First Grade Unit Two
Weather
(Same as Unit One)
TLW describe weather conditions, identify tools for observing and recording
weather change, and describe how the Sun warms the Earth and causes
weather to change over the seasons.
(Gist: Weather - Sun Warms the Earth)
Enduring Understanding(s)
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In Michigan, the seasons are summer, autumn, winter, and spring.
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Plants need sunlight and warmth to grow.
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Severe weather can be dangerous and precautions must be taken to stay safe.
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The Sun warms the land, air, and water, affecting the weather.
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Tools used to measure temperature, precipitation, cloud cover, wind.
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Weather changes daily and seasonally.
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Weather is described by determining temperature cloud cover precipitation and wind.
Essential Questions
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How do people stay safe during severe weather?
How does weather change?
What causes our weather?
What tools do we use to measure weather?
New Vocabulary
blizzard
breezy
calm
clear
cloud
cloud cover
cloudy
cold/cool
foggy
freezing rain
hail
hot
lightning
partly cloudy
precaution
precipitation
safety
seasons
severe weather
snow
spring
strong winds
summer
Sun
thunderstorm
tornado
warm
weather
weather conditions
wind
wind sock
wind vane
daily weather patterns rain
fall
rain gauge
Fog
sunny
temperature
windy
winter
Concepts & Information
Weather is the general condition of the atmosphere at a given time and place. The atmosphere
is a "blanket" of air around Earth, made of gases including oxygen. Weather conditions include
temperature, amount and type of cloud cover, precipitation, wind, and humidity.
Each year brings four different seasons: spring, summer, fall (autumn), and winter. Changes in
the seasons occur in an observable pattern. In many places on Earth, including Michigan, each
season of the year is characterized by unique weather conditions. Weather affects what people
do and wear in different seasons.
Students relate seasons to what plants and animals do. The change from season to season is
designated by specific dates on the calendar but actually occurs through a more gradual change
in temperature and precipitation over time.
Precipitation
is rain, snow, freezing rain, and hail. (Dew is not considered to be precipitation because it does
not fall from the sky, but it is condensed moisture [water vapor] which comes from the
atmosphere.)
Severe weather
includes thunderstorms, lightning, tornadoes, hurricanes, high winds, blizzards, extreme cold,
and heat waves. Safety precautions are important to take during severe weather. Especially in
Michigan, where thunderstorms, tornadoes, and blizzards occur frequently, students should
understand what measures they and their families should follow to ensure their safety.
Thunderstorm: Thunderstorms are storms with lightning and thunder. They have gusty winds
and heavy rain. They can occur in any season, but are more common in spring and summer in
Michigan and in the afternoon or evening hours.
Lightning: Lightning is a bright flash of electricity produced by a thunderstorm.
Tornado: A tornado is a windstorm that happens over land and has a funnel-shaped cloud that
extends and touches the ground. (If it does not touch the ground it is referred to as a funnel
cloud, not a tornado.) Winds can be 40 mph to over 300 mph. Tornadoes usually last five to ten
minutes, although some have lasted as long as an hour. They usually happen between the
months of March and August in Michigan. There are close to 1,000 thunderstorms in the U.S.
every year. Most of them (75%) are weak.
Blizzard: A blizzard is a winter storm with large amounts of falling or blowing snow and very
strong winds (greater than 35 mph) for an extended period of time (greater than 3 hours).
Clouds
are made of tiny drops of water/ice. The water is released when precipitation occurs. Cloud
cover varies from day to day, from clear to partly cloudy, cloudy, or foggy. (Extension: Major
cloud formations are: cumulus - fluffy usually associated with pleasant weather; cirrus - high
feathery, white clouds of ice indicating weather changes; and stratus - flat, low-lying clouds
associated with rain or snow.)
The Sun is the most important source of heat that warms the Earth’s land, air, and water. The
Sun’s light and heat helps plants grow.
(Extension: Evaporation involves heated water vapor rising, resulting in change from a liquid to
gas. Condensation involves the cooling of water vapor, resulting in a change from gas to liquid.
