Summer Curriculum Work 2011
Unit Template
All of the units designed to align with the “Common Core” standards will be formatted in
the same manner in order to facilitate usage of many teachers over time. The following
template includes five components and provides the required format.
Component 1: Overview
Include the following information which will serve as an overview to the unit plan:
Abstract: Describe unit outcomes (three to four sentences).
In this unit, students will be able to…identify various weather systems and the
instruments used to measure them. Using technology, students will learn and write about
severe weather conditions (e.g., hurricanes, tornadoes, tsunamis) across the United States.
In this unit students will develop a beginning understanding of weather by experimenting
with static electricity, making and using their own weather instruments, and learning about
how they can stay safe during severe weather systems.
1. Grade Range: 1st-2nd grade
2. Big Ideas/Theme: Weather! Look, See, and Do!
3. Essential Questions:
a. What is a weather system?
b. What are the weather systems that we experience in Arizona?
c. How are weather systems different across the Unites States?
d. What instruments are used to measure weather?
e. How can you remain safe during a severe storm?
f. What part does electricity play in weather?
4. Scope: Content/Skills/Assessments/ 21st Century Skill Theme
Content: Math, Science, and Writing
Skills: Math – Represent and interpret data
Science-various weather related experiments
Writing-Compare and contrast weather systems
Effectively communicate learned knowledge
Assessments: *Individual assessments will align with each lesson
Math— compare and analyze weather conditions using a
weather chart, recording weather data on weather charts
Science—Hands-on experiments
Writing—Journals, criteria lists, weather brochure
21st Century Theme: Global Awareness and Environmental Literacy
5. Sequence: Approximately 4 weeks
Component 2: Standards/ Desired Outcomes
Use the new Common Core Standards and list all applicable objectives covered in the
UNIT by:
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
2. Identify the main topic and retell key details of a text
3. Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Standard: Craft and Structure
Cluster Objectives: 5. Know and use various text features
(e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text
6. Distinguish between information provided by pictures or
other illustrations and information provided by the words in a
text.
Standard: Integration of Knowledge and Ideas
Cluster Objectives: 9. Identify basic similarities in and
differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures)
Domain: Reading Standards for Literacy K-5 (2nd)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3. Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
Standard: Craft and Structure
Cluster Objectives: 5. Know and use various text features
(e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information
in a text efficiently.
Standard: Integration of Knowledge and Ideas
Cluster Objectives: Compare and contrast the most
important points presented by two texts on the same topic.
Standard: Range of Reading and Level of Text Complexity
Cluster Objectives: 10. By the end of the year, read and
comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
Domain: Writing Standards K-5 (1st)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Standard: Production and Distribution of Writing
Cluster Objectives: 5. With guidance and support from
adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen
writing as needed.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 7. Participate in shared research and
writing projects (e.g., explore a number of “how-to” books
on a given topic and use them to write a sequence of
instructions). 8. With guidance and support from adults,
recall information from experiences or gather information
from provided sources to answer a question.
Domain: Writing Standards K-5 (2nd)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they introduce a topic, use facts and definitions
to develop points, and provide a concluding statement or
section.
Standard: Production and Distribution of Writing
Cluster Objectives: 5. With guidance and support from
adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 7. Participate in shared research and
writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
8. Recall information from experiences or gather
information from provided sources to answer a question.
Math
Measurement and Data 1.MD
Represent and interpret data.
4. Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of
data points, how many in each category, and how many more
or less are in one category than in another.
Measurement and Data 2.MD
Represent and interpret data.
10. Draw a picture graph and a bar graph (with single unit scale)
to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems using information
presented in a bar graph.
Component 3: Lesson Plans
The lesson plans provided in the unit should be varied and designed in such a way
as to engage all students in the learning process.
Requirements:
 Minimum of six (6) lesson plans of varying types (e.g., SIOP, direct instruction,
inquiry) (see sample lesson plan formats below, other formats may be used)
 One lesson plan must utilize the inquiry method
 Lessons need to span the entire unit (state where lesson plans fit into timeline)
o Inquiry Lesson Plan—Weather Systems! (Lesson 1- week 1)
o Direct Instruction Lesson Plan-Weather Instruments (Lesson 2- week 1)
o SIOP Lesson Plan---Weather: Cloudy With a Chance of Meatballs
(Lesson 3-week 2)
o SIOP Lesson Plan--- High in the Clouds (Lesson 4-week 3)
o SIOP Lesson Plan-Weather-Science (Lightning is Electricity) (Lesson 5week 3)
o SIOP Lesson Plan—Wild Weather Safety! (Lesson 6-week 4)
Notes on Differentiation
For differentiation, teachers provide specific ways for each student to learn as deeply as
possible without assuming one student’s learning is identical to anyone else’s.
