4th Grade Weather Unit
Curriculum Standards
I Can Statements
II.1.a. Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds).
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II.1.b. Observe, measure, and record data on the basic elements of weather over a period
of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).
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II.1.c. Investigate evidence that air is a substance (e.g., takes up space, moves as wind,
temperature can be measured).
II.1.d. Compare the components of severe weather phenomena to normal weather conditions
(e.g., thunderstorm with lightning and high winds compared to rainstorm with rain showers
and breezes).
II.2.a. Observe and record effects of air temperature on precipitation (e.g., below freezing
results in snow, above freezing results in rain.)
II.2.b. Graph recorded data to show daily and seasonal patterns in weather.
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II.2.c. Infer relationships between wind and weather change (e.g., windy days often
precede changes in the weather; south winds in Utah often precede a cold front coming
from the north).
II.3.a. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge,
measure air pressure using barometer, measure temperature using a thermometer).
II.3.b. Describe how weather and forecasts affect people’s lives.
II.3.c. Predict weather and justify prediction with observable evidence.
II.3.d. Evaluate the accuracy of student and professional weather forecasts.
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II.3.e. Relate weather forecast accuracy to evidence or tools used to make the forecast
(e.g., feels like rain vs. barometer is dropping).
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Vocabulary
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Accuracy - correct, careful and exact
Air pressure - the weight of air in the atmosphere pressing down upon Earth
Air temperature - degree of heat or cold that the air measures
Anemometer - instrument used to measure wind speed
Atmosphere - all the air surrounding the earth
Barometer - instrument for measuring air pressure
Cirrus - high, wispy or feathery clouds
Components - the parts of the whole (Example: wind is one component of weather.)
Cumulus - big, puffy, white clouds
Forecast - to predict (Example: Meteorologists will forecast the weather for the
next week.)
Freezing – when water gets below 32 degrees Fahrenheit and turns to ice or snow
Hygrometer - instrument used to measure relative humidity
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I can see a cloud and tell you what type of cloud it is: cumulus,
stratus, and cirrus.
I can watch, measure, and record the basic elements of weather
(precipitation, temperature, wind speed and direction, and air
pressure) over time.
I can look for evidence that air is a substance: takes up space,
moves as wind, temperature can be measured.
I can compare the parts of severe weather (lightning and
thunderstorms with high winds) to normal weather conditions
(rainstorm and breeze).
I can watch and record how temperature changes precipitation.
I can graph the information I collect about the weather to show
daily and seasonal patterns.
I can make predictions based on what I know on how wind and
weather changes affect each other.
I can tell you about and use the tools a meteorologist uses:
thermometer, barometer, and rain gauge.
I can tell you how weather and forecasts affect people’s lives.
I can predict weather and support my prediction with evidence.
I can decide how accurate student and professional weather
forecasts are.
I can connect how accurate a forecast is to evidence ore tools
that were used to make the forecast.
Meteorologist - a scientist who studies and forecasts weather
Phenomenon - an occurrence you can observe
Precipitation - rain, snow, sleet, hail, etc
Rain gauge - instrument for measuring the amount of rain that falls
Relative humidity - amount of water vapor in the air compared to the amount of water
the air could hold at that temperature
Seasonal – happening in a certain season or at a certain time of the year
Severe - serious or intense (Example: a tornado is a severe type of storm.)
Stratus - a long, low, gray cloud that could be layered
Thermometer - instrument for measuring temperature
Weather front - meeting of two different types of air masses
Wind speed - measurement of the speed of moving air
Wind vane - instrument used to determine wind direction
Weather Unit Plan
Day
Obj.
Lesson/Activity
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1
II.3.b
II.1.d
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2
II.1.c
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3
II.1.a
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4-5
II.3.a
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6-7
II.2.a
II.2.c
Weather Pre-Assessment
Question to investigate: What is weather?
Think about words they use to describe weather – make a list to get
them thinking
Why do we study weather or have weather forecasts? **Main reason is
to save lives.
How does weather affect our lives?
**Throughout this unit, read books and study the difference between
severe and normal weather during reading time.
Components of Weather: Air
o Air is a substance
o Moves – wind (fan & Jason’s thing)
o Gets hotter/colder – temperature
o Has moisture in it – humidity (bag on hand)
o Presses on us – air pressure (blow up balloon, paper towel and
water, newspaper & ruler, water bottles, etc.)
Components of Weather: Precipitation & Clouds
o Cloud Book by Tomie dePaola
o Cloud Finder
o Cloud Picture Sort
o 4 types of precipitation
Tools of Meteorologists
o Introduce all 6 – show as you introduce
o Make Tools Cards – can use as flashcards to quiz each other
Intro. Utah Weather Rules
o Rules 2/3 – give them the Beaufort Wind Scale chart and briefly
go over it
o Rule 5 - Complete the thermometer paper with freezing point, the
average range for seasons and months in Utah, etc.
Notes/Assessment/Grading
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Copy pre-assessment.
Use severe weather books.
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Need: Jason’s air thing, fan, ziplock
bags, balloon, paper towel, jar, water,
newspaper, ruler, water bottle, etc.
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Cloud Book by Tomie dePaola
Copy Cloud Finder
Get cloud picture sort bags
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Copy weather tools cards (add snow to
ruler one)
Weather Tools from bucket
Copy Utah Weather Rules, blank
thermometer, and Beaufort Wind Scale
chart.
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8+
II.1.b
II.2.b
II.3.c
II.3.d
II.3.e
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8+
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Introduce the weather graphs
o Use KSL or Fox 13 websites at the same time each day to get the
information
o Model how to graph each component
o Go through the Utah Weather Rules sheet each day and decide
what a reasonable forecast would be
o Record your class forecast, then check the “official” forecast on
the website
o Each day review how accurate your predictions were
Throughout the rest of the unit, students will work together or as a
class to complete the Weather Cards and learn to read and answer
questions about weather data.
Weather Post Assessment
Throughout the rest of the year, have a daily weather routine where you
post the data for the day and students graph it. Briefly discuss
forecasts, accuracy, etc.
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Copy weather graphs and forecast
page(s)
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Copy Weather Cards for students
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Copy post assessment