extending it for older children)
Skills Needed


cutting
taping
Materials


copy paper
ribbon






scissors
masking
tape
stapler
hole puncher
string
Directions
1. Make the cuff. Hold the paper sideways so it is longer than it is high. Fold it in
half from top to bottom.
2. Arrange the ribbons. Cut 18 pieces of ribbon about 2-3 feet (0.5-1 m) long. Tear
off a piece of masking tape as long as the paper. Place it the long way on the table
in front of you, sticky side up. Stick the ribbon streamers onto the tape at even
intervals.
3. Attach the strip of ribbons to the cuff. Open the cuff and slide it under the strip
of tape inside so the bottom edge of the tape is just touching the bottom edge of
the paper. Close the paper along the fold, pressing so that the ribbons stick to the
inside of the paper cuff.
4. Finish cuff. Bring the side edges of the cuff together, overlapping slightly, to
make a tube. Staple closed where the sides overlap. On the edge of the cuff away
from the ribbons, punch three holes at regular intervals.
5. Hang the wind sock. Cut three pieces of string, each about 6 inches (15 cm) long.
Tie one end of each piece of string to one of the holes in the cuff. Tie the other
ends together. Cut another piece of string about 1-2 feet long, Tie around the
knotted ends of the three strings. Hang the windsock from a tree limb or planter
hook as a decoration. To observe wind direction, tie it to a pole so that it can spin
around freely.
6. Variations and extensions. See the following Homeschooling Lesson
Suggestions for ideas on how to customize the windsock project for different
subjects and grade levels.
http://youronlinenglishclass.com.pt/category/vocabulary/weather-and-seasons/
Unifying
Theme:
Grade Level:
Submitted by:
Weather
Title: Ben Franklin and the Lightening Story
First Grade
Lauren Kretowicz
Universal
Design for
Learning:
How have you incorporated UDL into this lesson?
2.2 Promote Understanding across languages
This lesson uses pictures to clarify vocabulary.
5.3 Build fluencies with graduated levels of support for practice and
performance
The “magic squares” activity is first modeled, then done as a whole class,
and finally done individually.
7.2 Optimize Relevance, value, and authenticity
The lesson invites the students to relate the experiences of Ben Franklin to
their own interests and experiences.
Essential
Questions:
Common Core
Standards
(Math and
Language Arts,
GLEs for
Science and
Social Studies:

What causes Lightning?

Who was Ben Franklin?

What would you like to invent?
Common Core Math:
OA.3 Apply properties of operations as strategies to add and subtract.
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative
property of addition.) To add 2 + 6 + 4, the second two numbers can be added
to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.
Students will use these strategies to help fill in the blanks on magic square
puzzles.
GLCE Math:
N.MR.01.09 Compare two or more sets in terms of the difference in number of
elements.
Students will use these strategies to help fill in the blanks on magic square
puzzles.
GLCE ELA:
R.CM.00-02.02 retell up to three events from familiar text using their own
words or phrasing.
1 - retell in sequence up to three important ideas and details of familiar simple
oral and written text.
2 - retell in sequence the major idea(s) and relevant details of grade-level
narrative and informational text.
Students will discuss in pairs elements and events within the reading about
Ben Franklin
GLCE Science:
S.RS.01.11 Demonstrate scientific concepts through various illustrations,
performances, models, exhibits, and activities.
Students will participate in an experiment that explores friction, electricity,
and its connection to lightning.
Curriculum
Associations:
X Math
X Science XEnglish XSocial Studies
X The Arts Phys. Ed.X Reading
Achievement
Objectives:
The concepts
(Learning
intentions)

Students will be able to comprehend and verbally state the underlying
cause of lightening.

Students will be able to name at least one profession held by Benjamin
Franklin.

Students will be able to name at least one invention of Ben Franklin.

Students will understand the concept and procedures to solve a magic
square puzzle.
Students will learn about … (what are the big ideas of your lesson)

Students will learn about the cause of lightning.

Students will learn about the contributions to culture and history that
were made by Ben Franklin.

