Science
SCI.V.3.1
Strand:
Using Scientific Knowledge in Earth Science
- Atmosphere and Weather
Standard:
Benchmark:
Grade: 4
All students will investigate and describe what makes up weather and how
it changes from day to day, from season to season, and over long period of
time.
Describe weather conditions.
Constructing / Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.1 - Develop an awareness of the need for evidence in making decisions scientifically.
SCI.II.1.2.- Show how science concepts can be illustrated through creative expression such as language arts and fine
arts.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Atmosphere is a blanket of air around the Earth; air
is a substance
Cloud cover:
The temperature of air is:
• Clear
• Cold
• Cloudy
• Hot
• Partly cloudy
• Warm
• Foggy
• Cool
Precipitation:
•
• Rain
Wind:
• Snow
• Breezy
• Hail
• Windy
Freezing rain
• Calm
Severe weather:
• Tornadoes
• Blizzards
• Thunderstorms
• Lightning
• High winds (of greatest importance to students
would be the dangerous impact of cold
temperatures and wind chill. Wind chill and its
effects should be included in the discussion of
high winds)
• Drought
Tools:
• Thermometer
• Wind sock
• Rain gauge
Context
•
Daily changes in weather
•
Examples of severe weather
Knowledge and Skills
Resources
At any given time various weather conditions
Coloma Resources:
occur on the earth. These conditions change in
a predictable pattern. Daily changes and
Discover the Wonder – Scott Foresman) Grade 4
severe weather can be observed.
Module E, Chapter 3
Students will examine weather conditions using
observable weather aspects such as
temperature, cloud cover, precipitation, and
wind.
Severe weather:
• tornadoes
• blizzards
• thunderstorms
• lightning
• high winds.
Other Resources:
Weather lessons from NASA – great activities and
EXTENSIVE resources http://www.spacelink.msfc.nasa.gov/Instructional.Mat
erials/Curriculum.Support/Earth.Science/Atmosphere
.and.Weather/.index.html
The Weather Unit – Impressive site containing LOTS
of cross-curricular lessons – very useful!
http://faldo.atmos.uiuc.edu/w_unit/weather.html
Michigan Teacher Network Resources
http://mtn.merit.edu/mcf/SCI.V.3.E.1.html
Cole, Joanna. Magic School Bus Wet All Over.
Scholastic 1999
Dorros, Arthur. Follow The Water From Brook to
Ocean. Let’s Read and Find Out Science Books.
Harper, 1993
Instruction
Benchmark Question: What makes up weather
and how does it change from day to day, from
season to season, and over long periods of
time?
Focus Question: What are the daily changes in
weather?
Students will keep a daily graphic
representation of weather conditions including:
• air temperature-cold, hot, warm, cool
• cloud cover- cloudy, partly cloudy, foggy,
clear
• precipitation- rain, snow, hail, freezing rain
• wind- breezy, windy, calm
The teacher will lead a discussion on the data
students collected, helping them to see
patterns.
Assessment
Coloma Assessment: (Optional)
Discover the Wonder – Scott Foresman – Grade 4
Module 3 – Chapter 3, Test A
Optional Assessment:
Students will compose a shape poem, weather story,
picture, or cinquain (a five line stanza) describing
weather containing at least three of the Key
Concepts. Students will present their description of
weather conditions to the class, and send a copy of
their completed project to their local weatherman.
Scoring Rubric
Criteria
Apprent.
Basic
Meets
Exceeds
Descrip
tion
of key
concepts
Describes
one key
concept
accurately.
Describes
two key
concepts
accurately.
Describes
three key
concepts
accurately.
Describes
all
weather
conditions
including
severe
weather or
tools used
to
measure
it.
Quality of
project
Poor
quality.
Average
quality.
Above
average
quality.
Excellent
quality.
Teacher Notes:
Investigate and describe what makes up weather.
Beginning in the elementary years, observation of the weather is a common school event. In many classrooms,
daily calendar activities include a description of the weather. Infrequently, air temperature, cloud cover, or
severe weather is mentioned. For students to understand the importance of air to atmosphere and the weather,
they must understand that air is a substance, it is matter, and it has mass and volume. This is a very difficult
concept for young children because they cannot see air. Interestingly, middle grade students seem to have the
most difficulty with this concept.
Patterns of the weather require that scientifically literate students understand air masses, front systems, and
have general map reading skills. In the elementary grades, students should start to see the patterns of weather
in different seasons. In this case, however, it is important to point out the colloquial use of different season
terms. For instance, when the first snow flies, we typically say that winter has come whether it is December 21st
or not. Paying attention to the differences between the weather and what we call each season is important. In
general, we can predict that, in Michigan, it will snow in winter, less frequently in the spring and fall, and almost
never in the summer. In the middle grades students can use weather maps and satellite weather images to see
the patterns of weather.