Grade 1
Science
Unit: 01
Lesson: 02
Suggested Duration: 5 days
Observación y registro del tiempo
Lesson Synopsis:
Through multiple hands-on experiences, students will learn about temperature, wind, cloud conditions, and precipitation
and their connection to weather.
TEKS:
1.8
1.8A
1.8D
Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The
student is expected to:
Record weather information, including relative temperature such as hot or cold, clear or cloudy, calm or windy and
rainy or icy.
Demonstrate that air is all around us and observe that wind is moving air.
Scientific Process TEKS:
1.2
1.2A
1.2D
1.3
1.3C
1.4
1.4A
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in
classroom and outdoor investigations. The student is expected to:
Ask questions about organisms, objects, and events observed in the natural world.
Record and organize data using pictures, numbers, and words.
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific
problem solving. The student is expected to:
Describe what scientists do.
The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups,
bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; nonstandard measuring items such as paper clips and clothespins; weather instruments such as classroom
demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such
as aquariums and terrariums.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Using appropriate tools, collect and organize weather data for several days. Create an oral presentation about the
current weather conditions, including relative temperature, clear or cloudy, calm or windy, and rainy or dry.
Identify one activity affected by weather. (1.2D; 1.4A; 1.8A)
1A, 1E; 3J
Key Understandings and Guiding Questions:


El tiempo cambia de día a día.
— ¿Cuáles son algunos cambios en el tiempo que puedes observar día a día?
Las condiciones del tiempo a corto plazo pueden cambiar diariamente.
— ¿Cómo varía la temperatura durante el día?
Vocabulary of Instruction:








actividad
en calma
despejado
nublado
frío
condiciones
fresco
datos








seco
caluroso
medir
presentación oral
precipitación
lluvioso
temperatura relativa
termómetro





instrumentos
cálido
tiempo
manga de viento
ventoso/con viento
Materials:
©2012, TESCCC
06/05/13
page 1 of 6
1st Grade
Science
Unit: 01 Lesson: 01
Refer to Notes for Teacher section for materials.
Attachments:

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
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Teacher Resource: KLEW Chart: Directions
Teacher Resource: KLEW Chart: Observing and Recording Weather
Handout: Pattern for Making a Thermometer (1 per student)
Teacher Resource: Directions for Making a Thermometer
Teacher Resource: PowerPoint: Relative Temperature Hot, Cold, Warm or Cool
Optional Teacher Resource: Pictures of Objects That Wind Moves
Teacher Resource: PowerPoint: Wind
Teacher Resource: PowerPoint: Clouds and Precipitation
Handout: Weather Graph (1 per student)
Resources and References:
 Suggested Websites:
 Information on clouds and cloud formation: http://eo.ucar.edu/webweather/cloud3.html
 Information on types of precipitation: http://www.nc-climate.ncsu.edu/edu/k12/.PrecipTypes
 Information on wind and wind formation: http://www.eia.gov/kids/energy.cfm?page=wind_home-basics – wind
 Background information on weather:
http://www.education.noaa.gov/Weather_and_Atmosphere/Weather_Observations.html
 Suggested Books:
 Branley, F. (2006). Air is all around you. NY: HarperTrophy.
 Dorros, A. (1990). Feel the wind. NY: HarperTrophy.
 Ets, M. (1978). Gilberto and the wind. NY: Puffin.
 Hutchins, P. (1993). The wind blew. NY: Aladdin.
 Munsch, R. (1992). Millicent and the wind. Toronto: Annick Press.
 Root, P. (1997). One windy Wednesday. Somerville, MA: Candlewick.
 Branley, F. (1997). Down comes the rain. NY: HarperTrophy.
 Brandt, K. (1982). What makes It rain? Mahwah, NJ: Troll Associates.
 Carle, E. (2001). Little cloud. NY: Putnam.
 DePaola, T. (1984).The cloud book. NY: Holiday House.
 Hesse, K. (1999). Come on, rain! NY: Scholastic.
 Kahl, J. (1992). Wet weather: Rain showers and snowfall. Minneapolis, MN: Lerner Publishing Group
 Laser, M. (1997). The rain. NY: Simon & Schuster.
 Markle, S. (1993). A rainy day. NY: Scholastic.
 Nelson, R. (2001). A rainy day. Minneapolis, MN: First Avenue Editions.
 Prelutsky, J. (1984). It's snowing! It's snowing! NY: Greenwillow.
Advance Preparation:
1. Print Teacher Resource: KLEW Chart: Observing and Recording Weather to use in the class science
notebook. You will need 1 per class.
2. Gather a classroom demonstration thermometer.
3. Prior to the Engage/Explore, copy the Handout: Pattern for Making a Thermometer onto cardstock, and print
enough for each student to receive one. The teacher may want to pre-cut the slits for the students in order to save
time during the science lesson. Gather the red and white ribbon and construction paper or yarn that needs to be
cut into 12 inch lengths prior to class. Prepare to demonstrate the movement of the red and white ribbon or yarn
and to explain how the thermometer will work: when more red ribbon or yarn is showing, the temperature will feel
warmer, and when less red is showing, it will feel cooler.
4. Prior to the Explore/Explain – Wind is Moving Air activity, gather a small flag, pinwheel, and some leaves (in a
small, resealable plastic bag), OR print one copy of the Teacher Resource: Pictures of Objects That Wind
Moves. These will all be used to show to the class for observation in order for students to think about which items
have something in common.
5. Prior to the Explore/Explain – Wind is Moving Air, locate a book about wind.
6. Prior to the Explore/Explain – Cloud Cover and Precipitation, locate a book about precipitation.
7. Prepare all attachment(s) as necessary.
© 2012, TESCCC
06/05/13
page 2 of 6
Grade 1
Science
Unit: 01 Lesson: 02
Background Information:
This lesson bundles TEKS that require students to record weather information, including relative temperature such as hot
or cold, clear or cloudy, calm or windy, and rainy or icy and observe that wind is moving air.
In Grade 1, according the introductory material in the TEKS, students are using their senses in order to make
observations and ask questions about the natural world. Weather information should be collected and discussed on an
ongoing basis so that children may begin to recognize patterns in their local weather. Children should be encouraged to
observe the appearance of objects in the sky, such as clouds, in order to begin recognizing patterns in those objects as
well.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE/EXPLORE – Relative Temperature
NOTE: 1 Day = 30 minutes
Suggested Days 1 and 2
1. Show students the KLEW chart, and explain the four sections to them.
2. Hold up a classroom demonstration thermometer so the students can see
it clearly.
3. It might be helpful toassess prior knowledge using the following questions:
 What is a thermometer? (A tool used to accurately measure how hot
something is therm=heat, meter=measure)
 What does it measure? (The temperature of things)
 When does the temperature change? (When the substance or
medium such as air or water, changes. The substance could increase
or decrease in heat.)
 Why would you need a thermometer? (To accurately measure
temperature)
4. As students respond to these questions, record their responses under the
“K” part of the KLEW chart.
5. Distribute the Handout: Pattern for Making a Thermometer along with
the supplies needed to groups in order to share supplies.
6. Allow time for students to construct the thermometer; assist where
necessary. (Teacher Resource: Directions for Making a Thermometer)
7. Demonstrate the movement of the red and white ribbon or yarn. Explain
that when more red ribbon or yarn is showing, the temperature will feel
warmer and when less red is showing it will feel cooler.
8. Show the Teacher Resource: PowerPoint: Relative Temperature Hot,
Cold, Warm or Cool.
Materials:
 KLEW chart (in classroom science
notebook, 1 per class)
 classroom demonstration
thermometer (1 per class)
 ribbon or yarn (red and white, 12”
lengths, see Advance Preparation,
per group)
 tape (clear, per group)
Attachments:
 Teacher Resource: KLEW Chart:
Directions
 Handout: Pattern for Making a
Thermometer (1 per student)
 Teacher Resource: Directions for
Making a Thermometer
 Teacher Resource: PowerPoint:
Relative Temperature Hot, Cold,
Warm or Cool
Science Notebooks:
Record responses onto the KLEW chart
in the classroom science notebook.
9. Facilitate a discussion:
 How does the temperature vary during the day? Answers will vary,
but generally, the temperatures are cooler in the morning, warm up in
the afternoon, and cool down again at night.
©2012, TESCCC
06/05/13
page 3 of 6
Grade 1
Science
Unit: 01 Lesson: 02
Instructional Procedures