How might you differentiate the content/process and/or product in this unit, keeping
students’ readiness, interests, and learning styles in mind?
Explain how the following components of differentiation are incorporated in the
unit:
1. Use of a meaningful pre-assessment: pre-assessments will be administered before all
lessons in order to obtain prior knowledge and reading levels. This will be done through,
whole class discussions, journal writing, and KWL.
2. Combination of whole-class, flexible groups, and individual instruction will occur
throughout the unit. Students will be engaged in small group, hands-on experiments and
activities, and will present to another student in their buddy class as well as to their own
class as a weather reporter.
3. Variety of materials used and learning styles addressed through viewing United
Streaming videos, hands-on experiments, buddy class partners, small group interactions,
whole group activities, writing journals, and presentations.
4. Balance between teacher-assigned and student-selected activities: Introduction to the
unit and new vocabulary and concepts will be done during whole group instruction. The
remaining experiments and building of ‘weather systems’ etc, will be done by students in
groups.
5. Interventions and extensions/modifications as appropriate: see each lesson for
specifics.
Notes on 21st Century Skills
21st Century Theme: Global Awareness and Environmental Literacy
21st Century Skill/s: Communication and Collaboration
 Use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade)
 Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
 Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member
 Demonstrate ability to work effectively and respectfully with diverse teams
How will this unit help students to learn these skills?
21st Century Skills teacher is using in this unit:
Learning and Innovation Skills
o Use a wide range of idea creation techniques
o Develop and implement new ideas
ICT (Information, Communications and Technology) Literacy - Apply
Technology Effectively
o Use technology as a tool to research, organize, evaluate and communicate
information
Student application of 21st Century skills during this unit:
Students will:
o effectively analyze charts and graphs
o synthesize and make connections between information
o interpret information and draw conclusions
Topic:
Weather-Clouds
Lesson Plan Template (SIOP)
High in the Clouds
Grade Range:
Time Frame:
1-2 Grade
2-4 days
Common Core Standards:
(Domain, Standard, Cluster)
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
2. Identify the main topic and retell key details of a text
3. Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Standard: Craft and Structure
Cluster Objectives: 6. Distinguish between information
provided by pictures or other illustrations and information
provided by the words in a text.
Standard: Integration of Knowledge and Ideas
Cluster Objectives: 9. Identify basic similarities in and
differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures)
Domain: Reading Standards for Literacy K-5 (2nd)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
4. Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text.
Standard: Integration of Knowledge and Ideas
Cluster Objectives: Compare and contrast the most
important points presented by two texts on the same topic.
Standard: Range of Reading and Level of Text Complexity
Cluster Objectives: 10. By the end of the year, read and
comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
Writing
Domain: Writing Standards K-5 (1st)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Standard: Production and Distribution of Writing
Cluster Objectives: 5. With guidance and support from
adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen
writing as needed.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 7. Participate in shared research and
writing projects (e.g., explore a number of “how-to” books
on a given topic and use them to write a sequence of
instructions). 8. With guidance and support from adults,
recall information from experiences or gather information
from provided sources to answer a question.
Domain: Writing Standards K-5 (2nd)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they introduce a topic, use facts and definitions
to develop points, and provide a concluding statement or
section.
Standard: Production and Distribution of Writing
Cluster Objectives: 5. With guidance and support from
adults and peers, focus on a topic and strengthen writing as
needed by revising and editing.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 7. Participate in shared research and
writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
8. Recall information from experiences or gather
information from provided sources to answer a question.
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
This weather lesson plan focuses on different types of clouds. Students will communicate
orally, artistically, written and nonverbally, their knowledge of the different types of
clouds.
Key Vocabulary:
Materials:
Rain, snow, cumulus, cirrus, The Man Who Named the Clouds
stratus, cumulonimbus, water
droplets, raindrop, snowflake Cloud Key Wheel (see Appendix K)
Cloud Finder
Paper plates
Metal fasteners
Cloud Droplet Estimation (see appendix L)
Large Cotton Balls
Blue construction paper
Glue
Pictures of clouds
It Looked Like Spilt Milk
Now I Know What Makes the Weather
A Drop Around the World
White packing peanuts
Clear boondoggle
Beads
Clear glass jar
Hot plate
Pie tin
Ice cubes
Science journal
Water
Thunder Cake
Cloud Droplet Estimation Page
Higher Order Questions:
1. Where does weather come from?
2. What are the different types of clouds called? How are they different?
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
Students should know that rain and snow come from the sky and/or clouds. Teachers
should know the different types of clouds: fair weather clouds (cumulus), rain clouds
(cirrus and stratus), and storm (cumulonimbus) and what weather comes from each cloud.
