WEATHER STATION ACTIVITIES ROTATION GUIDE
Science Weather Stations - Three Days of Rotations – 20-25 minutes
Suggested six Groups of four to five students. One peer leader will
guide the group. This should be in place when you begin these
centers. The groups will be divided into groups with all levels. The
peer leader will have gone through the lessons and possible
problems prior to this lesson beginning.
I. "Wandering into Station #1" (Steps in the Water Cycle) Computer Station
A. Goal of this session:
Defining the steps of the water cycle. Then using the information, the students
will the type a paragraph explaining the water cycle process. (See Instructions
taped on each computer).
B. Materials needed:
Computer stations – Attached to each computer or near each computer
will be the directions to guide students independently.
Harcourt Writing Express CD or any Word Processor program installed on
Computers may be used (Microsoft Word, Student Writing Center, etc.)
If you have the Harcourt CD and wish to use that format, you will need to
print the Harcourtdir.doc sheet. If you use any other program, you will
need to print the WordPRO.doc sheet.
C. What to expect at this station:
Six computers set up prior to class. At this station, Harcourt Writing Express
CD will be in CD-ROM ready to begin. The children will individually type the
steps of a water cycle. See attached sheet on each computer. Then the
student will go on to type a paragraph explaining the water cycle. Somewhere
near the computer, have the words “Evaporate, Clouds, Rain, Falls, Forms,
Water Vapor” to assist in them in spelling. (Wanhelpword.doc)
These instructions should be taped to the computer to guide the students. The
students should have prior experience with this program before it is used for
independent work.
1
D. INDEPENDENT GUIDED LESSON PLAN FOR STUDENTS TO FOLLOW
Harcourtdir.doc Computer Direction Sheet #1 (Used with Harcourt Writing CD)
Writer's Craft - Writing Directions for “THE WATER CYCLE”
1.
2.
3.
4.
5.
6.
7.
8.
CLICK on the Yellow "Visitor" Pass
LISTEN to the Pencil as he explains what to do
CLICK on the building that says "Library"
CLICK pink book that says "Writer's Craft"
CLICK on "Write" (Next to the pencil)
LISTEN to the Pencil's Directions
Then CLICK the blue arrow
LISTEN to the talking pencil as he explains the “The Writing
Challenge and the Think It Over” selection
9. BRING YOUR CURSOR after the word Directions and TYPE
this "By ....... Your Name"\
10. BRING YOUR CURSOR TO
"How to...." and then erase the words. Then TYPE:
“Explain the Water Cycle”
11. Then TYPE the three steps
Step 1 __________________________
Step 2 __________________________
Step 3 __________________________
12. BRING YOUR CURSOR TO PARAGRAPH SECTION
(Don’t forget opening sentence, capitals, periods and to indent.)
13. TYPE your name and CLICK save on the purple floppy disk.
14. in the space TYPE and SAVE your name.
WordPRO.doc Water Cycle Computer Direction Sheet #2
(for Any Word Processor)
For Microsoft Word, Student Writing Center or word processor programs, use
this format.
Writing Directions for “THE WATER CYCLE”
1.
2.
3.
4.
TYPE “THE WATER CYCLE”
Press the Return or enter key twice
TYPE this "By ....... TYPE Your Name"
TYPE:
Step 1 __________________________
Step 2 __________________________
Step 3 __________________________
Step 4 __________________________
5. CLICK THE ENTER OR RETURN KEY THREE TIMES
6. Then TYPE the words “The Water Cycle” as your title.
7. CLICK THE CURSOR KEY TWICE and Write your paragraph on the water cycle
(Don’t forget to indent, your opening sentence, capitals and punctuation).
8. Go under file as click “SAVE AS” and click. Then type your name.
2
II. "Wandering into Station #2" (Weather Tool Station)
Center for Identification of Weather tools, Instruments and Objects
A. Goal of this session:
The students will be able to identify the name of each weather object or tool
in the center and it's purpose in the weather field. When the students will
work on a Higher Order Thinking in which the children will how some of
weather tools help meteorologists predict weather.
B. Directions placed in for “Identification of Weather tools, Instruments and
Objects” center to help the leader guide the group in this center.
Step #1 - Leader will put out the stack of pink cards upside own. This set
includes the names of the matching weather tools in the center.
One at a time, one student will read his card aloud and place it
next to the appropriate tool.
Step #2 - One at a time, students will take turns each placing the name of
the weather tool near the appropriate object.
Step #3 - The students will continue to match the appropriate job next to
each tool it is used for. Again the leader will turn used for.
Again, the leader will turn over the green cards upside down.
One at a time, each student will read his card out loud and
place it next to the appropriate tool.
Step #4 - On loose leaf paper or ditto paper, the children will list how
some of these tools help meteorologists in a weather room. List
five and tell how these tools would help a weather man.
