Weather
Second Grade
Alison Burke & Paige Michanco
One week: Monday through Friday
Introduction
This second grade unit plan develops over a five day period. This unit’s
concentration focuses on weather; specifically recording data, storms, and
weather conditions. The importance of this lesson is for students to begin a
foundation for learning concepts of science. Students will use a variety of other
content subject areas such as fine arts, math, technology, and language arts to
help attain greater knowledge of weather.
Objectives
1.) Students will acquire the basic knowledge of reading and recording data from a
thermometer; understanding the concept of how the thermometer differs when it is placed in
hot conditions versus cool conditions, expanding their vocabulary by obtaining knowledge
about storms and weather conditions required for second grade.
2.) Students will learn how to use and read data from a thermometer, compare and contrast
types of storms, and recognize different types of weather conditions.
3.) Students will appreciate the skills that were taught to read a thermometer in any daily
situation, to appreciate different characteristics of major storms, and will obtain a positive
attitude towards daily weather conditions.
_______
Students will be able to read, record, and compare the temperature given a Fahrenheit and
Celsius thermometer with 100% accuracy.
Students will be able to compare and contrast storms given chart paper to create a Venn
diagram using notes and vocabulary (thunder storms, tornadoes, hurricanes, and blizzards)
with 100% accuracy.
The student will be able to identify different types of weather conditions (sunny, cloudy, rainy,
snowy, and windy) given a weather poem that will be demonstrated for the class via
performance with 100% accuracy.
The student will be able to identify weather patterns and weather conditions given a statement
that describes a particular pattern or condition during a physical activity game with 80%
accuracy.
The student will be able to interpret and graph data collected over a one week span given
computers and computer software at 95% accuracy.
Virginia Sols
Science 2.6 The student will investigate and understand basic types, changes, and pattern of
weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key
concepts include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather
data; and
c) the uses and importance of tracking weather data over time.
Math 2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer
to the nearest 10 degrees.
Language Arts (oral language) 2.2 The student will expand understand and use of word
meanings
a) Increase listening and speaking vocabularies
b) Use words that reflect a growing range of interests and knowledge
c) Clarify and expand words and ideas orally
d) Identify and use synonyms and antonyms
e) Use vocabulary from other content areas
Fine Arts: Visual Communication and Production
2.4 The student will create works of art inspired by a variety of concepts, themes, and literary
sources
Physical Education: Movement principles and concepts 2.2 The student will apply the basic
movement concepts to change performance of locomotor, non-locomotor, and
manipulative skills.
a) Use concepts of spatial awareness (location, directions, levels) and effort (time, force,
flow) in static and dynamic movement situations
b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time,
force, flow) in static and dynamic movement situations.
Technology 2.2: Identify and use available technologies to complete specific tasks.
a) Identify the specific uses for various types of technology and digital resources.
-identify the difference between hardware and software
-create a text document
-open and read an electronic book
-create a digital image
b) Use content specific tool, software, and simulations to complete projects
-use tools in various content areas as appropriate
Daily Plans
Table of Contents
Day 1:
Thermometers: Recording Celsius and Fahrenheit
Day 2: Storms and Storm Tracking
Day 3: Weather Conditions
Day 4: Weather Chasers
Day 5: Graphing our Weather Data
Thermometers: Recording Celsius & Fahrenheit
Purpose:
Today is part one of several lessons that deals with weather and temperature, specifically
reading Fahrenheit and Celsius on a thermometer. Today’s focus will be recording data found
from readings on a thermometer. This lesson will make a connection between temperature and
types of weather. For example, a blizzard is associated with colder temperatures. This is
important because it will help students with their data collecting skills.
VA SOLsScience 2.6 The student will investigate and understand basic types, changes, and pattern of weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts
include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data; and
c) the uses and importance of tracking weather data over time.
Math 2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the
nearest 10 degrees.
Objective:
Students will be able to read, record, and compare the temperature given a Fahrenheit and
Celsius thermometer with 100% accuracy.
