UNIT TWO
Subject Whole Group Science: Week of September 29 – October 3
CCGPS S4E3. Students will differentiate between the states of water and how they relate
to the water cycle and weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas
(water vapor/steam) and changes from gas to
liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water
becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet,
hail, clouds, and fog).
S4E4. Students will analyze weather c
harts/maps and collect weather data to predict weather events and infer patterns
and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather
data and making forecasts (thermometer, rain
gauge, barometer, wind vane, anemometer).
b. Using a weather map identify the fronts, temperature, and precipitation and use
the information to interpret the weather
conditions.
c. Use observations and records of weather conditions to predict weather patterns
throughout the year.
d. Differentiate between weather and climate.
Learning Target
1. Some events in nature have a repeating pattern. The weather changes some from day to
day, but things such as temperature and rain (or snow) tend to be high, low, or medium
in the same months every year.
2. Water can be a liquid or a solid and can go back and forth from one form to the other. If
water is turned into ice and then the ice is allowed to melt, the amount of water is
the same as it was before freezing.
3. Water left in an open container disappears, but water in a closed container does
not disappear.
4. Different temperatures affect water, by changing the states.
5. Weather instruments such as the thermometer, rain gauge, barometer, wind vane, and
anemometer help us predict weather.
CRCT Content Descriptor EARTH SCIENCE
Essential Vocabulary
Solid, liquid, gas, ice, water, water vapor, steam
Humidity, clouds, cumulus, cirrus, stratus, rain, snow, cumulonimbus, sleet, hail, dew,
fog, water cycle, precipitation, evaporation, condensation, atmosphere
Anemometer, barometer, temperature, forecasts, pressure (high/low), rain gauge, wind vane,
meteorologist, weather front, weather map, weather symbols, air mass, air pressure, predict,
thermometer
Essential Question(s)
1. How do we predict weather and what instruments do we use?
Anchor Charts—What
anchor charts will be
created or re-visited during
instruction?
Total Lesson Time Four to five days
Teacher Work/
Student Work
(x mins)
PLEASE BE SPECIFIC.
HIGHLIGHT RBIS
STRATIGIES: SHOULDER
BUDDIES, NONLING.REPRE.,
SUMMAR.NOTE TAK.,
SIMILARITIES/DIFFERENCE
S, GRAPHIC ORGANIZERS
MONDAY
Instruction:
 Vocabulary chart for the predictions
 Brainpop http://www.brainpop.com/science/weather/weather/
 Have kids Think, Ink, Share what a definition of weather would
be.
 Have collaborative pairs (1s and 2s) tell 1) what are the four types
of precipitation? and 2) what are 3 traits of all cycles? (Repeating,
never stopping, and changes
TUESDAY
AP #1: Students understand that a cycle is repeating, never
stopping, and changes
 Distributed reading of pages 100-103
 “It’s okay to pass notes” activity for the previous pages
 Students complete experiment of air pressure p. 101 expresslab
 Collaborative pairs summarize what happened to the two
balloons, that air pressure on either side of the balloon is
pushing them inward.
WEDNESDAY
AP#2: Students respond in journal form: Why is air pressure
greater at the base of a mountain than at its top?
 Weather anticipation guide
 What Causes Weather? experiment on pp. 114-115

Review pictures at the side of p. 117; Describe to your shoulder
partner a time you have seen these instruments before and what
they are used for.
 Distributed reading pp. 116-117
 Frayer diagram for one of the following----thermometer, rain
gauge, anemometer, barometer
 The Sun, Water Cycle, and Climate (United Streaming)
 Collaborative pairs read p. 118 and discuss what happens
between warm and cool air currents
 Experiment with spiral paper above flame. Students should see
that warm air rises
THURSDAY
AP #3: Students summarize what the differences are between cool
and warm air currents.
 Distributed reading of pages 119-123; numbered heads become
experts about each section, then group with unlike numbers to
teach the others.
 http://www.brainpop.com/science/weather/thunderstorms/
 Dear teacher letter about “Describe the events that occur in the
water cycle to form thunderstorms.
 Create (NON-LING.REPRE.) one or several of the following
instruments: barometer, rain gauge, anemometer, wind vane.
 Readers’ Theatre reading p. 124-127
 Create a weather map using appropriate symbols for a region of
the United States; research this online or with a friend
 Re-evaluate poster of weather map and update it to include the
different types of weather your region would experience during
the 3 remaining seasons.
FRIDAY
Teacher facilitates: AP #4: Students create (NON-LING.REPRE.) a
weather map poster that demonstrates what type of weather
occurs are with time in certain regions of the U.S.
Lesson Closing Summarizing Strategy
(x mins)
1. 4-3-2-1 about 4 types of weather instruments, 3 factors that affect weather,
2 types of air masses and 1 type of severe weather
2. “Today I learned…” learning logs
HOMEWORK
1. Students will draw a weather map labeling each piece and adding the weather
symbols for the different seasons.
2. Two-column chart for weather types and what air masses or fronts contribute
to its forming. Students illustrate the precipitation and clouds they would
observe at this time
3. Dear Teacher letter about how weather is predicted.
4. Workbook pages 72-79