INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Integrated Unit
Weather: Cycles and Seasons
Grade level: 3 grade
rd
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Literature content
Bibliographic references
Title: Our Seasons
Author: Grace Lin & Ranida T. Mcknealy
Publishing Co: Charlesbridge Publishing, Location: Watertown, MA
Publishing Year: 2006
Summary: This book provides significant details on introducing the four seasons through four little
guides: Ki-ki, Owen, Lily, and Owen. Each part of the book provides the whys and the hows of each
season. All our seasons come with different weather attributes and familiar activities that can be done
during that season.
Title: THE REASONS FOR THE SEASONS
Author: Gail Gibbons
Publishing Co: Holiday House, Location: New York, NY
Publishing Year: 1995
Summary: The Reason for the Season provides an explanation on how climate and the seasons
are affected by the Earth’s orbit around the sun. Each season is broken down based on the
location of the earth and the sun.
Title: Meteorologist
Author: Matt Mullins
Publishing Co: Cherry Lake Publishing, Location: Ann Arbor, MI
Publishing Year: 2011
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Summary: The Meteorologist allows students the opportunity to gain a better understanding of
what these cools scientist do. Each section provides a detail break down on the study of
meteorology and the daily activities of these scientists do in the daily jobs.
Title: Martin’s Big Words
Author: Doreen Rappoort
Publishing Co: Hyperion Books for Children, Location: New York, NY
Publishing Year: 2007
Summary: Martin’s Big Words allow students the wonderful opportunity to see some of the
many struggles and obstacles the African Americans were faced with during the Civil Rights Era.
This book gives a chronological detail on the life of Dr. Martin Luther King Jr.
Title: What Will the Weather Be?
Author: Lynda Dewitt
Publishing Co: Harper Collins Publishers Location: New York, NY
Publishing Year: 1991
Summary: This book explains the different changes in the weather as well as how unpredictable
weather can be. The illustration describes the many tools that are used to measure weather as
well as providing supporting ideas on the role of a meteorologist.
Title: Down Comes the Rain
Author: Frankly Branley
Publishing Co: Harper Collins Publishing, Location: New York, NY
Publish Date: 1997
Summary: This book provides great detail about the water cycle and one of our greatest
climates, rain. Throughout the book we discover the water cycle process along with the four
steps included in the process
Title: W is for Wind
Author: Pat Michaels
Publisher Co: Sleeping Bear Press, Location: Chelsea, MI
Publishing Year: 2005
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Summary: The weather alphabet is a descriptive collection of words to describe weather. Each
word includes facts as well as illustrations that help describe an attribute of the weather. This
can really help with identifying weather words vocabulary for the unit as well.
Title: Water, Water Everywhere
Author: Mark J Ravzon and Cynthia Overbeck Bix
Publishing Co: The Sierra Book Club
Publishing Year: 1994
Summary: This book provides detail information on the water cycle. It also expands on how
important water is in our everyday lives as well as how it impacts the earth. Readings about the
importance of the water cycle can bring awareness on how to protect our planet.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
LITERATURE EXTENSION ACTVITIES
Martin’s Big Words Extension Activity #1 (Reading Comprehension - Sequence)
Reading Comprehension – After Reading the story, students would need to be able to identify
the important parts in the Life of Dr. Martin Luther King Jr. The technique that would be used is
sequencing and making sure that the students are able to identify the chronological order of
events that took place during the reading. Students would need to provide 5 to 7 events that
took place throughout the story through written format and through their own illustrations.
Our Seasons Extension Activity #2 (Phonemic Awareness)
Students will take the list of vocabulary words given prior to reading the story. As you are
reading, student should actively listen for their vocabulary words an how they are being used.
After reading students will need to provide the number of syllables used in each vocabulary
word. Student will then take 3x5 note cards writing the word on one and on the opposite
provide the word broken down into syllables.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
MATH CONTENT
Lesson Plan: What’s Your Temperature? (Part 1)
Objectives:
 Identify place value throughout measurement
 Create temperature Manipulative
 Identify and Define Temperature Vocabulary
Goals:
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Students will create Temperature Thermometers
Solve Temperature problems using manipulative
Define and Identify temperature Vocabulary
Identify Temperature Scales
Materials:
 Construction Paper ( 1 Red/ 2 White/1 Blue )
 Safety Scissors
 Temperature Problem Worksheets
 Writing Utensils and Markers
 3
Procedure
Pre-requisites:
Students must be able to count by 2’s/5’s/10’s and be able to round to the nearest tenth for
place value.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Opening – You can start with a controlled open discussion with these questions:
How weather is measured?
What do use to determine if something is hot or cold?
What is Temperature?