Procedure:
Introduction
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Have students sit at their desks
Hold a thermometer and ask if they know what it is (V)
Ask students to explain what a thermometer is if they know
-let students give a few answers
Ask students to take out their science journal
Explain what a thermometer is and what it does (students should write this down as you write
it on the board) (a)
-tell students a thermometer is used to measure temperature in Celsius and Fahrenheit
-inside the thermometer is liquid mercury
-when the mercury heats up, it rises and when it cools, it goes down
-therefore, the higher the temperature, the warmer it is!
Explain that, in order to read a thermometer, you have to look at the numbers which go by
two’s, five’s, or ten’s.
Count by two’s, five’s, and ten’s as a class to review the patterns.
Today we are going to learn and practice how to read temperatures with a thermometer using F
and C (A)
Development
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Show an example using a jar of cold water and room temperature water (V)
Ask if they notice a difference between the two thermometers and if so, what are they? (A,V)
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Tell the students that the room temperature shows 71 degrees F and 22 degrees C and the cold
water is 50 degrees F and 10 degrees C after putting the thermometer in water jars
Show students how to record their answers on the worksheet provided (show example on smart
board) (V)
1. Explain to students that there are two stations on each side of the room—each with one jar
filled with water at different temperatures (there will be one jar of room temperature
water, one cold water, and one hot water one each side of the room) (K)
2. On the worksheet, record F and C by writing it on the blanks (do NOT color at this time)(F
= red and C = blue) (V)
3. Have the student feel the outside of the jar and write what it feels like (hot, cold, warm,
freezing)
Break students into two groups and send them to their designated side of the room
Explain to the students that they will record their answers and then switch groups when the
bell chimes in a rotation
Send students to their first jar
Give students five minutes at each jar
Advanced Students: Record the difference between the two temperatures
-example: 50˚F - 10˚ C = 40˚ (K)
Struggling students: Guide them through the first recording of each Fahrenheit and Celsius;
provide extra help throughout the experiment, if needed. (A,V)
Summary
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Have student return to their tables after the rotations are over
Color thermometers the appropriate color: F = red, C = blue with colored pencils or crayons
(K)
At each table allow students to discuss their answers and find the similarities and differences
between the temperatures of the jars (A)
-look for appropriate dialogue about temperature and thermometers
After students talk with their table, direct their attention back to the smart board
Have each student read their temperature in both F and C for each jar (A)
Write their numbers on the board (V)
Have a whole group discussion on the similarities and differences of the thermometer
temperatures (A)
Discuss why they are different (A)
-the hot water had a higher temperature than the cool water so the liquid would rise
-everyone’s room temperature water was about the same
-the jar with the cold water felt a lot cooler than the hot jar
A thermometer is used to take the temperature in either C or F
Homework assignment (explanation):
- Give recording sheet (refer to homework sheet attached)
- Tell students they will record the temperature once a day, both C and F at any time of the
day (K,V)
- Give each student a thermometer to take home and leave outside for the week
- Ask students to bring thermometer back on Friday
- Explain that we will be doing an activity with the data collected on Friday (A)
-
Collect on Friday
Materials
 Thermometer (classroom set)
 6 jars (room temp, cold, warm water)
 Ice cubes
 In-class worksheet (attached)
 Blue and red crayons, pencil
 Homework worksheet (attached)
 Smart board
Evaluation Part A
Collect worksheets done in class to check for understanding that students know how to use a
thrmometer.
Evaluation Part B
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Did your lesson address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
How did I manage the small groups and whole group?
Recording Temperature: Fahrenheit and Celsius
Record the data found on each thermometer in both Celsius and Fahrenheit. Once directed,
color the Celsius temperature blue and the Fahrenheit red.
Jar 1
Describe how the jar feels
and looks:
C˚ ______
F˚ ______
Jar 2
Describe how the jar feels
and looks:
C˚ ______
F˚ ______
Describe how the jar feels
and looks:
Jar 3
C˚ ______
F˚ ______
Weekly Temperature Chart
Monday Tuesday Wednesday Thursday Friday
Fahrenheit
Celsius
Time
(AM/PM)
Storms and Storm Tracking
Purpose:
Today is part two of a continuing lesson that discusses weather, specifically storms. We will
focus on comparing and contrasting thunder storms, tornadoes, hurricanes, and blizzards. This
is important because it introduces different weather phenomena in order to expand the
students’ vocabulary of storms and identify common types of storms.