Clouds and fog form by this process. Water forming on the exterior of a cold glass in summer is
an example of condensation.)
Real World Connection
How do I dress for recess?
Safety precautions during severe weather (taking shelter for a tornado, driving more slowly or
staying off the roads during a blizzard, staying in for recess during extreme cold, avoiding
standing under a tree during a thunderstorm)
Common Misconceptions
Students may think that the Sun has nothing to do with the weather.
Students may think that standing under a tree is a good place to take shelter during a
thunderstorm.
Lesson Ideas:
1. TLW observe, record, graph and compare daily changes in the weather, relating weather conditions
to seasonal changes.CCSS/CE(s): E.ES.01.21; E.ES.01.22; E.ES.01.31; E.ES.01.32; S.IA.01.12; S.IP.01.11;
S.IP.01.12; S.IP.01.13; S.IP.01.14; S.IP.01.15; S.IP.01.16;
(Resources: Daily Weather Conditions; Seasonal Symbols; Seasonal Signs and Symbols; Seasonal
Changes; Trees)
Suggestion: Start this unit in early fall and keep a log of daily weather one week per month. Collect
weather data such as temperature, cloud cover, precipitation, wind, and outdoor conditions (e.g.,
changing leaf color, snow piles along the sides of roads).
Use a Kestrel 3000 Pocket Wind Meter (http://www.ambientweather.com/ , $129.00) on trips around
the school and community to collect weather data. This will be a year-long activity in which the class will
make a booklet of their data for each of the seasons. (Use seasonal symbols in the resources for large
group discussions and bulletin boards that can be shared during parent-teacher conferences.) Draw
conclusions based on data collected to identify weather conditions for the four seasons.
In the spring, conclude the unit by analyzing weather patterns and determining weather conditions for
the four seasons. Use a digital visual presenter (e.g., Elmo) and Resource: Daily Weather Conditions (or
make a transparency and use an overhead projector) and record weather data as a class.
Changes should be related to temperature (cold, hot, warm, cool), cloud cover (cloudy, partly
cloudy, foggy), precipitation (rain, snow, hail, freezing rain), and wind (breezy, windy, calm).
Daily changes in the weather may include cooler at night and warmer in the daytime, variation in
cloud cover and changes in precipitation throughout the day and from day-to-day.
Identify tools that might be used to measure temperature (thermometer), precipitation (rain gauge),
cloud cover (estimate), and wind (wind sock). A flag or string held in the air can be used instead of a
wind sock to determine wind direction and strength.
First grade mathematics includes bar graphs (See Kindergarten Mathematics Academic Standard: Data
and Probability - Real and Picture Graphs). To integrate math and science, possible bar graphs for this
science lesson could include bar graphs of daily temperature in the morning and afternoon (or at night
based on media weather reports).
Students may illustrate an activity associated with a particular season and name the season. Read The
Seasons of Arnold’s Apple Tree by Gail Gibbons (ISBN-10: 0152712453 ISBN-13: 978-0152712457) and
have students create a sequence of seasonal pictures (Resources: Seasonal Signs and Symbols; Seasonal
Changes). To differentiate for students who may still have difficulty with drawing, students may use the
illustrations from Resource: Seasonal Symbols or other sources.
2. TLW describe typical weather conditions for each season as related to Michigan's climate.
CCSS/CE(s): S.IA.01.12; S.IP.01.11;
Summer - warm, occasional rain showers, thunderstorms, hot and humid at times, mostly sunny
Fall - cooler, windy, rain, many cloudy days
Winter - cold, snow, lots of cloudy days, freezing rain
Spring - warming days but still cool, rain, tornado season, more potential for severe weather
Watch and observe how one tree changes over the year.
3. TLW collaboratively discuss and describe appropriate clothing and accessories to use in various
weather conditions and justify the selection.CCSS/CE(s): E.ES.01.22; S.IA.01.13; S.RS.01.11;
Include waterproof clothing as a need for some weather conditions. Make a connection to community
workers studied in first grade Social Studies.