C. Materials needed: (W
Weathertool.doc)
1. Weather Objects Placed in a center
a) Wind Vane
b) Rain Gauge
c) Small TV and Radio
d) Umbrella
e) Hurricane Tracking Map
f) Radar Scan of Hurricane
g) Weather Data Sheet to record weather.
h) USA Weather Map
i) Sunglasses
3
2. Pink Word Cards (Labeled with these words)
a) Wind Vane
b) Rain Gauge
c) Small TV and Radio
d) Umbrella
e) Hurricane Tracking Map
f) Radar Scan of Hurricane
g) Weather Data Sheet to record weather.
h) USA Weather Map
i) Sunglasses
3. Green Identification Cards (Labeled with these definitions)
a) This object is used to tell the direction of the wind.
b) This object measures rain.
c) This object helps inform people of bad weather
d) This object helps keep rain off of you.
e) This object helps you track hurricanes.
f) This object helps weather men keep helps show where the storms
are located.
g) This object helps record weather information.
h) This object shows what the weather looks like across the USA.
i) This object helps protect your eyes from the sun.
4.
Loose Leaf Paper or Ditto sheets labeled: List five things a meteorologist
may use to help him in the weather room (now or long ago) and tell why
these tools could help him with his report.”
5.
Pencils
D. What to expect at this station:
First the students will discuss and match the weather items to the name
cards. Once that is completed, they will then match the appropriate
definition of the weather objects to the name card and object. Last, the
students will work on a list of weather tools that would be helpful for a
weather man to use in a weather room. (Now or long ago). Included will be
the five objects and how it would help him.
Use loose leaf paper or run off activity sheet that says:
List five objects that a weather man could use to help him in a
weather room and HOW it would help him.
Example:
Computer- This will help him see the storms coming.
a.
b.
c.
4
d.
e.
III Wandering Into Graphing Weather Station” Center 3
Goal of this session:
Given weather data, the students (working as a group) will be able to graph
the weather information from the (Wandagraph.doc). They will then state
what they gained from their pictograph. It will help them understand that
graphing information can assist meteorologists and people in
understanding weather patterns. Later during the week, the students will
make their graphs on the computer (using the Graph Cub) CD and write
about the gather data on their chart.
Materials Needed:
1. Sheets of large graphing paper cut and labeled for each group. A peer
leader (prepared prior to this activity) will lead the group through this
graphing weather exercise. (Each large page will be labeled with Rain –
Rain drop, Windy-Cloud blowing, Twisters- a small tornado, Cloudy- a
cloud, Snowy- a snow flake, Blizzard- a snowflake and wind,
Hurricane- a hurricane symbol, Sunny- a sun.
2. Markers to draw and color pictograph icons. Paper for writing assignment.
3. Pencils
4. Guided Documentation page next to graph for the students to follow.
What to expect at this station:
Students reading directions about the documented weather in September and
completing the weather pictograph. Then students will analyze the
information and write what they gathered from their group graph.
Directions for Leader - Directions for completing the weather pictograph will be
placed near the graph for the group to follow. Students will record by using a
raindrop for rainy days, a twister for tornadoes, a blowing cloud for windy days,
and a hurricane symbol for a hurricane, a snowflake for snow, and a snowflake
with wind blowing for blizzards a sun for sunny days. Guided activity: Leader
will read: “During the month of September, these things occurred with the weather.
A group of second graders recorded this information. As a group, take turns and
graph each day.”
5
Make one copy of WANDA’S WEATHER REPORT (Wandagraph.doc) to place
near each piece of graph paper. Each group will graph results.
WANDA’S WEATHER REPORT
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
September
1st- Today was a very windy day.
2nd-Rained all day.
3rd-A tornado (twister) touched down in our area.
4th- Sunshine was bright.
5th-It was a cloudy and dreary day, but no rain.
6th- It was a rainy and stormy day.
7th- A hurricane hit our area.
8th-The sun came out. It was a pretty day.
9th- A windy day.
10th- It was a cloudy day.
11th- It was a rainy day.
12th- This day was a cloudy day.
13tth – It was a windy day.
14th- We had a pretty and sunny day.
15th- It was cold and rainy day.
16th- It was a cold and rainy day.
17th- A few snow flurries came down.
18th- We had a blizzard which hit our area.
19th- It was cold, but sunny.
20th- A nice sunny and cool day.
21st- It was a cloudy day.
22nd- It was a cloudy day.
23rd- It was a cold, snowy day.
24th- It was a stormy, snowy day.
25th- It was a warmer, sunny day.
26th- It was a warm day. The sun was bright.
27th- It was a cloudy day.
28th- A rainy, stormy day.
29th- A tornado (twister) touched down.
30th- A cloudy and dreary day, but no rain.
5. Once the graph is finished....take a sheet of paper and write what
information could a weather man use for a weather report during that
September? Write a paragraph about it.
Example: September was a ____ month. It_______ ___ amount of days in
September.
6
IV. Wandering Into Graphing Weather Station” Center 4 (Guided Reading)
A. Goal of this session:
Using weather reading books, the teacher will steer the group through a
guided reading lesson. Examples of books:
1. “It is Raining”
2. “Hurricanes”
3. “The Strong Wind Blows” (by Joy Cowley),
4. “The Storm” (by Jillian Cutting)
5. “Gilbert and the Wind” (by Marie Hall ETS)
6 “The Cloud Book” (by Tomie dePaola)
7. “Keep the Lights Burning Abbie” (by P. & C. Roop)
B, What should you expect to see?
Using books, the teacher will bring the four students through a guided
reading period. Children will sit around the teacher. A book will be chosen ahead of
time, according to the level of that particular group. Teacher will guide reading, as well as
questions. The students will be expected to read and share knowledge with the group.
Questions will be asked according to book read.
7