Learning
Activities (in
order)
Students will learn about the process of completing a “magic square.”
What will the students and you do and in what order?
Part I.
1. Students will participate in an experiment in which they generate
electricity in order to create tiny lightning bolts.
A. Prior to the lesson students will save and clean Styrofoam lunch
trays.
B. Students will cut off a piece of the Styrofoam which they will bend
to create a handle to hold an aluminum pie tin.
C. Students will rub the left-over Styrofoam on their hair.
D. Students will pick up the pie tin, hold it one foot above the tray and
drop it.
E. The lights will be turned off.
F. Students will touch the pie tin with their finger to create a bolt of
electricity
2. The teacher will explain that the connection between the friction of the
balloon and the hair to the friction within clouds that causes lightning
to form.
Part II.
3. The students will read the book How Ben Franklin Stole the Lightning
by Rosalyn Schanzer.
4. The students will be shown a website containing facts about the life of
Ben Franklin and have a class discussion detailing his many professions
and inventions. http://www.brighthubeducation.com/historyhomework-help/101237-interesting-and-fun-facts-about-ben-franklin/
5. The students will discuss and the following questions in pairs and
individually write down their answers:
A. What happened in the story about Ben Franklin and lightning?
B. What jobs would you like to have someday?
C. What would you like to invent?
6. The students will be invited to share their answers with the class.
Part III.
7. The students will be shown a website introducing them to another
creation of Ben Franklin, “magic squares.”
http://www.allmath.com/magicsquare.php
8. The teacher will scaffold the process and then invite the class to solve
another square together.
9. Students will be given a worksheet (attached) to solve their own
squares.
10. Students will revisit the information presented.
A. What causes lightening?
B. Who was Ben Franklin and what did he do?
C. How did Ben Franklin make a lightning rod?
11. Students will create their own kite using paper, chopsticks, tape, crepe
paper and twine. http://www.marthastewart.com/945293/paper-kites.
Resources
needed
What will you need to teach this unit and what will your students need to be
able to learn?
 1 Styrofoam lunch tray per student
 1 pie tin per student
 1 scissors per student
 Access to:
http://www.marthastewart.com/945293/paper-kites
http://www.exploratorium.edu/science_explorer/sparker.html
http://www.brighthubeducation.com/history-homework-help/101237interesting-and-fun-facts-about-ben-franklin/
http://www.allmath.com/magicsquare.php
http://cybersleuthkids.com/Math_Worksheets/Magic_Squares/printable/magicsquares_001.htm








Assessment:
Book:How Ben Franklin Stole Lightning by Rosalyn Schanzer
1 copy of “Magic Squares” worksheet per student
2 sheets decorative paper, at least 19 by 19 inches each
One 3/16-inch-diameter, 36-inch-long dowel
Kitchen twine
Small flat brush
All-purpose clear-drying glue
Crepe paper
What will you do to assess student learning? How do these relate to the
essential questions?
Students will be assessed based on discussion of the essential questions and
extension of the questions to their own interest and life experience.
Assessment
Criteria
What is your assessment criteria? How will you know they know it?
Students will be observed as they answer the essential questions in pairs to
ascertain their level of understanding of the material.
Students will be assessed based on appropriate content, spelling, and
complete sentences in their writing about their jobs and inventions.
http://www.exploratorium.edu/science_explorer/sparker.html



scissors
Styrofoam tray from your supermarket
(ask at the meat or bakery counter
for a clean, unused tray)
masking tape