VA SOLsScience 2.6 The student will investigate and understand basic types, changes, and pattern of weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts
include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data; and
c) the uses and importance of tracking weather data over time.
Language Arts (oral language) 2.2 The student will expand understand and use of word meanings
f) Increase listening and speaking vocabularies
g) Use words that reflect a growing range of interests and knowledge
h) Clarify and expand words and ideas orally
i) Identify and use synonyms and antonyms
j) Use vocabulary from other content areas
Objective:
Students will be able to compare and contrast storms given chart paper to create a Venn
diagram using notes and vocabulary (thunder storms, tornadoes, hurricanes, and blizzards)
with 100% accuracy.
Purpose:
Introduction
 Tell students to clear their desks just keeping out their science journal and a pencil
 Ask students to name different types of storms (a)
 Tell students we will be watching Bill Nye the Science Guy: Episode 96 Storms
-we’ll learn about storms we haven’t named and a little bit about them
 Draw four sections in your science journal and label each box with a storm (thunder,
tornadoes, hurricanes, and blizzards) (k)
 During the video, take notes on each storm (k)
 Watch video (a, v, k)
Development
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Talk about what they learned during the video using their notes in their science journal (v, k)
-what were some things you already knew?
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-what did you learn?
-what did you find interesting about the kinds of storms we saw?
Write some of the students’ facts on the board (v)
Begin lesson: talk about thunder storms, tornadoes, hurricanes, blizzards, and storm chasers (a)
- talk about when happens during each storm
- look for words such as heavy winds, lightning, cold weather, precipitation, temperatures (a)
Now we will bring out a previously done Venn diagram that we have used in the beginning of
the year to refresh memory (v, a)
Break students into four groups of four and two groups of two (20 kids)
Have kids pre-grouped for advanced and struggling (match advanced to struggling)
Provide students with chart paper to complete a Venn diagram already selected
-thunderstorm vs. blizzard
-thunderstorm vs. hurricane
-thunderstorm vs. tornado
-blizzard vs. hurricane
-blizzard vs. tornado
-tornado vs. hurricane
Give students a two minute warning to clean up and return to their seats
Summary
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Bring class back to seats
Have each group present their Venn diagrams in front of the class (k)
Make sure all students participate in the discussion by checking off who is speaking during the
presentation.(a)
Pass out and go over homework worksheet (a, v)
Hang up Venn Diagrams around the room
Material
 Chart paper (Venn diagram)
 Markers
 Bill Nye video
 homework worksheet
 science journal
 pencils
Evaluation A
Got it!
Working on it!
Evaluation B
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Did your lesson address the needs of all learners?
What were the strengths of the lesson?
Struggling
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What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?
How did I manage the small and whole groups?
Name: _______________________________ Date: _________________________
Match the storm using the word key below. Then, draw a line from each picture to the correct
storm.
1. Thunderstorm ___
2. Hurricane ___
3. Tornado ___
4. Blizzard ___
A. A storm with violent winds and rain
B. A destructive storm with a funnel
shaped cloud
C. A sever snow storm
D. A storm with thunder, lightning,
and heavy rain
Extra Credit
What is a storm chaser?
Weather Conditions
Purpose:
Today is part three of a continuing lesson that discusses weather, specifically weather
conditions such as sunny, rainy, cloudy, windy, and snowy. In this lesson, we will learn about
how conditions can change day to day and different characteristics of each condition.
VA SOLsScience 2.6 The student will investigate and understand basic types, changes, and pattern of weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts
include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data; and
c) the uses and importance of tracking weather data over time.
Fine Arts: Visual Communication and Production
2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources
Objective:
The student will be able to identify different types of weather conditions (sunny, cloudy, rainy,
snowy, and windy) given a weather poem that will be demonstrated for the class via
performance with 100% accuracy.