Cumulus means “heap” in Latin; they are dark gray, low-level clouds forming at 2,0004,000 feet and are mostly made of water droplets. Stratus means “layer” in Latin; they are
also low-level clouds forming up to 6,500 feet and are a low, lumpy layer that can
produce weak precipitation. Cirrus means “curl” in Latin; they are high-level clouds
forming above 20,000 feet and are primarily formed of ice crystals. Cumulonimbus
means “curl” in Latin; they are mid-level clouds forming at 1,600-39,000 feet, and are
large, vertical storm clouds. The tops of the cumulonimbus clouds can reach 39,000 feet.
They can develop into large, powerful thunderstorms
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
1. Have pictures of the different type of clouds—fair weather, rain and storm (cumulus,
cirrus, stratus, and cumulonimbus)—hanging randomly around the room. Ask students to
sit under the cloud that matches their mood right then. Ask how students decided where
to sit. This is a good pre-assessment to see how much the students know about the
different cloud types.
2. Pull out the pictures of storm clouds, rain clouds, and fair weather clouds. Ask students
to share what they know about one or all clouds. Read parts of the book The Man Who
Named the Clouds, by Julie Hannah and John Holub, to your students.
3. Cloud
in a Bottle—Fill a two-liter bottle one-third full of warm water and put on the
cap. As the water evaporates, it adds water vapor to the bottle. Shake the bottle to get rid
of the condensation on the sides. Remove the cap, light a match and drop it in the bottle
and quickly put the cap back on. Slowly squeeze the bottle, then release. (The squeezing
represents the warming in the atmosphere and the releasing represents the cooling.) A
cloud will appear as you release, and disappear as you squeeze. Explanation: Water vapor
can be made to condense into the form of small cloud droplets. By adding particles such
as smoke, it enhances the process of water condensation; by squeezing the bottle, it causes
the air pressure to drop.
4. Ask your students if they have ever seen their breath when they are outside. Tell them
that when they blow out the warm air from their mouth they make a cloud. A cloud is
when warm air hits cold air and forms water droplets.
5. Read Thunder Cake, by Patricia Palocco to your class. Talk about the different sounds
you hear when it starts to storm.
6. Make the rain song by making the sounds of rain, thunder and lightening. Divide your
class into five groups. Group one starts by rubbing their hands together—the sound of
thunder rolling in. Group two gently blows air out of their mouth—the sound of wind.
Group three snaps their fingers—the sound of rain falling to the ground. Group four
stomps their feet—the sound of thunder. Lastly, group five claps their hands loudly—the
sound of lightning.
Day 2
1. Read Now I Know What Makes the Weather, by Janet Palazzo, to your class.
2. Ask where weather comes from. List the weather words and pictures on the board. This
will create a discussion about clouds and the weather that comes from clouds.
3. Before starting the Weather Demonstration, talk about how weather is always changing,
and by doing the weather demonstration you will show students how clouds pick up and
drop moisture (water). For the Weather Demonstration; ask for two volunteers. Student
One will act as the cloud and Student Two will be the rain. Lay packing peanuts on the
ground and tell Student Two to pick up the peanuts and start to fill Student One’s cupped
hands with them. Student One waits until his/ her hands are over flowing with packing
peanuts before he/she separates his/her hands and lets the packing peanuts fall to the
ground. Student Two starts all over by picking up the packing peanuts and placing them in
Student One’s hands again.
4. Read the book, A Drop Around the World, by Barbara Shaw McKinney, to your class.
5. Make rain in a jar. Heat up water to a boil using a hot plate (check with building
coordinator to okay the use of a hot plate in classroom). Place boiling water in a clear
glass jar. Take a metal pie tin and place on top of the opening of the jar. Fill the pie tin
with ice cubes. Watch what happens as the ice cubes begin to melt and cool down the jar
of hot water. Explain that rain is formed when warm air from Earth (our jar) meets cold
air from the sky (our ice cube in the pie tin).
6. What makes a drop of rain? Have students tell you what a raindrop is made of. Lead
them into a discussion that tells them that every raindrop is made of water droplets. Ask
your students to estimate how many water droplets are in one drop of rain. Hand out the
Cloud Droplet Estimation Page to your students. Have your students estimate how many
droplets are in the drop of rain on their page. Next, have your students circle groups of 5
or 10 droplets in the clouds. How many were really there? Did your students make a good
estimation? Tell students that a drop of rain has as many as one million droplets in it!
