Grade 3
Science
Unit 8: Weather Patterns
Time Frame: Approximately four weeks
Unit Description
This unit focuses on the identification and description of the differences between weather
and climate as a basis for understanding the water cycle and patterns of precipitation and
violent weather. Earth’s rotation on its own axis plus its revolution around the Sun are
factors involved in developing weather patterns. Seasonal changes may be incorporated
into the development of weather patterns.
Student Understandings
Students will develop awareness of weather patterns through the study of local weather
maps, observable weather changes, and the construction of weather instruments. Students
will determine that weather is an everyday happening and that climate is based on
weather over a long period of time. Activities are used for concept introduction and
exploration as well as concept development through data collection and analysis.
Guiding Questions
Can students differentiate weather from climate?
Can students describe the processes in the water cycle?
Can students identify and construct simple weather instruments to record the changes in
the weather?
Can students accurately read and record the information gathered by each weather
instrument?
Unit 8 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks
Science as Inquiry
1.
Ask questions about objects and events in the environment (e.g., plants, rocks,
storms) (SI-E-A1)
2.
Pose questions that can be answered by using students’ own observations,
scientific knowledge, and testable scientific investigations (SI-E-A1)
3.
Use observations to design and conduct simple investigations or experiments
to answer testable questions (SI-E-A2)
GLE #
4.
5.
7.
8.
9.
10.
11.
12.
17.
GLE Text and Benchmarks
Predict and anticipate possible outcomes (SI-E-A2)
Use a variety of methods and materials and multiple trials to investigate ideas
(observe, measure, accurately record data) (SI-E-A2)
Measure and record length, temperature, mass, volume, and area in both metric
system and U.S. system units (SI-E-A4)
Select and use developmentally appropriate equipment and tools (e.g.,
magnifying lenses, microscopes, graduated cylinders) and units of
measurement to observe and collect data (SI-E-A4)
Express data in a variety of ways by constructing illustrations, graphs, charts,
tables, concept maps, and oral and written explanations as appropriate (SI-EA5) (SI-E-B4)
Combine information, data, and knowledge from one or more of the science
content areas to reach a conclusion or make a prediction (SI-E-A5)
Use a variety of appropriate formats to describe procedures and to express
ideas about demonstrations or experiments (e.g., drawings, journals, reports,
presentations, exhibitions, portfolios) (SI-E-A6)
Identify and use appropriate safety procedures and equipment when conducting
investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)
Explain and give examples of how scientific discoveries have affected society
(SI-E-B6)
Earth and Space Science
47.
48.
49.
Describe the difference between weather and climate (ESS-E-A2)
Identify examples of the processes of a water cycle (e.g., evaporation,
condensation, precipitation, collection of runoff) (ESS-E-A3)
Describe climate patterns from recorded weather conditions over a period of
time (ESS-E-A4)
Sample Activities
Activity 1: Modeling the Water Cycle (GLEs: 1, 2, 4, 5, 9, 10, 11, 48)
Students will simulate water cycle by making a model of land and ocean in a plastic box
(such as a shoebox) with sand, soil, and gravel and adding water. The box needs to be
filled about one-third to one-fourth of the way with the soil mixture. Scrape the soil
mixture to one end to form a slanted hillside. Pour two cups of warm water on the plastic
at the other end of the hillside. Do not pour water on the soil. Quickly cover the box with
plastic wrap and secure with a rubber band. Place a frozen ice pack, such as those used
for lunchboxes (or a zipper bag containing ice cubes) on the plastic wrap directly over the
soil, or hill. Observe the changes that occur for approximately ten minutes. Condensation
and precipitation will occur. No heat lamp is needed. Have students write their
predictions of the outcome. Students will observe the demonstration, then draw the water
cycle with labels and write an explanation in journals. Remove plastic wrap and let the
water evaporate. Examine box after all water has evaporated. Ask students what
happened to the water they put in the box.