aluminum pie tin
Cut a
piece off one
corner of the
Styrofoam
tray, as the
picture shows.
You'll have a
long bent
piece that
looks a little
like a hockey
stick.
Tape the bent piece to the
center of the pie tin. Now you
have a handle!
Rub the bottom of the
Stryofoam tray on your hair. Rub
it all over, really fast.
Put the tray upside down on a
table or on the floor.
Use the handle to pick up the
pie tin. Hold it about a foot over
the Styrofoam tray and drop
it.
Now--very slowly--touch the tip
of your finger to the pie tin. Wow!
What a spark! (Be careful. DON'T
touch the Styrofoam tray. If you do,
you won't get a spark.)
Use the handle to pick up the
pie tin again. Touch the tin with the
tip of your finger. Wow! You get
another great spark.
Drop the pie
tin onto the
Styrofoam tray
again. Touch
the pie tin.
Another spark!
Use the handle
to pick up the
pie tin. More
sparks!
You can do
this over and
over for a long
time. If the pie
tin stops giving
you a spark, just
rub the
Styrofoam tray
on your head
again, and start
over.
Try using your Super Sparker in
the dark. Can you see the tiny
lightning bolts you make? What
color are they?
What makes the Super Sparker
spark?
When you rub Styrofoam on your
hair, you pull electrons off your
hair and pile them up on the
Styrofoam. When you put an
aluminum pie tin on the Styrofoam,
the electrons on the Styrofoam pull
on the electrons. Some of the
electrons in metals are free
electrons --they can move around
inside the metal. These free
electrons try to move as far away
from the Styrofoam as they can.
When you touch the pie tin, those
free electrons leap to your hand,
making a spark.
After the electrons jump to your
hand, the pie tin is short some
electrons. When you lift the pie tin
away from the Styrofoam plate,
you've got a pie tin that attracts any
and all nearby electrons. If you
hold your finger close to the metal,
electrons jump from your finger
back to the pie tin, making another
spark. When you put the pie tin
back on the Styrofoam plate, you
start the whole process over again.
What does all this have to do
with lightning?
The lightning bolt is a dramatic
example of static electricity in
action. You see lightning when a
spark of moving electrons races up
or down between a cloud and the
ground (or between two clouds).
The moving electrons bump into air
molecules along the way, heating
them to a temperature five times
hotter than the surface of the sun.
This hot air expands as a
supersonic shock wave, which you
hear as thunder.
http://www.brighthubeducation.com/history-homework-help/101237-interesting-and-funfacts-about-ben-franklin/
Getting to Know Ben Franklin
written by: Lynne Ringle • edited by: Noreen Gunnell • updated: 2/8/2012
Ben Franklin's life and his inventions and ideas helped form the country into what we know
today.

Benjamin Franklin contributed much to the growth of the United States. He was very bright and
had a very curious mind. Franklin's ideas and inventions typically came about because he saw
something that needed to be improved and he took the initiative to do it.

Basic Facts about Ben Franklin
Born: January 17, 1706 in Boston, Massachusetts
Died: April 17, 1790 in Philadelphia, Pennsylvania
Education: Honorary degrees from Harvard, Yale, University of St. Andrews, University of
Oxford, University of Edinburgh
Founding Father: One of five men who helped draft the Declaration of Independence
Author: Published "Poor Richard's Almanack" in 1732

Famous Firsts from Ben Franklin
Ben Franklin created many systems that changed the lives of Americans not only in his lifetime,
but for Americans for centuries to come. His innovations literally changed the way many
Americans live and work.
Public Hospitals: Franklin was one of the founders of the Pennsylvania Hospital in 1751, which
was the first public hospital in the country. Before this, there was no help for public health
system for the poor. The public hospital system that Americans know today is modeled after the
Pennsylvania Hospital.
Public Library: In the early 18th century, books were mainly available to wealthy people,
whom had their own private libraries. In 1751, Franklin developed the concept of a subscription
library, where members paid a fee and shared books amongst themselves. This system served as
the model for the public library system.
Post Office: Franklin was once the country's postmaster general. During that time, he instituted
regular mail routes, a standard fee structure and an internal auditing system. Many of the systems
are still in use by the postal service today.
Volunteer Fire Department: In 1752, Franklin organized the first volunteer fire department in
Philadelphia. The success led to other volunteer fire departments in the city.
Fire Insurance: Franklin also was responsible for creating the first fire insurance company in
1752. Subscribers paid a fee for the assurance of having their property repaired or replaced if it
was damaged in a fire.