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
Day 1
1. Ask students to write down the names of the different cloud types in their science
journals. Have them take notes as you discuss the characteristics of each cloud type. A
good way to organize the cloud notes in their science journals is to have your students
make a T-chart. Students can write information about the clouds on one side of the Tchart and on the other side students can draw a picture of the clouds next to the written
information. Fair weather clouds (Cumulus) are made of tiny water droplets, tall, puffy,
and bright white in color with sun shining on it. Rain clouds (Cirrus)—water collects to
form the curves, no clear shape, looks like curls of hair or string, high in the sky, most
water droplets turn to tiny ice drops. Weak rain clouds (Stratus)—Lumpy layered clouds,
holds little water moisture, and produces weak rain storms. Thunder storm clouds
(Cumulonimbus)—can't hold all water droplets, tall, puffy and gray. Rain, hail, and snow
fall when heavy in the clouds. Make a cloud wheel for students to identify the different
clouds in the sky. Each student will receive the Cloud Key Wheel and Cloud Finder
handouts. Have students cut out the Cloud Key Wheel and two window parts of the
wheel. Next, have the students cut out the Cloud Finder circle. Have students glue the
Cloud Finder circle to a paper plate for stability. Use a fastener to fasten the two circles
together with the Cloud Finder on the bottom and the Cloud Key Wheel on the top with a
fastener. Invite students to go outside and search for different cloud types. Ask them to
identify a cloud type in the sky and find it on their Cloud Wheel. Come back into the
classroom and have students share what cloud types they found. Are they all the same?
This is a great way to enhance discussion on clouds and check for understanding.
2. Pass out one piece of blue construction paper and one large cotton ball to each student.
Students are to make the different cloud types on their blue paper using only one cotton
ball and glue. Have students place the clouds in order from high- level clouds to surface
clouds. Students may use their science journals to help them with this task.
3. After reading It Looked Like Spilt Milk, by Charles G. Shaw, students will create a page
in a class book. Materials: blue construction paper, white paint and white crayons. Have
students fold their paper horizontally, (hamburger), then open their papers to lay flat. The
teacher will put some paint in the middle of the students’ paper. The student will fold their
paper and smooth out the paint. The student will open their paper and describe what they
see. Have your students get out their science journals and write down what they see. Let
the paint dry over night. The next day, students will write ‘It looks like...’ on their paper.
The teacher will bind the book. (Use the background information to describe each cloud
type.)
4. After each student has made a cloud for the class book, have your students make a
cloud poem about their cloud they made. Cloud Poems: title-name of cloud, first line—
three adjectives that describe the cloud, second line—three verbs related to the cloud,
third line-a phrase that tells about the cloud, fourth line—name of the cloud or synonym.
Day 2
1. A Recipe for Weather Activity: Have your students pull out their science journals. Tell
your students that they will be making a recipe of weather for a nice day, rainy day, or
stormy day. Brainstorm some possible ingredients on the board to get students thinking.
Some possible ingredients for fair day weather are: blue skies, puffy white clouds, song
birds, people outside, sunshine, light breeze and warmer air. Stormy days: dark skies,
colder air, dark clouds, heavy wind (2 cups wind), little to no people outside, sound of
distant thunder. Rainy days: dark skies, gray clouds, little wind (1 cup wind), cool air,
fewer people outside, sound of distant thunder. Go over the format of a recipe. All
ingredients are at the top with the desired amounts. Instructions/directions are down
below, written in complete sentences.
2. Make weather bracelets. Start with white for clouds, blue for rain, clear for wind,
yellow for sun, red for temperature, gold for thunder/lightning. Each bead represents a
type of weather.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
1. Ask students to share what type of weather words are represented by each color bead
on their weather bracelet.
2. Was each cloud represented in the cotton ball picture? Were they in the correct
height order?
3. Have a big “Cooking Pot” for weather in your classroom. In the pot, place
ingredients that are and are not for a good day or rainy day. Ask students to sort out the
“real” ingredients from the “fake” ingredients.
Interventions/Extensions: (How are you reaching every learner?)
1. Students can write a life story of a raindrop or snowflake as it goes through its life.
2. Read The Snowflake: A Water Cycle Story, by Neil Waldman, or A Drop Around the
World, by Barbara Shaw McKinney, to your class. Explain to students that the water
cycle is a never- ending cycle. Teach them the simple water cycle song and hand
movements to remember all stages in the water cycle: Evaporation (hands go up),
accumulation (fingers form a cloud above their head), precipitation (fingers ‘rain’
down)—when it rains, sung to La Cucaracha. Have some students shake the hand
maracas as the song is sung.
3. Make a class recipe book out of the recipes your students made for weather.
Lesson Plan Template (SIOP)
Lightning is Electricity
Topic:
Weather-Science
Common Core Standards:
Grade Range:
1-2 grade
Time Frame:
1 day
(Domain, Standard, Cluster)
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
Domain: Reading Standards for Literacy K-5 (2nd)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
To show students that there is electricity in all matter.