Notes for Teacher
What do you think causes the temperature to vary during the
day?
10. Record student responses on the KLEW chart. So far, there should be
information under the K, L, and E sections for the concept temperature.
EXPLORE/EXPLAIN – Wind is Moving Air
Suggested Day 3
1. Hold up a pinwheel, small flag, kite, and some leaves (or use the Teacher
Resource: Pictures of Objects That Wind Moves).
2. Ask:
 What do you think these objects have in common? Allow students
to respond; accept all answers at this time and record on KLEW chart.
3. Read a book about the wind.
4. After the story, ask students to explain what wind is. At this time, they
should be attaining the concept that ‘wind is moving air.’
5. Show the Teacher Resource: PowerPoint Wind.
6. After hearing the story and viewing the PowerPoint, ask students how their
thinking about “wind” has changed. Allow students time to talk about their
thinking. Record their explanations under the ‘E’ (for evidence) on the
KLEW chart.
Materials:
 KLEW chart – from previous activity
(in classroom science notebook, 1
per class)
 pinwheel (see Advance
Preparation, 1 per class)
 flag (small, see Advance
Preparation, 1 per class)
 leaves (a few, see Advance
Preparation)
 resealable plastic bag (for holding
leaves, see Advance Preparation, 1
per class)
 book (about wind, 1 per class)
Attachments:
 Optional Teacher Resource:
Pictures of Objects That Wind
Moves
 Teacher Resource: PowerPoint:
Wind
Instructional Notes:
Students could make a paper fan and
wave it in front of their faces. The
explanation for what they are feeling is
that the paper fan is moving the air,
creating ‘wind’.
Optional: The teacher could bring in an
oscillating fan and demonstrate how it
moves the air. As the fan is turned to
each increasing level, the teacher could
discuss the words calm, breezy, and
windy.
Science Notebooks:
Record responses onto the KLEW chart
in the classroom science notebook.
EXPLORE/EXPLAIN – Cloud Cover and Precipitation
©2012, TESCCC
06/05/13
Suggested Day 4
page 4 of 6
Grade 1
Science
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
1. Distribute drawing paper and assess students’ prior knowledge:
 What is a cloud? Allow students to draw what they think clouds look
like.
Ask:
 What do you think comes from a cloud? Have students add this to
their drawings.
2. Read a book about precipitation.
3. Students are to be introduced to the idea that precipitation comes from
clouds and that precipitation comes in four different forms.
4. Show the Teacher Resource: PowerPoint: Clouds and Precipitation to
the class.
5. Have a class discussion that includes:
 What is a cloud? Note: The information that follows is for the
teacher. A student’s response will vary. (A group or collection of
very fine water droplets or ice crystals (sometimes refered to as
condensed water vapor) floating in the atmosphere. Usually clouds are
high above the ground.)
 How do clouds form? (All air contains water. Near the ground, it is
usually in the form of water vapor. When warm air rises, it expands
and cools. Cool air can't hold as much water vapor as warm air, so
some of the vapor condenses onto tiny pieces of dust that are present
in the air. This forms a tiny droplet around each dust particle. When
millions and millions of these droplets come together they become a
visible cloud.)
 What do clouds tell us about the weather? (Observing clouds can
tell us a lot about what kind of weather to expect. There are several
types of clouds that appear due to approaching and current weather
conditions. There are some clouds that, based on appearance, are
most likely to produce rain: nimbostratus (dark) and cumulonimbus. A
lot depends on the temperature of the atmosphere between the clouds
and the ground. If conditions are cold enough, the vapor becomes ice
crystals, such as in hail or snow. Otherwise, it becomes rain.)
 What forms of precipitation comes from clouds? (Rain, snow,
sleet, and hail)
 Do we see clouds in the sky every day? (No)
 What does it mean when we say the day is cloudy? Clear?
(We say it is a cloudy day if more than half of the sky is covered by
clouds. We say it is a clear day if there are few or no clouds in the
sky.)
Materials:
 paper (drawing, 1 sheet per
student)
 crayons or colored pencils (per
class)
 book (about clouds and
precipitation, 1 per class)
Attachments:
 Teacher Resource: PowerPoint:
Clouds and Precipitation (There
are notes in the PowerPoint to use
with the pictures.)
Misconceptions:
 Students may think that rain comes
from holes in clouds, or from clouds
sweating.
 Students may think that clouds are
made of cotton, wool, or smoke.
Science Notebooks:
Record student responses in the class
science notebook.
Check for Understanding
6. Give the students one more opportunity to amend their picture of clouds
and precipitation.
ELABORATE – Using the Weather Graph
Suggested Day 5
1. Today, we are going to focus on recording the weather. We have learned
about temperature, wind, precipitation, and cloud cover. Now, we will start
to keep a record of these conditions. Some questions we should think
about include:
 What is the weather like today?
 Is there any rain? How hot do you think it is?
Materials:
 KLEW Chart – from previous
activity (in classroom science
notebook, 1 per class)
©2012, TESCCC
06/05/13
page 5 of 6
Grade 1
Science
Unit: 01 Lesson: 02
Instructional Procedures

Notes for Teacher

Is the wind blowing?
2. Show students the Handout: Weather Graph. Inform students that they
will each receive a copy in order to graph the weather daily. Explain to
students that the information they are collecting is called “data”.
crayons or colored pencils (per
group)
Attachments:
 Handout: Weather Graph (1 per
student)
3. Distribute the weather graphs.
4. Go over each of the weather icons, and explain what they mean.
5. Allow students to go outside and make an observation about today’s
weather. (This activity will continue for at least two weeks.)
Science Notebooks:
Record responses onto the KLEW chart
in the classroom science notebook.
6. When back inside, model on your copy of the weather graph how to color
in the squares.
7. Allow a few minutes for students to complete the graph with today’s
weather information. Monitor for understanding.
8. Complete the rest of the KLEW chart with any additional information
students have learned.
EVALUATE – Performance Indicator
Suggested Day 5 (continued)
Performance Indicator (on going)
 Using appropriate tools, collect and organize weather data for several
days. Create an oral presentation about the current weather
conditions, including relative temperature, clear or cloudy, calm or
windy, and rainy or dry. Identify one activity affected by weather.
(1.2D; 1.4A; 1.8A)
1A, 1E; 3J
Attachments:
 Handout: Weather Graph (from
previous activity)
1. It will take several days for students to collect data on the weather graph. It
is suggested that a few minutes each day is spent filling in this information.
The weather graph is part of the performance indicator.
2. The oral presentation that includes weather conditions and an activity
affected by weather could be done as part of the morning routine. It will
take several days for each child to have a turn presenting their oral report.
This could be done as a paired activity.
3. Share Performance Indicator rubric or expectations with students prior to
students beginning the assessment.
4. Answer any questions students may have regarding the assessment.
©2012, TESCCC
06/05/13
page 6 of 6