10 Jobs Held by Ben Franklin
An interesting fact about Ben Franklin's life is that he had many different jobs. Here are ten jobs
that he had in his career.
1. Printer
2. Writer
3. Politician
4. Inventor
5. Scientist
6. Volunteer firefighter
7. Librarian
8. Postmaster
9. Bookstore owner
10. Soldier in Philadelphia militia

Inventions
Ben Franklin invented many things that are still used today. Here are just a few of Franklin's
inventions:
1.
2.
3.
4.
5.

Bifocals
Lightning rod
Swimming fins
The Franklin stove, an iron fireplace that produced less smoke and used less wood.
Glass armonica, a musical instrument
More Fun Facts
o
He actually had two birthdays. Franklin's birth certificate says that he was born on
January 6, 1706, but on September 2, 1752 the British colonies changed to a different
calendar. Over time, calendars no longer line up with seasons and adjustments must be
made to make sure that seasons happen in the right month. That is why we have leap
year. Therefore, at midnight on September 2, 1752, it legally became September 14 and
Franklin's new birthday became January 17.
o His picture has been on every $100 bill minted since 1928.
o Franklin thought the turkey should be the national bird, rather than the bald eagle. He
wrote in a letter to his daughter, Sarah, in 1784 that the turkey is more respectable than
eagles and a true native of the United States.
o He taught himself five different languages: Latin, German, Spanish, Italian and French.
o Franklin crossed the Atlantic Ocean eight times and spent 27 years of his life living in
other countries.
It is amazing to see how much Ben Franklin accomplished. It is hard to think of anyone
who did more with his life than Franklin and his impact is still felt today, over 300 years after he
was born. He is truly one of the Founding Fathers of the United States.
References



Image: http://www.archives.gov/exhibits/charters/treasure/treasure_hunt_03.html
PBS: Benjamin Franklin. An Extraordinary Life. An Electric Mind. URL:
http://www.pbs.org/benfranklin/
The Ben Franklin Tercentenary URL: http://www.benfranklin300.org/
http://cybersleuthkids.com/Math_Worksheets/Magic_Squares/printable/magicsquares_0010.htm
http://www.marthastewart.com/945293/paper-kites
Paper Kites