Key Vocabulary:
Water, comb, ground,
moved, stayed, electricity,
static, lightning
Materials:
Paper (torn into small pieces)
Individual Combs for each student
student
Higher Order Questions:
1. What happened to the paper?
2. What made your hair change? Why?
3. What else can you rub the comb with that will make the paper move?
4. How do you know you have electricity in your body?
Lesson Activities:
Building Background/Motivation: (Hook? Why are students learning this material?
What is the real-
world connection?)
Did you know that you have electricity in your body? Where is the electricity? Have
you ever shocked someone else? What made that happen?
It's all about static electricity! Lightning happens when the negative charges (electrons) in
the bottom of the cloud (and your finger) are attracted to the positive charges (protons) in
the ground (and the pie pan). The resulting spark is like a mini-bolt of lightning.
The accumulation of electric charges has to be great enough to overcome the insulating
properties of air. When this happens, a stream of negative charges pours down towards a
high point where positive charges have clustered due to the pull of the thunderhead.
The connection is made and the protons rush up to meet the electrons. It is at that point
that we see lightning. A bolt of lightning heats the air along its path causing it to expand
rapidly. Thunder is the sound caused by rapidly expanding air.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
See appendix H for step by step directions
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
See appendix H for student activities
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
Students will work with their buddy reading class. They will explain and show their
partner how electricity is in all matter. The partner will use the criteria list to evaluate the
students’ knowledge. (see appendix I for criteria list)
Interventions/Extensions: (How are you reaching every learner?)
To do with buddy class partner: see Appendix J
Lesson Plan Template (Direct Instruction-Weather Instruments)
Teacher Name:
Grade: 1st-2nd
Subject or Course: Weather
School:
Date:
Learning Objective: (What do you want students to know and be able to do? What is the intended
learning?)
Students will understand the instruments used to measure various types of weather.
Unit Plan: (Where in the unit plan can the lesson be found?)
This is a lesson on instruments used to measure various types of weather.
Link to Common Core Standards: (How is the learning objective related to the Common Core
Standards? Include complete Domain, Standard and Cluster Objective Descriptors.)
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
2. Identify the main topic and retell key details of a text
3. Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Domain: Reading Standards for Literacy K-5 (2nd)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Math
Measurement and Data 1.MD
Represent and interpret data.
5. Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of
data points, how many in each category, and how many more
or less are in one category than in another.
Measurement and Data 2.MD
Represent and interpret data.
10. Draw a picture graph and a bar graph (with single unit scale)
to represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems using
information presented in a bar graph.
Writing
Domain: Writing Standards K-5 (1st)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 7. Participate in shared research and
writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations).
Resources/Materials: (What materials are needed for students? What modifications to the materials
are needed for special needs learners and accelerated learners? Attach any handouts that will be used.)
Story: Cloudy With a Chance of Meatballs
See weather instrument supplies listed below
Appendix G---Weather Chart
Pre-assessment: (How will you determine students’ knowledge of the intended learning prior to the
lesson? What needs, interests and prior learning will be the foundation for this lesson?)
Have students list many different weather systems and the various instruments used to
measure them.
Anticipatory Set: (How will the students be “hooked” to the learning?)
Show a united streaming video on an extreme weather system and ask higher order
questions such as:
 How much water fell during the storm?
 How much snow fell during the storm?
 At what speed was the wind blowing?
 How hot was it? How cold was it?
Teaching/presentation: (includes Input, Modeling, and Checking for Understanding)
Input: (How will you clearly inform students of the objectives and State Standards? What
instructional strategies will be implemented? What information will students need to acquire
knowledge and skills described in the learning objective? How will the learning activity be
structured to encourage learner involvement?)
Objectives and state standards will be posted in kid friendly language for the
length of the unit. Students will view the United Streaming video Weather
Smart: Forecasting and Weather Instruments. Ask students to listen for “weather
words” that are mentioned in the video. Watch the video for weather instruments
and what they measure.
Following the video, divide the students into their cooperative groups and instruct
each group to choose a particular instrument. Each group will make an
instrument and use it to record weather data. Have packets already made so that
they can begin building their instruments immediately. Each group will make an
instrument and use it to record weather data. The packets will be already made so
that they can begin building their instruments immediately. (see appendix E)
Barometer: small glass jar, 12 inch round balloon, rubber and, scissors, tape,
small stirring stick, 5x7 index card.
Rain Gauge: clear plastic ruler, clear olive jar, rubber band, funnel, transparent
tape
Anemometer: 5-3oz plastic cups, 2 plastic soda straws, 1 pencil with unused
eraser, single hole paper punch, scissors, tape, 1 push pin, permanent magic
marker.