Another model of the water cycle can be demonstrated as follows: Place a cup of water
with two or three drops of food coloring into a gallon plastic zipper seal storage bag and
place on a sunny window for observation over a period of a few days. Tape a picture of
the water cycle to the back of a zipper lock plastic bag before placing in the sunny
window. Students will be able to observe the condensation inside of the bag and the
precipitation as it runs down the side of the bag. The colored water will allow the
students to see that the water did not spill from the cup but did evaporate. Ask students
what would happen to the water if the bag were left open in the sunny window. Have
students write their predictions of the outcome. Using a globe of Earth, students will
observe that approximately three-fourths of Earth is covered with water. Teacher leads
discussion about the relation of the water cycle to the amount of water on Earth. Discuss
and relate that to the water cycle.
Activity 2: Weather Instruments (GLEs: 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 17, 47, 49)
Students will make instruments to measure precipitation, wind speed, and wind direction.
After explaining to the students the procedure for making the various instruments, have
them identify safety issues that should be addressed in each step. Using clear plastic jars
or two or three-liter empty drink bottles with the top cut off make rain gauges. Secure a
plastic ruler with inch and centimeter markings onto the outside of the bottle using
several large rubber bands making sure the bottom of the ruler is even with the bottom of
the bottle with zero being at the bottom. Place the bottle in an undisturbed open area,
such as in the schoolyard. Check the amount daily and record the result in a daily journal
and a class graph. Empty any precipitation after each recording. Instruments will be
observed over a period of time and data recorded. The teacher determines the number of
days to observe.
Have students brainstorm ideas of how wind movement could be measured. Ask: How
could we determine the wind movement here at school? Why would knowing the wind
movement be important?
A windsock can be made from a small plastic garbage bag. Two windsocks can be made
from one bag by cutting it in half length-ways and cutting off the solid end. Teacher
caution the students when using scissors and staples to remember safety rules. Make a
cylinder shape out of the bag by overlapping the edges. Tape or staple overlapping edges.
Using scissors, cut up about four or five inches every inch or so around the bottom of the
cylinder to make a fringe. Attach a piece of string to the top to hang the windsock in an
area at school that can be checked easily and the wind can reach it and it can blow freely.
Students record wind descriptions on a class graph and in science journal. A wind scale,
such as provided below, will be analyzed to determine the best wind speed for certain
activities (e.g., kite flying, picnic).
Speed (km/h)
0
6-19
Description
No breeze
Light breeze
20-38
Moderate breeze
39-49
Strong breeze
Wind Scale
Objects Affected
No movement of wind
Leaves rustle, wind vanes
move, wind felt on face
Dust and paper blow, small
branches sway
Umbrellas hard to stay open,
large branches sway
Windsock Position
Sock hangs down
Sock blows slightly
Sock extended 2/3 of
way
Sock straight out
To make a wind vane take a piece of cardboard and cut out an arrow shape. Teachers
remind students to use caution when working with sharp instruments. Insert a straight pin
through the middle of the arrow. Push the pin through the eraser end of a pencil. Take the
vane outdoors and hold it up into the air. The arrow will turn around in the wind. The
arrow will point into the wind meaning this is the direction from which the wind is
blowing. (If the arrow points to the north, the wind is coming from the north. It is a north
wind.) Students record wind direction on a class graph and in a science journal. Have
students make predictions about the direction of the wind by observations of
surroundings such as trees, bushes, etc.
Have students describe the weather pattern over the specified time period. Students use
the data collected over several days or weeks to make inferences about weather patterns.
Introduce the difference between weather and climate by displaying the weather pattern
in a distinctly different part of the world for the same time period. Students have been
studying daily weather patterns. Teacher explains that weather patterns over a long period
of time for any given location make up the climate of that region and would be
established by records over several years. Have students use information and data
collected to make a conclusive statement of the climate of the area they live in.
Discussion questions may include:
How would weather forecasting and developing technology help us as citizens
prepare for natural disasters such as hurricanes or tornadoes?