Procedure
Intro:
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Have students sit at desks
Hand out blank printer paper and colored pencils
Ask students what the weather is like today (a)
Ask students what other kinds of weather there is (sunny, cloudy, rainy, snowy, and
windy) (a)
 Those are called weather conditions
 Give description of each condition (sunny, cloudy, rainy, snowy, and windy) (a)
 Demonstrate how to make a flipchart with the class (v, a, k)
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-fold paper hotdog style
-cut five equal sections on the front half so you can open it like a book
-write each condition on a different section on the front
-on the inside, draw a picture of that weather condition (on the left) and the definition
on the right
Explain to students this will be used as a study tool (a)
Development:
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Explain to students we will be using the weather conditions to create a performance in
groups (a)
Explain how a visual performance should look (using props, a strong voice, facing
towards the class) (a, v)
-do your own performance that you have prepared
Put class into five groups of four giving each group a different condition poem (sunny,
cloudy, windy, snowy, and rainy)
Tell students there is material/props to use for the performance (markers,
construction paper, pipe cleaners, etc) (a)
Give students time to discuss what they plan on doing for their performance and allow
one student from each group to collect material (a, v, K)
Allow students to work as you roam the classroom (k)
Remind students they can use their poem slip during performance (a)
Advanced: give these groups longer/harder poems (The Rain and The Wind poems)
Struggling: make sure these poems aren’t as tedious
Summary:
 Give students three minute warning to begin cleaning up and returning to their seats
 Students sit at their desks
 Call each group to present their poem for the class (k, a, v)
-all students are required to perform
 Remind students to hold their applause to the end/have good manners
 Have small class discussion on the different conditions (a)
Materials
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Construction paper
Colored pencils
Markers
Poem slips
Instruments: triangles/xylophone
Pipe cleaners
Cotton balls
Yarn
Glue
Scissors
Printer paper
Chart paper
Evaluation A
For discussion:
Got it!
Working on it
Evaluation B
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Did your lesson address the needs of all your learners?
What were the strengths?
What were the weaknesses?
How would you change the lesson if you could teach it again?
How did I manage small and whole group?
Struggling
Snowflakes
(to the tune of "twinkle, twinkle little star")
Snowflakes, snowflakes falling down,
On the trees and on the ground.
I will build a man of snow,
Tall black hat and eyes of coal,
If the sun comes out today,
I will watch you melt away!
http://www.canteach.ca/elementary/song
spoems7.html
The Rain
Pitter-patter, raindrops,
Falling from the sky;
Here is my umbrella
To keep me safe and dry!
When the rain is over,
And the sun begins to glow,
Little flowers start to bud,
And grow and grow and grow!
http://www.mothergoosecaboose.com/rainpoems
.html
The Wind
The wind came out to play one day,
He swept the clouds out of his way,
He blew the leaves and away they flew,
The trees bent low and their branches did
too,
The wind blew the great big ships at sea,
The wind blew my kite away from me.
http://www.canteach.ca/elementary/songspoems
17.html
CLOUDS
Clouds are very clever things
They aren't held up with hooks or strings
They have no wings to help them fly
They simply hang there in the sky
http://poetrypoem.com/cgibin/index.pl?poemnumber=879494&sitename=p
addington&poemoffset=0&displaypoem=t&item
=poetry
Sunny Days
Oh how we love
Each sunny day
We get to run
And jump and play
At home or school
On slides or swings
Inside, outside
Alone or in teams
We laugh, we dance
We sing, and shout
What sunny days
Are all about
On sunny days
So filled with joy
We're always ready
To play some more.
http://poetry4kidsbylatorialfaison.blogspot
.com/2006/05/sunny-days.html
Weather Chasers
Purpose:
Today is part four of a continuing lesson that discusses weather, specifically storms and
weather patterns. We will focus on reviewing types of storms and their characteristics, and
weather patterns including sunny, cloudy, windy, snowy, and rainy. This is important because
it is a review or refresher of major concepts previously discussed that will be a part of a later
assessment.