Thermometer: clear plastic 11oz water bottle, water, rubbing alcohol, clear plastic
drinking straw, modeling clay, food coloring.
Modeling: (How will you model the critical aspects of the concept for students? How will you
move students from the knowledge level to higher levels of thinking?)
Viewing the weather instrument video will provide visual models of the
instrument and how it is used.
Models of the various instruments will be provided at each center so that the
students have a model of the final product. By building the instruments, the
students will be using higher levels of thinking as the apply background
knowledge, analyze the construction of the instrument, and evaluate the final
product.
The instrument will be used to record weather data on a daily basis. This will
require higher levels of thinking.
Checking for Understanding: (Checked throughout the lesson. How will you know
whether all students have “got it” before proceeding with the next step of the lesson?)
After viewing the video the students will be asked to critically think of the
instruments they saw and how they were used. Their thoughts will be recorded on
chart paper as well as in their Weather Journals.
Guided Practice: (How will you guide students to demonstrate their understanding of new learning?)
Students will follow directions to build their own weather instruments as a cooperative
group.
Independent Practice: (How will students practice the intended learning?)
Students will use their instrument to record weather data 3 times daily on a weather chart.
Continue taking daily readings for at least a week.
Post-Assessment: (How will you know students have acquired the intended learning? How will
students be involved in ongoing assessment? Attach any materials that you will use in the summative
assessment process.)
The success of the students’ instruments in recording weather data will determine if the
students understood how to make and use the instruments. Weather charts will be used to
document weather data.
Students will make a weather instrument brochure demonstrating known facts of their
instrument.
Measurement Tool: (How will the intended learning be measured? What are the measurable criteria
that will be used?)
See attached Making Weather Instruments rubric (appendix F)
Interventions: (What instructional strategies will be in place for students who do not acquire the
intended learning?)
Cooperative learning groups will be used to assist students in successfully building the
weather instrument.
Peer assistance can be used when recording weather data on the weather charts.
Extensions: (What instructional strategies will be in place for students who exceed the intended
learning?)
Students may build an additional weather instrument at home and bring it to class to
share with the group.
Closure: (At the end of the lesson, how will the intended learning be summarized by the students?)
Students will present their instruments, weather data and weather charts to the rest of the
group. They must correctly name the instrument and what it is used to measure. The
students will analyze their data and summarize their findings.
Topic:
Weather-Language Arts
Lesson Plan Template (SIOP)
Weather: Cloudy With A Chance of Meatballs
Grade Range:
Time Frame:
1-2 Grade
1-2 Days
Common Core Standards:
(Domain, Standard, Cluster)
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
2. Identify the main topic and retell key details of a text
3. Describe the connection between two individuals, events,
ideas, or pieces of information in a text.
Standard: Craft and Structure
Cluster Objectives: 6. Distinguish between information
provided by pictures or other illustrations and information
provided by the words in a text.
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
Students will:
o Make predictions using the text Cloudy With A Chance of Meatballs.
o Record one weather fact from each website.
o Describe appropriate clothing for various types of weather and record an activity
you would do during this weather.
o Compare and contrast living in Chewandswallow.
Key Vocabulary:
Weather, clouds, rain,
snow, prediction, varied,
drizzle, occasional, periods,
gradual, drifts, hurricane,
downpour, tornado,
overcooked
Materials:
Story: Cloudy With A Chance of Meatballs
Pencils
Crayons
Computer with internet and printer access
Powerpoint (appendix C) can be accessed at:
http://tinyurl.com/3pda8b8
Higher Order Questions:
 How does weather affect us?
 How do we change the way we do things because of the weather?





How are people lives in this book different from your life? Why?
What are the good things about living in Chewandswallow?
What are the bad things about living in Chewandswallow?
How did the details and the illustrations help readers understand the problems the
change in weather are causing?
What details shown in the pictures present the biggest problems?
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
This fictional text aligns with the Weather unit because it helps students understand
various types of weather in a humorous, fantasy-like manner. The Before, During and
After Reading questions and activities ensure increased reading comprehension.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
This lesson begins with an introduction that accesses background knowledge on weather?
The Before, During and After reading strategies are used throughout the lesson. Higher
order questions are asked to continuously engage students with the text.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)




Prediction sheet
T-Chart- compare and contrast good/bad things about living in Chewandswallow
Recording weather facts using websites
Write and draw about how different kinds of weather affect you.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
Rubric will be used to assess students on predictions, t-charts, and weather activities.
(appendix C)
Interventions/Extensions: (How are you reaching every learner?)
Provide vocabulary list with definitions for students needing further vocabulary work.
(appendix D)
Provide book on tape for repetitive readings.
