Names: Stefoni Olmstead and Sarah Henrickson
Unit Template
Title: Weather All Around Us
Theme: Weather
Objectives:
Content:
Science
6-8 ES2B The Sun is the major source of energy for phenomena on Earth's surface, such as
winds, ocean currents, and the water cycle.
6-8 ES2C In the water cycle, water evaporates from Earth's surface, rises and cools, condenses to
form clouds and falls as rain or snow and collects in bodies of water.
Writing
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
Reading
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading
goals.
Communicative:
1.1.2 Responds to and asks who, what, when, where, why, yes/no questions using simple
sentences. Recalls details in stories and expository text read-aloud using picture cues and simple
sentences. Identifies main idea with teacher guidance
1.2.1 Listens for and identifies personal connections to events and/or one’s own feelings related to
an event using words and phrases. Summarizes stories with teacher guidance using words and
phrases.
Linguistic:
Vocabulary terms to describe types of weather and environment.
Literacy:
Reading
1.3.2 Uses descriptive sentences to discuss words and concepts across content areas. Identify
familiar words with multiple meanings.
2.1.7 Use simple sentences to summarize and/or state the main idea with supporting details and to
discuss the theme or message of a literary or informational text.
Writing
1.1.1 Speaks in simple sentences to generate ideas and rehearse writing (e.g., dialogue with a
partner, role playing)
1.3.1 Makes revisions in response to teacher questions and peer feedback.
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
3.2.2 Builds a rich vocabulary through talking, listening, and language activities using words and
phrases. Uses descriptive words in phrases. Selects interesting and effective words from various
resources.
Cross-Cultural:
Students will recognize how weather affects people in different ways based on their location and
culture.
Social Studies Standards3.1 Understands the physical characteristics, cultural characteristics, and location of places,
regions, and spatial patterns on the Earth’s surface.
3.2 Understands human interaction with the environment.
Key Concepts:
-There are different types of clouds that produce different kinds of weather.
-There is a relationship between thunder and lightning.
-There are different types of weather and we have to make decisions based on weather conditions.
-There are some types of extreme weather (hurricane, tornado, etc.)
-Some weather, such as natural disasters, effect people and communities.
-There is a different effect and importance of weather in different cultures and areas of the world.
Targeted age/grade level: 4-6 grade
Summative Assessments:
In week 4 students will choose one of the weather topics to show their understanding through a
research project. They can present their material through a PowerPoint, poster board, or research
paper based on their preference and share with the class in a short presentation. Teacher will
assess based on the content presented in the project.
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
(Note: Don’t repeat your academic, narrative, and writing activity plans. Just put the title and link to
the actual plan)
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
Week 2
Activity 1
Review
Week 1 key
terms
Activityabout
1
weather
in a
Read-Aloud:
gameSnowflake:
and
The
create
an Cycle
art
A Water
project
of
Story
choice
Activity 2
Activity 3
Activity 4
Activity 5
Introduction to
Partner Read
Partner Read
Explore website
Extreme
Lightening
by
Lightening
by
about
Tornado
Activity 2
Activity 3
Activity 4
Activity
5
Weather
Seymour
Simon
Seymour
Simon
http://teacher.sch
Writing postcard
Read-Aloud: The Read-Aloud: The Weather Saying
http://kids.natio
olastic.com/activiti
assignment
Cloud Book (first
Cloud Book
Posters (see
nalgeographic.c
es/wwatch/tornad
half focusing on
(second half
sayings below)
om/kids
oes/
types of clouds)
focusing on
/stories/spacesc
cultural
ience/freakydifferences)
forces-ofStep-by-Step
Step-by-Step
Step-by-Step
Step-by-Step
Step-by-Step
nature/
Students are put
Step-by-Step
Step-by-Step
Step-by-Step
Step-by-Step
Step-by-Step
See Writing Task See Writing Task See Narrative
See Narrative
into pairs based
Students
Teacher
See Text
Academic
See
Teacher
Activity will
Activity
Plan Text
TextAcademic
Plan (write
on level will
of
play a game
introduces the
Plan(complete
(start KWLcloud
Text
Plan
review
with
their own story to proficiency
called
a “Cold
topic
offollowing
extreme chart)
(complete
students about
The following
The
charts)
the end ofKWL
the
Wind
weather
chart
extreme
codesBlows”,
were
codesand
were
book)and
Studentsweather
choose
the
following
introduces
key
After
teacher
reads
complete
word
and
introduce
keya
incorporated into
incorporated into
The following
or are
assigned
link
explains
words
such
as
text
to
students,
quilt)
terms
about
the lesson: (EL)
the lesson: (EL)
codes were
The following
weather saying
the
game
thunderstorms,
key into
tornadoes (CC)
(RW)
(A) into
(RW) (HC) (CC)highlighting
incorporated
codes were
more details
hurricanes,
and termsthe
aslesson:
they (CC) The
following into (EL)
(A)
incorporated
Students create
http://en.wikipe tornadoes (CC) appear,
students
are
codes
were (HC)
(RW) (EL) (A)
the lesson:
a poster to
dia.org/wiki/A_ (EL)
paired up and
incorporated
Indescribe
pairs, students
(RW) (A) into
weather
Cold_Wind_Bl
assigned
sections
to
the
lesson:
(RW)
will
readand
“Thewrite
Teacher will
saying
ows_%28game Students will
readintroduce
together. Google (A) (EL) (CC)
Basics”
andL2“Inin L1 and
if
%29 (CC)
read National
Depth”
links
translate and
appropriate on
(RW)
Geographic
The following
codes to
the
Scholastic
Google images
(HC)
Students can
website about
wereELL
incorporated
website
for
students to
choose to
“Ten Freaky
into the
(RW)
tornadoes
(CC)
helplesson:
reinforce
Watch students
create one of
Forces of
(A) (EL)
(CC)00000
(RW)
(T)
new vocabulary.