These paper decorations are a fresh alternative to balloons and, hung from a tree or a ceiling,
work for all kinds of parties. Plus, they're a breeze to make.
The kites require only a bit of glue, kitchen twine, a wooden dowel, and some decorative and
crepe paper. Because they lie flat, they're easy to store (though you may want to display them in
a kid's room when the party is over).
Tools and Materials
2 sheets decorative paper, at least 19 by 19 inches each
One 3/16-inch-diameter, 36-inch-long dowel
Kitchen twine
Small flat brush
All-purpose clear-drying glue
Crepe paper
1. Download and print kite templates. Trace templates onto decorative paper, and cut out.
2. Cut dowel into one 19-inch piece and one 16-inch piece.
3. Cross dowels; lash together by wrapping and tying twine around the point where they
intersect.
4. Place dowels on back side of 1 piece of paper (use the 19-inch dowel for the vertical,
and the 16-inch one for the horizontal). Brush glue on smaller pieces of paper, and
adhere them over the dowels to larger piece of paper at each of the 4 corners. Let dry.
5. Cut another piece of twine to desired length for hanging kite. Poke a small hole through
paper where dowels intersect; thread twine through for hanging.
6. To create tail, cut a long length of twine, and cut crepe paper into 4-by-1 1/2-inch strips.
Twist crepe strips at center, and tie in knots along tail about 8 inches apart. Tie tail to
bottom tip of dowel.
7. Brush glue along back edges of paper; adhere second piece of paper, patterned side up.
Let dry.
Decorative paper (similar to shown), from $2.50, paper-source.com. 3/16"-by-36" dowel,
$3.50 for 10, craftparts.com. Kitchen twine, $11, surlatable.com.Crepe paper, from $2.50,
castleintheair.biz.
Unifying
Theme:
Grade Level:
Submitted by:
Universal
Design for
Learning:
Essential
Questions:
Weather
Lesson: How Do Clouds Form?
First Grade
Missy Baker
UDL Guidelines addressed in this lesson:
9.1: Promote expectations and beliefs that optimize motivationTeacher will guide group discussion before activity, and will provide
guided instruction during activity.
1.1: Offer ways of customizing the display of informationStudents with motor disabilities/delay will be able to draw pictures
instead of write sentences and words on their cloud.
5.2: Use multiple tools for construction and compositionStudents will have the option of using tape, glue, or staplers to attach
strings to their mobiles.
6.3: Facilitate managing information and resourcesTeacher will write sample sentences and words on the board for
students to refer to for ideas, or to copy.
7.1:Optimize individual choice and autonomyStudents will be encouraged to be as creative as they would like with
illustrations and sentences during the art activity.
InThe Question and Answer Book: World of Weather, we
learned clouds are formed from water vapor which is
evaporated water from lakes, rivers, pools and other sources of
water. Why doesn’t all the water in lakes and rivers evaporate
completely?
Common Core
Standards
(Math and
Language Arts,
GLEs for
Science and
Social Studies:
Common Core Standards: Language Arts
Reading Informational Text: RI.1.1: Ask and answer questions about
key details in a text. RI.1.2: Identify the main topic and retell key
details of a text.
Speaking and Listening: Comprehension and Collaboration SL.1.1:
Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger
groups.
GLCE Science:E.ES.E.2 Weather-Weather changes from day to day
and over the seasons. E.ES.01.22 Describe and compare weather
related to the four seasons in terms of temperature, cloud cover,
precipitation, and wind.
Curriculum
Associations:
 MathScience English  Social Studies  The Arts
 Phys. Ed.  Reading
Achievement
Objectives:
Students will participate in a group discussion after listening to
teacher read from The Question and Answer Book: All About
The concepts
(Learning
intentions)
Learning
Activities (in
order)
Resources
needed
Assessment:
Assessment
Criteria
Weather. Students will use what they learned in discussion to write
sentences about clouds, rain, and weather on their paper cloud
mobiles. Students will be able to complete art activity with minimal
help from teacher.
Students will learn about how clouds form. They will learn about
evaporation when the teacher uses a humidifier to demonstrate what
water vapor is. Students will understand that water evaporates,
forms clouds, clouds become heavy and then rain falls back to earth.
This is why water never completely evaporates from the earth.
Students will gather in the reading area and sit quietly. Teacher will
read to students from The Question and Answer Book: All About
Weather, How Do Clouds Form?.After the reading the teacher will
lead the class in a short discussion about the book, and will go over
the water cycle with students. (Students have learned about the
water cycle in previous lessons.) After the group discussion, students
will be dismissed to their desks. Students will be given instructions
about the art project they will make (a cloud mobile). As a class, the
teacher will help students brainstorm two sentences about clouds,
and a list of words about clouds, rain, and weather. Then students
will be instructed to begin making their cloud mobile. Teacher and
any helpers in the room will offer assistance to students who have
special needs, or who have questions.
Question and Answer Book: All About Weather
Pre-cut clouds, rain drops, yarn for mobile
Tape, glue, staples
Humidifier
White board
White board markers
Clips to hang mobiles
I will assess student learning during group discussion by giving each
student an opportunity to answer questions about what we
read/discussed. I will allow a certain number of comments by
students as well during discussion. During our brainstorming time I
will be looking for words and sentences which apply to what we
discussed during our group time. As students make their mobiles I
will visit each group of tables to discuss with students the words they