Beyond reading: Click on interactive page (attached to lesson) that further details various
weather systems
Go to www.Weatherwizkids.com for additional resources and activities.
Lesson Plan Template for Inquiry
FIVE “E” LESSON PLAN TEMPLATE
LESSON TITLE: Weather Systems!
TYPE OF LESSON:
TARGET GRADE(S):
LEARNING GOAL:
Inquiry, or Challenge Activity
1-2
Students will be introduced to different weather conditions and climates. By the
end of this lesson, students will be able to identify the different characteristics of
severe weather conditions across the United States.
KEY QUESTION:
What is a weather condition? What are some of the different weather conditions
that exist in the United States?
TARGET STANDARDS:
RELATED STANDARDS:
TEACHER NOTES:
This is a two day lesson.
http://www.nws.noaa.gov/om/reachout/kidspage.shtml
http://www.weatherwizkids.com/
www.unitedstreaming.com (Magic School Bus video)
Materials: (Tornado in a Jar) 8 oz. jar with lid, Water, Vinegar, Clear liquid dish soap, A pinch of
glitter
(Lightning) Styrofoam plate, thumbtack, pencil with new eraser, aluminum pie pan,
piece of wool fabric
(Rain) Hot water, large wide-mouth container, ice cubes, small plate, index card
(Fog) Black paper, gallon jar, colored warm water, matches, gallon size bag with ice
Technology: SMART Board to show actual footage of systems
ENGAGE:
EXPLORE:
EXPLAIN:
ELABORATE:
Students will be immediately engaged through experiments and
videos depicting four different weather systems.
Students will be using hands-on exploration to make group
tornados, lightning, rain and fog in different centers. They will
record the results from each experience in their individual journals.
Students will watch united streaming videos and be introduced to
the 4 weather systems (tornado, lightning, rain, fog). Students will
participate and create 2 experiments in small group centers each
day. Whole class discussions around each experiment will be
conducted on day 2. Using a weather journal, students will write in
detail what each experiment encompassed and the results obtained
in each experiment. *Water cycle will be covered during the
making rain center (see appendix A.1)
Students will begin their day watching the National weather
channel (www.nws.noaa.gov/) and discussing the various weather
systems around the country.
Students will choose one of the experiments that they conducted
and write a letter to their parents explaining the characteristics of
the weather system they chose and describe what they learned.
EVALUATE:
Student weather journals will be used to assess student learning
(appendix A)
Teacher observation labels will be used for anecdotal records of
students as they complete their experiments (appendix B)
Topic:
Weather-Safety
Lesson Plan Template (SIOP)
Wild Weather Safety
Grade Range:
Time Frame: (at least 9 weeks)
1-2 grade
4 Days
Common Core Standards:
(Domain, Standard, Cluster)
Science
Domain: Reading Standards for Literacy K-5 (1st)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer questions about key
details in a text.
Domain: Reading Standards for Literacy K-5 (2nd)
Standard: Key Ideas and Details
Cluster Objectives: 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Writing
Domain: Writing Standards K-5 (1st)
Standard: Text Type and Purposes
Cluster Objectives: 2. Write informative/explanatory texts
in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Standard: Research to Build and Present Knowledge
Cluster Objectives: 8. Recall information from
experiences or gather information from provided sources to
answer a question.
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)
Students will understand precautions to take in the event of bad weather (lightning,
tornado, and flood).
Key Vocabulary:
Electricity, explode, thunder,
flashflood, bridges, streams,
tornado warning, tornado
watch, ditch, hail, black
clouds, funnel
Materials:
Various weather picture books depicting severe weather
storms
Poster Board/chart paper
Markers
Tornado Safety Worksheet (Appendix M)
Blizzard Safety Worksheet (Appendix N)
Wild Weather Safety Checklist (Appendix O)
Higher Order Questions:
1. What is the difference between a tornado watch and a tornado warning?
2. What do you do to stay safe in a tornado?
3. What do you do to stay safe in a blizzard?
4. What do you do to stay safe in a lightning storm?
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-
world connection?)
Students may someday encounter severe weather and need to understand and be able to
apply precautions in the event of bad weather. Arizona experiences severe weather
systems such as tornados (dust devils, micro bursts), lightning storms, monsoons storms
and blizzards.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)
Students will work in whole class activities, small groups and individually to obtain
information regarding severe weather storm safety.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application,
feedback…)
1. Invite small groups of students to browse picture books or articles and look for three
pictures of people outdoors. Have each group make a T-Chart. On one side of the Tchart, students should record the weather in each picture. On the other side of the Tchart, have students describe what people are doing because of the weather.
2. Next, make a whole-class T-Chart using input from each group. Be sure to include
any “wild weather” students found, such as tornados, hurricanes, blizzards, and floods.