VA SOLs:
Science 2.6 The student will investigate and understand basic types, changes, and pattern of weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts
include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data; and
c) the uses and importance of tracking weather data over time.
Physical Education: Movement principles and concepts 2.2 The student will apply the basic movement
concepts to change performance of locomotor, non-locomotor, and manipulative skills.
k) Use concepts of spatial awareness (location, directions, levels) and effort (time, force, flow) in
static and dynamic movement situations
l) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force,
flow) in static and dynamic movement situations.
Objective:
The student will be able to identify weather patterns and weather conditions given a statement that
describes a particular pattern or condition during a physical activity game with 80% accuracy.
Procedures:
Introduction
 Students sit at desks
 We will begin by presenting a power point to review storms and weather conditions (v,a)
 Students will not be able to use notes for this review
 In each slide we will talk about the types of storms and weather conditions we have previously
learned and answer the questions on the slides as a class (see power point in materials section)
Development
 Line students up at the door
 Have students sit on black top
 Set up the game (follow map attached)
 Explain rules
-each team will be placed at one of the five cones
-each team will have four members
-directly across from each team’s cone will be a hoola-hoop about twenty feet away
-each hoola-hoop will have many index cards inside that say different terms such as sunny,
windy, snowy, rainy, cloudy, and the storms (tornadoes, blizzards, hurricanes, and thunder
storms) with associated pictures on the other side of the card
-the teacher will read definitions from a list
-the first student in line will run to their hoola-hoop and pick the corresponding card
-the first student back with the correct card will get a point (written on a dry erase board)
 Play the game (a, k, v)
 This game will take about an hour and can be played multiple times wording the questions
differently each time
 For the winning group, they are exempt from cleaning up!
 Line students up to go back inside
 Advanced students: have these students explain why they chose that card
-example: if the student picks ‘sunny’, ask them to explain why
 Struggling students: pictures are attached to the card to use for reference
Summary
 let students use the restroom and get water if needed
 students may stretch and cool off before sitting down (this will take no longer than 3-5
minutes)
 have students sit on the carpet
 Ask students what they thought about the game (a)
-was it fun?
-was it helpful?
-do you think this will prepare you for the test?
 Hand student an exit card with a question about a topic in the game (use the same
questions from the game as the exit cards) (k)
 Have student answer the question and turn into the designated exit box (k)
Materials
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Power point
Cones
Index cards with definitions and terms
Hoola-hoops
Dry erase board
Exit cards
Exit card box
Evaluation A
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Check the exit cards that students have turned in
Take note of the groups who won, who did okay, and who struggled during the game
Evaluation B
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Did your lesson address the needs of all learners?
What were the strengths and weaknesses of the lesson?
Did the game run smoothly?
How would you change the lesson if you could teach it again?
How did I manage the game/whole group?
Game
Snowy
Cloudy
Sunny
Rainy
Windy
Tornado
Hurricane
Blizzard
Thunder Storm
This condition happens in the winter and is
frozen precipitation.
This condition has little to no sunshine.
This condition is warmed by the suns’ rays. It
makes you feel cheerful and joyous!
This condition is when water falls from the
sky as precipitation.
This condition is air in natural motion that
can be cool or hot.
This storm has violent winds and a destructive
vortex. It also has a funnel shaped cloud.
This storm has violent winds, lots of rain, and
can be damaging.
This is an extreme snow storm with low
temperatures and blowing snow.
This storm includes heavy rain, thunder, and
lightning.
Graphing our Weather Data
Purpose:
This is the fifth part in our weather lesson. In this lesson we will take the data from day one
(thermometers and temperature) in order to graph and organize the information using
technology. This is an important part of the weather unit because using technology in the
classroom for building graphs is something that can be used for many subjects.
VA SOLs:
Science 2.6 The student will investigate and understand basic types, changes, and pattern of weather.
The student will investigate and understand basic types, changes, and patterns of weather. Key concepts
include
a) identification of common storms and other weather phenomena;
b) the uses and importance of measuring, recording, and interpreting weather data; and
c) the uses and importance of tracking weather data over time.