4. TLW describe severe weather characteristics and create an action plan for safely surviving severe
weather conditions at school and at home.CCSS/CE(s): E.ES.01.23; E.ES.01.24; S.IA.01.13;
(Resources: Weather Watch; Being Safe During Severe Weather Conditions; Our Family Plan)
Include characteristics of thunderstorms, lightning, tornadoes, strong winds, blizzards, and hurricanes.
There is no need to focus on hurricanes, but many children will be aware of hurricanes due to the news
or having relatives or family friends who live in regions affected by hurricanes. Discuss how all but
hurricanes are likely to be severe weather conditions in Michigan. Safety in severe weather includes
listening to weather media and adults.
http://www.nws.noaa.gov/om/severeweather/ Click on thunderstorms, tornadoes and floods for
excellent brochures for families regarding safety precautions.
http://www.lightningsafety.noaa.gov/
Discuss Michigan's severe weather and safe places to go. Safety ideas will be limited to safe areas to go
and places to avoid in each of these severe weather events as applicable.
a. Thunder and lightning - Go inside a sturdy building if you can. If you are in a car, stay in the car. Do
not use the telephone or computers. If you cannot go inside, stay away from tall buildings or trees. Do
not go into pools, lakes, or other bodies of water.
b. Tornadoes or strong winds - Go down to a basement or into a room that is in the center of the
building. Get under a sturdy piece of furniture. Stay away from windows. Get out of cars or trailer
homes.
c. Blizzards - At home, stay inside. If outside, get to a shelter. In a car or truck, stay inside. Run the car
for about 10 minutes each hour for heat. Exercise to stay warm.
d. All storms - Flashlights should be used instead of candles when the power goes out. Stay away from
fallen power and utility lines. Stay off the phone or computer.
http://www.nws.noaa.gov/om/brochures/owlie-lightning.pdf for an age-appropriate brochure
explaining lightning and other storm precautions
The informational text article (Resource: Weather Watch) is included as a teacher resource or for
differentiation with students who already read well. It can be read aloud to students or used for teacher
background information. The questions can be used with first graders as discussion questions rather
than multiple choice.
Note: Use discretion when teaching young children about severe weather events. Some children can be
traumatized by graphic descriptions of these destructive weather phenomena.
5. TLW identify the Sun as the most important source of heat which warms the Earth. CCSS/CE(s):
E.ES.01.11;
Students should be able to identify the Sun’s warming of land, air, and water. They should make
connections between the Sun’s warming and its effect on weather conditions.
6. TLW investigate how plants need sunlight and warmth to grow. CCSS/CE(s): E.ES.01.12;
Also, make connections to Kindergarten Science Academic Standard: Life Science - Living, Non-Living,
Basic Needs, identifying the basic requirements for life, and demonstrating the importance of sunlight
and warmth in plant growth.
The Earth is warmer in the daytime than at night, and warmer in the summer than the winter.
The Earth is just the right distance from the Sun.
Ask the question, What would happen is we had no Sun?
Suggested Instructional Resources
Weather
, Children’s Press, 1994 (0-516-08123-3)
Four Seasons series, REMC8:VHS015151, VHS015161, VHS015171, VHS015181.
The Four Seasons, 2003 (US26901) United Streaming, available from REMC8
Weather Around Us (811029) DVD, 2007, available from REMC8
Seasonal illustrations may be obtained from calendars, magazines, or travel brochures.
http://www.weatherchannel.com/
TV and radio broadcasts and websites which have many internet links
Wild About Weather, Nature Scope
AIMS: Water Precious Water book (A) ISBN: 881431-22-3
http://www.globe.gov for various investigations.
Literature connection: Laura Ingalls Wilder, The Long Winter (Little House on the Prairie series)
for reading to students and relating the weather conditions experienced in the book.
Art connection: Make paper snowflakes – no two will be exactly alike.