Discuss the safety precautions we take in each of these situations, such as keeping away
from windows in a tornado or drinking plenty of water when it is hot.
3. Distribute Student Worksheet #3 (appendix O). Read the sentences to the class and
have them fill in the correct words from the word bank.
4. Read and discuss one Weather Booklet each day (Lightning Ahead--Owlie Skywarn’s
Weather Book, Tornadoes Ahead-- Owlie Skywarn’s Weather Book, Floods Ahead—
Owlie Skywarn’s Weather Book). Complete the quiz at the end of each booklet and
safety worksheets (Appendix M and N).
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
The T-Chart will be used to assess safety precautions used for different severe weather
systems,
Quizzes from each Owlie Skywarn booklets will be completed and used as formative
assessments.
Interventions/Extensions: (How are you reaching every learner?)
Invite small groups to create posters listing safety tips for various wild weather situations
based on the worksheet and the books read. Display the posters in the hallway so the
entire school can learn from them.
Component 4: Assessments
The assessment component must include an appropriate number of formative
assessments and at least one performance assessment.
Assessment for Learning (formative):
Describe and/or include the formative assessments used throughout the unit to monitor
student progress toward the specific achievement targets that were established for the
unit.
For specific assessments, please refer to each individual lesson. Other assessments that
may be included are:
 KWL
 Teacher Observations
 Anecdotal Records (Teacher Observation Labels)
 Weather Instruments (creating) experiments
 Weather Instruments Rubric
 Buddy Class extensions and Criteria List
 Journal
 Weather Instrument collected data
 Group work
Assessment of Learning (summative):
Describe and/or include all materials for the final culminating task or performance
assessment, project, assignment or achievement test.
o Project-based assessments Weatherman Reports/Presentation
What will students do for the final product(s)?
• What knowledge (pre-assessments) are they to use?
• What are they to perform or create?
Students will create a PowerPoint or other presentation means to deliver a New
Weather person report using vocabulary and terminology learned throughout the unit.
• What conditions are they to adhere to?
• How much time will they have?
Assessment Methods (as defined by Rick Stiggins)
Type of Target to be
assessed
Knowledge
Reasoning
Selected Response
Extended Written
Response
Performance-based
Assessment
Personal
Communication
Skill
Product
Describe your performance assessment:
 Teacher created?
 Commercially made?
 School/grade level common assessment?
Describe your measurement tool
 Rubric?
 Continuum?
 Criteria list?
Rubric Ideas:
E:\PDF_Chapters\DocsUsedAcrossChapters\RubricSampler.pdf (CASL CD Chapter 8
Rubric Sampler)
Internet rubrics:
Rubric to assess a rubric http://www.idecorp.com/assessrubric.pdf
http://school.discoveryeducation.com/schrockguide/assess.html
a game rubric http://www2.uwstout.edu/content/profdev/rubrics/gamerubric.html
Component 5: Resources and Materials
This section is to assist the teacher in planning for the unit. Include as appropriate:



Basic Supplies/Materials List for the Unit
o See attached lesson plans for specific materials for each lesson
o Computer with access to the Internet
Technology requirements—
o Computer with access to the Internet
o SMART Board
Web Sites for Teachers
o http://www.sercc.com/education_files/anemometer.pdf (Anemometer)
o http://www.sercc.com/education_files/barometer.pdf
(Barometer)
o http://www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtml
(Rain Gauge)
o http://www.weatherwizkids.com/experiments-thermometer.htm
(Thermometer)
o http://tiny.cc/3fb4f (Electricity)
o www.unitedstreaming.com
o http://www.nws.noaa.gov/om/reachout/kidspage.shtml
o
o
o
o
http://www.nws.noaa.gov/ (National Weather Service)
http://tinyurl.com/3pda8b8
www.theweatherchannelkids.com
www.scholastic.com/wildweatherbooks

Web Sites for Students
o http://www.weatherwizkids.com/ (Weather website)

Books for Teachers
o Cloudy With a Chance of Meatballs by Judith Barrett
o Weather: Concepts and Applications Steck-Vaughn School Supply

Books for Students
o Reading A-Z books on weather
o It Looked Like Spilt Milk by Charles G. Shaw
o Now I Know What Makes the Weather by Janet Palazzo
o A Drop Around the World by Barbara Shaw McKinney
o Thunder Cake, by Patricia Palocco
o The Snowflake: A Water Cycle Story, by Neil Waldman
o A Drop Around the World, by Barbara Shaw McKinney
o The Man Who Named Clouds by Julie Hannah and John Holub

Power Points
o http://tinyurl.com/3pda8b8 (Cloudy With a Chance of Meatballs)