to see that they
the following
Nature.” In
These tools will
are completing
art projects:
groups of 2-3
Individually
be available to
task
Handprint
students will
students
will label
students when
appropriately
(A)
Rainbow Craft
take turns
the
diagram
of a
presented with
(http://www.dltk reading every
tornado and list 5
new vocabulary
other paragraph
interesting facts
throughout the
bible.com/mha of the text,
they learned from
unit on weather
ndrainbow.html while partners
the links (CC)
(T) (EL)
) or Cloud
follow along
(RW)
Wind Puppet
and listen. (CC)
Strategies Used
Strategies Used
Strategies Used
Strategies Used
Strategies Used
(http://www.dltk (RW) (T)
Teacher will
Cooperative
check for student
learning
kids.com/crafts After reading
understanding by
/earth/mcloudw text, students
observing student
Making
puppet.htm)
will choose one
work (A)
connections to
of the “Ten
content and
Freaky Forces
background
of Nature” to
knowledge
demonstrate to
the class by
Use of L1 to
Codes: A = assessment,
CC = content
reenacting
in connection, RW = reading/writing connection, EB = emergent/beginning
support L2
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
the form of a
role play (RW)
Strategies
Used
Activities to
promote
engagement in
weather
Teacher will
check for
understanding
of extreme
weather by
observing role
plays (A)
Strategies Used
Strategies Used
Strategies Used
Strategies Used
Front loading
vocabulary
Front loading the
vocabulary
Cooperative
learning groups
Visual supports
on computer
Visual aids to
support
comprehension
Graphic organizer
to label tornado
Kinesthetic
learning
through role
play
Cooperative
learning
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
Week 3
Activity 1
Tornado
http://teacher.s
cholastic.com/
activities/wwat
ch/tornadoes/
Step-by-Step
Students will
share what
they learned
about
tornadoes from
the last activity
(CC)
In pairs
students will
read “Experts
Say” and
“Witness
Accounts” from
the Scholastic
website on
tornadoes (CC)
(RW)
Independently
students will
compare and
contrast
different
viewpoints
about
tornadoes on a
Venn Diagram
(CC) (RW)
(HC)
Activity 2
Tornado
http://teacher.
scholastic.co
m/activities/w
watch/tornado
es/
Activity 3
Sing Song from PBS
Kids about Hurricane
Katrina
http://pbskids.org/bus
ter/songs/la_orleansli
d_sng.html
Step-by-Step
Teacher will
review the
basics of the
scientific
method (CC)
Step-by-Step
Complete KWL chart
about hurricanes
(RW)
In pairs,
students will
write
hypothesis for
experiment
(RW)
In pairs,
students will
conduct an
experiment,
“Create a
Tornado”,
from the
Scholastic
website (CC)
Students will
write about
observations
and
conclusions
from the
experiment
(RW)
Teacher will
assess
students
understanding
of tornadoes
through
observation
Provide background
information about
hurricanes with video
clips, pictures, and/or
books (CC)
Listen to and then
sing along with the
audio clip of “After
the Hurricane” (HC)
(T)
Review key terms
about hurricanes and
have students add to
KWL chart (CC)
(RW)
Check the work to
see if they are
understanding key
concepts (A)
Activity 4
Watch video clip
from PBS Kids
about Hurricane
Katrina
http://pbskids.org/bu
ster/videos/la_
orleanslid_vid.html
Step-by-Step
Review facts
learned about
hurricanes from
previous lesson and
add to KWL chart
(RW) (CC)
Watch video clip
“Hurricane Katrina”
(T)
Group discussion
about the effects of
a hurricane on
people and place
facilitated by teacher
(HC) (CC)
Listen and observe
discussion (A)
Activity 5
Connect to
Family and
Community
Step-by-Step
Discuss ways
family and
friends help
people in need
(HC)
Complete a free
write on ways
students have
helped others or
how they could
help others in
your community
and share with
class (HC) (RW)
As a home
activity, have
students trace
their hand and
discuss with
parents ways
they have helped
others in their
community.
Have students
write a short
sentence about it
in L1 on their
traced hand.