decided to use and the sentences they wrote in order to assess
understanding, writing abilities, and overall comprehension of the
activity and lesson.
If students are able to remember the water cycle, some terms we
talked about, like evaporation and water vapor, and other details
about what we discussed as a group while reading The Question and
Answer Book, and appropriately associate words that go with the
activity I know they have a good understanding of the concepts we
have discussed.
Unifying
Theme:
Grade Level:
Submitted by:
Universal
Design for
Learning:
Essential
Questions:
Common Core
Standards
(Math and
Language Arts,
GLEs for
Science and
Social Studies:
Weather
SNOW
First Grade
Missy Baker
UDL Guidelines Addressed in This Lesson:
1.1: Offer ways of customizing the display of information: Students
will have the choice of materials when completing their art piece.
(Watercolors, oil pastels, cut paper, etc.)
1.3: Offer alternatives for visual information: Teacher will have
visual slides to present on the overhead for students if the book is not
big enough for all students to see.
2.1: Clarify vocabulary and symbols: Teach students what the
Caldecott award is
3.2: Highlight patterns, critical features, big ideas, and relationships:
Teacher will help students see the relationship between the story and
the pictures.
6.2: Support planning and strategy development: Teacher will help
students plan their art piece and come up with ideas by showing
them examples from previous students and letting them look through
the book Snow.
There is a sticker on the front of this book cover. It is a special
award. What is the Caldecott award? Why is art important in
stories? How does art help to tell a story?
Curriculum
Associations:
GLCEs:
L.RP.01.02 Select, listen to or view knowledgeably, and respond
thoughtfully to both classic and contemporary texts recognized for
quality and literary merit.
L.RP.01.03Respond to multiple text types listened to or viewed
knowledgeably, by discussing, illustrating, and/or writing in order to
reflect, make meaning, and make connections.
Common Core Standards:
Reading and Listening:
RL.1.7 Use illustrations and details in a story to describe its
characters, setting, or events.
Speaking and Listening:
SL.1.5Add drawings or other visual displays to descriptions when
appropriate to clarity ideas, thoughts, and feelings.
 Math Science  English  Social Studies  The Arts
 Phys. Ed.  Reading
Achievement
Students will participate in a picture read of SNOWand discuss
Objectives:
The concepts
(Learning
intentions)
Learning
Activities (in
order)
Resources
needed
Assessment:
different forms of art. Students will listen to the story following the
discussion and see how illustrations add to the story. Students will
then create their own works of art using different art mediums:
watercolors, tempera paints, crayon, marker, oil pastels, or cut paper.
Students will learn what a Caldecott award is. They will learn that art
helps to enhance and tell a story. Students will picture read the story
Snowwith the teacher, by looking at the illustrations. Students will
then create a work of art on their own, using Snow as a reference and
example. Students will understand the importance of art in stories.
Teacher will call students to the reading area and present them with
the book Snow by Uri Shulevitz. She will point out the Caldecott
award sticker on the front cover and ask students if they know what
the sticker means. If no one knows the teacher will explain that the
Caldecott award is given to outstanding artists of children’s picture
books. It is a very important award. The teacher will explain to
students that art is an important part of stories and helps to tell the
story. Before reading the book to students the teacher will picture
read the book with students, talking about each picture to see if they
can tell the story. The teacher will then read the story to students.
After reading the story the teacher will talk about different kinds of
art and ways to create art using different materials. She will explain
to students that they will be creating their own village piece like in
the book using their choice of material (watercolor, tempera paint, oil
pastels, chalk, crayon, marker, or cut paper). The teacher will
encourage students to try to tell a story through their art piece. She
will ask students to use detail and be as creative as they can be.
Snowby Uri Shulevitz
Large, heavy paper
Tempera paint (in many colors)
Watercolors
Oil pastels
Chalk (in many colors)
Crayons
Markers
Construction paper (in a variety of colors)
Glue
Scissors
Paint brushes
Smocks to cover students clothes
The teacher will assess student learning through discussion and
through individual conferences. During group discussion the teacher
will be asking questions which will require students to access the
information they learned and repeat it in their answers. The teacher
will also conduct conferences while students are working on their art
Assessment
Criteria
pieces. She will be talking with them about their work, what it
means, why it is important, how it tells a story. She will also talk to
them again about the Caldecott award and the story Snow and ask for
information regarding the story.
Students will be assessed based on their participation in group
discussion. If they are participating in a meaningful way, offering
answers to questions, expanding on ideas about why art is important
in picture books, recalling information from the story, and sharing
ideas, students are demonstrating purposeful learning of the material
and object of the lesson. The teacher will also be talking to students
in conferences while they are working on their art pieces. She will be
talking to them about what their story is, what they want to say with
their art, how they want the audience to feel when they look at the
picture. The teacher will be looking for students to be able to convey
some understanding about creating emotion through pictures.