Technology 2.2: Identify and use available technologies to complete specific tasks.
a) Identify the specific uses for various types of technology and digital resources.
-identify the difference between hardware and software
-create a text document
-open and read an electronic book
-create a digital image
b) Use content specific tool, software, and simulations to complete projects
-use tools in various content areas as appropriate
Objective:
The student will be able to interpret and graph data collected over a one week span given
computers and computer software at 95% accuracy.
Procedure:
Introduction
 Ask students to take out data from day 1 (thermometer homework)
 Collect data from one student at each table to compare their results and write on the board (a,v)
-such as: when they recorded temperature
 Talk about the similarities and differences (a)
-ask the time, C, and F
-what is similar
-what is different
 Tell students we will now graph our data together
 Pass out computers
 Demonstrate our data projected on the smart board step-by-step with the students using their
data they recorded over the week(a, v, k)
 If a student did not bring in their homework, allow them to use the teachers data; however,
they will be penalized (will not receive full credit)
 Walk students through excel (a, v, k)
1. Open Excel
2. In column B1 type Fahrenheit
3. In column C2 type Celsius
4. In column A2 type Monday
5. In column A3 type Tuesday (continue through Friday, A4-6)
6. In column B2 type in Fahrenheit for Monday
7. In column B3 type in Fahrenheit for Tuesday (continue through Friday B4-6)
8. In column C follow steps four and five except input Celsius
9. Highlight data
10. Click insert
11. Pick Column
12. Pick cluster Column
13. Label title (whatever title they chose relating to this)
14. Label X and Y axis (X: week days, Y: temperature)
15. Label Key (Celsius and Fahrenheit)
16. Save Chart under Last name and first initial (ex: Burke_A)
17. Print
Development
 Teacher will pass out their printed graph
 Students will use graph and data collected to write a paragraph (4-5 sentences) about their
data collected (v, k)
 Make sure students know to keep all papers together
 Tell students they will be creating one more graph individually on another place in the United
States
 Lead students to website: http://www.wunderground.com/
 At each table (of 4) give each student a different location in the US:
-LA, California
-South Dakota Park, South Dakota
-Houston, Texas
-Miami Florida
 Give students a direction sheet to do on their own (in materials)
 Have students record numbers off of the website and then transfer the data to the online graph
(k)
 Walk around classroom and help students thoroughly
 Save and print
 Advanced: record two more extra days to make a full week
 Struggling: record only Fahrenheit
Summary
 Give out their graphs from printer
 Stapled all graphs and work together
 Have students in groups discuss their graphs (ex: CA verse SD graphs) (a, v)
 Bring class together for a whole group discussion (a, v)
 Ask questions about why they think it’s different in different regions
-why do you think SD is colder than FL?
-what were some things you noticed about weather throughout the week (fluctuation, different
parts of the country)?
-what is their coldest day vs. warmest day?
-compare and contrast
Materials
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Computers
Excel
Direction sheet
F to C conversion sheet
Website: www.wunderground.com
Printer and printer paper
Data (homework)
Paper and pencil
Teacher’s own data
Stapler
Evaluation A
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Collecting all graphs, homework data, and written work from each student
Grade them for accuracy
-creating a correct graph
-using correct data
-following directions
-doing homework
Evaluation B
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Did your lesson address the needs of all of your learners?
What were the strengths and weaknesses?
How would you change the lesson if you could teach it again?
Was the technology easy for you and the student to navigate?
Did the lesson take too much time?
Directions for website:
Record all date on given worksheet using the following directions and the City, State you have been
given.
1. Go to www.wunderground.com
2. Click on the more tab at the top of the website
3. Click on the FIRST link “historical weather”
4. Under location, type in the location that you have been given
5. Type in the date (today’s date) and then click SUBMIT
6. Record the MAX ACTUAL temperature
7. Click NEXT DAY
8. Record the MAX FORECAST temperature
9. Click next day
10. Record data for five days
*Should not start on Monday. You should have data for Friday, Saturday, Sunday, Monday, and
Tuesday.