Start your lesson by defining Temperature Vocabulary and Temperature Scales: Temperature,
Thermometer, Fahrenheit, Celsius, and Kelvin.
Activity #1 - Allow students to create vocabulary and temperature scales sheet (Temperature
Scales sheet be in ONLY Fahrenheit and Celsius)
After vocabulary and Temperature Scales have been completed, begin discussing how
temperature is measured using degrees. Provide your own Thermometer to allow students to
begin observing how to measure temperature.
Activity #2 Have Students locate certain degree measurements as a whole and allow them to
also answer Temperature Measurement hand out for practice. (Review mastery in concepts
before moving to the next step)
Activity # 3 – Each student should be given 3 pieces of construction paper (red/ white / blue)
and will construct there on Thermometer. Student will need a ruler as well as scissor to
complete activity. You will provide students with instructions on how to created their own
thermometer.
Assessment / Evaluation
Observe student while working on temperature worksheets to see if they able to identify the
vocabulary as well as the Temperature Scale. Observe students as they are completing activity
3 to see students can complete activity with the written instructions.
Lesson Plan: Whats Your Temperature ( Part 2 )
Objectives:
o Identify Temperature Vocabulary
o Identify Temperature Scale
Goals:
 Solve Temperature Word problems using their Temperature Manipulative
Procedure:
Review objectives in Part 1 with students
Small Group Activity: Split students up into groups of 3
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Each group will be given a list of 5 word problems that will need to be answered and
completed. Students will be allowed use their resources as well as collaborate with their peers
in their group.
Assessment/ Evaluation:
Students should be able to use manipulative properly and identify vocabulary and temperature
scale questions.
Instructions for Creating your own Thermometer
1Draw the shape of a thermometer on a white piece of construction paper. Make it 10 inches tall
and 3 inches wide. The bottom part should be slightly round. Cut a slit just above the rounded
bottom.
2Cut a strip of red construction paper and a strip of blue construction paper. Make the strips 8
inches tall and 1 inch wide. The red strip represents heat and the blue strip represents cold. Insert
the strips through the slit at the bottom of the thermometer.
3Label the thermometer. Make eight marks on each side of the thermometer. Place an F---for
Fahrenheit---on the top left, and a C---for Celsius---on the top right
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
ART CONTENT
Lesson Plan Title: In This Season
___________ …… What do you See???
Objectives:
 Identify and illustrate the attributes for one Season
Goals:
 Student will be able to identify and explain the different attributes and activities that
are in each Season.
Materials
 Book: “Our Seasons”
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
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Colored tissue Paper
Scissors
Glue
Construction Paper
Writing and Color Utensils
Procedure:
Open activity with reading “Our Seasons” and after reading (as a group) allow students to list
different attributes and activities that in our Four Seasons.
Activity
Students will pick their favorite Season and will create a picture using the some of the
attributes in that season. Students should also include an activity that would be during the
season. Each student will need create their season of choice using tissue paper. Students can
use glue colors to help create their picture.
Assessment/Evaluation:
Students will present their picture and provide explanation on picture and the season of
choice. Observe if students followed instructions and if student provided the correct attributes
and activities in their picture.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Music, Drama, and Movement
Content
Water cycle song
**Sing to the tune of My darling clementine**
Evaporation
(Push Palms up)
Condensation
(Clasps hands together in the air)
Precipitation all around
(Wiggle fingers down like rain)
Accumulation
(Sweep arms in a circle in front of you like a body of water)
Evaporation
(Push palms up)
The water cycle goes round and round
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
(Make circles with arms)
Seasons by Fran Avni
Seasons turn like a big round ball
Winter and spring, summer fall.
Seasons turn like a big round ring
Summer and fall, winter spring
First come green buds then comes grass
Green leaves turn brown
Fall comes fast
Winter snows soon turn to rain
Green buds spring out once again
Seasons come and seasons go
Watch the grass and flowers grow
winter, spring, summer, fall
And everything's growing throughout it all
DRAMATIC PLAY
For this particular content I would incorporate a drama center in my classroom for
my students. Since we are studying about the weather what better to study!!!