Bring back
traced hand to
share with the
class and have
posted on a
bulletin board
about “helping
hands”. (HC)
(RW)
Codes: A = assessment,
CCwritten
= content connection, RW = reading/writing connection, EB = emergent/beginning
and
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
sample of the
scientific
method (A)
Strategies
Used
Graphic
organizer to
compare and
contrast
viewpoints
Cooperative
learning
Strategies
Used
Cooperative
learning
Kinesthetic
learning
through
conducting an
experiment
Visual supports
Strategies Used
Strategies Used
Graphic organizer to
present prior
knowledge and new
information learned
Cooperative learning Extension activity
to home and
Graphic organizer
community
Front loading key
vocabulary terms for
hurricanes
Visual supports to aid
comprehension
Visual supports
through the video
clip
Making connections
to home and
community
Strategies Used
Use of L1
Making
connections to
content area and
background
knowledge
Making
connections to
community
Week 4
Activity 1
Summative
Assessment
Activity 2
Summative
Assessment
Activity 3
Summative
Assessment
Activity 4
Summative
Assessment
Activity 5
Summative
Assessment
Assessment
Use observation and student work to assess:
Content:
 For example, students will create a cloud chart to demonstrate their understanding of the
different types of clouds.
 Students will write post cards to family members sharing about the weather. Students will
prewrite, revise, and write final drafts of postcards to send.
 Students will complete a KWL chart while reading about lightening in groups.
Communicative:
 Students will respond orally to questions presented to them during read-aloud of The
Snowflake: A Water Cycle Story.
 Students will discuss ways family members have helped people in need from their
communities.
Linguistic:
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Names: Stefoni Olmstead and Sarah Henrickson
 Students will complete a word quilt for several vocabulary words about lightening and
orally share the new vocabulary with the class.
Literacy:
 Students will write captions using key vocabulary words for pictures of lightening.
 Students will write the main idea and supporting details in a Venn Diagram about the two
perspectives presented about tornadoes: storm chasers and eye witnesses.
 Students will reenact one of the “Ten Freaky Forces of Nature” to demonstrate the
particular type of weather force described in the text to the class.
 Students will revise post card writing after receiving teacher and peer feedback.
 Throughout the unit students will practice new weather vocabulary in small group and
whole class discussions.
Cross Cultural:


Students will recognize how weather affects people in different ways based on the post
card responses, eyewitness accounts of tornadoes, and watching a video about the
aftermath of Hurricane Katrina.
Students will learn about different types of weather that occur in different regions of the
United States and world.
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Name ___________________________________Date__________________________________
1. Label the diagram of a tornado. Use the following key terms: tornado,
thunderstorm, cool air, and warm air.
2. List 5 interesting facts you learned about tornadoes from the website.
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language
Sources
(2011). A Cold Wind Blows (Game). Retrieved from
http://en.wikipedia.org/wiki/A_Cold_Wind_Blows_%28game%29
DLTK Growing Together. (2012). Handprint Rainbow Craft. Retrieved from http://www.dltkbible.com/mhandrainbow.html
DLTK Growing Together. (2012). Cloud Wind Puppet. Retrieved from http://www.dltkkids.com/crafts/earth/mcloudwpuppet.htm
PBS Kids. (2012). Lesson Plans: Guide for English Language Learners. Retrieved from
http://www.pbs.org/parents/buster/ell_guide.html
PBS Kids. (2007). Postcards from Buster: After the Hurricane Song. Retrieved from
http://pbskids.org/buster/songs/la_orleanslid_sng.html
PBS Kids. (2007). Postcards from Buster: Hurricane Katrina Video. Retrieved from
http://pbskids.org/buster/videos/la_orleanslid_vid.html
Read Write Think. (2003). KWL Chart. Retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson95/kwl_graph.pdf
Reilly, Kathleen M. (2011). Explore Weather and Climate! White River Junction: Nomad Press.
Sanchez, Marley. (2012). Vocabulary Map. Retrieved from
http://www.sanchezclass.com/docs/Vocabulary%20Map.pdf
Science Kids. (2012). Weather and Meteorology: How do clouds form? Retrieved from
http://www.sciencekids.co.nz/videos/weather/clouds.html
Scientific Method Graphic Organizer. Retrieved from
http://barnett.nebo.edu/sites/barnett.nebo.edu/files/Scientific%20Method%20Graphic%20Organi
zer.pdf
Teacher Vision. (2012). Postcard Template. Retrieved from
http://www.teachervision.fen.com/tv/printables/TCR/1557342725_48.pdf
Venn Diagram. Retrieved from http://www.eduplace.com/graphicorganizer/pdf/venn.pdf
Worksheetplace.com (2012). Generic Brainstorm. Retrieved from
http://worksheetplace.com/index.php?function=DisplaySheet&sheet=goideabs&links=1&id=&link
1=7
Codes: A = assessment, CC = content connection, RW = reading/writing connection, EB = emergent/beginning
readers/writers,
T = technology, HC = home language/culture/community connection, EL = explicit attention to language