Use Celsius to Fahrenheit sheet for conversations
Fahrenheit
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Celsius
-17.78
-17.22
-16.67
-16.11
-15.56
-15
-14.44
-13.89
-13.33
-12.78
-12.22
-11.67
-11.11
-10.56
-10
-9.44
-8.89
-8.33
-7.78
-7.22
-6.67
-6.11
-5.56
-5
-4.44
-3.89
Fahrenheit
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
Celsius
10
10.56
11.11
11.67
12.22
12.78
13.33
13.89
14.44
15
15.56
16.11
16.67
17.22
17.78
18.33
18.89
19.44
20
20.56
21.11
21.67
22.22
22.78
23.33
23.89
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
-3.33
-2.78
-2.22
-1.67
-1.11
-0.56
0
.56
1.11
1.67
2.22
2.78
3.33
3.89
4.44
5
5.56
6.11
6.67
7.22
7.78
8.33
8.89
9.44
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
24.4
25
25.56
26.11
26.67
27.22
27.78
28.33
28.89
29.44
30
30.56
31.11
31.67
32.22
32.78
33.33
33.89
34.44
35
35.56
36.11
36.67
37.22
Weekly Weather Data
100
90
80
70
Degrees
60
50
Fahrenheit
40
Celsius
30
20
10
0
M
T
W
Days of the Week
Thursday
F
Weather Test
Name: ____________________________________________ Date: _________________
Fill in the blank using the word key.
1. _____________ warmed by the sun’s rays, cheerful, joyous
2. _____________ air in natural motion, can be hot or cool
Key
A. Windy
B. Cloudy
3. _____________ having little or no sunshine
C. Sunny
4. _____________ cold weather, frozen precipitation
D. Snowy
5. _____________ water falling in drops as precipitation
E. Rainy
Color the thermometer based on the temperature given. Number 6-9.
10˚ Celsius
80˚ Fahrenheit
30˚ Celsius
30˚ Fahrenheit
Match the storm to its picture and write one sentence describing the storm.
10. Tornado
11.Hurricane
12.Blizzard
13.Thunder Storm
Extra Credit:
Did you like working with the bar graph technology?
Why?
Weather Test
ANSWER KEY
Name: ____________________________________________
Date: _________________
Fill in the blank using the word key.
C
6. _____________
warmed by the sun’s rays, cheerful, joyous
Key
A
7. _____________
air in natural motion, can be hot or cool
A. Windy
B. Cloudy
B
8. _____________
having little or no sunshine
C. Sunny
D
9. _____________ cold weather, frozen precipitation
D. Snowy
E
10. _____________
water falling in drops as precipitation
E. Rainy
Color the thermometer based on the temperature given. Number 6-9.
10˚ Celsius
80˚ Fahrenheit
30˚ Celsius
30˚ Fahrenheit
Match the storm to its picture and write one sentence describing the storm.
ANSWERS MAY VARY
10. Tornado
Destructive storm with a
funnel shaped cloud
14.Hurricane
A storm with violent winds
and rain
15.Blizzard
Severe snow storm
16.Thunder Storm
A storm with thunder,
lightning, and heavy rain
Extra Credit:
Did you like working with the bar graph technology?
Why?
Resources
Material
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Thermometer (classroom set)
6 jars (room temp, cold, warm
water)
Ice cubes
In-class worksheet (attached)
Blue and red crayons, pencils
Homework worksheets (attached)
Smart board
Chart paper
Markers
Bill Nye video
science journal
Construction paper
Colored pencils
Markers
Poem slips
Instruments: triangles/xylophone
Pipe cleaners
Cotton balls
Yarn
Glue
Scissors
Printer paper
Power point
Cones
Index cards with definitions and
terms
Hoola-hoops
Dry erase board
Exit cards
Exit card box
Computers
Excel
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Direction sheet
F to C conversion sheet
Website: www.wunderground.com
Printer
Data (homework)
Teacher’s own data
Staple