This section would consist of a daily activity in this unit. Each Day a group of
students will be the meteorologist for the day. We would create our very own
news room with weather wall. Students will have to opportunity to be the news
caster for that segment and provide the class with an update on today’s weather
and what activities should be done in this kind of weather. We would also
research the weather for that day and set handcrafted thermometers to that
temperature.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Social Studies Content
Lesson Plan Title: Dream Clouds
Objective:
 Learn and Identify assigned vocabulary words
 Explain the importance the “I have A Dream “speech by Dr. Martin Luther King
 Create A Dream Cloud
Goals:
 Students will be able explain the importance of Dr King’s “ I have A Dream “ Speech
 Identify and define vocabulary
 Create A dream cloud
Materials:
 Goodie Bags with treats
 Smiley Face Stickers
 Construction Paper
 Glue Sticks
 Map Colors/ Makers/ Crayons
 Book – “ Martin’s Big Words
Procedure
Open lesson up with a game:
Game Activity:
The teacher will ask students who have only Blue eyes to come and pick a treat. Continue to
pick random items the only a portion of students may be wearing or providing a physical
feature. (Article of clothing or hair color ,etc.) . Only the first group should receive a goodie bag.
Groups that follow after can receive a sticker or nothing at all. (You have one group of students
that did not receive anything at all)
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Discuss  Ask questions on how students were feeling at the time of being picked.
 Was it fair for the first group to get treat and the last group received nothing?
 How does that make you feel?
After your class discussion re-aloud “Martin’s Big Word’s
Dream Cloud Activity
Discuss vocabulary terms and their meanings: Segregation / Civil Rights / Equality. This will give
you the opportunity to briefly discuss diversity and civil rights. Explain the life of Dr. King and
how his dreams became reality.
Students will receive a sheet of construction paper , hand full of cotton balls , paper clouds.
Each student will create their own dream cloud. Students will create a 3-dimensional cloud. On
the cloud, students will list dream cloud and students will write some of the goals and or
dreams. These should be listed as rain drops. Try to have students describe their aspirations or
dreams into one word. Explain to the students that most dreams start as aclouds but the more
work hard we can cause the goals to watered and grow.
Assessment/ Evaluation
Allow each student share what they have listed one their dream clouds. Observe and evaluate
their response on diversity and vocabulary.
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
SCIENCE CONTENT
Lesson Plan Title: Let’s Make It Rain (Water Cycle Demonstration)
Objectives:
 Investigate the water cycle
 Identity 4 steps to the Water Cycle process
Goal:
 Provide a brief and clear demonstration to represent Rain in the water cycle.
Materials
 Clear plastic Jar With Lid
 Hot water
 Food Coloring
 Shaving Cream
Procedure
Discuss and define the four steps to the water cycle
 Evaporation
 Precipitation
 Condensation
 Accumulation
Demonstration
Pour hot water into jar, filling jar up 1/3rd of the way
Spray shaving cream on top of water (you should two layers: Shaving and water)
Add Several Drops of food coloring (this will stimulate the shaving cream to dissolve)
Things to look for:
Steam rising from the warm water (forming clouds: condensation)
Drops of food color form and dropping into the water (precipitation)
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Assessment/ Evaluation Students will write observation on the condensation step of the water
cycle based on what seen during the experiment. You will assess the explanation to determine
if students can identify with parts of the water cycle.
INDEPENDENT CENTER
Objectives:
 Students will identify and illustrate the water cycle
Goals:
 Define Water Cycle vocabulary
 Create Water Cycle illustration
 Label and explain Water Cycle process
Materials:
 Water Cycle Worksheet
 Small Paper Plates
 Yarn
 Sun / Rain droplet / Cloud / Small body of water cut outs
 Construction Paper
 Crayons / Makers / Map Pencils
Procedure
This is an independent activity for students.
Activity #1 – Students will need to complete the Water Cycle worksheet (The Water Cycle
Story).Students will color and explain the process of one droplet in the Water Cycle.
Activity #2 – Students will go to the Independent Center and create their own Water Cycle
illustration using a rebus to complete activity
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Water Cycle Model Rebus
Step 1:
Step 2:
and
the
Phases of the
Step 3:
8
pieces of
Step 4: Take 2 pieces of
and 1 to your
Phase…**Complete Step four times***
1 to
and
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
at the
each of
of Phase
Phases
Cooking Content
Recipe: Pudding in a cloud
Materials:
2 cups of cool whip cream
Plastic decorative glass
1 package of vanilla pudding mix
Mixing spoons (2)
Blue sprinkles
(2) Mixing bowls
Milk
1 measuring cup
5 Oreos
Plastic baggie
Safety pre-cautions

Please make sure child is away from any knives or sharp objects in
the kitchen area.

Have all items in reach for the students

Place all items on flat surface
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Directions
Step 1:
Take a
and place
5
until in small crumbs.
in to
Step 2:
’s in the
Into crumbs
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
Take 1/3
of
and
ON TOP OF
Step 3
Step 3:
AND 2
TAKE
let it sit for
and
5
Step 4
Take 1/3
Step 5
of
and
in the
of
INTEGRATED UNIT: WEATHER – CYCLES AND SEASONS
on