What other resources could weather forecasters use to gather weather
information? (satellites, weather balloons, hurricane watchers, etc.)
Activity 3: Weather Patterns to Climate (GLEs: 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 17, 47,
49)
Students will collect weather maps from local newspapers to analyze weather patterns.
They will listen to/watch news reports on the weather. A personal student calendar and a
class calendar will be kept to record daily weather conditions. Teacher may want to
appoint different students daily to play the role of Class Meteorologist gathering some of
the information the class will need to make a journal entry. Students can check weather
using weather sites and/or television station sites. Thermometers measuring outside
temperature will be read and temperatures recorded daily using both metric (SI) and US
system. Students will keep an accurate record using a table or a data chart of weather
conditions noting amounts of rainfall, wind speed and wind direction, as well as outside
temperature for at least one month in their journals and on a class graph. Students can
also include types of clouds in their daily journal writings from the four types of clouds
(Cirrus, Stratus, Cumulus, and Cumulonimbus). Weather conditions, such as temperature
and precipitation, will also be graphed. Weather maps will be analyzed over a four-day
period to predict weather patterns.
Have students research different scientific discoveries (satellites, NASA, more accurate
weather instruments) that have helped society become better prepared for storms,
tornadoes, flooding, etc.
Extension: Students will prepare a severe weather checklist and a hurricane emergency
preparedness list to share with peers and parents. This information can be found on a
Hurricane Tracking Chart, available at www.stormfax.com, www.noaa.org, and various
television news channel stations. Through probing questions, have students discuss the
distinction between the terms weather, weather patterns, and climate. Also, have the
students discuss their relationships. Have students record their understandings in the
journal. Provide student groups with data from specific locations; have students review
weather conditions and trends over a long period of time to enable them to describe
climate patterns. Use social studies books or nonfiction books about other regions that
have climate listed in them. Have students include in their written response major
weather measurements/conditions that helped to classify the area as being located in a
particular climate.
Sample Assessments
General Guidelines
Assessment techniques should include use of drawings/illustrations/models, laboratory
investigations with reports, laboratory practicals (problem-solving and performancebased assessments), group discussion and journaling (reflective assessment), and paperand-pencil tests (traditional summative assessments).
Students should be monitored throughout the work on all activities via teacher
observation and lab notebook entries.
All student-developed products should be evaluated as the unit continues.
Student investigations should be evaluated with a rubric.
For some multiple-choice items on written tests, ask students to write a
justification for their chosen response.
General Assessments
The student will simulate the water cycle by developing a model of land and ocean in a
plastic box.
The student will record in journals the role the ocean plays in our water cycle.
The student will make rain gauges to measure precipitation, windsocks to measure wind
speed, and wind vanes to show direction of wind.
The student will record precipitation, wind direction, and wind speed in journals.
The student will explain the difference between weather and climate.
The student will record weather data in journals.
Activity-Specific Assessments
Activity 1: Students will correctly draw and label a picture of the water cycle
using terminology including but not limited to: evaporation, condensation, and
precipitation.
Activity 2: Using Internet, newspaper, or television resources to gain
examples of weather patterns from other parts of the world, students should
compare the weather of their region with the weather of that other country on
the same days of the week. The students should be able to explain the
difference in weather and climate related to this observation.
Activity 3: Have student record daily entries of weather conditions in a
journal. Students’ weather journals will be checked for daily entries for a
specified amount of time. Award points for making daily entries, recording all
the required information daily, and keeping accurate weather instrument
information. Students will write journal entries predicting the weather for the
next day. (Points should not be taken away for not correctly predicting the
weather but should be given for a practical explanation of what the student
thinks will happen with the weather.)
Resources
Bosak, Susan V. Science Is. Scholastic, ISBN 5-590974070-9
http://www.weather.com
http://www.thesolutionsite.com
http://ga.water.usgs.gov/edu/watercycle.html
www.stormfax.com
www.noaa.org
www.fema.gov/kids/whatnow/index.htm
Newspapers
TV stations