Lesson
Title/Focus
Weather
Watch
Date: Nov. 30,
2015
Class: Southview School Grade 5
Course
Science
KSA’s: 2, 3, 4, 5,
9, 10, 11 & 14
COURSE OUTCOMES
GLE 5-8: Students will observe, describe and interpret weather phenomena; and relate weather to
the heating and cooling of Earth’s surface.
GLE 5-9: Investigate relationships between weather phenomena and human activity.
SLE 2: Students will describe patterns of air movement, in indoor and outdoor environments, that
result when one area is warm and another area is cool.
SLE 6: Students will measure at least four different kinds of weather phenomena. Either studentconstructed or standard instruments.
SLE 14: Students will appreciate how important it is to be able to forecast weather and to have
suitable clothing or shelter to endure various types of weather.
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Distinguish patterns of air movement, in indoor and outdoor environments, that result when
one area is warm and other area is cool. (Analyze)
2. Explain at least four different kinds of weather phenomena. Either student-constructed or
standard instruments. (Apply)
3. Describe why it is important to be able to forecast weather and to have suitable clothing or
shelter to endure various types of weather. (Remember)
MATERIALS AND EQUIPMENT
-
Student work books (science – weather watch)
Map of Canada -- http://www.map-of-canada.org/map-of-canada-724.jpg
Smart board
-
http://www.learnalberta.ca/content/ngs/index.html?ID1=&action=v&video=introductiontoweatherps_wf_warm.smil (Low, high
and stationary fronts)
http://www.learnalberta.ca/content/ngs/index.html?ID1=&action=v&video=atmosphereontheair_air.smil (High and low pressure
systems)
http://www.weatherwizkids.com/weather-forecasting.htm (if further explanation is needed)
-
-
http://www.slideshare.net/acquarisorse/kids-print-weather-symbols-2780287 (matching activity)
http://www.slideshare.net/ckpreciosa/weather-maps-and-symbols?related=1
PREPARATION AND LOGISTICAL CONSIDERATIONS
-
Students will need work books (page 31 and 32)
Have videos ready to play
Prepare and have ready map of Canada to be displayed on the smart board for when
students are working on assignment
PROCEDURE
Introduction
Today we will be looking at weather forecasting.
These are symbols meteorologists use to forecast and predict the weather
We will go over the weather forecasting symbols (e.g. warm fronts, sun, rain,
etc.) then the class will be tasked with completing page 31 and 32 in their
work books, which will be weather predictions.
- Start by showing short video on fronts – provide clarity for students – draw
examples
- Move to second video on high and low pressure systems – ask the students
what happens on a day with high pressure and a day with low pressure. Draw
on board
Body
- Students will start working on their weather forecaster
activity – What SEASON is represented on this page?
Weather forecaster
- Load map of Canada on smart board
activity (page 31)
- As a class we will work on the first question together
(describe the weather in Banff, Alberta – high pressure
system therefor, the weather in Banff will be clear, nice and
warm)
- How would we dress for this kind of weather?
- Students can finish page 31 with groups or individually, let
them choose if they want to work with a partner. If they
work in groups it will be with classmates at their table.
- Before students start working on the weather forecasting
activity, go over map of Canada. Point out where each city in
the question is located.
- When class is completed the activity, ask students to share
answers, classmates can complete or add parts to their
responses. (Ask more than one student per question)
Time
-
10 min
Time
20-25 min
- Ask students how they would recommend we dress or
prepare for each weather forecast.
Brain Break
Weather forecaster
activity (page 32)
Students will engage in a quick brain break in this half of the
lesson.
- Students will play name speed.
- To play name speed, have the entire class line up in a
circle. Choose a way in which we will rotate around the
circle. Students will each say their name and the teacher will
time how long it takes them to go around the circle with each
student saying their name.
- Give the students a few chances to lower their time.
- After brain break we will return back to the weather
forecaster activity.
- Now we will be working on page 32.
- Ask students what SEASON is now being represented. Do
they see any noticeable differences from the previous page
(since it is winter there is an absence of warm fronts)
- What are the new weather symbols on this page? (Ice and
snow)
- Before we start activity we will go over the map of Canada
again and point out the locations represented in each
question. (Get the students to come try and find the locations
on the board)
- Go over first question with class (Winnipeg)
- Once again class will complete the rest of page 32, they can
do this individually or with classmates at their table.
- After completion students will share answers (Ask more
than one student to share answer per question)
- Students can add parts to their responses
- Ask students how they recommend we dress for these
forms of weather
- Following completion of page 32, provide a quick
matching activity for students, which will be completed on
the smart board. Students will come up to the smart board
and match specific weather symbols. Some of these symbols
are different than the ones represented in the workbook so be
sure to guide students through this activity.
Sponge Activity
- Time permitting students can complete word search, that is
5 min
30 min
--
based on terms from weather forecasts
- Before students start word search, ask students about some
of the key words (cold front, warm front, low pressure
systems)
- How are these terms defined and what kind of weather will
these weather systems bring about? (Use weather wiz kids
website to help students through this)
-After this students can start on word search
Closure
-
Word search will be part of closure
While students are working on word search, go around and look at students
work books, make sure they have completed each question in the activity.
Before the end of class ask students if they have any questions about
weather forecasting
Time
10 min
Assessment
-
Formative Assessment – Make sure each student has completed the weather
forecasting activity in his or her workbook. Go through and read explanations of
weather predictions.
Listen to student responses to each question on activity
Matching activity – looks at students ability to identify weather symbols
Descriptions of key terms from word search
Reflection
November 30, 2015
I felt like todays science lesson went well. One part to this lesson I felt I did well was
provide good videos to the students that clarified concepts like weather fronts and high and low
pressure systems. After the videos I was able to ask the class what each term was and they were
able to accurately describe each term back to me. Another part I felt I did well was check for
student understanding. I asked the students many questions before and during the activity. I felt
like I made students think about their thinking and this provided clarification for both the students
and myself. From this I believe the class gained a solid understanding of the more difficult terms
such as cold fronts and high and low pressure systems. A third aspect I felt I did well during this
lesson was provide sufficient time for guided and individual practice. We first started by doing the
beginning questions together as a class. After the class felt comfortable they completed the final
questions on their own.
For areas of improvement, I could write the objectives for the class on the board. Today’s
class had a lot going on and we had a lot of work to get done. To make it easier on the students I
could write each objective on the board so they know were we sit in the lesson. Another area of
improvement has to do with time management. I let the students read their answers to the class
after they completed. On one instance a student had to read his answer more than once because the
class was not completely quiet. This chewed up some class time. Instead of I should find ways to
acknowledge those who are making noise and quiet them down instead of having the student read
to the class more than once. A third area for improvement, I noticed when the students were doing
the activity. We extensively touched on the more difficult ideas at the beginning of the lesson.
These terms were represented in a legend through symbols in the student’s workbooks. There
were other symbols, which may have been more simplistic that we quickly covered at the
beginning of the class. Since, we quickly covered these symbols some students did not have a
concrete understanding of them. However, I was able to explain each symbol as I went around the
class providing assistance to the students as they worked on their weather forecasts.